Adolescent Competence Research Articles

Penerapan psikodrama untuk meningkatkan kompetensi emosi pada remaja dengan orang tua bercerai

Adolescents who experience the impact of divorce experience unstable emotional conditions, sadness, disappointment, and low emotional competence. Emotional competence is the condition of an individual who is able to recognize, express, understand, regulate and use the emotions they feel. There are many ways to improve the emotional competence of teenagers with divorced parents, one of which is using the psychodrama method. Psychodrama is a way of expressing what is felt about the pressure or stress that is being experienced or method often called catharsis. The research aims to determine the use of intervention in the form of psychodrama in an effort to increase emotional competence in adolescents with divorced parents. This research uses an experimental approach with a pretest-posttest control group design. The instrument used was the Profile of Emotional Competence (PEC). There were 10 research subjects determined using a purposive sampling method who were then divided into experimental and control groups according to low to medium PEC scores. The results of data analysis using the Wilcoxon test showed that there was a significant difference in the experimental group (p= 0,043) and there was no significant difference in the control group (p= 0,069). Based on these results, it indicates that psychodrama has a significant influence in efforts to increase emotional competence in adolescents with divorced parents.

How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy.

The social and emotional competence of adolescents serves as the cornerstone for their success and future development. This study aims to explore the impact of distributed leadership on the social and emotional competence of adolescents, examining the mediating roles of student-centered teaching practices and teacher self-efficacy. Utilizing survey data from 7246 Chinese adolescents in the SESS project, the study employs a multi-level structural equation modeling approach for data analysis. The results indicate that distributed leadership positively predicts the social and emotional competence of adolescents. Furthermore, distributed leadership exerts indirect effects on adolescents' social and emotional competence through the independent mediating roles of student-centered teaching practices and teacher self-efficacy, as well as a sequential mediation process involving student-centered teaching practices leading to teacher self-efficacy. This study elucidates how distributed leadership facilitates the development of adolescents' social and emotional competence, confirming the supportive factors influencing these crucial capacities. Simultaneously, it provides valuable insights into the daily practices of teachers, principals, and administrators.

English Code-Mixings in WhatsApp interactions among Spanish adolescents and their orthographic competence

Aims: The widespread use of computer-mediated communication (CMC) among adolescents has favored the creation of a newly written code called digitalk. This new code includes, among other characteristics, the use of foreign words as textisms, mainly anglicisms. These textisms also serve as a mark of identity among young speakers. The aim of this paper is twofold: first, to describe which are the more frequent anglicisms used by Spanish adolescents in their CMC and the code-mixing pathways of inclusion; second, to examine the possible influence between the use of anglicisms in the CMC of Spanish adolescents and their orthographic competence. Method: Based on an exploratory methodology, a corpus of interactions through WhatsApp of a group of adolescents attending Compulsory Secondary Education in a region of southern Spain has been analyzed. Data analysis: Sketch Engine software was used for corpus analysis, presenting the normalized frequency (1/1,000) of textisms, misspellings, and multimodal elements. Finally, for the descriptive statistical analysis of the data and for the bivariate correlation analysis applying Pearson’s coefficient, IBM SPSS v.26 software was used. Findings: The results indicate that young people use English Code-Mixings (ECM) as discursive framers with an expressive aim and as a sign of belonging to a specific community of speakers. Moreover, no positive correlation is observed between the use of these ECMs and a lower orthographic competence. Implications: ECMs show an important pragmatic function in CMC among Spanish adolescents. Furthermore, they are one of the elements that have been incorporated into the digital norm of Spanish and can be used in Compulsory Education as a resource for the acquisition of communicative competence in adolescents along with other textisms. Originality: This is the first research that analyzes the frequency and function of anglicisms in Spanish CMC and their impact on the orthographic competence of Spanish adolescents.

Social Competence and Altruistic Behaviour among Adolescents: A Review Study

Adolescence, spanning from 10 to 19 years, is a pivotal stage marked by profound physical, cognitive, emotional, and social changes as individuals transition from childhood to adulthood. This period emphasizes significant growth and exploration. Social competence is integral to adolescents' overall development, involving skills to navigate interactions, build connections, and thrive in social settings, with a focus on peer relationships, self-identity, and societal expectations. Altruistic behaviour, characterized by selfless actions and care for others, is prevalent in this phase, fostering social connections and shaping ethical values. Recognizing and encouraging altruism significantly impacts adolescents' social and emotional maturation, fostering responsibility and compassion. This review study aims to explore the social competence and altruistic behaviour of adolescents. A careful curation of relevant literature has been conducted, drawing from reputable sources including Frontier, Springer, Elsevier, and ResearchGate. This thorough investigation ensures the delivery of valuable insights into the social competence and altruistic behaviour of adolescents.

Improving moral competence in adolescents through non-linear pedagogy in the context of physical education and sport.

The development of moral competence seems to be an important factor in the context of youth development. The problem with lack of moral competence among youth has often been observed. Physical education (PE) as a subject in school seems to provide space in the curriculum where moral development can and should be experienced and practiced. The participants were high school students (N.=235), divided into 4 groups: two experimental and two control groups. The difference between the experimental groups was the frequency of the experiment. The first group carried out two units a week for one semester, and the second group one lesson unit throughout the school year. As a research tool the Moral Competence Test was used. The results indicate statistically significant positive changes between the score of Community Index (C-Index) in pretest and post-test for both experimental group (P<0.05; η2=0.04), and between pretest and follow-up in second experimental group (P<0.05; η2=0.05). Whereas in the control groups, there were no significant changes in the comparison of terms (pretest, post-test, follow-up) (P>0.05). Based on the study, it can be determined that the curriculum of physical education, based on the model of non-linear pedagogy, can increase the level of moral competence among young people.

Digital Transformation and Digital Competences of Urban and Rural Polish Youths

This article explores the level of digital competence of young people in Poland, with the indirect aim being to show the differences in the level of digital competence for adolescents living in rural and urban areas. The research covered a sample of 985 respondents, from 11–18 years old, from Poland. The research was carried out within the EU Kids Online network. The survey tool related to the assessment of digital competences covered issues of installation of software on mobile devices, configuration of internet access as pertains to confidential information, information security awareness, management of information downloaded from the internet, configuration of social networks, e-shopping, verification of costs related to the use of additional software, advanced information search, checking the reliability of information, and editing online content. Descriptive statistics, k-means cluster analysis, one-way analysis of variance (non-parametric test), and correlations were used to show the differences between rural and urban adolescents in the indicated areas. The collected data offer several postulates for education and education policy, being not only diagnostic but also implementational. Based on the analysis of the data, it was noted that: (a) Eleven areas related to basic digital competence strongly differentiate between urban and rural young people; (b) rural young people rate their own digital competence lower than urban young people do; (c) a small percentage of young people from both rural and urban areas have low digital competence; (d) one well-developed area of key competence does not always co-occur with another well-developed area; and (e) the style of using new media among rural and urban young people is similar.

The significance of folklore works for the social development of younger adolescents in the activities of a social pedagogue

The article examines the importance of folklore works for the social development of younger adolescents in the activities of a social teacher. The relevance of the research is due to various social changes that have a direct positive or negative impact on the development of a personality. The most significant period of social development is adolescence, which is sensitive to expanding social space and increasing the number of social contacts of a teenager. In this connection, it is necessary to search for technologies with high pedagogical potential, which have enormous educational, cognitive, social, aesthetic, and developmental significance in the education and upbringing of young adolescents, which have a direct or indirect impact on their social development. The purpose of the research was to study the pedagogical possibilities of folklore works in the social development of younger adolescents in the activities of a social teacher. The author has analyzed the scientific literature on the investigated problem, which became the basis for the methodology of the research. Using theoretical research methods (analytical methods (analysis and synthesis), the method of generalization and structuring of scientific material), the high significance of the use of folklore works in the social development of young adolescents and its high pedagogical potential in the activities of a social teacher have been proven. It has been proved that pedagogical functions of folklore works can be realized, which significantly increases the social competencies of adolescents.

Systematic review on social/moral competence interventions in Physical Education

Abstract Study aim: This systematic review drew the significant findings of carefully selected interventions to promote the social and moral competence (SC and MC, respectively) of children and adolescents mostly by investigating the effect of these interventions and focusing on strategies used. Material and methods: A number of English written, electronic databases (e.g., EBSCO, EBSCOhost Web, ERIC, Master FILE Premier, SPORT, SPORT Discus, and Web of Science) and grey literature – from 2005 to the present – were consulted from September 2021 to December 2021. School-based intervention studies that assessed moral competence (MC) or social competence (SC) were eligible for inclusion. The studies were stratified by pre-school and primary school children (&lt;12 years of age) and adolescents (≥12 years of age). A total of N = 24 documents referring to different intervention studies were included in the review. N = 10 interventions focused on children; while N = 14 targeted adolescents. Results: The most used strategies in the interventions were the ones that included components of MC or evaluated SC using specific protocols and tools. Conclusions: This review pointed at socio-emotional and moral skills which remained underdeveloped in school children unless physical education (PE) teachers adjusted teaching contents and methods during instruction; and implement them into interventions with strategies that targeted elements fostering the sound socio-moral development of a child into adulthood. A model-based approach appeared to be the most, but not the only effective designs in the examined interventions.

Psychological culture of formation of personal dignity, safety of life and civic position in students of 5-6 grades

The article presents a theoretical and methodological analysis of the main scientific approaches to the definition of psychological culture in domestic and foreign psychology, focuses on conceptual ideas regarding the substantiation of the psychological content of the formation of personal dignity, life safety and civic position in pupils of 5-6 grades. The content of the concept of psychological culture as an important tool for human adaptation in a constantly changing social environment and a guarantee of self-realization of the individual at different stages of development is revealed. The author's approaches to the phenomenon of psychological culture of the individual in the formation of personal dignity, life safety and civic position are substantiated. The features and recommendations for using the system of educational work through the formation of intrinsic motivational attitudes, important life skills, development of personal and civic competencies in younger adolescents are characterized. It is emphasized that a teacher who has a psychological culture can become a model of a self-sufficient personality for younger adolescents in matters of personal dignity, life safety and civic position.

Mastering movement: A Cross-sectional investigation of motor competence in children and adolescents engaged in sports.

Motor Competence (MC) is related to the development of healthy lifestyles in children and adolescents, and many studies have compared it with different variables, including sports participation. This investigation aimed to characterize the components and total scores of MC regarding different physical activity practices, such as physical education (PE) classes, futsal, volleyball, and ballet, and to compare MC regarding sports, sex, and age-groups. Using a cross-sectional study, 398 Portuguese children and adolescents (398 participants: 200 boys and 198 girls; 12.649±3.46 years) were conveniently chosen between 2022 and 2023. Four groups of different sports were created: PE classes (n = 187), futsal (n = 80), volleyball (n = 101) and ballet (n = 30), and four different age groups: 7 to 9 years old (n = 117); 10 to 12 years old (n = 65), 13 to 15 years old (n = 96) and, 16 to 19 years old (n = 120). All participants reported to participate in at least two training sessions per week (1 hour each) for at least two years. MC was assessed with Motor Competence Assessment (MCA) comprising three components with six tests (two tests for each component). Participants' total MC was calculated as the average of the three components of the MCA. Data were analyzed by applying ANOVA one-way with LSD post-hoc. Differences were found in MC among groups, where futsal participants showed better scores in general. Sex comparison showed that boys have a higher MC when practicing futsal, especially compared to volleyball players. Age-group analysis showed that younger participants had better MC levels compared to older ones. The whole group showed the 50th percentile of MC, but volleyball adolescents showed results below this reference. MC is intrinsically linked to an individual's motor experiences and motivations rather than depending directly on the specific practice of the sport.

Digital norm and spelling competence of adolescents in vulnerable contexts: a case study

Resumen Este artículo de investigación examina la relación entre la competencia ortográfica y la competencia digital en estudiantes de Educación Secundaria Obligatoria en contextos vulnerables. Se realizó un estudio de casos comparando dos centros de educación secundaria en zonas con necesidad de transformación social con dos centros sin problemas de integración social. La muestra consistió en 126 estudiantes de edades entre 14 y 16 años, seleccionados de manera intencional. Los resultados indican que no hay diferencias significativas en la relación entre ortografía académica y el uso de textismos en la comunicación digital en ambos tipos de centros. Se concluye que la escritura digital no perjudica la ortografía académica de los estudiantes adolescentes, independientemente de su entorno. Sin embargo, el alumnado de centros en zonas con necesidades de transformación social presentan un uso diferenciado de la norma digital: utilizan menos textismos léxicos, semánticos y multimodales, y cometen un número mayor de faltas de ortografía. Estos hallazgos destacan la necesidad de abordar de manera diferenciada la competencia ortográfica y digital en el ámbito educativo para los estudiantes según en contexto en el que vivan y estudien.

СВЯЗЬ ТИПА СЕМЕЙНЫХ ОТНОШЕНИЙ С РАЗВИТИЕМ КОМПЕТЕНЦИИ САМОРЕГУЛЯЦИИ ДЕВИАНТНЫХ ПОДРОСТКОВ

The article presents the results of a study of the development of self- regulation competence and the type of family relationships in adolescents with deviant and normative behavior. 113 families took part in the study, including 55 prosperous families with adolescents of normative behavior and 58 dysfunctional families with adolescents of deviant behavior under the patronage control of the Municipal Budgetary Institution City Prevention Center "Teenager", Izhevsk. It was revealed that the levels of development of self-regulation and its regulatory processes in adolescents with deviant behavior are qualitatively different from their normally developing peers. It is shown that family relationships affect the level of development of self-regulation competence in deviant adolescents and can become a prerequisite for the formation of specific regulatory features of conscious self-regulation, which will act as resources for achieving / not achieving educational, personal goals, self-activity, socialization and success in various activities. A significant multidirectional relationship was found between the type of family relationships and the development of self-regulation competence in deviant and normative adolescents. The data obtained can be used when working with deviant adolescents and their families in educational organizations and social services.

Social Competence of Adolescents: The Role of Social Cognition and Behavior Control

Social competence during adolescence plays a crucial role in socialization and psychological well-being. Available data suggest that social cognition (theory of mind, ToM) and self-regulation (behavioral control) abilities make a significant contribution to social competence at a young age, but research on their role in adolescence is still limited. The purpose of the research is to study the role of behavior control and ToM in the social competence of adolescents. The study involved 106 6-8-grade students (girls - 51), aged 12-15 years ( Me = 13, SD = 0.87). The BRIEF questionnaire was used to assess their behavior control; ToM was assessed using tasks for understanding high-order false beliefs. For external assessment of the social competence of the participants, a questionnaire for teachers and a sociometric method were used. The groups of the adolescents, divided by the median criterion, were compared using the overall BRIEF regulation index and the total score for false-belief understanding. The most salient differences in the teachers’ and peers’ assessments of the social competence were found between the contrasting groups of the participants, i.e., with high levels of ToM and behavior control and with low levels of these abilities. At the same time, differences in the teachers’ assessments were observed for both positive and negative assessments but, in sociometric indices, only for negative ones. The teachers considered the adolescents with high levels of behavior control to be more socially competent, regardless of their level of social cognition. For the peers, the level of behavioral control mattered only when the ability to assess the mental states of other people was weak. The results of our study show the importance of the role of social cognition and behavioral control in the implementation of socially competent behavior in adolescents. At the same time, the data obtained indicate the heterogeneity of the contribution of these abilities to the social competence of adolescents assessed by peers and teachers.

Can a web application foster emotional competence in children and adolescents? The case of PandHEMOT®.

The COVID-19 pandemic has had many traumatic consequences for the physical and psychological functioning of children and adolescents. Internet-based interventions can reach a large audience and be a potentially powerful resource for promoting well-being among young people. We tested the efficacy of the web application PandHEMOT®, developed ad hoc for increasing knowledge about pandemics, emotions, and emotion regulation. We involved a sample of 147 Italian third and seventh graders. The sample was assigned to an experimental (participating in the training) and a waitlist condition (who participated following a waitlist design). All the participants completed pretest and posttest measures. The intervention was structured into three units. The training took place between November and December 2021. Generalized linear mixed models and linear mixed models revealed that knowledge about pandemics, emotions, emotion regulation, and metacognitive awareness increased for the experimental condition. Moreover, adolescents performed better than children. The findings supported the efficacy of an Internet-based training for increasing children and adolescents' resilience, according to the standards of evidence-based research.

The Mediating Role Played by Perceived Motor Competence in the Relationship between Motor Competence and Physical Activity in Spanish Adolescents

The promotion of regular physical activity (PA) is becoming one of the main tools applied in developed countries to address health and obesity problems, particularly in view of the proven benefits of PA on a physical, psychological, and social level. Indeed, childhood and adolescence are crucial periods for an active lifestyle can be established, with the prospect of prolonging it in adulthood. The conceptual model propounded by Stodden provides a theoretical underpinning for the relationship between motor competence (MC) and PA. This study’s objective was to explore the predictive value of motor competence (MC) regarding physical activity (PA), along with the mediating role played by self-perceived motor competence (SPMC) and comparatively perceived motor competence (CPMC), with the purpose of confirming the theoretical model propounded by Stodden, as well as the relationships among variables in our own conceptual model. To this end, we tested a random sample of 925 adolescents (53.6% males; 46.3% females, age 13.75 years, SD = 1.28). Participants completed the Multidimensional Sportcomp Battery to evaluate MC and the Achievement Motivation in Physical Education test (AMPET4) to evaluate their perception of their competence; moreover, to evaluate PA, we used three indicators from the WHO Health Behaviour in Schoolchildren survey in the Spanish version. Our final theoretical model explains 19.9% of the variance of sport practice in boys and 24.2% in girls; moreover, it ascribes an important role to self-perceived motor competence (SPMC) and to comparatively perceived motor competence (CPMC) as mediating variables in the relationship between MC and PA in both sexes. Notably, we found a direct relationship between motor coordination/control tests and PA. Overall, this study underscores the degree to which adolescents’ perceived motor competence affects their actual motor competence.

Conceptualising social inclusion and examining its relationship with social competence

Previous research has attempted to examine specific social aspects of the school inclusion of students with vision impairment, such as the development of social relationships with their teachers and peers and their participation in school activities. Based on Bronfenbrenner’s ecological system theory, this article presents a socio-ecological model that aims to embrace the different elements of social inclusion in school. Considering the components of this socio-ecological model, the findings of an empirical study that examined the school engagement of adolescents with vision impairment and its effect on their social competence are presented. Thirty-seven adolescents, with and without vision impairment, aged 12–14 years, participated in this study. Adolescents were divided into three groups: adolescents with severe sight impairment (previously ‘blindness’), adolescents with sight impairment (previously ‘low vision’) and sighted adolescents. Participants completed a questionnaire about their school engagement and disengagement, and their parents completed a quantitative scale about their children’s social competence. There were no significant differences found between the three participant groups in terms of school engagement, disengagement and social competence. Neither school engagement nor disengagement was a significant predictor of social competence. The findings of this empirical study revealed remarkable similarities in school engagement and social competence between adolescents with and without vision impairment. These findings may also suggest that other clinical and social factors, independent of visual functioning, affect the school inclusion and social competence of adolescents with vision impairment. Overall, the socio-ecological model developed for the purposes of this research can lead to the development of evidence-based interventions that will aim to improve the social inclusion of adolescents with vision impairment. Furthermore, the rationale of the empirical study may promote further investigation of the critical role of promoting less-intrusive classroom interventions to facilitate the school inclusion of students with vision impairment.

Investigation Of Factors Affecting Motor Competence In Early Adolescents

Aim: This study aims to retrospectively evaluate the fundamental motor competence of early adolescents and to examine the affecting factors. Methods: 89 children aged 11.33±0.95 were included in the study. Minnesota Manual Dexterity Test (MMDT) for manual dexterity, 9-Hole Peg Test (9-HPT) for finger dexterity, Korebalance™ Premiere for balance, manual muscle strength measurement device for quadriceps muscle strength, hand dynamometer for hand grip strength, EMG Biofeedback for muscle activation was used. Results: Compared by gender, there was a statistically significant difference in the right and left-hand placing of MMDT and 9-HPT (p=0.004, p=0.041, p=0.004, respectively). Comparison’s of age groups, there was a statistically significant difference in the left-hand placing and turning subtests of MMDT and left grip strength (p=0.010, p=0.048, p=0.025, respectively). In a correlation analyses, age had a correlation with the left-hand placing of MMDT (r=-0.336,p=0.001); and left grip strength (r=0.219,p=0.039). Height and weight had a correlation with dynamic balance (r=-0.242,p=0.022; r=-0.244,p=0.021). Weight and BMI had a correlation with static balance (r=0.342,p=0.001; r=0.305,p=0.004) and EMG Biofeedback score (r=0.237,p=0.025; r=0.212,p=0.046). Conclusion: Manual dexterity and hand grip strength develop with age in children, and girls' manual and finger dexterities are better than boys. While the increase in BMI and weight affect static balance negatively, the increase in height and weight affect dynamic balance positively. It is thought that investigating the factors affecting motor competence will be important in evaluating the development of children and directing them to appropriate sports.&#x0D; Keywords: Balance, Manual dexterity, Finger dexterity, Muscle activation

Role of Mothers’ Expressed Emotions in Psychopathology and Social-Emotional Competence in Adolescents

Objective: To study the role of mothers’ expressed emotions in psychopathology and social-emotional competence in adolescents. Study Design: Cross sectional study. Place and Duration of Study: Department of Psychology, University of Gujrat, Gujrat Pakistan, from Jul 2020 to Aug 2021 Methodology: Five hundred mothers and their five hundred adolescents were approached to measure the role of mothers’expressed emotions in psychopathology and social-emotional competence in adolescents. For this purpose, parental Expressed Emotions Scale-1 was used, and to assess the psychopathology and social-emotional competence in adolescents, Social Anxiety Scale-2 and Social-Emotional Competence Scale-3 were used. Results: Artificial neural network (ANN) analysis was used to identify the mothers' expressed emotions as predictors of social anxiety and social-emotional competence in adolescents. Results showed incorrect predictions was for training data (60%) and for testing data (28%), which signify the current results that around 72% of right decision about mothers’ expressed emotions as a predictor of social anxiety and social-emotional competence in adolescents. Conclusion: In the teenage period, youth face an increasing number of psychological, social, and developmental challenges. Mothers are the first teachers of their children. When they fail to support them and display ways of negatively expressing emotions, it leads to overall mental health issues, in which social anxiety is the most common challenge.

The Association between Teacher-student Relationship and Social-emotional Competence among Adolescents: The Chain Mediating Roles of Positive Empathy and Self-efficacy

To investigate the influence mechanism of teacher-student relationship and the social emotional competence of teenagers in ethnic areas of western China, 802 ethnic minority students were conducted by the teacher-student relationship scale, positive empathy scale, self-efficacy scale and social-emotional competence scale. The results show that the teacher-student relationship has a significant positive effect on the social and emotional competence of middle school students; positive empathy and self-efficacy play a separate role between the teacher-student relationship and social-emotional competence; the chain mediation of positive empathy and self-efficacy also plays a significant role between the teacher-student relationship and social-emotional competence. These finding indicates that the teacher-student relationship and individual internal positive resources can promote the social emotional competence of ethnic minority adolescents, and has guiding significance for the positive development of adolescents.

Examining the Effects of Theory of Mind and Social Skills Training on Social Competence in Adolescents with Autism.

Individuals with autism spectrum disorders (ASD) have impairment in interpreting emotional communication and the mental states of others, which limits their social competence. Mounting evidence has suggested that theory of mind (ToM) is a vital strategy to enhance social communication and interaction skills of children with ASD. However, very little research has looked at how ToM and social skills training affect social competence in adolescents with autism. This study examined the effectiveness of an intervention program, ToM-SS, which integrated the ToM and social skills training to improve the social competence of three adolescents with autism. A multiple baseline across behaviors design was adopted to evaluate the participants' learning outcomes and demonstrated a functional relationship between intervention and skill mastery. Results show that the intervention produced substantial improvements in students' acquisition of ToM (e.g., seeing leads to knowing and identifying desire-based and context-based emotions) and targeted social skills (e.g., praising others, expressing emotion and seeking help). Feedback and comments from teachers and parents also indicate good social validity of the intervention program.