Development Of Emotional Competence Research Articles

Gender differences in the development of children's social and emotional competencies during the pre-school year

ABSTRACT While studies have used assessments on gender differences regarding social and emotional development, there remains a lack of research on the abilities as well as difficulties that are expressed by pre-school aged boys and girls. This study examines the influence of gender on the development of social and emotional competencies during pre-school. Pre-school Practitioners within five pre-school settings, completed a Strengths and Difficulties Questionnaire (SDQ); and an Emotional Regulation Questionnaire (ERQ) at two separate intervals. ERQ results indicate that boys initially express greater emotional difficulties and by the end of term three, the amount of difficulties decrease for both boys and girls. Between pre and post time scales, both boys and girls were able to increase their abilities and boys rated higher in emotional competency abilities (facilitated by adults). SDQ results indicate that girls had higher proficiencies in the pro-social scale. Furthermore, boys show more improvements than girls between intervals.

Emotional Competences in University and Teachers: A Systematic Review

The aim of the review is to analyze the impact of emotional competence in the context of the university curriculum and therefore on teachers. The study was developed under the parameters of the PRISMA declaration, the compilation of information was carried out mainly in scientific databases such as Scopus, Proquest and Ebsco; using key search terms such as “emotional skills and education”, “emotional skills in teachers”, “emotional skills and training” among others which made it possible to find theories and possible scientific results to serve as the basis for the current study. Research period 2017 to 2020 Inclusion criteria: research articles, systematic reviews and case studies; peer-reviewed, linked or intertwined with emotional competence in students and teachers Exclusion criteria: investigations that were not subject to peer review, with methodological deficiencies or which did not show a relationship or linkage with the stated categories. As a result, 19 (out of 155 returned by a global search) studies that met the inclusion criteria were included. These results allow us to conclude that emotions and educational success have determined factors in the development of emotional competence of students and teachers; need to build learning scenarios that encourage emotional management and connection with others.

How dance promotes the development of social and emotional competence

Social and emotional competencies (SEC) are critical for success in school and life, as they include the ability to interact with others, regulate one’s emotions and behavior, solve problems, and communicate effectively. Research and practice show that dance experiences enhance social-emotional development, yet less is known about the mechanisms through which this occurs. To address this, 110 SEC and dance articles were reviewed to inform the development of a Theory of Change to explain how dance may promote SEC. Self-intimation, nonverbal expression and communication, embodied cognition and learning, synchrony, and a supportive learning environment emerged as the key components of dance practice that may facilitate SEC. Evidence for these components and research, practice, and policy implications are discussed.

Processus d’élaboration et de validation d’un questionnaire portant sur le développement des compétences émotionnelles lors du mentorat

Objective and methodThe aim of this article is to provide a portrait of the emotional competencies developed by school principals (n=359) in a mentoring context by developing a seven-step questionnaire by Frenette et al. (2019) presenting various proofs of validity. ResultsThe analyses conducted support a factorial structure with two correlated aspects of emotional competencies (self and others). School principals in Quebec develop more emotional competencies related to the aspect of others than for themselves during mentoring. A further analysis indicates that school principals develop more two dimensions of Emotional competencies: Identification and Understanding. The results also show that 77.26 % of respondents indicated that they developed emotional skills during mentoring. ConclusionThe results provided an understanding of the importance of emotional competencies in education, and specifically in school management. It also revealed the importance of emphasizing the role of mentoring in their development. To our knowledge, the questionnaire developed in this study is one of the first to measure the development of emotional competencies during a mentoring relationship.

Baccalaureate occupational therapy students' development of social and emotional competencies

BackgroundAcademic life requiring students to meet academic and professional practice expectations can be stressful. Effective emotional and social competence can assist students in managing feelings, stressful situations and fostering relationships with educators, peers, and clients. Hence this is a helpful professional competence for health students to possess. ObjectiveTo compare the emotional and social competence among the baccalaureate occupational therapy students across four academic year levels. MethodA quantitative cross-sectional design was used. A total of 360 baccalaureate occupational therapy students completed the Emotional and Social Competency Inventory– University Edition. Regression analysis followed by contrast analysis examined the differences among first-, second-, third- and fourth-year levels. ResultsStudents demonstrated “satisfactory” or above social and emotional competencies. For all students, the average Emotional and Social Competency Inventory subscale scores on teamwork, empathy and achievement orientation were the highest three competencies. The lowest average scores were systems thinking, inspirational leadership and coach and monitor skills. Fourth year students' emotional self-control (p = 0.03), positive outlook (p = 0.02), and influence (p = 0.02) were significantly lower than first-year students. No other significant differences were found between year levels on the other subscales. ConclusionOverall, students demonstrated good social and emotional competencies, with strengths in teamwork, empathy and achievement orientation competencies, which are fundamental in health service practice. However, fourth-year students demonstrated lower scores in emotional self-control, positive outlook, and influence competencies compared to their first-year peers. This indicates that fourth-year students have developed better self-awareness, can be more reflective and have a better perception of reality. It is recommended that targeted learning opportunities to develop students' emotional and social competencies to nurture final-year students' abilities and confidence be incorporated into the curriculum. Academic and practice education staff working with final year occupational therapy students need to consider the associated stress during this time when providing learning opportunities.

Emotional Competence Development in Graduate Education: The Differentiated Impact of a Self-Leadership Program Depending on Personality Traits.

There is little research on the effectiveness of self-leadership programs (SLPs) in graduate education based on the progress in emotional competences development (ECD), and only a few of the studies incorporate its relationship with personality traits (PTs). This article studies the differentiated impact of an optional SLP, which has eight workshops with a learner-centered and experiential approach, depending on PTs. With a quasi-experimental ex post facto design, students' scores in EDC were analyzed according to their PT extremes: introversion, antagonism, lack of direction, neuroticism, and closed to experience. ANCOVA tests, with ECD pretest as a co-variable, were applied for each PT. The results indicated that the SLP presented a differentiated impact in ECD in four of the five PTs: neuroticism, introversion, antagonism, and lack of direction. These findings can be a key element for the participating students in SLPs because self-leadership requires self-knowledge. ECD can contribute to more integral learning in the graduate education experience, enhancing the preparation for the world of work.

The Learning to Be Project: An Intervention for Spanish Students in Primary Education.

Despite the emphasis placed by most curricula in the development of social and emotional competencies in education, there seems to be a general lack of knowledge of methods that integrate strategies for assessing these competencies into existing educational practices. Previous research has shown that the development of social and emotional competencies in children has multiple benefits, as they seem to contribute to better physical and mental health, an increase in academic motivation, and the well-being and healthy social progress of children. This study aims at assessing the possible changes in children’s self-esteem, socio-emotional competencies, and school-related variables after participating in the Learning to Be project (L2B) project.Methods: This quasi-experimental study included an intervention group (L2B) and a control group. The participants were 221 students in primary education (55.2% girls) between the ages of eight and 11 (M = 9.31; SD = 0.89). The L2B intervention program took place over a period of 5 months. The assessment was carried out twice, before and after the intervention through three main evaluation instruments: the Rosenberg’s Self-Esteem questionnaire, the Socio-Emotional competence questionnaire (SEQ), and self-report scales for measuring school difficulties, school engagement, opinions about school, and school absence. Ten schools from different Spanish provinces participated.Results: The results indicate that those participants in the experimental group show higher self-esteem, better responsible decisions, and higher self-awareness than those in the control group. There were no other statistical differences between groups.Conclusions: The results of this work suggest that the implementation of the L2B program did not improve social and emotional competencies in primary school students. Further research related to how include formative assessment in SEL programs is needed.

Brazilian researchers meet online to discuss social distancing: Results from the first symposium of the group of studies and research on psychology and cognition (GEPESPSI)

IntroductionThe Group of Studies and Research on Psychology and Cognition (GEPESPSI) in Brazil has developed important academic and clinical actions on mental health in contexts of difficult psychological handling.ObjectivesGEPESPSI organized a symposium to discuss the psychological effects of isolation due to the strict measures of social distancing.Methods11 psychologists and one speech language pathologist discussed possible contributions to face social distancing in their specific fields of expertise in a virtual symposium of two days. The themes were: university teaching; support to the development of social and emotional competencies among children; the threat of the death of dreams in a phenomenological perspective; resilience and self-esteem; the repercussions of the lack of the school space for socialization; psychological tools for facing isolation; the challenges and perspectives of women who are victims of violence; online therapy for children; the health of workers; suicidal behavior; formulation of educational policies for remote learning and family mental health.Results1094 people were enrolled with an average of 400 people participating in each period. 91,1% of which were graduate students of a university. 55,7% were students of Psychology, 12,8% of Pedagogy, 6% of Physical Therapy among other courses. 39,8% of them were from the city of Santos, the others were from different regions of the country.ConclusionsThe feedback given by the participants was positive and involved gains such as sharing experience and knowledge but mainly creating connections to exchange psychological tools as a way of facing the difficulties of social distancing among researchers and graduate students.

Academic Involvement in Children’s Education: An Investigation into the Lives of Domestic Worker Parents of Kolkata

Parenting holds tremendous significance in today’s world as quality parenting facilitates the development of social and emotional competence in a child. The present study explores the dual role of domestic workers as workers and parents. Domestic Workers work from dawn to dusk to take care of their employees’ families. The obvious question arises: who takes care of their children, back home? As a parent, Domestic workers with their odd working hours and low or no literacy rate are nowadays trying to overcome the socio-economic challenges as well as handicaps of the profession by getting involved in their children’s academics. This paper investigates the effects of the length of working hours and education levels of domestic worker parents on their academic involvement with the children. The present study uses a descriptive survey research design to find out the relationship between academic involvement and work hours. The data was subjected to appropriate descriptive and inferential statistics. The results indicate a negative relationship between work hours and academicinvolvement. It is also revealed that higher education level to be associated with better academic involvement. The study thus calls for further intervention by schools and the government to motivate parents. Parent-teacher meetings may be of help in this respect along with workshops and government-sponsored programs to educate the parents to support them to climb up the socio-economic ladder through their children.

Teachers working in special education in Scotland: Perceptions regarding emotional awareness and regulation amongst pupils within the Autism Spectrum

Impairments of emotional awareness and regulation are recognised features of autism spectrum conditions and are known to impact school experiences and outcomes. However, most research in this field takes place within clinical settings, and there is a scarcity of literature describing how these difficulties are addressed within schools, particularly in Scotland. This research describes the perceptions of 18 additional support needs teachers within Scotland regarding the emotional awareness and regulation of pupils with autism spectrum conditions. This includes how emotional concepts are taught, and what barriers exist in the development of emotional competence. The research took the form of an open-ended online questionnaire which was distributed through social media platforms. The results demonstrate a recognition of the importance of a collaborative approach across school and beyond to support pupils to develop emotional competence, as well as highlighting potential problems with the ways in which emotions are labelled and concepts are taught.

Cognitive Aspects in the Process of Human Capital Management in Conditions of Post-Pandemic Social Constructivism

In today's post-pandemic reality, human capital plays one of the leading roles in ensuring economic growth. The intensification of innovative processes in the context of post-pandemic social constructivism, the widespread use of information technology, intellectualization of labor, etc. In the context of post-pandemic social constructivism, transformations of the content and structure of human capital take place, make adjustments to the process of its formation, accumulation, use and change the nature of the impact of human capital on economic development. In today's post-pandemic reality, there are many problems both in the field of the formation of innovatively oriented human capital and in the sphere of its use, which necessitates the search for ways to effectively manage these processes in order to ensure the balanced development of production factors in the context of the formation of an innovative economy in the country. The article analyzes the main methods and aspects of cognitive psychology that can be useful in the development of human capital. In particular, special attention was paid to the development of emotional intelligence and emotional competence. The reason for choosing precisely such elements of cognitive psychology as the level of emotional intelligence and emotional competence is that they are a prerequisite for successful self-realization of a person and, as a result, an important prerequisite for successful management of human capital in the conditions of post-pandemic social constructivism.

КOУЧ-ТEXНOЛOГIЇ ЯК ЗACIБ ФOРМУВAННЯ EМOЦIЙНOЇ КOМПEТEНТНOCТI МAЙБУТНIX ПCИXOЛOГIВ

У cтaттi зaзнaчaєтьcя, щo cтвoрeння кoучинг-ceрeдoвищa в ocвiтнiй oргaнiзaцiї дoзвoляє прaцювaти iз мaйбутнiми пcиxoлoгaми в фoрмaтi прaктикo-oрiєнтoвaнoгo пiдxoду, aпeлюючи дo влacнoгo дocвiду, cтвoрювaти нoвi, бiльш eфeктивнi мoдeлi пeдaгoгiчнoї взaємoдiї чeрeз викoриcтaння твoрчoгo пoтeнцiaлу. Цe дaє мoжливicть мaйбутнiм пcиxoлoгaм виxoдити нa бiльш виcoкий прoфeciйний рiвeнь, який вiдпoвiдaє cучacним ocвiтнiм cтaндaртaм i зaбeзпeчує виcoкий рiвeнь cфoрмoвaнocтi eмoцiйнoї кoмпeтeнтнocтi.
 Ключoвi cлoвa: кoучинг-ceрeдoвищe; мaйбутнi пcиxoлoги; eмoцiйнa кoмпeтeнтнicть; прoфeciйний рiвeнь; твoрчий пoтeнцiaл.

DEVELOPMENT OF EMOTIONAL COMPETENCE IN EXAM SITUATIONS WITH STUDENTS WHO ACHIEVE DIFFERENT ACADEMIC SUCCESS AND STUDY DIFFERENT STUDY PROGRAMS

The authors, in the theoretical part of the paper, define and explain the concept of emotional competence, as well as skills that should be developed and strengthened within the mentioned concept. Also, the importance of emotional competence in exam situations for the academic success of students has been presented, which is supported by the presentation of research related to this topic. The aim of the study was to examine whether students with different academic achievement and from different study programs showed different levels of emotional competence in exam situations. The research was conducted on a sample of 115 students from the Faculty of Philosophy, University of East Sarajevo. The paper presents the results of examining the differences in the development of emotional competence in exam situations in students with different academic achievement and the results of examining the differences in the development of emotional competence in students in exam situations depending on the study program they study. The findings show that there are no differences in the development of emotional competence in exam situations in students with different academic achievement, but there are differences when it comes to the development of emotional competence in exam situations depending on the study program that students’ study. This research is a contribution to a better understanding of students' emotional competencies in exam situations and may have practical implications in terms of understanding the importance of improving the emotional sphere in all study programs by expanding study objectives so that they include developing of students' emotional competencies. 
 
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Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

Impact of a model of clinical supervision over the emotional intelligence capacities of nurses

Objective: to analyze the impact of the implementation of a model of clinical supervision over the emotional intelligence capacities of nurses. Methods: mixed methods study. Quantitative data were collected before and after the implementation of the Model, using the scale of Emotional Intelligence Capacities of Nurses; analyses were carried out using descriptive statistics and paired samples were analyzed using the t-test. 47 nurses from one hospital participated. Qualitative data were obtained from the analysis of the discourses of the nurses in a public presentation, using thematic/categorizing content analysis. The findings were integrated at the end to generate the results. Results: no statistically significant differences were found with the implementation of the Model. However, the nurses involved recognized the positive impact of the SafeCare Model in the development of emotional competences. Conclusion: the study contributed for clinical supervision and for the development of emotional competences.

РОЗВИТОК ЕМОЦІЙНОЇ КОМПЕТЕНТНОСТІ ВІЙСЬКОВОСЛУЖБОВЦІВ У ГРУПАХ АКТИВНОГО СОЦІАЛЬНО-ПСИХОЛОГІЧНОГО НАВЧАННЯ

The article is devoted to the disclosure of the peculiarities of the development of emotional competence of servicemen in groups of active social and psychological training. It is noted that the productivity of a serviceman in interaction with others is also based on the effective perception, management and control not only of their own emotions, but also the emotions of others. Therefore, the effective activity of a serviceman directly depends on his developed emotional competence. Emotional competence, as a component of professional competence, is a set of emotional and social abilities, the ability to understand their own emotions and the emotions of others, to manage the emotional sphere. All structural components of emotional competence are interconnected, and their close interdependence promotes effective interpersonal interaction. It is assumed that servicemen with a high level of emotional competence have a strong ability to understand their own emotions and the emotions of others, to manage the emotional sphere, which leads to greater adaptability and efficiency in communication. Active socio-psychological training is psychologicalpedagogical form of development of emotional competence and improvement of abilities and skills of interaction in a society carried out in the conditions of group educational and training activity. This method was used to form in participants specific emotional, communicative, cognitive and behavioral skills, in order to increase emotional competence, communicative and psychological competence, emotional intelligence. Work in groups of active socio-psychological training is aimed at positive changes in the development of emotional competence of its participants. The effectiveness of work in groups of active socio-psychological training with servicemen is high, as the age period of early and middle adulthood involves mobility, plasticity and sensitivity of the emotional and intellectual spheres of personality. The data obtained from the results of the experiment reliably confirm the effectiveness of the method of active socio-psychological training in the development of emotional competence in servicemen.

ISSUES OF EMOTIONAL INSTABILITY IN THE CONTEXT OF STUDENTS’ EMOTIONAL HEALTH RESEARCH

The aim: The aim of the research was to investigate the issue of emotional health in the context of mental health of students, in particular, the emotional instability as a students' personal quality with regard to cognitive and empathic components. Materials and methods: In a comparative analysis of the study, 104 3rd-year students of the Faculty of Management and Media Communications of the Ukrainian Academy of Printing, were divided into two groups on the basis of gender (group №1 – females; group №2 – males). In the study, undertaken in 2019-2020, two questionnaires, namely “Problems of Emotional Health” and “Assessment of Empathic Compassion”, drawn up by a team of authors, were used. The comparative analysis was carried out with the use of the Mann–Whitney U test. Results: The study of emotional instability and competence in the context of the student's mental health allows us to conclude that the cognitive component is the basis that promotes the development of social, regulatory, and empathic components, and the latter is the main motivator of a person’s activity. Conclusions: The research showed that high school students do not always have enough opportunities for independent formation and emotional competence development, and have problems with emotional instability. These problems may be solved by the introduction of the educational component, in particular: introducing relevant special courses into the educational process, conducting psychological training aimed at the development of emotional professional competence in the context of the formation of personality’s mental health.

Эмоциональная компетентность будущего специалиста по защите информации: понятие и педагогические условия развития

Comprehensive digitalization of all spheres of human activity has become the most important factor influencing the communicative environment of society and resulted in new requirements to the competencies of university graduates. An information security specialist (IS) is a technical specialist that has to develop soft skills. It can be explained by the fact that he has to assess human risks; to raise information security awareness of the organization's employees; to increase information security culture; and to involve company’s employees in the information security process. The virtualization of communications determines the gradual emotional autonomy of subjects, which negatively affects the results of the activity of an information security specialist. Thus, the author defines the essential features and pedagogical conditions for the development of emotional competence of a future information security specialist in a university environment. The author clarified the concept of emotional competence of a future information security specialist. The scientific novelty is in identifying the features and conditions for the development of the emotional competence of information security specialists in a university environment. The effectiveness of the implementation of these conditions during the training of university students in information security management emphasizes the practical significance of the study.

EMOTIONAL COMPETENCE AS A COMPONENT OF MENTAL HEALTH IN SOCIONAMIC EMPLOYEES

The article is devoted to the topical problem of modern psychological science – emotional competence. There are presented generalized results of theoretical study of emotional competence, which are based on researches of domestic and foreign scientists. In the article was analyzed approaches to the definition of emotional competence. There are considered the definition and structure of emotional competence of a person, its components. Namely: the ability to realize and evaluate yourself; manage yourself; motivate yourself; understand people, their emotions, feelings, accept others in their individuality; build relationships with people. There are analyzed factors influencing the development of emotional competence: genetic, social. In the article was substantiated the social significance of this phenomenon. There are determined the correlation of the concepts “emotional intelligence”, “emotional competence”. In the article was considered the definition of mental health as a state of psychosomatic and psychological well-being, which is based on a sense of strength and value of one's own “I”, its ability to achieve harmony with itself and others on the basis of appropriate, given environmental conditions, regulation of behavior and activity, is characterized by the absence of painful mental manifestations and provides adequate regulation of behavior to the conditions of the surrounding reality. There are determined levels of mental health: existential, interpersonal, psychosexual, cognitive, behavioral, psychophysiological. Was analyzed the consequences of a person's contemptuous attitude to the emotional sphere: an increase in the number of disorders of the affective spectrum, depressive, anxiety, psychosomatic, eating behavior, an increase in the number of severe mental states, anxiety and depressive disorders. There are considered the results of the theoretical analysis of the problem of research of emotional competence as an indicator of mental health of employees of the social specialty. It has been established that a high level of emotional competence is a prerequisite for mental health and success in the professional activities of socionomic specialists. For the purpose of further scientific achievements on the identified issues, is substantiated the need for empirical research.

THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING

The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described. The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.