Emotional Competence Research Articles

Mitigating SAD States and Maladaptive Coping in Law Enforcement: Enhance Emotional Competence

Mental health is as essential as physical health for law enforcement officers to protect our country and communities. Law enforcement professionals frequently encounter stressors that can lead to maladaptive coping strategies and contribute to elevated levels of stress, anxiety, and depression (SAD). This study aimed to evaluate the emotional competency and coping mechanisms utilized by police officers and their impact on psychosocial challenges within the force. Additionally, the research sought to determine the prevalence and influence of stress, anxiety, and depression (SAD) among Rajasthani police officers. A total of 689 officers participated in the survey. After data cleaning, 681 responses were considered complete and suitable for analysis. The findings reveal a concerning prevalence of anxiety, depression, and stress among police officers, exacerbated by their use of maladaptive coping mechanisms to navigate these challenges. The study emphasizes the importance of prioritizing the psychological health of law enforcement professionals. It advocates for interventions designed to reduce symptoms of stress, anxiety, and depression (SAD) and encourages police officers to adopt healthier coping mechanisms. The use of emotional coping techniques has been shown to significantly reduce SAD among police officers. These findings underscore the need to address emotional competence as a fundamental component of police officer training and support systems. By equipping law enforcement professionals with the necessary skills to navigate stressors and build resilience, organizations can promote the psychological well-being of officers and enhance overall job performance and satisfaction. This study emphasizes the imperative of investing in the mental health of law enforcement officers and calls for concerted efforts to bolster their overall well-being and optimize their performance in safeguarding communities.

Impact of the Mind Sync Program on Students' Social and Emotional Competencies at Academic High & Jr. College: Mid 2 Assessment Report

Impact of the Mind Sync Program on Students' Social and Emotional Competencies at Academic High & Jr. College: Mid 2 Assessment Report

Social Emotional Competence, Religiosity, and Pro-Social Behavior Among Adolescents

Present study measured the relationship between Social Emotional Competence, Religiosity, and Pro-Social behavior among Adolescents. Study conducted on following hypotheses 1). There would be a significant relationship between Social-Emotional Competence and Religiosity among Adolescence.2). There would be a significant relationship between Religiosity and Pro-social behavior among Adolescence. 3). There would be a significant impact of Social Emotional Competence on Pro-social behavior of Adolescence.4). There would be a significant impact of Religiosity on Pro-Social behavior of Adolescence. Sample of the study was 200 students, and the data was collected from the different government and private colleges located in Faisalabad. To calculate the data psychological measures were used 1) The Social-Emotional Competence (SEC) 2) The Religiosity scale for Youth 3) The Altruistic personality scale to measure the Pro-social behavior of Adolescence. SPSS's used for analysis of t-test, regression, and Pearson correlation. Study showed that there is significant relationship between variables.

Playing Board Games to Increase Emotional Competencies in School-Age Children and Older People: A Systematic Review

Board games have always been a part of our lives. Most studies highlight their potential for learning in childhood and for maintaining cognitive functions in older people. Nevertheless, regarding the benefits in childhood and older people and the social nature of board games, few studies have investigated the emotional nature of these shared play sessions. Thus, we conducted a systematic review of the scientific literature between 2011 and 2024 to identify the benefits of playing board games for both school-age children and older people in terms of emotional competence. First, we collected 1995 articles with defined keywords from online databases. Then, 11 articles were selected. For older people, most studies reported the usefulness of board games for emotional competencies, especially regarding depression, social interactions and communication. In childhood, board games were found to be an interesting tool for emotional competencies, helping reduce problem behaviors, support pro-social behaviors and emotion-related discussion.

Emotion Knowledge Relates to Cortisol for Children Attending Head Start Preschool

ABSTRACT Research Findings: The ability to manage emotions is thought to be important for regulating stress at a physiological level, yet no prior published studies have examined young children’s emotion understanding or knowledge in relation to the stress hormone cortisol. The present study investigated the statistical relation between emotion knowledge (EK) and cortisol levels for 307 young children ages 3–5 years who attended Head Start preschool, and their primary caregivers. All of the child participants faced economic hardship and 80% were Black, Indigenous, and People of Color (BIPOC) and thereby positioned to experience systemic racism. At the start of the preschool year, EK, or understanding of emotions, was assessed using a well-validated emotion matching task and basal cortisol levels were measured via salivary assay. Results of a multiple linear regression analysis revealed that, after accounting for demographic covariates, greater EK was associated with lower cortisol. Practice or Policy: The finding that EK relates to cortisol levels in early childhood highlights the importance of addressing emotional competence in early intervention programs. Notably, the relationship may be bidirectional and reducing stress levels also may facilitate advancing young children’s emotion understanding. Interventions that promote EK and reduce stress levels may advance overall school readiness.

Exploring the Role of Mental Preparedness and Emotional Competence in Nurturing Academic Success among Students in the Post-Pandemic Instructional Landscape

This study examines the relationship between students' mental preparedness, emotional competence, and their academic success in the context of the reintroduction of full in-person instructional setup after a hiatus of almost three years. Using a descriptive correlational research design, the study aimed to provide a comprehensive understanding of these variables. The Grade 11 students from Langgal National High School were selected as the respondents. The findings highlight the significant influence of mental preparedness on students' performance in academic activities, underscoring the importance of being mentally prepared to address learning challenges, especially in the context of the pandemic. Additionally, the study reveals a moderate association between the level of emotional competence and academic success, emphasizing its role as a personal resource in adapting to the learning environment. Overall, the results suggest that students' mental preparedness and emotional competence during full in-person classes significantly contribute to their likelihood of achieving academic success.

The Roles of Mother-Perceived Coparenting and Child Routines on Children’s Social–Emotional Competence During the COVID-19 Pandemic

The purpose of the current study was to examine the contributions of coparenting quality and child routines to children’s social–emotional competence during COVID-19. Further, we investigated the indirect effects of coparenting quality on children’s social–emotional competence via child routines. The participants were 403 mothers of children between 23 and 102 months old (M = 59.23, SD = 10.92). Mothers reported their children’s social–emotional competence, coparenting quality, and children’s routines as main variables and the COVID-19 pandemic effects (financial, resources, psychological, and within-family interaction effects). Results from the structural equation model showed that higher levels of coparenting quality and consistency in child routines were positively related to children’s social–emotional competence. In addition, there was an indirect effect of coparenting on children’s social–emotional competence through child routines. In detail, higher parental coparenting quality was associated with more consistent child routines, and, in turn, more consistent child routines were associated with higher levels of social–emotional competence. These findings suggest that coparenting and child routines may play a crucial role in children’s social–emotional competence. Results are discussed, considering their functioning during the COVID-19 pandemic.

Brain regulation training improves emotional competences in patients with alcohol use disorder.

Alcohol use disorder (AUD) is defined as the impaired ability to stop or control alcohol use despite adverse social, occupational, or health consequences and still represents one of the biggest challenges for society regarding health conditions, social consequences, and financial costs, including the high relapse rates after traditional alcohol rehabilitation treatment. Especially, the deficient emotional competence in AUD is said to play a key role in the development of AUD and hinders the interruption of substance compulsion, often leading to a viscous circle of relapse. Although the empirical evidence of a neurophysiological basis of AUD is solid and increases even further, clinical interventions based on neurophysiology are still rare for individuals with AUD. This randomized controlled trial investigates changes in emotional competences, alcohol-related cognitions, and drinking behavior before and after an established alcohol rehabilitation treatment (control group: nCG = 29) compared to before and after an optimized, add-on neurofeedback (NF) training (experimental group: nEG = 27). Improvements on the clinical-psychological level, i.e. increases in emotional competences as well as life satisfaction, were found after the experimental electroencephalography (EEG) NF training. Neurophysiological measurements via resting-state EEG indicate decreases in low beta frequency band, while alpha and theta bands remained unaffected.

Entrepreneurial competencies in the success of enterprises: A bibliometric analysis of the publications in the field

There has been an acceleration in competence-based management in recent years, which has, in turn, influenced entrepreneurial success by strengthening entrepreneurial competencies. This study aims to analyse and predict the future of the research on entrepreneurial competencies using bibliometric methods. For this purpose, VOSviewer software was used for co-word analysis. Bibliometric methods such as citation analysis and co-author analysis were used to analyse the studies related to entrepreneurial competencies. It was found that most publications were published in 2019 based on a search in the Web of Science database between 1995 and 2023. The analysis of 1403 publications revealed that 460 proceeding papers, 10 early access and 210 book chapters were involved in the search. After reducing the set to include articles, 914 papers were evaluated. Results show that the authors most cited over the years are Lans Thomas, Al Mamun Abdullah, Mulder Martin, and Obschonka. Furthermore, it was found that Spain had the highest number of published works, followed by China and the USA respectively. Study findings also revealed that entrepreneurial competencies are more related to core, emotional, and network competencies and sustainable development, creativity, innovation, social capital, and higher education.

DEVELOPMENT OF A SCALE ON EMOTIONAL INTELLIGENCE OF SARPANCHES

This study presents the development of an Emotional Intelligence (EI) scale using the Scale Product Method, integrating Thurston's equal appearing interval scale and Likert's summated rating scale. Methodologically, indicators were selected, items collected, and judgments obtained from experts to construct the scale. The final 18-item scale demonstrated high reliability and content validity, categorized Sarpanches into low, moderate, and high EI levels, and was administered using a five-point continuum. Results indicate significant correlations with independent variables. The study concludes by discussing the implications for enhancing emotional competencies among rural leaders, facilitating effective decision-making, and fostering community development in grassroots governance.

The shadow of the past: How paternal traumatic experiences shape early parent-child interactions and offspring's emotional development

Introduction and AimsEarly childhood is crucial for the development of social and emotional competencies, significantly influenced by parental interactions. While the impact of maternal psychopathology has been extensively studied, less is known about the effect of paternal trauma on parenting behaviors and subsequent child development. This study examines the effects of fathers' traumatic experiences on their psychopathology, quality of feeding interactions, and children's emotional and behavioral functioning. MethodsA sample of 100 fathers and their two-year-old children participated in this cross-sectional study. Paternal psychopathology was assessed using the Symptom Checklist-90-Revised (SCL-90-R), and trauma exposure was measured with the Traumatic Experience Checklist (TEC). Parent-child feeding interactions were evaluated using the Scala di Valutazione delle Interazioni Alimentari (SVIA), and children's emotional and behavioral outcomes were assessed using the Child Behavior Checklist (CBCL 1,5-5). ResultsFathers with past trauma displayed significantly higher levels of psychopathological symptoms and engaged in poorer quality feeding interactions compared to controls. These paternal characteristics were associated with higher scores on maladaptive outcomes in children's CBCL, indicating worse emotional and behavioral functioning. ConclusionsThe findings suggest that paternal trauma is linked to increased psychopathological risks and negatively affects the quality of paternal feeding interactions, which in turnith children's emotional and behavioral development. These results underscore the importance of integrating paternal trauma into clinical assessments and interventions to support family dynamics and promote healthier developmental outcomes in children.

Violent Behaviour and Emotional Intelligence in Physical Education: The Effects of an Intervention Programme.

Violent behaviour in the secondary education stage is a serious concern that comes from low emotional control. Judo is a sport that requires self-control and high emotional competence to mitigate aggressive behaviours. This research presents the objectives of analysing the correlations of different types of aggressive behaviours before an intervention program with those after said program, as well as study the effect of emotions on aggressive behaviours before and after the intervention program through multigroup structural equation modelling. A quasi-experimental study was planned. It used a pre-test-post-test design in a population of 139 secondary school students (M = 15.76; SD = 1.066). The instruments were an ad hoc questionnaire, the Schutte Self-Report Inventory and the Violent Behaviour at School Scale. The data show that the intervention decreased the correlations between different types of violent behaviours. The results show an increase in the effect of emotional intelligence on mitigating aggressive attitudes. The promotion and use of contact sports is necessary to prevent the emergence of aggressive behaviours within a school environment.

Структура емоційної культури майбутнього вчителя початкових класів в умовах надзвичайних ситуацій

The article defines the category «emotional culture of the future primary school teacher in emergency situations» as the teacher's perceived readiness to implement emotional competencies necessary for the constructive solution of professional tasks in the complex conditions of today. A theoretical analysis of the scientific literature was carried out, and on its basis two aspects were distinguished in the structure of the emotional culture of the future primary school teacher in emergency situations ‒ intrapersonal (understanding one's own emotions and managing them) and interpersonal (understanding the emotions of other participants in the educational process and managing them), as well as psychological, pedagogical and cultural components are defined. It was established that the emotional culture of the future primary school teacher in emergency situations presupposes his motivation for effective professional activity, a system of relevant knowledge and skills, therefore the criteria for evaluating the level of its formation are determined: motivational-value, emotional-cognitive, reflective-active. It was concluded that a high level of emotional culture formation is one of the indicators of future teachers' readiness to effectively perform professional tasks in emergency situations. The teacher needs to know the potential risks from emergency situations, to be able to predict and recognize dangers, and if possible, to avoid or at least minimize their negative impact on the participants of the educational process thanks to a developed emotional culture

EMOTIONAL INTELLIGENCE AND PROFESSIONAL SUCCESS-EVOLUTIONARY AND QUALITATIVE THEORIES

Emotional intelligence (EI) is increasingly recognized as a crucial factor in achieving professional success. This article explores the relationship between emotional intelligence and various aspects of professional life, focusing on motivation, satisfaction, and engagement in the workplace. Drawing from contemporary research and theoretical frameworks, the article delves into how individuals with higher levels of emotional intelligence tend to experience greater motivation, job satisfaction, and overall engagement in their work. The article examines how emotional intelligence influences an individual's ability to understand and manage their emotions effectively, navigate social interactions, and adapt to diverse workplace environments. Moreover, it discusses the impact of emotional intelligence on interpersonal relationships, communication skills, and leadership effectiveness within organizational settings. Furthermore, the article explores practical strategies for enhancing emotional intelligence in the workplace and fostering a positive organizational culture conducive to professional growth and fulfillment. By recognizing the significance of emotional intelligence in driving motivation, satisfaction, and engagement, organizations can implement targeted interventions and initiatives to support employees' development in this area. Overall, this article highlights the integral role of emotional intelligence in promoting individual and organizational success, emphasizing the importance of cultivating emotional intelligence competencies for thriving in today's dynamic work environments.

Leadership theories and styles—A systematic literature review and the narrative synthesis

This paper explores diverse conceptualizations of leadership, emphasizing its profound impact on individuals and organizations. Leadership’s influence on followers’ daily lives, necessitating adaptation to modern complexities. Various theories offer distinct perspectives: distributed leadership emphasizes shared expertise. While charismatic leadership focuses on vision alignment. Authentic leadership promotes ethical climates, while Emotional Intelligence theory emphasizes emotional competencies. Ethical leadership underscores moral conduct. Five Domains Leadership highlights talent management and strategy execution, while Leadership Transition Theory discusses dynamic changes. Other theories include direct/indirect leadership, entrepreneurial leadership, and leader-member exchange. Participative leadership explores decision-making styles, and situational leadership aligns styles with follower maturity. Trait and behavioral theories focus on inherent traits and learned behaviours. This review underscores leadership’s complexity, offering insights into its diverse conceptualizations and practical implications across contexts.

The mind of a maker: a learning framework for a continuum of K-12 invention education

Invention education offers an exciting combination of knowledge and skill-based learning that is intertwined with important social and emotional competencies, especially for youth engaged in structured programs. KID Museum in Bethesda, Maryland, is an experiential museum and K-12 makerspace whose offerings include a suite of invention programs implemented through formal curricula, field trips, and out-of-school time opportunities. KID Museum’s Mind of a Maker learning framework is a promising pedagogical model for conceptualizing the broad range of learning outcomes targeted in these programs. By comparing to other frameworks developed separately but concurrently, the Mind of a Maker offers insights into the underlying values and learning theories that shape invention education and can contribute to a field-wide understanding of this area of experiential learning. This article explores constructs that promote an inventive mindset that may be reproducible in other learning contexts, as well as the ways in which framework outcomes are integrated into the design, reach, and evaluation of KID Museum’s invention programs.

Music Education Within the Concept of Integrated Arts Education and Its Impact on Social and Emotional Skills of Students

The purpose of the study is to determine how communicative skills and emotional intelligence are cultivated in students under the impact of arts on the example of music education. The research involves comparing social and emotional competences of undergraduates and postgraduates with the help of standardized psychological tests and interviews. The article proves that integrated arts education transforms students into emotionally and socially competent individuals.

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

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

Acute effects on the psychological perception of university students after participation in the "RegulACTION" workshop for the improvement of emotional health and promotion of an active lifestyle.

Prospective research in Health Sciences and Sports Sciences warns of the need to design and implement educational program at the different stages of human development, that promote emotional competences, interpersonal competences, an adequate level of healthy physical activity as well as adherence to the Mediterranean diet and a more active lifestyle on a physical and social level. The main objective of the study was to design an intervention program on intra-and interpersonal competences together with emotional education, nutritional education and healthy physical activity, called 'RegulACTION'. The preliminary study sample consisted of 11 participants aged 21-28 years (M = 5.00, SD = 8.76) (8 female and 3 males) university students. An ad hoc questionnaire was elaborated to evaluate the participant's perception of the usefulness of the 'RegulACTION' experience and a semi-structured interview of 5 questions to assess their perception, identification of their emotions, awareness of their cognitions, emotions and behaviors in the different areas of their lives. The descriptive results show that the participants are receptive to continuing training in the regulation of cognitions (thoughts) and emotions to increase their satisfaction in different areas of their lives. Regarding the qualitative results, the participants' perception, collected verbatim, is that they feel the need to apply the knowledge about personal and social emotions, as well as healthy behavior in terms of nutrition and exercise, in their daily lives. The 'RegulACTION' program is designed based on the assessment of the prevalence of mental illness in the young adult and adult population, in line with the literature review in the area of knowledge of the theory of emotions, motivational theories and on the occasion of the development of a workshop organized.

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papilio intervention also utilizes ready-made lesson plans and play-based measures. In this study, 80 ECEC classes from 39 ECEC centers participated in a cluster-randomized controlled trial. We measured educators’ feedback, children’s behavior, social validity, and implementation fidelity. The results indicate effects particularly on educator-reported child behavior and educators’ feedback on certain observed areas when the systemic interventions were implemented with sufficient fidelity. Further, both interventions seem well suitable for Finnish ECEC context.