Development Of Social Competence Research Articles

PECULIARITIES OF DEVELOPMENT OF SOCIAL COMPETENCE OF STUDENTS IN THE CZECH SCHOOL EDUCATION

PECULIARITIES OF DEVELOPMENT OF SOCIAL COMPETENCE OF STUDENTS IN THE CZECH SCHOOL EDUCATION

Religious Education as a Platform for Pupils’ Social Development and Prevention of Internet Addiction: The Case of Slovakia

The authors present changes in the content and teaching methods of religious education (RE) in the third decade of the 21st century, as proposed by the current curricular reform of compulsory education in Slovakia. First, they analyse the reform documents in terms of social competence development as one of the RE content requirements. Second, they seek a teaching methodology that applies a balanced approach to the use of information and communication technologies (ICT) while protecting RE pupils and their building of healthy human relationships from the potential threat of digital addiction. The authors based their teaching ideas on the findings from their research. To explore the relationship between addictive Internet behaviour and social intelligence, they used a questionnaire including the Internet Addiction Test and the TSIS Scale. The Mann–Whitney U test was used for statistical analysis. Data on 386 adolescent respondents revealed a statistically significant difference between males and females in social awareness, with males performing significantly better. A weak positive relationship (ρ = 0.240) was identified between social awareness and addictive Internet behaviour. In the discussion, the authors suggest teaching methods for developing social competence via RE without resisting the opportunities provided by ICT, while also avoiding an increase in the risk of online social media addiction. They suggest that even denominational RE should prioritize cultivating healthy relationships not only with God but also relationships with other people, the outside world, and oneself.

ДИФЕРЕНЦІАЛЬНО-ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ СТАВЛЕННЯ ДО ПРАЦІ В УМОВАХ ВОЄННОГО СТАНУ

The study aims to investigate the impact of a state of war on employees’ attitudes towards their work and identify the differential psychological features influencing this process. The article’s goal is to develop justified management strategies aimed at mitigating the effects of the state of war on the employees’ mental well-being and supporting their positive work attitudes. The research methodology included anonymous surveys of personnel (1667 respondents), analysis of results using One-Way ANOVA, and multinomial regression analysis. The obtained results emphasize the significance of traits such as friendliness, emotional stability, and openness to new experiences in shaping a positive work attitude during a state of war. The identified correlations between these traits and the impact of the state of war underscore the need for the development of social competencies among the employees. Social factors, such as satisfaction with the team atmosphere, relationships with colleagues and family, and the influence of office conditions and domestic life, also proved essential for shaping work attitudes in a state of war. A supportive work environment and colleague assistance can be crucial for maintaining a positive psychological climate and work efficiency. In the context of managerial recommendations, the research emphasizes the importance of developing employees’ personal qualities, particularly friendliness, and formulating strategies to support social and psychological well-being in the workplace. Managerial interventions should primarily target female employees and those who are unmarried and hold non-managerial positions in the organization. The article makes a significant contribution to understanding the mechanisms of employee adaptation to stressful conditions and proposes specific approaches to managing psychosocial climate in organizations during crisis situations. The findings can be valuable for managers and HR departments seeking to ensure effective personnel management in unstable conditions and enhance overall workplace comfort and motivation. Key words: state of war, differential psychological features, Big Five, five-factor model of personality, attitudes toward work, motivation, demotivation.

진로글쓰기 프로그램이 초등학생의 진로발달에 미치는 효과

This study examines the effect of a career writing program on the career development of
 elementary school students, capitalizing on the inherent interconnectedness of career education and
 writing that links individuals to the wider world.
 The career writing program consists of self-understanding, social competency development,
 understanding the world of work and occupation, career exploration, and career design and
 preparation. Lee Jong-beom's (2005) career development test paper was used as the assessment tool.
 Data analysis involved conducting t-tests on the pre-test and post-test of the experimental and
 comparative groups.
 The study’s findings are as follows:
 First, when comparing the career development scores between the experimental group, which
 underwent the career writing program, and the comparative group, the former demonstrated
 significantly higher scores across all sub-areas of career development. Notably, the scores were
 significantly higher in self-awareness, academics, job search, and career planning—sub-areas of
 career development. Second, upon comparing the experimental group's pre- and post-test career
 development scores, it was found that the post-program scores were significantly higher than the
 pre-program scores in all sub-areas and career development as a whole. Again, the scores were
 higher in self-awareness, academics, job search, and career planning.
 The study confirms the positive effect of the career writing program on elementary school
 students' career development. Moreover, it suggests that it can serve as an effective career education
 method, enhancing not only the overall level of career development among elementary school
 students but also the competency in each specific sub-area of career development.

IMPROVING SOCIAL COMPETENCES THROUGH SPORT: AN EXPLORATION OF THE EDUCATIONAL ROLE OF PHYSICAL ACTIVITY IN ADOLESCENT DEVELOPMENT

The current context of society underlines the need to develop robust social skills among adolescents, essential for social integration and professional success. This research examines the impact of physical activity and sports on the development of social skills, such as empathy, effective communication and teamwork, among adolescents. Through a mixed methodology, combining quantitative analysis of data collected from surveys applied to a sample of 500 adolescents and qualitative analysis of detailed interviews with selected participants, the study provides a comprehensive perspective on how involvement in sports activities contributes to improving social skills. The results indicate a significant positive correlation between regular participation in sports and higher levels of social skills mentioned. These findings suggest that sport, as an integral part of the educational curriculum, can play a vital role in promoting adolescent social development. The conclusions of the study recommend the systematic incorporation of physical education programs focused on the development of social competences, highlighting the importance of a holistic educational framework that values the physical, cognitive and social dimensions of youth development. This abstract effectively summarizes the purpose, methodology, main results, and conclusions of the research, giving the reader a clear and concise overview of the study. The next step would be to develop the introduction section, which will detail the context of the research and objectives in more detail. If you have any further details or adjustments to make to the abstract, or if you would like us to proceed with the introduction, please let me know.

The social innovation profile in students as a transformation strategy: structural equation modeling

The development of social entrepreneurship competencies in university students favors the generation of proposals for solutions to different social problems, thus promoting a positive social impact capable of transforming people’s living conditions. This study aims to analyze the relationship between the dimensions of social entrepreneurship competence: entrepreneurial management, social value, leadership, effective communication and social innovation. A total of 408 higher education students from 13 countries and six different disciplinary areas participated in the study, ranging in age from 18 to 58 years (M = 22.4, SD = 6.0). The social entrepreneurship instrument was used, which is composed of 28 items grouped into five dimensions. A structural equation model was calculated. The findings indicate that entrepreneurial management, social value, and leadership are directly and positively related to personal competencies and social innovation. These results prove the importance of social entrepreneurship training in the development of social innovation in students, it is important that educational institutions in general carry out a review of their curricula and programs that take into account the development of social innovation competence as a factor that can enhance social change.

The role of family and individual factors in going through adolescence having a disabled sibling - analysis of a healthy child's functioning. A case-control study protocol.

Having a disabled sibling can be a source of extremely important and enriching experiences that foster the development of social and emotional competences, as well as broadening the child's perspective and knowledge. On the other hand, it also poses many challenges for the siblings, especially in adolescence. Thus, the aim of the proposed project is to investigate the specificity of the growing up process in young people with disabled siblings. A total of 160 dyads (320 participants) - an adolescent and one of his/her parents - will take part in this cross-sectional case-control study. Participants will be assigned to four groups, having a sibling with: 1) intellectual disability, 2) motor disability, 3) chronic somatic disease, and 4) the control group - having a sibling without any disability. Both the healthy adolescent and one of the parents will fill out a set of questionnaires regarding the study variables: Questionnaire of Relationships with Siblings, Parental Attitude Scale-2, KidScreen-27, Parentification Questionnaire for Youth, Teenage Rebellion Questionnaire, Child Behavior Checklist 6-18. The primary outcomes include investigating the healthy adolescent functioning in three environments: family, peers and school. The proposed research model focuses both on the difficulties associated with having a disabled sibling (e.g. possible occurrence of disorders) and resources (e.g. higher quality of relationships in the family, especially in the sibling subsystem). The proposed comprehensive approach to the issue of disability in the family from the perspective of a healthy child will allow for a better understanding of the mechanisms underlying the process of growing up with disabled siblings.

Early social complexity influences social behaviour but not social trajectories in a cooperatively breeding cichlid fish.

Social competence-defined as the ability to optimize social behaviour according to available social information-can be influenced by the social environment experienced in early life. In cooperatively breeding vertebrates, the current group size influences behavioural phenotypes, but it is not known whether the group size experienced in early life influences behavioural phenotypes generally or social competence specifically. We tested whether being reared in large versus small groups for the first two months of life affects social behaviours, and associated life-history traits, in the cooperatively breeding cichlid Neolamprologus pulcher between the ages of four and twelve months. As we predicted, fish raised in larger and more complex groups showed higher social competence later in life. This was shown in several ways: they exhibited more, and earlier, submissive behaviour in response to aggression from a dominant conspecific, and-in comparison to fish raised in small groups-they exhibited more flexibility in the expression of submissive behaviour. By contrast, there was no evidence that early social complexity, as captured by the group size, affects aggression or exploration behaviour nor did it influence the propensity to disperse or show helping behaviour. Our results emphasize the importance of early-life social complexity for the development of social competence.

Development of social competence of specialists of helping professions to carry out comprehensive prevention of suicidal behavior of adolescents

Introduction. The relevance of the research problem is due to the increase in maladaptive forms of adolescents' response to various kinds of crisis situations. The importance of preventing teenage suicides has increased dramatically in the context of the socio-cultural crisis of recent decades. Despite the fact that various sciences are developing and putting into practice more and more new methods and technologies for suicide prevention, alarming trends do not disappear. A real problem of training specialists of helping professions to organize complex, specifically filled activities for diagnostic, preventive, advisory, correctional and developmental work with adolescents is being formed. The purpose of this article is to consider the possibilities of supporting the activities of specialists in helping professions to work with adolescents in the prevention of suicidal behavior. Materials and methods. The study involved 133 students and 20 teachers of general education organizations (schools of the Krasnodar Territory, Russian Federation). To carry out diagnostics on the research topic, we used theoretical and empirical methods (in particular, analysis of psychological and pedagogical literature on the research problem, testing, conversation, the method of expert assessments, the method of content analysis), as well as methods of mathematical statistics. In the course of the study, we examined the manifestations of individual characteristics of self-esteem in children, the perception of loneliness, value orientations, and features of the emotional-volitional sphere. Also, within the framework of the study, we determined the content characteristics of the construction of a comprehensive work of specialists of accompanying professions with adolescents of the "risk group". The results of the study. As a result of the diagnosis of students in grades 8-9 (133 people), a "risk group" of 14 people was identified. To confirm the criteria for inclusion of adolescents in the group of suicidal risk – anxiety, frustration, a set of diagnostic techniques was used. It was determined that 43 subjects had an average or low level of anxiety, 90 respondents (67.66%) showed an increased level of anxiety. 57.14% of respondents revealed low self-esteem, while adolescents with adequate self-esteem accounted for only 34.58%. Teenagers who were assigned to the "risk group" demonstrated a fairly high level of loneliness: 7 of 14. The results of the study allowed us to identify areas in the prevention of suicidal activity of adolescent schoolchildren, for which it is necessary to prepare specialists of accompanying professions working in an educational organization. Conclusion. Based on the data of the conducted research, it is possible to note the multifactorial etiology of suicidal manifestations, which implies the need for a comprehensive psychological and pedagogical impact on all components of this phenomenon. The age peculiarity of a teenager determines the features of his suicidal behavior, which determine the specificity and uniqueness of prevention. Preventive work on suicide prevention should be built as an integral system that includes all levels of prevention, as well as a set of measures aimed at preventing repeated attempts. At the same time, the preventive activity of suicidal behavior should integrate several areas, such as: work with family, teachers, and adolescents themselves.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

Развитие социальной компетентности будущего инженера аграрного сектора

The article is devoted to the study of the topical issue of determining the theoretical and practical aspects of the development of social competence of the future engineer of the agricultural sector. The author of the article points out the importance of the educational system of the university in the development of this competence. The issues of successful implementation of educational work based on competence-based and project-based approaches are analyzed. The development of students' social competence is achieved not by one-time actions, but by purposeful, systematic work, large-scale joint projects in which young people take an active part.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

Application of Competency-based Approach in Upbringing and Educational Activities

As a result of the social development, which includes the formation of new information fields and forms of interaction, the discussions on what principles and components should form the basis of activities aimed at the education of young people, carried out at different levels of training and education on the basis of educational organizations, become particularly relevant. In this context, researchers have paid special attention to the competence-based approach, the essence of which is a comprehensive elaboration of young people’s skills and abilities that can be applied in the conditions of a dynamically developing society.The purpose of the work is to analyze existing forms of a competencybased approach to the building up of knowledge and skills of young people on the basis of educational organizations, as well as to develop recommendations for the further structure of the system of upbringing and education. The research was carried out using general scientific and special scientific tools such as the dialectical approach, methods of deduction and induction, as well as graphic interpretation.Methodology. The works of foreign and domestic scientific schools devoted to the study of methods for developing competences among young people at different stages of upbringing and education were used as sources.Results. The authors present a model for the development of social competence of young people and formulate recommendations aimed at further improving the quality of methods.

The Ability to be Creative and its Relationship to Social Competence and Cognitive Development among Kindergarten Children in Al-Dulayl District

The study aimed to reveal the relationship between creativity and both social competence and cognitive growth in light of the variables of supervisory authority and gender, among kindergarten children. The study sample consisted of (135) children, of whom (62) males and (73) females, enrolled in government kindergartens. And in particular, during the second semester of the academic year 2021-2020, using the descriptive correlative methodology, and to achieve the objectives of the study, the TCT-DP creative thinking test, the social competence scale, and the cognitive growth assessment tool were applied, after checking the indications of its validity and stability, and the results indicated that the level of ability on creativity among kindergarten children, it came at the weak level, and the level of social competence at the medium level, and the results showed a statistically significant correlation between creativity and both social competence and cognitive growth, and there was no significant difference in the value of the correlation attributed to the variables of gender and the authority in the kindergarten.

A Policy and Evaluation Framework for Sustainable Transitions - An Energy Policy Approach

The climate change and the social crisis launched the basis for the policy discussion about future trajectories of development and sustainability. Innovation policies are expected to promote the transformation of complex socio-technical systems and call for fundamentally different societal production and consumption patterns. This is strictly associated with energy systems and energy policies. A policy framework was conceptualized considering three levels approach: the policy shape at the micro level, the policy context at the meso level and the policy universe at the landscape level. Possible failures were classified according to the levels. To minorize these failures, an evaluation framework was developed considering both the policy outputs and the social impact outcomes - an example of renewable energy communities was applied to the policy and evaluation framework. The intended outcome is a reconfiguration of sociotechnical innovation systems through new technologies’ development, new actor-network and institutional reconfiguration promoting changes in economic dynamics as well as the development of new social competencies with learning, reflexivity and feedback loops for overcoming obstacles.

The Impact of Social-Emotional Learning Interventions in Teacher Education

Social-emotional learning (SEL) plays a vital role in the realm of daily teaching and learning. As a significant pedagogical approach, it profoundly influences the teaching methods and philosophies employed by educators. This article delves into a comprehensive examination of the various forms of SEL intervention in teacher education and their resulting outcomes. Drawing upon a meticulous review of 16 previous scholarly articles, this research identifies two primary types of SEL interventions: lecture-based learning and participatory learning. The study demonstrates that SEL interventions effectively enhance teachers Social and Emotional Competence (SEC) development, foster robust teacher-student relationships, promote teachers professional growth, and contribute to overall teacher well-being. Nonetheless, it is noteworthy that the article highlights the potential influence of teachers and pre-service teachers ethnicity or racial backgrounds, as well as the prevailing school climate, on the effectiveness of SEL interventions, thus potentially hindering these interventions from achieving optimal results. This article presents an insightful and comprehensive overview of the association between SEL interventions and teacher education. The findings underscore the importance of encouraging educators to actively engage in SEL intervention programs while emphasizing the need for interventions to be tailored to accommodate the unique personal teaching experiences and individual backgrounds of teachers.

“I feel the cards are mutually beneficial”- understanding the parent’s view on the use of the friendship cards for emotional literacy and conflict management

ABSTRACT Research talks about the importance of the family in the development of social and emotional competencies of children. In this paper, we wanted to explore whether the Friendship cards (FC) (a theoretically derived preventive educational game) helped to improve the relationship between the participants and their children and whether it helped in the development of other social and communicative skills. Semi-structured interviews were used with parents from different countries. All these parents attended a 4-day online training course which dealt with the theoretical aspect, the presentation of the cards and practical ways on how to use these cards within the family context. Results from this study indicated that the tool enhances the social and emotional learning of children and adolescents in a fun and experiential way. The tool also enhances emotional expression, emotional regulation and conflict management, creating a safe space where communication can be facilitated. The research presented in the paper provides insights on how the FC can be used to enhance a positive relationship and how communication can make a difference.

Understanding the Relationship Between Self Referential and Socially Oriented Emotional Intelligence Constructs: A Cross-sectional Study

This article aims to investigate the influence of self-perception, self-regulation and motivation on the social awareness and social skills of university students. While Emotional Intelligence is a concept extensively researched in psychology with a substantial body of literature, there is limited empirical data connecting the constructs of self to the social constructs in Emotional Intelligence. The research recognizes the significance of understanding how these intrapersonal and interpersonal factors contribute to the development of social competence in the academic environment. A quantitative survey was used to explore the relationship between these. The sample comprised undergraduate students from diverse academic disciplines, and data were collected through validated self-report questionnaires. The findings underscore the importance of integrating targeted interventions and educational strategies that promote the development of these attributes to enhance students' overall social competence. By fostering a greater understanding of these dynamics, universities can better equip their students with the social skills necessary for successful interpersonal interactions, personal growth, and future professional success.

Development of Social Competence of Future Tourism Specialists by Conducting Excursions within the Framework of English Language Classes

Development of Social Competence of Future Tourism Specialists by Conducting Excursions within the Framework of English Language Classes

Social and communicative competence of sales managers at the initial stage of professionalization

The variety of modern approaches to the problem of the development of social and communicative competence of managers, the practical need to improve the preparation for the professional activities of young professionals determined the relevance of this study. The article reveals the need to consider the features of the social and communicative competence of sales managers through the prism of the subject-subject approach. The study used a variety of psychodiagnostic techniques to compare the degree of formation of components of social and communicative competence of students and working professionals. As a result of an empirical study, significant differences in individual characteristics of the respondents' social and communicative competence were revealed, depending on the level of professional training.