Adolescent Competence Research Articles

Validation of the Indonesian version of the self-compassion scale for youth using Rasch model analysis

Adolescence is a phase marked by stress, emotional instability, and low self-esteem, often leading to self-criticism and social withdrawal. To cope with these challenges, adolescents need self-compassion to maintain self-kindness and achieve better psychological well-being. This study aims to measure adolescent self-compassion using the Self-Compassion Scale for Youth (SCSY), a 17-item scale developed to suit the competencies of adolescents, as the original Self-Compassion Scale (SCS) is less applicable for this age group. A quantitative survey design was employed, with data from 105 high school students (aged 16-17, predominantly Sundanese, residing in rural areas) analyzed using JASP and Winstep for Rasch Model measurement. Results indicated that the SCSY demonstrated acceptable validity and reliability, confirming its suitability for adolescent self-compassion measurement. Findings underscore the importance of self-compassion in fostering emotional stability and resilience, suggesting that school-based guidance and counseling could benefit from incorporating self-compassion training to enhance mental health support for adolescents. The SCSY’s tailored approach facilitates early detection of self-compassion levels, enabling counselors to provide targeted interventions that align with adolescents’ developmental needs.

Citizenship Competencies and the New Social Pact in Science and Technology: The Case of the Creaciencia Project in the Department of Tolima-Colombia

Objective: The objective of this study is to explain the evolution of the new social contract in relation to science and technology over time. Additionally, it aims to show how this contract has influenced the promotion of a new citizenship, as well as the development of the citizen competencies we know today. The role of the Creaciencia project in the development of these citizen competencies in the department of Tolima is also addressed, highlighting its importance as a key factor and foundation for the creation of new forms of citizenship. Theoretical Framework: The study's categories of analysis include citizen competencies, the new social contract, the new social pact, and citizen competencies. Method: In this study, a qualitative approach was used, which proposes a pathway for creativity and a pedagogical approach involving workshops and training for various actors in the educational field. Results and Discussion: The study shows the evolutionary process of the new social pact on science and technology and how it influences the formation of new citizenships. An example of this is the Creaciencia project, which influences the development of citizen competencies in children and adolescents. Additionally, this project exemplifies the fulfillment of the new social pact on science and technology, as it generates a horizontal dialogue between children, adolescents, and academia. Research Implications:The study highlights the development of a new social pact on science and technology and its implications for the development of civic competencies and new forms of citizenship, which in turn creates more active and responsible actors in their environment. Similarly, the impacts of the Creaciencia project are emphasized, which influences the formation of civic competencies among children and adolescents in the department of Tolima, and how it fosters a new social pact on science and technology in the department of Tolima. Originality/Value: This study aims to highlight the evolution of the new social contract in relation to science and technology over time and how it has led to the formation of new citizenships and the development of new citizen competencies. Similarly, it seeks to highlight the impacts of the Creaciencia project, which promotes new forms of citizenship in the department of Tolima.

Are school grades correlated with competencies in secondary school pupils with special needs?

IntroductionThe current correlative study investigates whether and to what extent school grades are related to competencies in adolescents with and without special educational needs and disabilities (SEND) in inclusive secondary education.MethodsA sample of N = 2,998 adolescents with a mean age of 12 years were longitudinally assessed in German language and Mathematics in a nationwide project on inclusive schooling in Germany in 2018/19 (T1) and 2019/20 (T2) in secondary school. The hypothesis was that competencies and school grades should be significantly correlated in both adolescents with and without SEND, showing the reliability of school grades for either group.Results and discussionStatistical analyses showed (1) all adolescents improved their competencies independently of their SEND status while school grades were moderately stable over time, (2) more variability of competencies and school grades emerged only at the tail ends of the scales of fail and best scores, (3) correlations between competencies and grades were consistently higher in mathematics than in German language for both pupils with and without SEND indicating a more objective and reliable measure.

Dezvoltarea competențeide investigarela elevi prin activități de cercetare

The article presents some practical aspects regarding the development of students' skills and competencies in research and investigation activities. The aim of the paper was to develop investigation competencies in adolescents by involving them in practical activities during biology lessons, which will contribute to the formation of health-promoting behaviors concerning human nutrition and maintaining health.

Basic Psychological Need Satisfaction as Correlates of Physical Activity Trajectories During Adolescence.

This analysis aimed to (1) identify longitudinal joint trajectories of participation in organized and unorganized physical activity contexts, and level of daily moderate-to-vigorous physical activity (MVPA) and (2) assess whether basic psychological need satisfaction during adolescence differentiates between membership in different physical activity trajectories. Participants (n = 888; 56% girls) reported their involvement in 36 different physical activities, level of MVPA, and their perceived satisfaction of competence, autonomy, and relatedness satisfaction in physical activity up to three times per year, over 8 years (from ages 10 to 17 years). Group-based multi-trajectory models were used to identify longitudinal joint trajectories of physical activity participation. We estimated a multinomial logistic regression model for membership in a physical activity trajectory by including individual-level intercepts and slopes for each psychological need obtained using mixed models over the 24 cycles modelized as natural cubic splines. Five longitudinal trajectory groups emerged: Non-participants, Dropouts, Active in unorganized physical activities, Active in organized physical activities, and Active through a variety of activities. Relative to Non-participants, we identify a dose-response relationship in baseline competence and membership in the higher active trajectory groups. In addition, a positive change in competence in early adolescence predicted membership in all three Active trajectory groups.

OCIAL COMPETENCE OF 5TH-FORM STUDENTS WITH NORMATIVE AND DELAYED MENTAL DEVELOPMENT

The article presents a theoretical basis for studying the social competence of adolescents as a complex feature including three groups of competencies: social-cognitive, social-behavioural and social-emotional. The author describes the results of an experimental assessment of the social competence in 5th grade students with normative and delayed mental development. General trends are highlighted, and features specific to delayed development are characterised.

Psychological Well-Being and Self-Efficacy for Self-Regulated Learning.

This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students' Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study's main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender. A sample of 395 students (mean age = 17.5; SD = 0.75) completed the ASBPNSS and the Self-Efficacy for Self-Regulated Learning Scale. The factorial structure, composite reliability, and gender invariance of the ASBPNSS were examined. Associations between well-being at school and self-efficacy were tested with structural equation models (CFI = 0.935, TLI = 0.925; RMSEA = 0.054). Measures of well-being were associated with school self-efficacy for self-regulated learning, which predicted Competence (beta = 0.639), Relatedness (beta = 0.350), and Autonomy (beta = 0.309). These relationships were invariant over gender, although girls reported lower latent means in the Relatedness factor. This study highlights the importance of promoting school self-efficacy and well-being in adolescence.

Measuring sexual interaction competence in adolescents: A validation study of the Sexual Interaction and Relationship Questionnaire (SIRQ)

BackgroundThis study aimed to investigate the internal structure, measurement invariance, and reliability of the Sexual Interaction and Relationship Questionnaire (SIRQ), which is a self-report instrument for measuring sexual interaction competence in adolescents. MethodsThe SIRQ was administered in a clinical sample (N = 827; M=15.51 years, SD=1.98 years). The factor structure of the SIRQ was examined by performing a Principal Component Analysis (PCA) and a Confirmatory Factor Analysis (CFA). Measurement invariance was investigated for gender, age, education level, and cultural background. The reliability of the SIRQ was analyzed for different subgroups. ResultsA PCA yielded a one-dimensional factor solution with 13 items, which was confirmed in a CFA in the construction sample, and replicated with a CFA in the validation sample. Measurement invariance analyses revealed strict invariance for education level, metric invariance for gender and cultural background, and configural invariance for age. The reliability of the SIRQ was satisfactory (α = 0.73). ConclusionsIt is concluded that the SIRQ is a unique and useful instrument for both scientific research and clinical practice to assess sexual interaction competence in adolescents. Recommendations for further development and validation of the SIRQ are expanding the questionnaire with on topics that are not or not sufficiently represented in the validated version of the questionnaire, and developing separate norm scores for different groups of adolescents.

Interpersonal Communication Competence: The Role of Sex, Parenting Styles, and Attachment Styles

An individual’s capability and capacity for interpersonal communication is heavily dependent on environmental, personal, and social factors. This study explores the effects of sex, parenting styles experienced, and attachment styles on the interpersonal communication competence of adolescents. A sample of 240 senior high school students from De La Salle University Integrated School Manila was selected through convenience sampling. Results reveal that adolescent senior high school students are above average in overall interpersonal communication competence. They are excellent in the emotional support dimension of ICC and above average in the initiation, negative assertion, disclosure, and conflict management dimensions. Sex, parenting styles of mothers and fathers, and attachment style have no significant effect on the initiation and negative assertion dimensions of ICC. However, sex has significant effects on the emotional support and conflict management dimensions of ICC. Data show that females are significantly better at emotional support and conflict management regardless of attachment style, except for adolescents with an anxious attachment style, where males are better than females at emotional support and conflict management. On the other hand, only sex has a significant effect on the overall ICC of adolescent senior high school students.

Pengaruh konformitas positif terhadap kompetensi sosio-emosional yang dimediasi oleh self-efficacy pada santri remaja

Socio-emotional competence in adolescence is needed in socio-emotional development where individuals are able to manage emotions and interact with others and develop healthy relationships. Positive conformity behavior is used as a cognitive strategy to adjust to peer groups so that deviant behavior can be avoided. In order for positive conformity to develop properly, self-efficacy is needed as a mediator to increase socio-emotional competence. The purpose of this study was to examine self-efficacy as a mediator between positive conformity and socio-emotional competence. This research method uses a quantitative approach using population quotas. The subjects in this study were all 197 students of SMP YPUI Darul Ulum Banda Aceh City. The instruments used were the Delaware Social Emotional Competence Scale-Student (DSECS-S), the Peer Conformity Disposition Scale (PCDS), and the General Self Efficacy Scale (GSES). Data analysis was performed using the Process Macro Analysis Hayes mediation analysis technique. The results of the study show that there is a significant effect of positive conformity on socio-emotional competence. With the role of self-efficacy as a mediator, positive conformity can indirectly increase the socio-emotional competence of young students at Islamic boarding schools.

Exploring the Innovative Path of Cultivating Social-Emotional Competence of Adolescents in the Digital Era

With the arrival of the digital era, the growing environment of adolescents has changed significantly, and the cultivation of social-emotional competence also faces new challenges and opportunities. Starting from analyzing the new requirements for adolescents’ social-emotional competence in the digital era, this paper actively explores the current situation and deficiencies of adolescents’ social-emotional competence cultivation and puts forward strategies and suggestions for innovating the path of adolescents’ social-emotional competence cultivation in the digital era. Through the integration of digital educational resources, the use of new media technology, the promotion of emotional education courses, and the strengthening of home-school cooperation, schools can effectively help adolescents better adapt to the social environment of the digital era, enhance their social-emotional competence, and promote their overall development.

Factors influencing innovation competence among children and adolescents in China – A multilevel, cross-cohort study

Innovation competence is an essential core literacy skill for 21st century students. While some research exists on innovation competence in college students, there has been relatively little examination of the factors influencing this competence in children and adolescents aged 10 to 15. This study evaluated innovation competence among students from Suzhou, China, focusing on four key social and emotional skills: creativity, curiosity, cooperation, and responsibility. Data from the Organization for Economic Cooperation and Development were utilized for this analysis. Hierarchical linear modelling was applied to analyze potential factors at both individual and school levels influencing innovation competence across family and school environments. We calculated a t-test statistic to compare factors between the two cohorts. Factors significantly influencing children and adolescents' innovation competence included socio-economic status, time spent engaging in online gaming, time spent browsing the Internet for information, and the perceived cooperative climate atschool. Gender significantly influenced only adolescents' innovation competence, while teachers' disruptive behaviors had an impact solely on children's innovation competence. Apart from time spent engaging in online gaming and browsing the Internet for information, the effects of other variables showed significant differences between the groups. The findings highlight the need for targeted support from families, schools, and society to foster students' innovation competence.

Social-emotional competence in early adolescence: the role of prosocial behaviour and peer acceptance

In addition to academic achievement, social-emotional competence has been increasingly considered a fundamental predictor of success in various aspects of life, particularly in adolescents. However, social-emotional competence among adolescents is currently in declining trend. The current research aimed to investigate psychological factors influencing early adolescents' social-emotional competence. This research employed quantitative methods. After filling in informed consent, 380 junior high school students aged 12 and 14 years in Padang city, Indonesia was recruited through the cluster sampling technique. All participants completed three validated questionnaires, such as the Social and Emotional Competency Questionnaire, Prosocial Tendencies Measure, and Peer Acceptance Scale. Structural equation modelling (SEM) analysis showed that prosocial behaviour and peer acceptance had a significant influence on social-emotional competence among early adolescents. Further analysis also revealed that peer acceptance partially mediated the relationships between prosocial behaviour and social-emotional competence. Overall, this research model contributed 39.6% to explain the relationship between the studied variables. Therefore, these findings suggest that encouraging prosocial behaviours and being acknowledged by peers are established as two essential factors in promoting social-emotional competence among early adolescents.

Amygdala volumes and associations with socio-emotional competencies in preterm youth: cross-sectional and longitudinal data.

Socio-emotional difficulties often result from very preterm (VPT) birth. The amygdala's developmental trajectory, including its nuclei, has been recognized as a significant factor in observed difficulties. This study aims to assess the relationship between amygdala volume and socio-emotional competencies in VPT children and adolescents. Socio-emotional competencies were assessed, and amygdala volumes, including subnuclei, were extracted automatically from structural scans in a cross-sectional cohort of VPT (n = 75) and full-term (FT, n = 41) aged 6-14 years. Group differences in amygdala volumes were assessed using ANCOVA, and associations with socio-emotional competencies were studied using partial least squares correlation (PLSC). In a VPT subgroup, additional longitudinal data with amygdala volumes at term-equivalent age (TEA) were manually extracted, growth rates calculated, and associations with school-age socio-emotional competencies investigated using PLSC. Using cross-sectional data at school-age, amygdala volumes displayed comparable developmental patterns between the VPT and the FT groups. Greater volumes were associated with more emotional regulation difficulties in VPT and lower affect recognition competencies in FT. In the longitudinal VPT subgroup, no significant associations were found between amygdala volume trajectory and socio-emotional competencies. Although our findings suggest typical amygdala development after VPT birth, further research is necessary to elucidate the developmental trajectory of amygdala and the role of resilience factors. In our cohort, amygdala volumes, including subnuclei, displayed comparable developmental trajectories between the very preterm and the full-term groups. Higher amygdala volumes at school-age were associated with higher emotional regulation difficulties in the very-preterm born group, and with lower affect recognition abilities in full-term born children and adolescents. In a subgroup of very-preterm children and adolescents followed from birth to school-age, no significant associations were found between amygdala volumes at term-equivalent age and socio-emotional competencies at school-age.

Can We Measure the Level of Socio-Emotional Competencies of Adolescents?

The present study aimed to evaluate the evidence of validity and reliability of the Social Emotional Competence Questionnaire (SECQ) in Spanish students and to verify if gender is a determining factor in their development. An intentional sampling was carried out on 429 students between 12 and 16 years old. Three factorial structures were tested: the original model, the original re-specified model, and the six-factor model that was achieved. The results maintain that the original re-specified model presented values with the best absolute fit, a slightly more favorable comparative fit, and a parsimonious fit with lower values than the other models. The reliability analysis showed considerable internal consistency. Boys were shown to have better self-management, and girls showed greater management in their social relationships. It is concluded that the questionnaire has adequate psychometric properties and is expressly useful in the population of interest with a relevant weight in the evaluation of socio-emotional competence.

Validation and Psychometric Properties of the German Version of the Adolescent Motor Competence Questionnaire

Introduction/Background: In 2016, the Adolescent Motor Competence Questionnaire (AMCQ) was developed in Australia. The AMCQ was developed to assess perceived motor competence in adolescents between the ages of 12 and 18 years. The 26 items represent four factors: participation in physical activity and sports, activities of daily living, public performance, and peer comparison. Aims/Objectives: Currently, no validated German-language self-report screening instrument exists for assessing perceived motor competence among adolescents. This study aimed to validate the German version of the AMCQ (AMCQ-GER). Methods/Approach: The German translation’s factor structure and psychometric properties were analyzed based on a community sample of 635 healthy children and adolescents between 10 and 18 years of age (12.9 ± 2.31 years, 321 boys and 312 girls) and 100 healthy young adults between 19 and 30 years of age (23.0 ± 2.92 years, 49 men and 51 women). The previously validated cutoff score of ≤83 out of 104 was used to group the sample into high and low motor competence. Results: The mean AMCQ-GER score was 84.9 (SD = 8.59), and 38.8% of the participants identified with low motor competence. The principle component analysis revealed clear evidence for a three-factorial structure comprising physical activity and sports, general clumsiness, and activities of daily living (with an explained variance of 29.2%). Reliability for all scales was excellent, with a McDonald’s ϖ of at least .70. The overall conclusion of the Rasch analysis supported the confirmatory factor analysis, although with an overall smaller number of items (18 instead of 26). The AMCQ-GER was positively correlated with age (.26**) and participation in organized club sports (.19**). It was negatively correlated with body mass index (−.23**) and school grade in physical activity (−.40**). Conclusions/Relevance: Our rigorous validation protocol has generated a remarkable reproduction of the AMCQ in German. These results suggest that the language and structure of the questionnaire is appropriate for German-speaking countries.

Anticipatory competence of adolescents with movement disorders in the prevention of deviations

IntroductionAnticipation is the most valuable component of the regulatory side of human behavior. Adolescence is a sensitive period in relation to the formation of an anticipatory and prognostic system, which in turn provides an opportunity to assess causal relationships and evaluate the consequences of actions taken.ObjectivesStudy of the anticipatory viability of adolescents with long-term disorders in the prevention of deviations.MethodsThe study involved 46 adolescents aged 11-15 studying at a specialized boarding school for children with disabilities. The observational method was used as well as the author’s methodology “Studying the anticipatory solvency of adolescents” Akhmetzyanova A.I., Artemyeva T.V.; “Diagnostic questionnaire for identifying propensity to various forms of deviant behavior for students of educational institutions” developed by the Department of Psychiatry of the Military Medical Academy named after S.M. Kirov.ResultsThe subjects had difficulty predicting the passage of time, with its adequate and rational distribution, including planning their own activities. Adolescents with musculoskeletal disorders had difficulty making a pragmatic and realistic forecast of possible events in communication with other people, as well as predicting the emotional states of interaction participants. Adolescents with movement disorders were characterized by an inadequate assessment of themselves as a subject of professional activity, fixation on the movement disorder, and high levels of anxiety and neuroticism. The subjects showed a tendency to suicidal behavior due to risk factors such as high levels of anxiety associated with self-esteem and anxiety in interpersonal relationships, high affectivity and demonstrativeness, social pessimism and negative prediction of the future. During the correlation analysis, the relationship between spatio-temporal and speech-communicative anticipatory consistency with indicators of deviant behavior - delinquent behavior and deviant behavior was revealed.ConclusionsThe data obtained in the study will allow specialists to timely identify and prevent the development of deviant behavior, as well as build a route for correctional classes with each child.. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.Disclosure of InterestNone Declared

Specifics of anticipatory competence of adolescents with speech pathology

IntroductionAdolescents with speech pathology experience disturbances in sound pronunciation, phonemic processes, poor vocabulary, insufficiently formed grammatical structure, and disturbances in coherent speech. The specifics of the emotional-volitional sphere of adolescents in this group are anxiety, isolation and negativism prevent the establishment of full social contacts with peers and adults and complicate the formation of their anticipatory competence.ObjectivesStudying the specifics of the anticipatory competence of adolescents with speech pathology.Methods The study involved 56 adolescent children aged 11-15, attending an educational institution for children with disabilities, diagnosed with general speech impairment level 2. The study was carried out using the following methods: “Achenbach Questionnaire”, “Test of Anticipatory Consistency” by V.D. Mendelevich, “Anticipation of the outcome of a situation with a violation of the norm” by V.P. Ulyanova and the author’s methodology “Studying the anticipatory competence of adolescents” by Akhmetzyanova A.I., Artemyeva T.V.Results It was revealed that adolescents with speech pathology experience difficulties in mastering the material, it is difficult for them to concentrate their attention on the task and bring the work they have started to the end. Adolescents of this nosological group face difficulties in predicting the outcome of situations and the consequences of their own behavior in a situation of social interaction, find it difficult to control time in the process of doing homework and organizing leisure time, make a forecast of various situations that may arise at school and family, make new acquaintances, and communicate freely with parents, teachers and peers.Conclusions The level of speech development influences the formation of personal-situational, speech-communicative anticipatory competence of adolescents, and the ability to predict speech situations. Teenagers with speech pathology need help from adults This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.Disclosure of InterestNone Declared

부모의 자율성 지지가 청소년의 진로성숙도에 미치는 영향에 대한 청소년의 자율성, 유능성, 관계성의 다중매개효과

This study aimed at identifying the multiple mediating effects of autonomy, competence and relatedness in the relationship between parental autonomy support and career maturity of adolescents. For this, We used data were collected from 1,020 students for 7 middle schools in Seoul and the Gyeonggi areas. We were analyzed by using structural equation models(SEM). As a result of the analysis, individual mediating effect of autonomy, competence and relatedness were shown to be statistically significant in the impact of parent’s autonomy on adolescent’s career maturity. It became evident that the fulfillment of autonomy, competence, and relatedness in adolescents is a significant factor in increasing their career maturity. Based on these results, these authors suggested that desirable parenting styles in the family to enhance adolescents’ career maturity, which is one of the important developmental tasks. Also, we discussed that intervention to improve career maturity through satisfaction the basic psychological needs of adolescents.

다문화 청소년의 역경경험과 사회적 역량과의 관계: 우울의 매개효과와 지역사회 지지원의 조절된 매개효과

다문화 청소년의 역경경험과 사회적 역량과의 관계: 우울의 매개효과와 지역사회 지지원의 조절된 매개효과