Emotional Competence Scale Research Articles

Enhancing Inpatient Care: The Impact of Therapeutic Recreation on Emotional Competence and Life Orientation

This study investigates the effects of therapeutic recreational activities on the emotional skills, competence, and life orientations of patients receiving inpatient treatment at Ankara Gülhane Training and Research Hospital. The sample consisted of 313 inpatients, 154 males, and 159 females. Data collection tools included a personal information form, the "Emotional Skills and Competence Scale (ESCQ-45)," and the "Life Orientation Test (LOT)." Statistical analyses used were descriptive statistics, independent sample t-test, ANOVA, LSD post hoc tests, multiple linear regression, and Pearson correlation analyses. Internal consistency coefficients were 0.96 for the ESCQ-45 and 0.92 for the LOT. Results showed high mean scores on the ESCQ-45 (x̄ = 3.81) and low scores on the LOT (x̄ = 2.00), indicating pessimistic life orientations. Participants' therapeutic recreational activity involvement, age, education level, treatment unit, and daily treatment frequency significantly influenced these measurements. There were negative and moderate correlations between emotional skills, competence, and life orientation, with emotional skills and competence being significant predictors of life orientation. Findings suggest that participation in therapeutic recreational activities has a limited impact on emotional skills and life orientation.

The relationship between physical activity and college students' perceived social support: The mediating role of social–emotional competence and its gender differences

AbstractThe aim of this research was to examine the correlation among college students' physical activity, social–emotional abilities, gender and their perception of social support. The survey was conducted among 408 college students from Jiangsu, Shandong and Hubei provinces utilising the Perceived Social Support Scale, the Social–Emotional Competence Scale for Chinese College Students and the Physical Activity Scale (PARS‐3). SPSS 27.0 and the Process 4.1 plug‐in developed by Hayes were used to perform common method bias tests, independent samples t‐tests, descriptive statistics, correlation analyses, and moderated mediation model tests on the data. (1) After controlling for variables such as educational attainment and professional background, physical activity was found to exert a significant and favourable influence on college students' perception of social support (β = .11, p<.001). (2) The relationship between physical activity and college students' perception of social support was moderated by their social–emotional skills. The mediation effect size was calculated to be 54.33%. (3) Gender moderates the relationship between physical activity and college students' perceptions of social support (β = .09, t = 2.01, p<.05). Physical activity not only directly affects college students' perceived social support, but also indirectly through social–emotional competence; gender has a significant moderating effect on the direct effect of physical activity on college students' perceived social support. Specifically, female students had a more significant positive predictive effect on perceptual social support than male students. Please refer to the Supplementary Material section to find this article's .

Effect of Indian Classical Music on Flow State and Emotional Competence of Young Adults

The aim of this research study was to see the effect of Indian Classical Music on Flow State and Emotional Competence of young adults. The objectives included studying the difference in flow state and emotional competence of the participants before and after exposure to the Indian classical music intervention track. This was done through comparing the pre test mid test and post test results. The population for this study included a total of 29 young adults between the age group of 22 to 30, a mixture of learners and non-learners of music. It was a - Single Group Pre & Post Experimental Research Design. Convenient sampling method was used. The instrumental music intervention track was set to Raag Miyan ki Malhar, the Emotional Competence Scale, the Flow Short Scale and the feelings wheel were some of the tools used for this research. Results revealed that there was a significant increase in the Flow State dimensions including Fluency, Absorption and a decrease in Worry from pre test to both mid test and post test. This indicates that the Indian classical music intervention was able to promote a state of flow. With regard to emotional competence, the dimensions Ability to Function with Emotions (AFE) and Ability to Cope with Problem Emotions (ACPE) showed a significant increase from pre test to post test indicating that the intervention track was able to have a positive impact on the emotional competence dimensions.

Relationships between teacher–child relationships, resilience, and emotional competence: an empirical study of left-behind children in regional China

ABSTRACT This study aims to examine the relationships between teacher-child relationships, resilience, and emotional competence with an initial sample of 881 (filtered to 739) Chinese young children in a rural region in Guangdong Province, China. They were measured by using Student-Teacher Relationship Scale (STRS), Children’s emotional competence scale (CECS), and Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2). The results indicated that: (1) teacher–child relationships positively predict resilience and emotional competence in children, including left-behind children; (2) emotional competence positively predict resilience in children, including left-behind children; (3) no different patterns found between left-behind children and other children on their psychological traits in the study. This study would enhance both parents and early childhood teachers’ understandings of the key factors that affect children’s wellbeing and social development, and thus implement appropriate strategies for supporting left-behind children.

Relationship Between Perceived Parenting Style, Perceived Stress and Emotional Competence Among Young Adults

The purpose of the study is to investigate the relationship between Perceived Parenting Style, Perceived Stress, and Emotional Competence among young adults age ranging between 18-25 years. Parenting style refers to the behaviour of the parents towards their children, it can differ as every parent has a different way of interacting and guiding their children. The perception of children about the parenting style they experienced is referred to as Perceived Parenting Style. Parenting styles play a significant role in a child's emotional, physical, and psychological development. Stress is a bodily reaction to a threatening situation. Emotional competence refers to an individual’s ability to manage and express their emotions in a healthy way. This study attempts to determine the correlation between perceived parenting style, perceived stress and emotional competence. The scales utilised to collect the sample were The Perceived parenting style scale (PPSS) by Divya and Manikandan, The Perceived Stress Scale (PSS) developed by Sheldon Cohen and the Emotional Competence Scale (EC-Scale) developed by R. Bharadwaj and H. Sharma. The methods utilised to analyse the data were descriptive statistics, Independent t-test and Pearson’s Correlation. SPSS software was utilised for the analysis. The result indicates a significant relationship between Perceived Parenting Style, Perceived Stress and Emotional Competence.

Exploring the Influence of Mindfulness on Emotional Competence, Anxiety Management and Psychological Well Being among College Students

Humans have various roles to play during a span of their lifetime, and student life is a time full of opportunities and future goal planning where hard work and experiences are measured by the level of achievement. College comes as a big change in any students life, both males and females lives. The present study was done to study the effect of mindfulness on emotional competence, anxiety management and psychological well being of college students. For this purpose 120 college students ( 60 female and 60 male) between the ages of 18 to 25 were taken from urban areas of Delhi NCR, India. Emotional competence scale by Dr Harish Sharma, Beck anxiety inventory , positive and negative affect schedule and mindfulness attention awareness scale were taken as tools to collect data and these questionnaires were given to participants, and they were asked to fill them honesty. The results depicted that for females mindfulness was negatively correlated with anxiety and emotional competence, and positively correlated with psychological positive negative affect. For males mindfulness was positively correlated with anxiety and emotional competence, and negatively correlated with psychological positive negative affect. This study further recommends other researchers to keep different age and geographical scales when further taking up this topic for research in future.

Development and validation of Emotional Competence Scale (ECS) for upper primary school students

This paper is an attempt to develop and validate the Emotional Competence Scale (ECS) in order to assess the emotional competence of upper primary school students. This review was done to find the dimensions that measure emotional competence. The dimensions are classified into two broad categories, such as personal competence and social competence. Personal competence includes self-awareness, emotional awareness, emotional regulation, responsible decision-making, and trust in expressivity. Social competence includes social awareness, social skills, and relationship management. The ECS was constructed to measure emotional competence across personal and social dimensions. The scale underwent rigorous development stages, including item collection, expert validation, piloting, item analysis, and refinement. The final ECS comprised 14 items with a five-point Likert scale for responses. Reliability analysis using Cronbach's alpha and split-half reliability demonstrated high internal consistency (α = 0.70, split-half reliability = 0.77). Face and content validity were established through expert evaluations, confirming the scale's appropriateness for measuring emotional competence in upper primary school students.

Prediction of Attitudes Towards the English Course by Social-Emotional Competence and Intercultural Awareness of Students

The objective of this study is to examine how secondary school students' beliefs about their social-emotional skills and intercultural understanding can forecast their attitudes towards the English course. This study was developed with a focus on the connection between language and culture, as well as the correlation between social-emotional competence and communication abilities. The research model employed in this study follows the relational survey approach, which falls within the realm of quantitative research methods. To gather data, the researchers utilized the Attitude towards English Language Teaching Scale, the Intercultural Awareness Scale, and the Delaware Social Emotional Competence Scale. The study involved students in the 6th, 7th, and 8th grades as participants. By employing the stratified sampling technique, data were gathered from a sample of 1864 students, with 639 students from the 6th grade, 620 students from the 7th grade, and 605 students from the 8th gradeThe collected data were analyzed using two statistical methods: "simple linear regression" and "multiple linear regression" analyses. The results indicated that when considering intercultural awareness and social-emotional competence variables together, they accounted for approximately 24% of the overall variation in students' attitudes towards the English course. The students' perspectives on intercultural awareness and social-emotional competence emerged as significant predictors of their attitude towards the English course.

유아 사회정서역량 척도 개발 및 타당화

Objectives The purpose of this study is to develop and validate a social emotional competence scale for young children aged 3 to 5 years that can be measured by early childhood teachers in early childhood education institutions.
 Methods To this end, first, a review of literature and previous studies and an open survey were conducted to derive the constituent factors of the concept definition and scale of young children social emotional competency, and a draft of scale questions was prepared based on this. Second, the content validity was verified by conducting Delphi surveys twice. Third, to validate the scale, this survey was conducted on 322 infants aged 3 to 5, and 144 of the collected data were surveyed for exploratory factor analysis, and the remaining 178 were verified for Confirmatory Factor Analysis.
 Results First, as a result of reviewing literature and previous studies and an open survey, seven sub-factors and a total of 133 questions were derived. Second, as a result of the Delphi survey, four sub-factors and a total of 59 questions were selected. Third, as a result of exploratory factor analysis, four sub-factors and a total of 33 questions were derived. Fourth, as a result of confirmatory factor analysis, the young children social emotional competence scale consisted of 26 questions, including 4 sub-factors of self-awareness (6 questions), self-management (5 questions), social consciousness (7 questions), and relationship management (8 questions). Fifth, the reliability range of the sub-factors was .878 to .923, which was an appropriate level.
 Conclusions First, it was confirmed that the young children social emotional competence scale developed in this study was suitable for reliability and validity. Second, this study is meaningful in that it developed a scale that can measure social and emotional capabilities for young children aged 3 to 5. Third, it is expected that programs that can improve the social and emotional capabilities of young children can be developed and used in various studies by accurately measuring the social and emotional capabilities of young children.

Psychosocial health disparities in early childhood: Socioeconomic status and parent migration background

The association between low socioeconomic status (SES), migration background and psychosocial health could be various in different age stages, rare research has investigated associations in very early childhood. Cross-sectional data of SES, parental migration background, and child’s psychosocial problems among 2149 children were collected (Mage = 24.6 ± 1.8 months, 49.9% girls) from a community population. Indicators of SES included parental education level, maternal work status, and family composition. Child’s psychosocial problems, including social-emotional problems and delay in social-emotional competence, were assessed by the Brief Infant–Toddler Social and Emotional Assessment Problem scale and Competence scale, respectively. Interaction effects between SES and maternal migration background in risk of psychosocial problems were found. Among children of a native-born mother, lower maternal and paternal education levels indicated a higher risk of social-emotional problems and competence delay, respectively. Children of a migrant mother had a higher risk of both social-emotional problems and competence delay if they had a migrant father. The results highlight psychosocial health disparities in 2-year-old children and the need for research into mechanisms underlying these associations.

DELINQUENCY PRONENESS, METACOGNITION, SOCIAL AND EMOTIONAL COMPETENCE AMONG SOCIALLY CHALLENGED ADOLESCENT STUDENTS

Background Socially challenged adolescents are a sensitive group of disturbed children whose opportunity for healthy personal development and full unfolding of their potentialities are hampered due to certain elements in his /her social environment. A problematic social environment can directly or indirectly affect the emotional, social, cognitive and behavioural development of an adolescent. As a repercussion the adolescents are facing mental health issues leading to suicidal attempts, major and minor crimes and substance abuse making them at risk. Statistical reports show that in adolescent's major and minor crimes, suicidal attempts and misconduct have risen by leaps and bounds in the last few years. Objective The aim of the study is to identify the relationship among Delinquency proneness, Metacognition, Social competence and Emotional competence in socially challenged adolescent students. Methods By using purposive sampling technique seventy five socially challenged adolescent students of age 14-16 were identified through the schools in Kerala with the help of Socially challenged Adolescent Scale (SCAS),a standardised tool developed by the researcher and Dr.R.Nithya . After the screening procedure with the help of the Socially challenged Adolescent Scale (SCAS) personal sheet and other four standardised tools including Delinquency Proneness Scale, Meta-Cognitive Skills Scale, Adolescents Social Competence Scale and Emotional Competence Scale were administered among Socially Challenged Adolescent students. Results Based on research objectives and hypotheses statistical technique such as correlation was used to find out if there is any significant relationship between the variables among Socially Challenged Adolescent students. The results showed that there exist a significant relationship between Deliquency proneness, Metacognition, Social competence and Emotional competence among the samples. Conclusion This study throws light on the emerging issues faced by adolescents thus giving insight to the society to give immediate, friendly and accessible supporting hand for the young generation.

Impaired social attention detected through eye movements in children with early-onset epilepsy.

Children with early-onset epilepsy (CWEOE; epilepsy onset before 5years) exhibit impaired social functioning, but social attention has not yet been examined. In this study we sought to explore visual attention via eye tracking as a component of social attention and examine its relationship with social functioning and Autism Spectrum Disorder (ASD) risk scores. Forty-seven CWEOE (3-63months) and 41 controls (3-61months) completed two eye-tracking tasks: (1) preference for social versus nonsocial naturalistic scenes, and (2) face region preference task. ASD risk was measured via the Modified Checklist for Autism in Toddlers or Conners Early Childhood Total Score. Social functioning was assessed via the Greenspan Social-Emotional Growth Chart, or Infant-Toddler Social & Emotional Assessment Competence Scale, or Conners Early Childhood Social Functioning Scale, depending on age. Fixation preferences for social scenes and eyes were compared between groups and evaluated by age and social functioning scores. Regression analysis revealed that CWEOE viewed the social scene to a significantly less degree than controls. The greatest difference was found between the youngest CWEOE and controls. Fixation duration was independently and significantly related to social functioning scores. There were no significant differences between CWEOE and controls in the face scanning task, and there was no significant relationship between either task and ASD risk scores. CWEOE exhibit task-specific atypical social attention early in the course of the disease. This may be an early marker of impaired social development, and it suggests abnormal social brain development.

Impact of clinical supervision on job satisfaction and emotional competence of nurses.

To evaluate the impact of implementing the SafeCare clinical supervision model on nurses' job satisfaction and emotional competence profile. This is a quasi-experimental study, with a sample of 28 nurses from a hospital in northern Portugal. A self-administered questionnaire was applied, used as pre and post-test, which included: sociodemographic and professional characterization; "Job Satisfaction Scale"; and "Veiga Emotional Competence Scale". We conducted descriptive statistical analysis and the Wilcoxon Test. A significant decrease in the nurses' satisfaction with hierarchical superior was observed in the post-test. No significant differences were found in the nurses' job satisfaction and emotional competence after the implementation of the SafeCare Model. The SafeCare Model needs improvement, suggesting increasing the amount of training time administered to nurses and strengthening the healthcare institution's link to the Model.

AGGRESSION AND EMOTIONAL COMPETENCE AMONGDAY SCHOLARS AND BOARDERS: A STUDY ON COLLEGE STUDENTS

Changes in Level of Aggression can affect ones Emotional Competence and its dimensions. College students who are Day Scholars (living at home) and Boarders (living in hostels, PGs, Rented Flats) may have different types of stressors and issues which in turn may affect ones level of aggression. The aim of the study was to assess the relationship between level of aggression and emotional competence among day scholars and boarders. The dimensions of emotional competence include Adequate Depth of Feeling (ADF), Adequate Expression and Control of Emotions (AECE), Ability to Function with Emotions (AFE), Ability to Cope with Problem Emotions (ACPE), Enhancement of Positive Emotions (EPE). The sample consists of 120 college students of Delhi/NCR (60 day scholars and 60 boarders) which were selected using purposive sampling technique. For the purpose of data collection, questionnaire of Aggression Scale by Dr. G.P. Mathur and Dr. Rajkumari Bhatnagar and Emotional Competence Scale by Dr. Harish Sharma and Dr. Rajiv Lochan Bhardwaj were used. The quantitative analysis was done by the help of Pearsons Product Moment Correlation. The findings revealed significant negative correlation between level of aggression and emotional competence.

The Profile of Emotional Competence (PEC): A French short version for cancer patients.

BackgroundIntrapersonal and interpersonal Emotional Competence (EC) predicts better health and disease adjustment. This study aimed to validate a short version of the Profile of Emotional Competence (PEC) scale for cancer patients.MethodsFive hundred and thirty-five patients with cancer completed a self-reported questionnaire assessing their intra- and interpersonal EC (PEC), their anxiety and depression symptoms (HADS), and their health-related quality of life (QLQ-C30). Confirmatory factor analyses and Item Response Theory models with the Partial Credit Model were performed to validate and reduce the scale.FindingsThe Short-PEC (13 items), composed of 2 sub-scores of intra- (6 items) and interpersonal (7 items) EC, showed an improved factorial structure (Root Mean Square Error of Approximation (RMSEA) = 0.075 (90% confidence interval 0.066–0.085), comparative fit index = 0.915) with good psychometric properties.DiscussionFuture studies should use the Short-PEC to explain and predict the adjustment of cancer patients. The short-PEC could be also used in clinical routine to assess the level of EC of patients and to adapt psychosocial intervention.

The Effects of Applying Universal Levels of Multi-tiered Approach on Young Children and Their Caregivers in Children’s Residential Care Homes

본 연구의 목적은 아동양육시설 생활지도원을 위한 ‘다층구조 보편적 지원 훈련 프로그 램’이 아동양육시설 생활지도원의 양육역량과 유아의 사회정서능력에 미치는 효과를 분석 하는 것이다. 본 연구의 대상은 서울시 소재 아동양육시설 2개소에서 종사하는 생활지도원 18명과 사회적 보호 유아 38명으로, 생활지도원의 모든 참여는 자발적이었으며, 유아의 참여는 법정대리인의 동의를 얻었다. 다층구조 보편적 지원 프로그램은 총 7회기 중재 프로 그램으로 구성하였으며, 프로그램의 효과는 ‘사회정서양육역량 평가 도구’, ‘유아사회정서 교육진단/평가도구’, ‘K-ASQ’, ‘K-ASQ:SE’를 사용, 사전 사후 검사를 통해 분석하였다. 수집된 자료는 SPSS 21.0 통계 패키지를 이용하여 기술통계, 백분율, 통제집단에 대한 사전-사후 t검증을 실시하였다. 연구결과는 첫째, 다층구조 보편적 지원 프로그램에 참여한 생활 지도원들의 양육역량증진에 긍정적인 효과가 있는 것으로 나타났다. 둘째, 프로그램에 참여한 생활지도원들의 양육역량증진에 따라 이들이 양육하는 사회적 보호 유아들의 사회정 서능력 함양에도 긍정적인 영향력을 보였다. 이 결과를 토대로 아동양육시설에 종사하는 생활지도원의 양육역량 강화를 위한 적용방안과 연구의 제한점, 후속연구를 제안하였다.The purpose of this study was to analyze the effects of applying universal levels of the multi-tiered approach for caregivers’ parenting skills and their cared children’s social emotional competence in children’s residential care homes. The study participants were 18 caregivers from two children’s residential care homes and their 38 cared young children in Seoul. All participants were voluntary and consent for young children were obtained by their legal representative. A total of 7 sessions of the trainings and interventions were provided, and the results were assessed before and after the training. Study instruments are ‘Children’s Social Emotional Competence Scale’, and ‘Childcare Competence Scale’, ‘K ASQ’, and ‘K ASQ:SE’. The data was analyzed by descriptive statistics, percentages, and t–test of pre and post-test using SPSS 21.0 Program. The results show that first, there is a positive effect on the caregivers’ parenting capacity in Children’s residential care homes. Second, as a result of the improvement of the parenting capacity of the caregivers who participated in the program, social and emotional competence of young children in participants’ cares improved. Finally, discussions including limitations, follow up studies, as well as strategies to improve parenting capacities of caregivers of children’s residential home cares are presented.

Behavioral Deficits at 18-22 Months of Age Are Associated with Early Cerebellar Injury and Cognitive and Language Performance in Children Born Extremely Preterm

To investigate associations in toddlers born extremely preterm (<28 weeks) between neonatal neuroimaging and 18- to 22-month developmental and behavioral outcomes. Cohort analysis from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Neonatal Research Network Surfactant Positive Airway Pressure and Pulse Oximetry Trial Neuroimaging and Neurodevelopmental Outcomes Study of infants born extremely preterm. Subjects underwent cranial ultrasonography and near-term magnetic resonance imaging (MRI). At 18-22 months of corrected age, the assessment included the Brief Infant Toddler Social Emotional Assessment (BITSEA) Problem and Competence Scale scores and the Bayley Scales of Infant Development, Third Edition (Bayley-III). The BITSEA Problem Scale assesses dysregulation; the Competence Scale assesses social-emotional competence. We examined associations of Problem and Competence scores and positive screen rates with cranial ultrasonography and near-term MRI. Mean BITSEA and Bayley-III scores were compared using ANOVA and positive screen rates with the χ2 test. We computed correlations between BITSEA and Bayley-III scores. Of the 397 children, positive BITSEA screens were found in 34% for the Problem score and 26% for the Competence score. Presence of lesions on near-term MRI that included cerebellar lesions were significantly associated with lower BITSEA Competence but not with Problem scores; Competence scores were inversely related to the presence/significance of lesions. Positive screens on Competence scores and on both Competence and Problem scores were significantly associated with Bayley-III cognitive and language scores <85 (P < .001). Social-emotional competence contributes to deficits in cognitive and language development. Presence of injury on near-term MRI that includes cerebellar lesions is associated with later social-emotional competence and may be a useful predictor to guide early assessment and intervention. ClinicalTrials.gov: NCT00063063 and NCT00233324.

Self Esteem and General Well Being in Adolescents with Low vs High Emotional Competence

An essential component of youths’ successful development is learning to appropriately respond to emotions, including the ability to recognize, identify and describe one’s feelings. Emotional competence refers to one’s ability to express or release one’s inner feelings or emotions. Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. General well being refers to the harmonious functioning of the physical as well as psychological aspects of the personality, giving satisfaction to the self and benefit to the society. The present study focuses on the self esteem and general well being in adolescents with low vs high emotional competence. For this purpose, first of all emotional competence scale was administered on 260 adolescents within the age range of 15-18 years, to identify the low emotionally competent and high emotionally competent adolescents. After the sample selection of 152 subjects (76 low emotionally competent and 76 high emotionally competent) Rosenberg’s Self-esteem scale and General well being scale were administered. Results indicate that high emotionally competent adolescents have high self-esteem and better general well being than low emotionally competent adolescents.

The Relationship between Fathers’ Parenting Attitudes and Their Child’s Emotional Competence for Taiwan Example

Children's emotional competence development is mainly influenced by their caretakers. The old days when mothers were the main caretakers of their children have passed. There have been more and more fathers taking care of their children personally. This study aims to explore the relationship between fathers’ parenting attitudes and their child’s emotional competence. A survey was conducted with the “Fathers’ Parenting Attitudes Scale” and the “Children’s Emotional Competence Scale”, with the subjects being the children from the preschools in Taiwan and their father selected using the snowball sampling method. The result shows that the relationships between fathers’ parenting attitudes and various aspects of children’s emotional competence are all not significant. It seems that the traditional Chinese concept of “fathers being stern and mothers being benevolent” still remains nowadays.

Anxiety among Male and Female of High and Low Socio-Economic Status

The present investigation was undertaken to find the impact of Anxiety among women. The emotional competence scale was administered on 245 women of Vadodara district. Sinha’s Anxiety scale was used. Data were analysis by‘t’ test. Result show there is difference found in level of Anxiety among working male and female. Workings female have higher Anxiety compare with working male. There is difference found in level of Anxiety among working male and female of high and low Socio-Economic status. Male and female of high socio-economic status have lower Anxiety compare with male and female of low socio-economic status.