Social Communicative Competence Research Articles

University Majors and Personality Traits: A Quantitative Study of Natural Sciences and Language Majors

This study aims to investigate the relationship between university majors and personality traits, with a specific focus on the effects of studying natural sciences mainly, chemistry, biology, and physics and humanities majoring in English and Arabic languages on personality development. The study employs a quantitative research design, using self-report questionnaires and interviews to collect data from undergraduate students majoring in natural sciences and languages. The results of the study show that natural science learners tend to score higher on analytical thinking, attention to details, and persistence skills, while language learners tend to score higher on social awareness, critical consciousness, and communicative competence. These findings suggest that university majors have a significant impact on personality traits, which also have implications for academic and career success. The theoretical framework for this study draws on the literature on cognitive and social aspects of natural sciences and languages education, as well as the theory of Big Five personality traits. The study contributes to the theoretical and practical knowledge of how academic disciplines influence individual differences in personal characteristics and provides empirical evidence for the relationship between university majors and personality traits.

Vicarious Learning of Social Media Political Expression: The Role of Expected Outcomes and Appropriate Communication Competence

Based on Social Learning and Social Cognitive Theories, this study proposes a mechanism that explains the relationship between users’ observation of others successful use of social media for political expression and one’s own social media political expression. Survey results support a parallel mediation model where social media political expression observational learning simultaneously leads to social media political expression positive expected outcomes, and to appropriate social media communication competence. Positive expected outcomes increase social media political expression whereas appropriate social media communication competence decreases individual’s social media political expression. Theoretical implications for social media political expression are discussed.

Social and behavior change communication competency among front-line healthcare system actors in Ethiopia: a cross-sectional study

IntroductionSocial and Behavior Change Communication (SBCC) plays a critical role in improving behavior and health outcomes across the continuum of healthcare. Failing to implement tailored SBCC strategies continues to pose a risk of ill health, increase disease burden, and impact the quality life of people. In Ethiopia, front-line healthcare system actors’ knowledge and skills about SBCC have not been rigorously assessed. Thus, the current study aimed to assess healthcare system actors’ competencies in designing, implementing, monitoring, and evaluating SBCC interventions in Ethiopia.MethodsA cross-sectional study was conducted between 01 August and 31 October, 2020. Five hundred twenty-eight frontline healthcare system actors in SBCC in Ethiopia were included using simple random sampling technique. Data was collected using a self-administered structured questionnaire adopted from Communication for Change; SBCC capacity assessment tool. Descriptive analysis frequencies, percentages, mean, median, standard deviation (SD), interquartile range (IQR) were employed. Besides correlations and linear regression with robust standard errors were carried out. A 95% confidence interval and a p-value of less than 0.05 were used to declare significant statistical association.ResultsA total of 488 frontline workers participated in the study, with a response rate of 92.4%. The mean SBCC knowledge score was 13.2 ± standard deviation (SD) 3.99 and 59.2% scored below 60% of the expected maximum score. The standard mean score of overall skill in SBCC intervention was 2.36 (SD ± 0.98) and 52.6% of them scored below mean score. The SBCC knowledge was significantly predicted by the service year and the regional variation. On the other hand, SBCC skills was significantly predicted by sex, service year, profession, regional variation, and SBCC knowledge. The regional variation was the main predictor of both knowledge and skill on SBCC. The regression models explained 23.1% and 50.2% of the variance in knowledge and skill of SBCC, respectively.ConclusionFront-line healthcare system actors in Ethiopia has low knowledge and skills in SBCC. Variations in SBCC knowledge and skill were observed based on demographic and professionals experience related characteristics. Hence, continuous capacity building activities need to be given to frontline healthcare system actors to enhance their knowledge and skill on SBCC program and achieve the intended health results.

A Study on the Effect of Media Literacy Competences on Responding to Fake News

A Study on the Effect of Media Literacy Competences on Responding to Fake News

Synergy of Journalists’ Acquisition of Speech and Social-Communicative Competences

The relevance of researching the synergy of journalists’ acquisition of speech and social-communicative competences lies in the fact that the need to increase the level of speech and social-communicative competences has been brought to the forefront by new economic and social conditions. A high linguistic culture is very important both for a developed economy and for success in management, because, firstly, the solution of many management tasks is based on direct interaction of people in different situations. Second, interpersonal communication is the best way to discuss and solve problems that are characterized by uncertainty and ambiguity. The social task of the modern information society is to educate the younger generation, which is oriented in the field of mass media and “speaks” its language. For a young person of the 21st century, it is very important to know about the events and processes taking place in the world, country, city, to be able to analyze and evaluate these events and processes in order to have their own activity to form a position. The article explores the ways journalists acquire communicative competence; the need for functional and structural-educational models of mass communication means in the acquisition of speech and social-communicative competences by journalists is presented; professional social-communicative competence of journalistic activity is singled out; foundations of the synergy of journalists’ acquisition of speech and social-communicative competences are determined.

Sociocultural differentiation of manifestations of youth communicative competence

The communicative competence of youth is considered from the standpoint of phenomenology, social reality, when the intersubjective interactions of actors determine the subjective picture of ideas about communication that is emerging in the mind. The key role of the processes of meaning formation in social communication and communicative competence is noted. The formation of personal and socio-cultural meanings of communication involves knowledge and values of communication, communication norms, communication skills and behaviors that determine the structure of communicative competence aimed at maintaining sociality and social ties. Since the formation of social reality is differentiated, and young people themselves as a social group are differentiated, the purpose of the article was to identify the links between the main differentiating features and manifestations of the communicative competence of young people. Differentiating demographic indicators are considered: gender, type of settlement, level of education, region of residence. Gender is considered as a leading differentiating feature. Measured indicators of communicative competence: meanings of communication, norms of communication, communication skills. The analysis showed the existence of links between differentiating features and manifestations of communicative competence: against the backdrop of the dominance of terminal values and their corresponding skills, combined with a focus on changing the norm of communication as the main characteristics in the structure of the communicative competence of the young people surveyed, it was revealed that rural boys and girls are more than urban, committed to stability in the norm of interaction; respondents with a complete general secondary education, as well as girls from federal centers, are the most pronounced carriers of the terminal values of communication. Young men and women of the Vologda region lead among other regions in their orientation towards the instrumental values of communication, the men of this region are the smallest in terms of the manifestation of a number of communication skills, including instrumental ones. These connections reflect both the expansion of the social reality and communicative competence of the surveyed youth due to its sociocultural differentiation, and indicate the presence of certain problems, both sociocultural and broader, which require discussion.

Primary School Teachers' Beliefs on Students' Socio-Emotional Development

The social (communicative competence, mastering social norms) and emotional (responsibility, self-control, and self-development) development of students is one of the tasks of the modern school, which is presented in sections such as "Personal" and "Meta-skills" educational results of the Federal State Educational Standard at all levels of general education. In modern research, the concept of ‘social-emotional skills’ (SES) is commonly used to define this area. The development of SES takes place both at school and outside; regarding school, it is the teacher who is the leading conductor of the development of SES. Therefore, the purpose of the article is to explore the perceptions of elementary school teachers about SES and the system of practices for the development of SES at the elementary school. Thus, qualitative (Research 1) and quantitative (Research 2) research were carried out. In Research 1, two focus groups were conducted with 13 primary school teachers. Based on the results of this phase, a "Questionnaire on Teachers' Perceptions of SES" was developed and used in Research 2 on a sample of primary school teachers (N = 144). The results indicate that teachers emphasize the importance of some SES (achieving and setting goals, working with others) for school adaptation and future success both at school and in life, despite the lack of a systematic approach to the development of SES.
 

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings.

Preschool classrooms provide a unique context for supporting the development of children with social-communication challenges. This study is an uncontrolled clinical trial of an adapted professional development intervention for preschool teachers (Social Emotional Engagement-Knowledge & Skills-Early Childhood). Social Emotional Engagement-Knowledge & Skills-Early Childhood is a low-resource-intensive, transdiagnostic intervention to address the learning needs of children with social-communication challenges and consists of four asynchronous online modules and three synchronous coaching sessions. The current research evaluated the feasibility and acceptability of intervention and research procedures, implemented in authentic early childhood education settings. Participants included one teacher and one target child with social-communication challenges from 25 preschool classrooms, sampled to maximize variability. Overall, the current research revealed high levels of feasibility, with 9 out of 10 benchmarks met: (a) procedures for participant recruitment reliably identified a neurodiverse sample of children with teacher-reported social-communication challenges; (b) teachers showed high levels of program engagement and Social Emotional Engagement-Knowledge & Skills-Early Childhood completion (76%); and (c) results revealed a robust pattern of gains in Social Emotional Engagement-Knowledge & Skills-Early Childhood classrooms and associations among key outcome measures (including active engagement, student teacher relationship, social-communication competencies). Implications for the design of a subsequent, larger effectiveness-implementation hybrid trial (Type 1) are discussed.

수학 교과를 위한 정보 리터러시 규준과 지표 개발 연구

Information literacy is a fundamental and essential competency to live as a citizen, who is an independent and self-directed learner, in the future society. This study, as a follow-up to Kim and Kim’s research (2022a, 2022b), explores the components of information literacy for mathematics, and develops standards and indicators of literacy. Through three rounds of modified Delphi surveys and FGI, the standards and indicators of information literacy for mathematics were stabilized, and the application to practices in schools was explored. As a result, Standards 1 through 4 of information literacy for mathematics consisted of ‘cognitive thinking skills’ and ‘using physical and symbol tools’ in the personal cognitive domain, and Standard 5 was set as ‘social communication competency’ and ‘social awareness and practice competency’ in the social domain. Sixteen indicators were presented under the corresponding standards, and the relationship between competencies and standards of information literacy in mathematics was specified. This study emphasizes the key competencies of information literacy in mathematics education that are necessary for preparing individuals for future society and provides the foundation to cultivate it in school mathematics.

The Effect of Animal Interaction Group Counseling Program on High School Students' Social Emotional Competencies and Communication Competencies

The Effect of Animal Interaction Group Counseling Program on High School Students' Social Emotional Competencies and Communication Competencies

A Social Turn-Taking, Parent Mediated Learning Intervention for a Young Child with Autism: Findings of a Pilot Telehealth Study.

Social turn taking, a preverbal social communication competency often difficult for young children with autism, may be foundational to joint attention when included as a component of interventions for children with autism. In this study, social turn-taking was promoted through a parent mediated learning approach to intervention in a telehealth setting. Following a mixed-methods design, the present study explored the results of this new intervention model for a toddler with autism. The study also sought to understand any changes in the parent-child relationship because of the intervention. Findings indicate that the intervention supported the child's social communication competencies, including social turn-taking, joint attention, and facial focusing. Qualitative data revealed improvements in the parent-child relationship. These preliminary results lend support for promoting social turn-taking in interventions for children with autism, as well as for following developmental, parent-driven approaches to intervention. Studies with larger sample sizes are needed to understand these findings further. Implications for practice and research in early intervention are presented.

Problems with Teaching and Learning Thai Language for Communication Competency for Elementary School Students

Thai language is a proud cultural heritage of Thais. Moreover, Thai language for communication is one of the student core competencies which must be improved through 12 years of basic education in Thailand in order to cope with a rapidly changing trend and live happily in the 21st century. This research was carried out to explore Thai teachers’ problems with teaching Thai language for communication competency for elementary school students. The participants were 120 grade 1-3 teachers from private schools in Kalasin Province, Thailand. The questionnaires were employed to collect the personal information of the respondents and survey their problems. Percentage, mean, frequency distribution and standard deviation were applied to analyze the data. The findings revealed that problems with students’ grammatical and social-communicative competencies (M = 4.32, S.D. = .631) as well as teachers’ teaching management (M = 4.23, S.D. = .618) were at a high level. These provided useful basic information for developing a language for a communication competency-based program in the further phases.

Toward Neurodiversity: How Conversation Analysis Can Contribute to a New Approach to Social Communication Assessment.

The purpose of this clinical focus article was to illustrate the potential of employing conversation analysis (CA) as a method for assessing social communication that is neurodiversity affirming. This clinical focus article will provide an overview of CA and explain how it offers a theoretically grounded means of analyzing autistic children's everyday social interactions. Our aim is not simply to add a new assessment instrument to the disciplinary toolbox but to use the occasion to spur a reconsideration of how social communicative competence is currently conceptualized in the field and how those assumptions are reified through assessment practices. We will present a case illustration of a bilingual autistic child and his family. We will discuss the implications of a CA-informed assessment for reconceptualizing autistic social communicative competence. The case study illustrates the contributions of CA for (a) shifting the focus of assessment from social communication as an individual skill to social communication as an interactional achievement and (b) surfacing social communicative competencies that may be dismissed as pathologies. CA offers a relational understanding of autistic communication and sociality that is compatible with a critical stance on disability. Insights from CA problematize deeply entrenched notions of autism and social communication in speech-language pathology.

Value-Semantic Preconditions of Professional Success of the Individual: Gender Measure

The study is devoted to the examination of personal factors of professional success, namely the relationship between the components of social-communicative competence and value-semantic priorities of professional self-realisation, such as: professional status, social recognition, and creative self-realisation this is especially relevant in the context of creating the most favourable conditions for the professional development of young people. The purpose of the study is to identify gender features of social-communicative competence and identify how they affect objective and subjective measurements of professional success. The key research methods are a set of surveys, in particular, the author’s questionnaire called “Success” and the method of G.V. Protasova, “Social-communicative competence”. The results obtained demonstrate that for male representatives, the status measurement of professional success substantially correlates with the tolerance of the subjects to frustration, while in women this measurement of professional success is interrelated with the level of development of communicative competence. The study proposes that the desire for recognition as a measurement of professional success in male representatives is substantially interrelated with the orientation to success, and in female representatives, this measurement of success positively correlates with the tolerance of the subjects to frustration. It is proved that the desire for creative self-realisation as a measure of professional success correlates in male representatives with a high degree of personal autonomy, and in women – with high indicators of tolerance to uncertainty. The results of the study allow for determining the genderspecific features of psychological factors of professional success, namely, they represent the priority in this context for men of masculine, and for women of androgynous type of gender identity, which are certain coordinates for creating appropriate programmes for the development and actualisation of the potential of professional success of the individual

Emotional culture pedagogy – science of education oriented to the training of social competences

The research presents scientific arguments aimed at the pedagogy of emotional culture as a science of education oriented towards the formation of social communication competence which is always stimulated by a show of emotions. The importance of the emotional quotient in personality development is given a much higher value. Emotions ensure survival, decision making, boundary setting, effective, pleasant communication. Emotional culture integrates emotional, communicative qualities and capacities that ensure awareness, acceptance and regulation of both personal and other states and feelings and determines the success of interpersonal interactions and personal development.

Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity

Metacognitive ability supports both self-regulated academic learning and effective social communication. It is critical to adolescents’ ability to successfully transition from secondary education to adult contexts, underscoring the need to understand age-related changes beyond childhood. There have been conflicting findings on whether metacognition is a general ability that applies to both learning and social communication, or an ability specific to each domain. In this observational study, 35 transition-age adolescents (14–22 years) of varied social communication abilities completed measures of metacognition for learning and metacognition for social communication. Each metacognitive measure included self-knowledge and self-regulation components. Metacognition for social communication increased with participant age but metacognition for learning did not. Metacognitive measures for learning and social communication did not significantly correlate. The self-regulation component of metacognition for social communication predicted pragmatic language ability, but self-regulation for learning did not. The findings suggest that metacognition is a domain-specific ability that contributes to social communication competence.

A Preliminary Study of the Validation for Children’s Social Communication Scale for Children Aged 6-7 Years

Objectives: Despite the classification of various children showing deficiencies in social communication that are distinct from autism spectrum disorder, interest in social communication has not increased. However, the development of social communication competence acts as an important indicator for adapting well to school life after entering elementary school. The purpose of this study was to develop a social communication scale regarding child development indicators required in clinical practice.Methods: In phase 1 of this study, a preliminary social communication scale (SCS) was conducted by modifying evaluation items that measure social cognition, pragmatic language, and social skills. Using the results from the SCS, an item analysis was conducted. In phase 2 of this study, an expert validity test was conducted to complete the final SCS.Results: As a result of item analysis, 51 items of the SCS were extracted. The SCS consisted of 16 questions in the social cognition area, 24 questions in the conversational language area, and 11 questions in the social technology area.Conclusion: The SCS is comprised of questions that can evaluate the social communication of children preparing for to enter school, and early school-age children. It is hoped that the results of this preliminary study contribute to the activation of social communication research and can help provide directions for improving children’s social communication in clinical practice.

Analysis of Change in Relationship between Communication and Social Competence: Comparison of Children and Adolescents by Grade Level

Objectives: It is known that communication and social competence are related, but it is not known specifically which detailed items are involved in this relationship. Therefore, this study analyzed the relationship of the evaluation results of social communication competence by grade level (high school, middle school, elementary school) presented in the longitudinal data of the Analysis on the Actual Status and the Quality of School Education in Korea (AASQSEK) school panel of Korean Educational Development Institute (KEDI).Methods: The mean comparison, correlation measurement, and multi-group structural equation modeling analysis (multi-group SEM) of observed variables (communication, social cooperation, social responsibility competence) were conducted for each multi-age group (6th grade in elementary school, 3rd grade in middle school, and 2nd grade in high school).Results: 1) 6th graders rated all communication and social competence questions the highest. 2) It was found that the third-year middle school students’ communication competence and social cooperation were the lowest among the three grade levels. 3) Social responsibility was significantly lower in the 3rd grade of middle school and 2nd grade of high school compared to the 6th grade of elementary school. 4) In addition, the relationship between communication and social competence showed a significantly lower effect as the grade level increased.Conclusion: Social communication competence scores can be influenced by grade level factors, so clinicians should consider grade level factors in the interpretation of the results of the Social Communication Competence (SCC) assessment.

Testing Polish Secondary-School Students’ Written Social Communication Competence Based on a Timed Composition Task

Abstract This study experimentally evaluated Polish school students’ competence at written communication, understood as one of the forms of social communication. The task, performed online, was designed to see if the students were able to select the most important information from a given base text and to compose new texts on this basis to comply with three different length requirements, and how they behaved under the pressure of the time allocated to complete the sub-tasks. Results from an overall pool of 500 secondary school students from a diverse sample of schools (in the city of Poznań and the surrounding Wielkopolska province) that differed in terms of type and ranking suggest an overall poor competence at various composite skills involved in written social communication: information selection, summarization, logical structuring, and cohesive embellishment. Participants clearly exhibited various problems with concisely formulating thoughts, properly complying with instructions, etc. Composing a short, written message (based on a provided base text) and/or freely embellishing and reformulating information clearly caused them considerable difficulty. The article closes with some suggestions for how the methods used could potentially be improved in future studies of this type.

КОМУНИКОЛОГИЈА КАО НАСТАВНА ДИСЦИПЛИНА У СТУДИЈСКОМ ПРОГРАМУ ЗА РАЗРЕДНУ НАСТАВУ– ПОТРЕБА И ЗНАЧАЈ

The problem of research is the importance and need for learning communication as a teaching discipline in studies for classroom teaching, which is theoretically studied from the angle of university teaching, study of communication science and reflective practice of teachers and on an empirical level based on students’ perception of classroom teaching. The research started from the general assumption that the contents from communication science are important for performing the teaching profession, but that it is insufficiently studied in the studies for class teaching. We also started from special assumptions that the research will single out the factors that indicate the importance of learning content from communication studies in studies for primary education and that it will be determined that there is no significant difference in students’ assessments of the importance and need for learning content from communication studies. For class teaching depending on the enrolled year of study. In order to determine that, in October 2021, on a sample of 108 students of the Study Program for Classroom Teaching at the Faculty of Teacher Education in Prizren - Leposavic, the research presented in this paper was conducted. Data collected by the CSTD-SCC Scalar (〈 = .845) were processed by factor analysis and analysis of variance. Factor analysis singled out three factors: 1) the diversity of content, 2) the importance of learning and 3) the need to learn content from communication studies in the classroom. Analysis and analysis of variance showed that there is no significant difference in the assessments of primary school students about the importance and need to learn content from communication studies in primary school studies, depending on the enrolled year of study. He concludes that teaching contents in communication science are important for future teachers, that they are differently represented in study programs for classroom teaching in the Republic of Serbia, that students generally agree in assessments of the importance and need to learn communication science in classroom studies, which indicates the need to change and supplements of study programs for class teaching with teaching contents in communication science and the need for professional development of teachers in order to acquire the necessary knowledge in communication science. Keywords: teaching profession, teacher, communication in the classroom, socialcommunication competencies, clear and loud expression, quality listening.