Dimensions Of Social Competence Research Articles

Kepemimpinan Pembina Madrasah Diniyah Hidayatul Mubtadi’ien Ngawi Berbasis Kecerdasan Emosional dalam Menyongsong Era Globalisasi

Leadership is a crucial aspect that needs to be considered in education, as effective leadership can provide educational outcomes that align with the demands of the times. This article is examined with the aim of describing the leadership model based on emotional intelligence in facing the era of globalization in the Hidayatul Mubtadi'ien Ngawi Islamic school. The research uses a qualitative approach with a case study type, and primary data sources include madrasah diniyah facilitators, the head of the madrasah diniyah, and representative diniyah teachers. Data collection techniques involve observation, interviews, and documentation. The data analysis process includes data condensation, data display, and drawing conclusions. The research results show that in preparation for the era of globalization, the Hidayatul Mubtadi'ien Ngawi Islamic elementary school management has introduced a new innovation by merging institutions while emphasizing the key elements of leadership in personal competence and social competence dimensions.

Social competence and SME performance: extending the nonfinancial perspective

PurposeThe purpose of this paper is to investigate the influence of entrepreneurs’ social competence (SC) on small and medium-sized enterprise (SME) performance.Design/methodology/approachPrimary data of 250 manufacturing SMEs were collected through a survey method. The influence of SC on performance was tested using structural equation modelling (SEM).FindingsOverall, the findings suggest that SC dimensions have a positive influence on SME performance in terms of nonfinancial perspective. More clearly, the findings show that out of five dimensions of SC, which include social adaptability, social perception, social expressiveness, persuasiveness and impression management; social perception, persuasiveness and impression management have direct effect on customer perspective; persuasiveness, social expressiveness and social adaptability have a direct influence on internal business processes and social adaptability, social perception, impression management and social expressiveness are directly related with learning and growth. Contrary to expectations though, social perception and social adaptability were significantly and negatively associated with internal business processes and customer perspective, respectively, while there was no significant correlation between social expressiveness, persuasiveness and impression management with customer perspective, business processes and learning and growth in that order.Practical implicationsThe current study affirms that SMEs managed by entrepreneurs and managers who possess high levels of SC, may have a better performance compared to those operated by entrepreneurs with low levels of SC. This justifies a need for SME entrepreneurs and managers to work hard to improve their SC capabilities.Originality/valueThis study is pertinent and unique because, it extensively examines each of the five dimensions of SC in relation to nonfinancial indicators of SME performance. Besides, the study also provides additional evidence of the impact of SC on SME performance by suggesting that entrepreneurs who are socially competent are more likely to own highly successful ventures.

SOCIAL COMPETENCE AND WOMEN ENTREPRENEURIAL SUCCESS DURING THE COVID-19 CRISIS: A REVISED MODEL OF PSYCHOLOGICAL CHARACTERISTICS

Women entrepreneurs in small businesses are beginning to be seen more than ever as a vehicle for entrepreneurship development, contributing not just to employment and social stability but also become a competitive power. However, the slow and inefficient business performance of women entrepreneur is drawing the attention of scholars towards the traits that should be possessed. Drawing upon the psychological characteristic model, the purpose of this study is to examine the influence of social competence (social perception, social adaptability, expressiveness and impression management) on the women entrepreneurial success and in turn its impact on the business sustainability. The data were collected from January until October 2020 on micro enterprise in Malaysia during the COVID-19 pandemic. Using quantitative research design, a structured questionnaire was used among the women entrepreneur listed in Jabatan Kebajikan Masyarakat. Proportionate stratified random sampling was used to select the respondents from each state in Malaysia. Descriptive statistic and linear regression analysis were used to analyse the data, which comprised 500 respondents. Overall, the findings showed that four dimensions of social competence had a significant positive relationship on the women entrepreneurial success. The novelty of this study rests in shedding light on a revised psychological characteristic model in micro enterprise sector and emphasised the crucial role women entrepreneur’s social competence for business sustainability.

Role of Resilience in the Social Competence and Psychological Well-being of Adolescents with Single Parents

The current study investigated the role of resilience in the relationship between single-parent adolescents' social competence (SC) and psychological well-being (PWB). A total of 385 single-parent adolescents from Kerala (179 boys and 206 girls, Mean age=15.03, SD = 1.45) were selected using a convenient sampling method. 185 participants (48.1%) were from single-parent families due to the death of one parent, and the other 200 participants (51.9%) were from single-parent families due to divorce or separation. Data were collected using self-reported measures for social competence, resilience, and psychological well-being. Analysis of the data was performed using IBM SPSS and AMOS version 24. The results indicated that social competence and resilience are significantly correlated with the psychological well-being of single-parent adolescents. According to the findings, resilience completely mediates the linkage between SC and PWB. When compared to adolescents who experienced parental divorce or separation, those who lost one parent due to death reported higher levels of social competence, resilience, and psychological well-being. Except for antisocial behavior, one of the dimensions of social competence, adolescents from divorced or separated family backgrounds scored low on all other scales. No gender difference is identified in any of the variables in the present study. Adolescents living with grandparents and those who have siblings significantly differ from others. The findings have clinical as well as educational implications.

الثبات الانفعالي للشخصية لأطفال المؤسسات الإيوائية وعلاقتها بالکفاءة الاجتماعية Personality Emotional Stability of Children in Residential Institutions and Its Relationships to Social Competence

Abstract The research aimed at revealing the correlative relationship of emotional stability as one of the personality traits and the social competence of children in residential institutions. The research sample comprised(200) children from residential institutions whose ages ranged from(4:6)years,the researcher utilized the descriptive research approach as it is the most suitable one for the research nature. For data collection, the researcher utilized the pictures emotional stability scale and the social competence scale Results revealed that there was a statistically significant positive correlative relationship between emotional stability and social competence dimensions of social skills, interactive initiative, self-management, solving social problems, and the total degree of social competence among children in residential institutions. Besides, there were no statistically significant differences in the emotional stability among children in residential institutions(unknown parentage - orphans - whose parents were imprisoned).

The role of instrumental guanxi in the relation between entrepreneurs’ social competence and firms’ financial performance: A comparative study

Even though many studies have examined the role of instrumental guanxi in the formation and development of entrepreneurship, how instrumental guanxi and social competence support entrepreneurs in enhancing firm financial performance (FFP) has not been investigated. Thus, this study investigates the relationship between entrepreneurs’ social competence and FFP in the textile industry of China and Pakistan to examine how instrumental guanxi mediates the said relationship. In Studies 1 and 2, 251 Chinese and 270 Pakistani entrepreneurs, respectively, were randomly selected. The partial least square structural equation modelling approach was employed to evaluate the data. In Study 1, social perception, impression management, and expressiveness have a positive and significant impact on FFP. Moreover, instrumental guanxi partially mediates the impact of all dimensions of social competence except social perception. In Study 2, impression management, persuasiveness, and expressiveness have a positive and significant impact on FFP, and instrumental guanxi partially mediates the impact of social adaptability on FFP. Given the competitive advantage theory, both groups of entrepreneurs can mutually support and enhance their social competence as well as FFP.

Social competence of social workers and its relation to the outcome of professional practice in the field of care for special groups

This study aims to determine the level of social competence among social workers and its relation to the outcome of professional practice. In light of this, the researchers adopted a social survey methodology. The social competence scale for social workers and the professional outcome scale applied to the study sample of 146 social workers who are working in the field of care for special groups in Cairo Governorate. The results of the study showed that the level of social competence of social workers in the care of special groups is medium with arithmetic mean equal to 3.51. As for the level of professional outcome for social work practice among social workers (sample study), it is medium the arithmetic mean of (2.28). It means, whenever the social competence in the sample of research from social workers increases, the professional outcome of the social work practice in the care of special groups increases. As well as whenever the social competence of social workers decreased, the professional outcome of the social work practice decreased. Thus, the findings are consistent with the research hypotheses. The study found that social competence among social workers has a role in raising the outcome of professional practice in the care of special groups. This study is one of the rare studies that link the variable dimensions of social competence among social workers and the outcome of professional practice.

The Mediation Model of Grit Among Chinese College Students

Abstract Aims: This research aimed to test the relationship among Happiness Orientations and four aspects of social competence: initiation, supportiveness, self-disclosure and assertive, and reveal whether grit is a mediating variable between happiness orientations and social competence. Methods: This study used correlational design. Participants are 380 college students from China, aged 18 to 25. Data was collected by 3 self-report questionnaires: happiness orientations (Peterson et al., 2005), social competence (Peter, 2008) and grit (Duckworth et al., 2007). Results: (1) The dimensions of happiness orientation, the dimensions of social competence and the dimensions of grit are significantly related; (2) Happiness orientation can positive predictive influence to social competence; (3)Grit have a positive predictive influence to social competence; (4) Grit play a fully intermediary role between the happiness orientation and the social competence.

Socioeconomic Status, Emotional/Behavioral Difficulties, and Social Competence among Preschool Children in Japan

Socioeconomic status (SES) is an important contextual factor influencing children’s development. However, there have been limited attempts to examine either the impact of relative poverty on child development or the relationships between specific SES indicators and mental health domains. This study elucidates these relationships in Japanese preschool children who experience high levels of relative poverty. Participants were 3218 Japanese children aged 5–6 years. Their mothers completed self-report questionnaires on SES indicators and the Strengths and Difficulties Questionnaire to measure emotional/behavioral problems. Children’s teachers evaluated children’s social competence using the Social Skills Questionnaire for Preschoolers. Each SES indicator had an inverse relationship with all emotional/behavioral problem domains in the univariate analysis. In the multivariate analysis, lower family income consistently predicted higher scores on all emotional/behavioral problem domains, whereas lower maternal and paternal education levels independently predicted higher scores in specific domains. Each SES indicator had positive relationships with all social competence dimensions in the univariate analysis. Higher family income consistently predicted higher social competence in the multivariate analysis. However, paternal education level only predicted self-control, and maternal education did not predict social competence. Family income and parental education levels were significant independent predictors of emotional/behavioral problems and social competence. Thus, this study suggests that SES does affect child outcomes in a country where there is a high level of relative poverty and underscores the importance of assessing income and education status separately in order to identify their potentially unique associations with development among preschool children.

How Does Culture Matter? TheXin(Heart-Mind)-based Social Competence of Chinese Executives

ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The followingxin(heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions:guanxibuilding and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.

Relationship between Social Competence and Home Environment of Adolescents

This study was conducted to find the relationship between social competence and home environment of adolescents. This study also aimed at finding the relationship between dimensions of social competence (Personal adequacy, interpersonal adequacy and communication skills) and dimensions of home environment (Protectiveness, parental involvement, academic stimulation, reward, parental warmth, punishment, participation in home affairs, control, permissiveness and parental expectations). Descriptive method was used in this study. The study was conducted on a sample of 800 students of +1 class taken randomly from schools of Jalandhar and Kapurthala affiliated to Panjab school education board, Mohali. Social competence scale by Sharma & Rani (2012) was used to find social competence among adolescents. Home environment scale by Akhtar & Saxena (2014) was used to study the home environment of adolescents. The analysis of data was done by using product moment correlation, mean, standard deviation, coefficient of skewness and coefficient of kurtosis were also calculated to know the nature of data. The results of the study show that the Personal Adequacy (PA) dimension of social competence has positive, low but significant relation with academic stimulation dimension of home environment. All other nine dimensions of home environment have positive, very low and not significant correlation with personal adequacy of adolescents. The results show that there exists positive, very low but significant correlation between interpersonal adequacy dimension of social competence and parental involvement, academic stimulation, reward, parental warmth, participation in home affairs, permissiveness and parental expectation dimensions of home environment respectively while there exists a positive, very low and not significant relation between interpersonal adequacy & protectiveness, punishment and control dimensions of home environment. There exists a positive, low, but significant correlations between communication skills dimension of social competence and parental involvement, parental expectations, academic stimulation and permissiveness dimensions of home environment while the correlation of communication skills with the remaining dimensions of home environment is not significant. There exists a positive, low but significant correlation between social competence and home environment of adolescents. The results indicated that as home plays an important role in developing social competence among adolescents, such a loving and caring environment should be provided at home that gives academic stimulation, protectiveness, freedom to express ideas and opportunities to participate in home affairs.

Occupation-specific social competences in vocational education and training (VET): the example of a technology-based assessment

The difficulties regarding the definition and measurement of social competences, crucial to the research in vocational education and training, are well known. In this paper, we show, based on the example of medical assistants in Germany, that these skills have to be assessed in an occupation-specific way, and develop an appropriate simulation-based Situational Judgment Test. Competence modeling, the translation into the test format and results of a data collection are discussed in detail for the dimension of communicative strategies. Based on empirical and theoretical analysis, we derived a normative competence model underlying the development of a video-based situational judgment test. The final assessment contained 2 × 6 prototypical interactional types of situations, presented in short videos. At the end of every scene, questions of multiple choice format or open questions were asked for each of the social competence dimensions (emotion regulation, perspective coordination, communication strategies). In regard to the evaluation, for the dimension of communication strategies, for example, open answers were rated by using a weighted checklist giving a final score for each situation or all over the test. After two pre-evaluations on N = 236 and N = 260 pupils at the end of their apprenticeship towards becoming medical assistants, validity aspects due to e.g. format were analyzed and edited. A final inquiry on N = 405 pupils confirmed the expected reliability and dimensionality aspects. Validity measures could additionally be confirmed by a structural equation model (N = 405, Χ2 = 594.319, df = 518, CFI = .96, RMSEA = .02 and SRMR = .07) showing unexpected but meaningful underlying factorial structures for the dimensions of emotion regulation and communication strategies. Results of the test show that emotional dissonance is present in every situation. Regarding test-scores, high levels are rarely achieved for all dimensions. By using an occupation-specific approach, we show that social competences can be defined and performance-relatedly assessed. However, results show that the competence levels are marginally satisfactory for all dimensions, considering the stressful environment of medical assistants. Hence, contents of this nature should be integrated more concretely in their educational pathway.

Modellierung, Messung und Förderung sozial-kommunikativer Kompetenzen von Medizinischen Fachangestellten in der Ausbildung: Ableitungen aus dem Projekt CoSMed

In many occupational fields social competences are unanimously seen as important to fulfill professional demands. At the same time, many open and to some extent elementary questions still exist. Hence, on closer inspection it becomes unclear what social competences are, how they can be measured and specifically teached. In the project CoSMed1, an occupation-specific approach was pursued based on the understanding that competences are context-specific performance-dispositions. In this paper we show how we defined, modelled and measured occupation specific social competences for medical assistants. Then, we present existing approaches to foster the three central social competence dimensions of CoSMed, being emotion regulation, perspective coordination and communication strategies. Finally, we conclude on how these approaches can be transferred into occupation-specific trainings by using videos of critical social interactions.

Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. The results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascading and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 years to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation.

Social competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences

Children and adolescents with high functioning autism (HFA) display heterogeneity in social competence, which may be particularly evident during interactions with unfamiliar peers. The goal of this study was to examine predictors of social competence variability during an unfamiliar peer interaction. Thirty-nine participants with HFA and 39 age-, gender- and IQ-matched comparison participants were observed during dyadic laboratory interactions and detailed behavioral coding revealed three social competence dimensions: social initiative, social reciprocity, and social self-monitoring. Participants with HFA displayed higher social initiative but lower reciprocity than comparison participants. For participants with HFA, theory of mind was positively associated with observed initiative. For COM participants, social anxiety was negatively associated with reciprocity. However, for HFA participants, there was a quadratic relation between parent-reported social anxiety and observed reciprocity, demonstrating that low and high levels of anxiety were associated with low reciprocity. Results demonstrated the utility of our behavioral coding scheme as a valid assessment of social competence for children and adolescents with and without HFA. The curvilinear association between social anxiety and reciprocity highlights the importance of examining nonlinear relations in individuals with HFA, and emphasizes that discrete profiles of social anxiety in individuals with HFA may necessitate different treatment options.

Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

Children’s emotional expressivity and teacher perceptions of social competence

Previous research suggests that adult perceptions of children’s social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts favoring open expression of internal states. The present study examined an individualistic versus collectivistic comparison in the links between children’s emotional expressivity and teacher evaluations of their social competence. A sample of 127 Korean, Asian American (AA) and European American (EA) preschoolers participated in emotion eliciting tasks and were rated by their teachers on three dimensions of social competence (peer acceptance, prosocial behavior, and antisocial behavior). Moderation analyses revealed that for Korean children, sadness and happiness expressivity were associated with higher antisocial behavior scores, but these associations were reversed or not significant for EAs. For AA children, anger display was associated with lower ratings of peer acceptance and prosocial behavior, but this link did not hold for their EA counterparts. Overall, there was some support for the hypotheses that expressivity was related to lower teacher perceptions of child social competence for a collectivistic group (AA and Korean) but not for an individualistic group (EA). Thus, these findings indicate cultural group differences in teacher perceptions and values of children’s emotion expressivity.

Self-portrayal concerns and their relation to safety behaviors and negative affect in social anxiety disorder

It has been proposed that self-portrayal concerns – fundamental worries that particular negative self-attributes will become exposed during social encounters and criticized by others – underlie the experience of social anxiety (SA) and drive associated avoidance and safety behaviors (Moscovitch, 2009). The development of the Negative Self Portrayal Scale (NSPS) to assess such concerns across the dimensions of social competence, signs of anxiety, and physical appearance has helped yield promising initial findings that support the basic tenets of Moscovitch's (2009) theoretical model in samples of undergraduate students (Moscovitch & Huyder, 2011). The present study investigated the nature of self-portrayal concerns and their relation to affect and behavior in a sample of 194 community-based participants consisting of (a) 62 individuals with a principal diagnosis of generalized SAD, either with (n = 35) or without (n = 27) an additional depressive disorder diagnosis, (b) 51 individuals with another principal anxiety disorder diagnosis, either with (n = 22) or without (n = 29) an additional diagnosis of SAD, and (c) 81 healthy controls. Participants completed trait questionnaires, daily diaries of naturalistic social encounters, and a laboratory-based speech task. Results demonstrated (a) that a diagnosis of SAD confers unique risk for elevated self-portrayal concerns, (b) that such concerns predict significant variance in safety behavior use across diverse contexts, and (c) that the use of safety behaviors mediates the relation between such concerns and the experience of heightened negative affect. Implications for case conceptualization and treatment of SAD are discussed.

A psychometric analysis of a large-scale social competence inventory for elementary school children

The present study provides a psychometric analysis of a large-scale inventory that consists of a student self-description questionnaire and a parent questionnaire (24 items each) concerning fourth-grade students’ social competence. Two aspects of the inventory’s construct validity are analyzed: factorial validity is analyzed by examining the factor structure underlying the items through exploratory and confirmatory factor analyses. Convergent and discriminant validity are analyzed in three ways: by examining a multitrait-multimethod (MTMM) matrix of the student and parent questionnaires, gender differences of the inventory’s social competence dimensions, and the relationship of the inventory’s social competence measures to measures of students’ cognitive competence (school grades, standardized test scores and a measure of general cognitive competence). Participants (N students = 4,492, 49 % girls; N parents = 3,696, 63 % female) were part of the German sample of the international school achievement study Trends in International Mathematics and Science Study (TIMSS) 2007. Results suggest that it is largely justified to interpret measures produced by the inventory as appraisals of students’ social competence in a large-scale context.

Construct Validity of ADHD-IN, ADHD-HI, ODD toward Adults, Academic and Social Competence Dimensions with Teacher Ratings of Thai Adolescents: Additional Validity for the Child and Adolescent Disruptive Behavior Inventory

Confirmatory factor analysis was used to test the construct validity of an attention-deficit/hyperactivity disorder-inattention, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder toward adults, academic and social competence factor model with teacher ratings of Thai adolescents (n = 872) with the Child and Adolescent Disruptive Behavior Inventory. The five-factor model resulted in an adequate fit in an absolute sense (i.e., CFI = .960; TLI = .985; RMSEA = .065; and WRMR = .883). All the items had significant and substantial loadings on their respective factors (i.e., > .78) with the five-factors showing discriminant validity. The five-factor model also resulted in similar results for boys and girls separately as well as younger and older adolescents. The current findings with the teacher version of the measure in conjunction with earlier research with mothers’ and fathers’ ratings of Brazilian, Thai, and American children (Burns et al., Psychological Assessment, 20, 121-130, 2008) and Thai adolescents (Burns et al., Psychological Assessment, 21, 635-641, 2009) provide increasing support for the construct validity of Child and Adolescent Disruptive Behavior Inventory within multiple cultures. Procedures are also outlined to improve the content validity as well as test the construct validity of forthcoming parent and teacher DSM-V ADHD/ODD rating scales.