Social Competence Of Students Research Articles

Parental Involvement in Assisting the Student in the Social Domain: The Educators' Perspective

Abstract Parental involvement is one of the key issues in education that remains a constant part of the public and academic agenda, but little is known about the perspective of educators on parental involvement in assisting the student in the social domain. It is essential to throw light on this perspective in order to construct an effective parent-educator partnership in this domain. This qualitative study focuses on educators' perspectives (perceptions and strategies). It is based on analyses of 10 case studies perceived by educators as successful and 16 statements by educators, which were not connected to a specific case study, but expressed their views about parents generally. It was found that the educators' perceptions include positive and negative aspects. Three types of effective strategies have emerged from the data: creating good communication with parents, giving practical advice to parents, and driving positive change in the relations between the child and their parents. The conclusions point to aspects that should be emphasized in teacher education, particularly professional training in how to develop social competence in students.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

Effectiveness of a Teaching-Learning Program in the Regulating of Emotions Based on Gross’s Model on Social Competence among Tenth Grade Students in Amman

The study aimed to verify the effectiveness of a teaching-learning program in regulating emotions based on the Gross model on social competence of students in the tenth grade in Amman. The study sample consisted of (47) students from Othman Bin Affan Basic School affiliated to the Directorate of Education for the District of the Kasbah of Amman. The students were intentionally chosen and randomly distributed into two groups: an experimental group and a control group.To achieve the objectives of the study, the program was built based on the Gross Model of Emotion Regulation, and the social competency scale which was developed by Lafi (2017) was used on four dimensions (social skills, self-control, academic skills and social compatibility) after assuring its validity and reliability.The results showed statistical significance at the level of significance (α ≤ .05) between the two groups in favor of the experimental group in all dimensions of the scale due to the Gross model-based emotion regulation educational program. The study recommended that this programme be implemented by teachers, counselors, and scholars in order to increase students’ social competence.

Pengelolaan Program Praktik Kerja Lapangan dalam Meningkatkan Kompetensi Bermasyrakat pada Peserta Didik di Madrasah Aliyah Ash-Shiddiqi Putri Jember.

Madrasah Aliyah Ash-Shiddiqi Putri Jember which is an educational institution characterized by Islamic religion, namely a strong pesantren culture. Madrasah Aliayah Ash-Shiddiqi Putri Jember tries to train the students to develop their talents and desires, improve social, and prepare themselves for society. It can be seen from the field work practice program which aims to increase students who are sociable. In this case, there are three main issues that become the focus of research, namely, (1) planning the management of field work practice programs in improving the competence of socializing students in Madrasah, (2) implementing the management of field work practice programs in improving the competence of socializing students in Madrasah, and (3) evaluating the management of field work practice programs in improving the psychomotor competence of socializing students in Madrasah. The three research focuses also answer the research objectives. This research uses descriptive research with a case study research design. This research used non-participant observation, semi-structured interviews, and documentation as data collection techniques. Data were analyzed using data reduction, data presentation and data verification. Meanwhile, data validity can be seen from triangulation of techniques and sources. Based on the research findings, it can be concluded that the field work practice program in improving social competence in students at MA Ash-Shiddiqi Putri Jember is in the form of teaching practice, skill practice and social practice. (1) Planning can be seen from the formulation of the vision, mission, goals of the madrasah and the formulation of the madrasah work plan. (2) Implementation can be seen from madrasah guidelines, madrasah organizational structure, and implementation of madrasah activities. (3) Evaluation can be seen from four components, namely the input component, process component, output component, and outcome component

Role-playing as a form of joint activity in the process of learning a foreign language

The paper is devoted to the consideration of the role-playing game as a form of joint activity in order to form social and communicative competencies of students in the foreign language classes in a non-linguistic university. The problem of joint activity in the learning process is one of the most important in modern psychology and pedagogy. The paper attempts to reveal the interdisciplinary nature of the concept of activity through a system of active subject-object relations or interactions from the point of view of basic and related sciences. The research is also focused on the structural components and process of joint activities, consideration of the activity approach in the management of the education process and self-organizing activities of students. Joint training activities at a foreign language lesson are considered through the forms of interaction between the teacher and students in the process of preparing and conducting a role-playing game. The joint educational activity of the teacher and students forms not only the communicative, but also the social competence of students, and is also considered as a model of their further interactions. The role-playing game is recognized as one of the most effective innovative forms of teaching a foreign language and is a socially significant and practically directed activity that increases the language and social competence of students and implements a communicative and activity approach to teaching a foreign language. The author justifies the need to use innovative methods of teaching a foreign language that contribute to the productive solution of personal, social and professional matters. Analysis of the role-playing game in a foreign language practical lesson made it possible to come to conclusions about the effectiveness of game forms and an activity approach in learning, as well as the possibility of implementing all forms of educational cooperation leading to partnership as the highest and most developed form of a persons self-organization.

Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders

A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD’s social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And, (c) is there a direct link between participation in ECA and students’ social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for U.S. high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed.

Developing Social Competence of Physiotherapy Students During Workshops Using Active Teaching Methods: An Experimental Study

Abstract Objective: The objective of this study was to answer the questions: 1) will the use of active methods in teaching workshops lead to an increase in indices of social competence in students? 2) do workshops conducted with active methods affect the development of social competence of women and men to the same extent? Methods: A pedagogical experiment with 140 first-year students (age: 18-26 years, with a mean age of 20.7 (SD 0.96) of the Faculty of Rehabilitation. The experimental group practised social skills using active methods. The control group studied the same content without active methods – based on text reading and analysis. We used the psychometric Social Competence Test, which has 3 parts: assertiveness, intimacy, and social exposure, and an overall index on a scale of 1 to 4. Result: Participation in the classes resulted in an increase in the subjects’ indices of competence for assertiveness (η2= 0.13), intimacy (η2=0.07), social exposure (η2=0.06), and overall index (η2=0.12). Changes in indices of the competencies studied in the experimental and control groups were at a similar level, with a small effect (η2=0.01). There was a small interaction effect for gender and workshop participation (η2=0.01). Conclusion: Active methods used in teaching classes did not result in an increase in social competence indices in first-year physiotherapy students. The gender of the respondents was irrelevant to the effectiveness of the development of social skills in workshop classes; therefore, the content and methods of working with women and men should be the same.

Hubungan Kompetensi Sosial Dengan Komunikasi Interpersonal Pada Siswa

The problem that occurs at the school level is that students often look less able to communicate with their teachers when they pass by or just to reprimand the teacher, unless the teacher has taught them in their class, often students do not listen and obey the advice of the teacher. From the problems above Researchers have a goal to explain social competence in students, explain interpersonal communication to students and examine the relationship between social competence and interpersonal communication. This study uses quantitative methods with correlational quantitative descriptive data analysis techniques that are processed with the SPSS program. The results of the research conducted indicate that social competence and interpersonal communication are low, the results of the correlation test in research on the relationship between social competence and interpersonal communication obtained a Pearson correlation value or score on r count of 0.833, when compared to r table of 0.000. Social competence with interpersonal communication of rxy = 0.833 with a significant level of p = 0.272. This means that the significance is greater than 0.05 (0.000>0.05), then Ho is rejected. This means that there is a significant relationship between social competence and interpersonal communication in students.

Values Education Through The English Language Learning

This study focuses on teaching values through English language learning. It explores the related literature reviewing the possibility of integrating values into the English language learning activities. Value-oriented education is an alternative to pursuing both the academic and social competence of students. It is constructed in response to the problematic issues of youngsters’ deviant behaviors and attitudes. It also challenges the trend of today’s education, which puts greater emphasis on mere academic achievement, employment opportunity, and economic growth. Consequently, students in schools turn to prioritize only academic competence for an employment chance. Few wish to achieve success both academically and socially, whereas they have a life outside their schools and homes; the life in society. The study views that integrating values into English language learning is not an easy task. It requires teachers’ innovation and creativity to pursue goals that are more than just the content of the curriculum. The challenge is that English language teachers need to construct their own lesson plans as core values are sometimes unclearly stated in the curriculum. In classrooms, the teachers recommend not to impose their own values or those of a particular culture in the society on their students

Подготовка к профессионально-трудовой деятельности учащихся с интеллектуальными нарушениями

The research revealed and explained the main contradictions in the impact of learning environment on the formation of interpsychological supports that allow a graduate with intellectual disabilities (ID) to make an independent professional choice and successfully find a job in the future. The study involved graduates of general education schools and special boarding schools with ID (N=742) living in Russia, Ukraine and Poland. The study consistently proved that the psychological mechanisms that determine the ability of a student with ID to perform actions according to a known algorithm, to manifest independence, to accept workplace discipline, formed by the learning environment of a correctional school, do not work in case of any change in conditions, methods of activity and multitasking present in the open labour market. The level of development of logical operations in a homogeneous environment does not lead the student to the search for a new solution to the problem; quite the reverse, it leads to the wrong solution or to the refusal of activity. The experiment indicated that the learning environment that develops the social competence in students with ID, triggers the mechanisms of group interaction in a heterogeneous environment to expand the boundaries of their social experience and transfer skills to new conditions of activity is the key leverage that activates the thinking and search activity.

Развитие компетенций обучающихся в процессе реализации программ внеурочной занятости

The article reveals the problem of the development of competencies among students in the organization of extracurricular employment programs. The content of extracurricular activities is determined on the basis of the requirements of the federal state educational standard. The goal and objectives of education are outlined. Directions of personality development (spiritual, moral, social, general cultural). Particular attention is paid to the implementation of the competence-based approach in education. Particular attention is paid to the development of social competence of students outside the classroom. The groups of social competences are designated. Technological steps are presented that solve the problem of the formation of social competencies. A technology has been developed on the basis of the teacher's functions. Stages of the technological process(diagnostic, theoretical, evaluative, practical). The program is based on classes with training elements. Criteria and indicators of competencies have been determined. Age-related tasks of students have been determined. Practical exercises aimed a

Netiquette concept at the assessment of college student social competence with TOPSIS method

Social competence of students college is important during the process of implementing the practicum, from social competence we can find out capable the students are in several ways such as the ability to collaborate, speak in forums, reduce social conflicts in the environment, make a network and much more. In this study, it provides a model solution for assessing social competence in students college when carrying out practicum. The purpose of the study was to develop an assessment model by measuring students' social competence during the implementation of the practicum. The number of correspondents in the study was 78 students taken from the number of practicum students in Aerospace Engineering. The data analysis technique uses the TOPSIS method, where the results of this study will obtain the best ranking of 78 KP students who have the highest social competence value. The model of the assessment can be used by lecturers of the Aerospace Engineering, Adisutjipto Aerospace Technology Institute during the practicum process or after. With this assessment model, the advantages of the Adisutjipto Aerospace Technology Institute can synergize in creating graduates with a global and humanistic character.

Social competence for students with learning disabilities in English

The study aimed at investigating the effect of a training program based on extracurricular activities in developing social competence among a sample of students with learning disabilities in the basic stage in Irbid Governorate. The sample consisted of (40) third and fourth-grade students enrolled in the resource rooms. The study sample was divided into two groups; an experimental group (20) students and a control group (20) student. The training program for developing social competence was applied only to the experimental group . The Walker-McConnell Scale of Social Competence-Children version (prepared by "Walker- McConnell", translated into Arabic by Ahmed Awad 2002) was applied to all study members before and after the application of the training program. The statistical analysis of the data resulted in the presence of statistically significant differences at the level of (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale and the total score of the scale, in favor of the experimental group. There were no statistically significant differences at (a less / equal 0.05) between the mean scores of the experimental and control groups on the social competence scale due to the interaction between age and group in the post-test.

Pengaruh Kompetensi Sosial Guru terhadap Sikap Sosial Siswa di Madrasah Tsanawiyah Salafiyah Syafiiyah Seblak Diwek Jombang

AbstractThis research is intended to describe and explain the impact of teacher's social skills on the students' social attitudes at tsanawiyah salafiyah syafiiyah cure. Regarding this, we will discuss the level of social competence of students and teachers of tsanawiyah salaf ha ha ha ha shafi 'iyah immediately debunched, and student social attitudes. General tsanawiyah salafiyah saii 'iya ya ya ya cure, and that is.They contribute to the teacher's social skills. Leverage. Disciple Social madrasah tsanawiya saiafiya 'ii 'iya ya cure cure. The study is a field study using a quantitative approach. The data-collection technique used was either a questionnaire or an angket. Based on research already done, the teacher's social competence at tsanawiyah salafiyah fi I 'iyahOnce quacked on jombang is in a good category as many as 16 teachers with50% value of propercentage. As for the student social attitude at the madrasah tsanawiyahSaiaf yah shafi 'iyah healer is listed in good categories 15 students with a value of 47%. Further after a data analysis, researchers have concluded that there is an influence of teacher social competence toward the student's social attitudes at tsanawiyah salafiyah interi 'ii 'iya ya ya failed. This can be deduced based on calculations already made with x and y's value corelations on the p-valu value chart in the sig column (2-tailed) 0,000 / 0.05 levels of accuracy which means ha received and ho rejectedKeywords: competence, social competence teachers, social demeanor

АНАЛІЗ ПОНЯТТЯ «СОЦІАЛЬНА КОМПЕТЕНТНІСТЬ ОСОБИСТОСТІ» В УКРАЇНСЬКИХ ТА ЗАРУБІЖНИХ НАУКОВИХ ПРАЦЯХ

New Ukrainian and world realities set new tasks for the higher educational establishments, which are related to the search for new, modern methods that allow to increase the effectiveness of training. Currently, topical are the issues of not only professional but also the personal development of the student forming the priority in the implementation of educational activities in universities, preparation for future professional activities, as well as for successful interaction in society. The concept of «individual social competence» is an important factor in creating a system of educational process which takes into account aspects of professional development, and at the same time the peculiarities of the formation of the student personality. The author analyses the concept of «competence», considers the key competences for lifelong learning, identified by the European Parliament and the Council of the European Union, including social competence, studies the scientific achievements of Ukrainian and foreign scientists, including G. Gedviliene, H. S. Han, K. M. Kemple, U.P. Kanning, M. Horenburg, G.W. Ladd, H. K. Ma, K. Monahan, M. Monnier, O.V. Varetska, N.I. Hlebova, D.V. Hubareva, O.I. Hura, M.O. Doktorovych, I.B. Zarubinska, O.O. Subina, V.M. Shakhrai. They explored different aspects of social competence of different age categories. The author concludes that, despite different interpretations, all scientists agree that social competence is an acquired skill, it can be formed and developed throughout life. It was also determined that the developed social competence determines the status of the individual in society, it affects the success in professional activities. The high level of social competence allows a person not only to be realized in professional activities, but also to influence the processes in society, which in turn determines its stability. The author’s definition of the concept of «individual social competence» is given in the paper; the author concludes that social competence is an integrated ability that contains other competencies: spiritual, civic, communicative, linguistic; the concept of social competence is closely related to professional competence, without the successful interaction of the individual with society it is impossible to acquire the skills and abilities inherent in a qualified specialist. Thus, an important task for modern higher education is the formation and development of social competence of students, which is the key to successful implementation of the future specialist in professional activities. The educational process should be aimed at forming a system of knowledge about interaction in society, understanding the system of social values, ability to cooperate in society, the ability to communicate constructively, because only a socially competent person can.

Enhancing Empathy Through a Creative Writing Program in Elementary School

Education is not only about the transferring of knowledge, but also about the cultivation of strong social and emotional skills, which are necessary for the strengthening of the social competence of students, their positive self-perception, and their success in school. Empathy, which refers to the ability to recognize another person’s emotional state is one of the basic skills of the 21st century, which helps all students grow up to become active and critically aware citizens. The research/intervention program "Creative Writing and Social Learning Skills", implemented by students of the 5th and 6th grade of elementary schools in Thessaloniki, Greece, explore the enhancement of empathy, through the use of creative writing as an educational tool. Activities used were based on literary texts from Balkan countries and countries of Eastern and Southeastern Europe. The research sample consisted of 573 students, who were divided into the Intervention Group, that implemented the program, and the Control Group, that attended its regular curriculum. The analysis of the level of skills in children, and especially the level of empathy, which is of concern to us in the present study, was carried out using a structured improvised questionnaire, the alpha Cronbach coefficients where of range at very high levels. Study results showed that the Intervention Group exhibited statistically greater improvement in the assessment of empathy compared to the Control Group.

Development Of Social Competences Of Students On The Basis Of Innovative Technologies

This article discusses the use of innovative technologies in the development of social competencies of students, the use of pedagogical technologies used in the activities of teachers in the organization of the educational process.

FORMATION OF FOREIGN STUDENTS’ SOCIAL COMPETENCE SWOT-ANALYSIS

The paper presents the results of SWOT-analysis of social competence of foreign students to define strengths and weaknesses of students, opportunities and threats to environment which influence the process of social competence formation. Vocational education aims at professional development and personal formation; the student acquires certain knowledge, skills, and competences that allow to participate in activities of social and working life. Higher educational establishments face the task of helping foreign students to become socially competent, i.e. to master a high level of social competence. Formation of social competence of students was studied by many Ukrainian and foreign scientists, but the social competence of foreign students has not been researched and there have been no attempts to analyse the initial data (internal and external) that influence its formation. Before choosing the means for the formation and development of social competence, it is necessary to assess its initial level, the potential of foreign students, also external environmental factors that affect this process. For this purpose, SWOT-analysis can be conducted. The SWOT-analysis method was primarily used in political and corporate management for strategic planning; for pedagogical purpose it helps to get the general knowledge about the current state, development of the situation, and then for creation of a model of behavioural strategies in the educational process. At the first stage of the analysis, information is collected about the internal factors (advantages and disadvantages) of the investigated object and about the external factors (favourable and threatening) that affect its activities. The collected data are analysed according to the following vectors: strengthening of internal advantages by external opportunities; elimination of external threats due to internal advantages; overcoming internal disadvantages due to external opportunities; promoting the elimination of internal weaknesses. To reveal the strengths and weaknesses and to identify environmental factors that influence the formation of social competence of foreign students, a survey was conducted in Dnipro State Agrarian and Economic University and Alfred Nobel University (Dnipro) among foreign students and teachers who work with them. From the SWOT-analysis it is seen that the motivation of foreign students, the willingness to be engaged in extracurricular activities are the drivers of the process of forming social competence; foreign students are tolerant to other cultures, they are ready to improve their communication with others. The maximum attention teachers should pay to the issues of social and emotional intelligence, communication skills; and also the students should be acquainted with the social roles of the new environment. Regarding external factors of influence, the issues of pedagogical support of foreign students and lack of their involvement in extracurricular activities need to be corrected. Also, mixed groups can be the opportunity to improve the situation with involving foreign students into extracurricular activities. Highly qualified teachers and general humanization of the educational process are the factors to be relied upon in forming social competence of foreign students. On the basis of the given research the pedagogical conditions for the formation of social competence of foreign students can be formulated and the methods for successful educational process are chosen.

ЭФФЕКТИВНОСТЬ ТЕХНОЛОГИИ ПРОЕКТНОГО ОБУЧЕНИЯ В ФОРМИРОВАНИИ ИНТЕЛЛЕКТУАЛЬНО-СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ (EFFECTIVENESS OF PROJECT TEACHING TECHNOLOGY IN THE FORMATION OF INTELLECTUAL-SOCIAL-PROFESSIONAL COMPETENCE OF STUDENTS)

This article is about the idea that lies at the heart of projective teaching technology, aimed at achieving a pragmatically accurate result, as well as at developing students' cognitive skills through project-based learning, finding the right path in the information space, and developing critical and creative thinking. The article deals with design technology as one of the most effective forms of teaching the Kazakh language, which can give a powerful impetus to the quality of student learning. Students are looking for conclusions regarding various fields of science. This process contributes to the development and formation of intellectual and professional competencies of students. The technology of project training allows you to form not only professional, but also social competencies of students. At the same time, students strive to find a solution to the problem in their practice and see the result, recognize the importance of the theoretical knowledge acquired by them and remember them. This process allows a person to master the methods and approaches to solving various situations, develops his business skills.

РЕЗУЛЬТАТИ ДОСЛІДНИЦЬКО-ЕКСПЕРИМЕНТАЛЬНОЇ РОБОТИ З ФОРМУВАННЯ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

The article actualizes the problem of formation of social competence of future social workers in the conditions of their professional training. An overview of recent research and publications on the outlined problem is presented. The author of the scientific article formulated the main tasks of the experimental study, defined its purpose. It consisted of a pedagogical experiment to determine the state of formation of the studied construct, to establish the effectiveness of the model of formation of social competence in students, the impact of conditions and selected and tested tools, methods and forms of its formation. He noted that to test the hypothesis about the effectiveness of the system of formation of the above competence, students conducted a pedagogical experiment, which took place in three stages (aerobatic, ascertaining, and formative). The structure of social competence of future professionals is revealed through such components as motivational-value, cognitive-activity and personal-reflexive. The scientist outlines their content. The diagnostic tools for assessing the state of formation of the components of the social competence of students, the results of experimental research are presented. The author presented a table of experimental results and comparative histograms showing the changes. An analysis of the data of the control section of the formative stage of the study showed that the quantitative indicators of the formation of all components of social competence future social workers from the experimental group left the study with much better results than students who were in the control group. The conclusion is made about the effectiveness of the implementation in the process of professional training of future social workers of the system aimed at the formation of their social competence during professional training at the university.