Social Competence Research Articles (Page 1)

The government's action to improve the quality of education is carried out by initiating an independent learning curriculum. The 21st century skills are skills related to critical thinking, creative thinking, innovation, problem solving, communicative and collaborative. These abilities can be trained and developed in teaching and learning activities at school. To train and develop these abilities, a big role is needed from educators. Educators should master four competencies which include professional, personality, pedagogical and social competencies. The framework that can facilitate the four competencies, especially pedagogical and professional competencies, is Technological, Pedagogical and Content Knowledge (TPACK). Mastery of TPACK is very important to be owned by educators and prospective educators, including pre-service teacher professional education students of the UNESA PGSD Study Program, who are prospective elementary school teachers. The aim to be achieved in this study is to describe the Technological, pedagogical and content knowledge (TPACK) abilities of pre-service teacher professional education students of PGSD Study Program in the Perspective of Mastery of 21st Century Skills. The urgency of this research is as a reference for developing a professional elementary school teacher candidate program. This research is descriptive which is exploratory in nature to explore the TPACK knowledge of pre-service teacher professional education students who are prospective elementary school teachers. Data collection techniques were carried out using test and FGD methods. The data analysis technique uses the Miles and Huberman model. which includes data collection, data condensation, data presentation and conclusion drawing. Triangulation of data using triangulation of sources and techniques

ABSTRACT Purpose To assess the impact of intermittent exotropia (IXT) on eye-related quality of life (ERQOL), reading speed, motor skills, and self-perception in children. Patients and Methods Fifty-one children with basic or pseudo divergence excess IXT (4–13y) were assessed with the triple office control score, a graded clinical measure of exotropia control. Children with IXT also completed at least one of four behavioral evaluations, including ERQOL (PedEyeQ), reading speed (Readalyzer), motor skills (Movement Assessment Battery for Children-2), and self-perception (Self-perception Profile for Children), along with visual acuity and stereoacuity. Results were compared to those of age-matched controls (n = 353) and associations with IXT control score were analyzed. Results Children with IXT and their parent had significantly lower ERQOL scores in all domains compared to controls (Ps < .001). Reading speed was comparable to controls (p = .66). However, children with IXT showed poorer Manual Dexterity (Ps < .001) and Aiming and Catching motor skills (p = .009) in older children. Older children reported lower self-perception in Scholastic competence, Social competence, Athletic competence, and Physical appearance domains (Ps < .05). Worse IXT control scores were associated with lower self-perception of Cognitive/Scholastic competence and Maternal acceptance. Conclusion Children with IXT experience reduced ERQOL, impaired motor skills, and lower self-perception. These findings highlight the broad developmental impact of IXT, beyond visual function.

This article examines active tourism as an effective method of physical recreation within adolescents’ physical education. The study aims to justify active tourism as a tool for promoting physical activity, psychological well-being, and social skills development among teenagers, contributing to their overall healthy lifestyle and personal growth. The problem is framed by declining physical activity levels due to urbanization, socio-economic changes, and the widespread use of digital technologies, which negatively affect adolescents’ physical, emotional, and social development. The article analyzes scientific studies demonstrating the impact of active tourism on endurance, strength, agility, coordination, emotional health, and social competencies. Key forms of active tourism discussed include hiking and cycling trips, water-based activities, mountain excursions, sport-tourism quests, fitness trails, and integrated programs such as “Tourist Camps”. Evidence shows that regular participation in these programs increases physical fitness by 15–20%, improves emotional well-being, and fosters healthy habits. The article emphasizes the importance of individualized approaches, workload differentiation, and the integration of recreational elements into physical education. Findings confirm that active tourism serves as a universal tool for adolescents’ holistic development, combining physical activity, mental relaxation, and social interaction, and outline prospects for further research on incorporating tourism programs into school-based physical education, supporting a lifelong interest in healthy, active living.

Social robotics is a rapidly advancing field dedicated to the development of embodied artificial agents capable of social interaction with humans. These systems are deployed across domains such as health care, education, service, and entertainment-contexts that demand nuanced social competence. Yet, the social dimension of social robotics remains insufficiently conceptualized and empirically grounded. Many companies have failed as their robots struggle to sustain meaningful, long-term engagement with users. Understanding human responses to these agents requires robust psychological frameworks. While prior work has emphasized emotion expression and affective cues, human social interaction is shaped by broader constructs, including individual goals and roles, self-presentation, and culture. Generative artificial intelligence is reshaping human-robot interaction but has yet to resolve foundational challenges in social engagement. Addressing these gaps necessitates deeper integration of psychological theory, methodology, and data. A sustained dialogue between psychology and robotics holds promise not only for advancing socially adept machines but also for enriching psychological science itself.

In early childhood, emotional and behavioral problems may arise due to various factors. While some are typical of developmental stages, others may persist and intensify over time. Parents’ psychological resilience or vulnerability plays a critical role in how they manage these issues. Specifically, emotionally reactive parental behaviors may contribute to the development of such problems in children. This study explores the mediating role of emotional reactivity in the relationship between parental psychological vulnerability and children’s emotional and behavioral problems. The research included 274 parents (231 mothers, 43 fathers) of children aged 0–8 from various provinces in Türkiye. A descriptive model was used. The Social Competence and Behavior Evaluation Scale measured children's emotional and behavioral difficulties. Parents’ emotional reactivity and psychological vulnerability were assessed with validated self-report scales. Data were analyzed using Pearson correlation and mediation analysis. Results showed significant positive associations among parents’ psychological vulnerability, emotional reactivity, and children’s emotional and behavioral problems. Mediation analysis indicated that emotional reactivity significantly mediated the effect of psychological vulnerability on child outcomes. As psychological vulnerability increased, so did emotional reactivity, leading to greater emotional and behavioral challenges in children. These findings emphasize the key role of parental emotional health in child development. The study underscores the need for early intervention and psychoeducational support programs for parents to promote children's emotional well-being.

Literacy development in children aged 5–6 is crucial for fostering cognitive growth, school readiness, and social competence. However, implementing effective literacy teaching strategies remains challenging in diverse educational settings. This study employs a Systematic Literature Review (SLR) to examine the impact of digital learning media on early childhood literacy, focusing on the competencies developed and factors influencing effectiveness. Analysis of 34 selected studies reveals that digital media significantly enhances literacy skills, particularly in language, communication, and cognitive domains. Interactive tools such as digital storybooks, educational applications, and learning games promote engagement, vocabulary expansion, narrative comprehension, and critical thinking. The active involvement of parents and educators is essential in guiding children and selecting developmentally appropriate digital content. Although the direct effects on reading and writing acquisition remain underexplored, findings suggest that integrating digital media in literacy instruction can make learning more enjoyable and effective. The study concludes that digital media serves as a promising pedagogical tool to strengthen early literacy when supported by active adult participation, thoughtful content design, and conducive learning environments.

Purpose. The study aimed to experimentally substantiate and verify the effectiveness of a physical education and health-improving program using korfball in influencing the functional state and social competence of preschool children aged 5–6 years. Materials and methods. Research methods included theoretical analysis, pedagogical observation, pedagogical experiment, testing, biomedical and psychodiagnostic methods, and mathematical statistics. Functional indicators of the cardiovascular system (blood pressure, resting heart rate) and respiratory system (vital lung capacity, respiratory rate) were assessed. Social competence was evaluated using the sociometric method "Two Houses." The study involved 60 children divided randomly into control (n=30) and experimental (n=30) groups. The control group followed the standard program “I am in the World” with elements of sports games, while the experimental group was additionally engaged in the author’s program based on korfball. Results. The program of physical education and health-improving activities using korfball was scientifically substantiated and structured into three stages: adaptive-developmental, preparatory-technical, and active-game. It aimed to improve physical health, functional condition, motor skills, social competence, and value orientations of preschool children. The pedagogical experiment confirmed the positive impact of korfball on cardiovascular and respiratory parameters (decreased HR, increased SBP, DBP, VC, reduced RR) as well as on children’s sociometric status, indicating improved interpersonal relations and group cohesion. Conclusions. The effectiveness of the program was confirmed: korfball contributed to strengthening health, improving the functional state of the cardiorespiratory system, and enhancing social competence in 5–6-year-old children. Children in the experimental group demonstrated better interpersonal relations and higher group cohesion, proving the educational and developmental value of the program.

The development of students’ social competence is a key goal in emotional education, yet teachers may face conceptual challenges that hinder effective implementation. This conceptual review is particularly relevant for pre-service and in-service teacher education, highlighting challenges that teachers face in implementing emotional education effectively. This review identifies five misunderstandings shaping teacher perceptions: (1) conflating social acceptance with close friendship; (2) overgeneralising distinct social skills; (3) focusing on interpersonal behaviour while overlooking intrapersonal processes; (4) encouraging social participation without sufficient skill readiness; and (5) neglecting emotional foundations essential for social learning. The interpretative framework draws on theoretical literature and thematic analysis of interviews with 15 educators, illustrated through examples from elementary and secondary education, bridging theory and classroom practice. This review aligns with a body of research that takes a reflective and critical perspective on social and emotional education, seeking ways to refine it and adopt a more holistic approach to students. By integrating conceptual and practice-based insights, it contributes to the emotional education field and provides a foundational model to support future research and advance understanding of social competence development. Keywords: emotional education; social-emotional learning, teacher beliefs, social competence, pre-service teacher education, continuing professional development (CPD).

The purpose of the article is to reveal the main theoretical aspects of the use of innovative technologies during the study of movement games with students of secondary education institutions. Research methods. A group of theoretical methods (analysis, comparison, synthesis, systematization and generalization of information) was applied in order to investigate the use of innovative technologies during the study of movement games. Results. The article reveals the problem of using modern innovative technologies in the process of studying movement games in secondary education institutions. The use of innovative technologies during the studying movement games is of great importance for modern pedagogical science and practice of physical education, and is based on the following basic provisions: updating pedagogical approaches, which considered movement games not only as a means of developing physical qualities, but also as a tool for forming students’ key competencies (social, communicative, value); synthesis of traditional and modern methods, which makes it possible to combine classical active games with modern learning technologies; development of pedagogical innovations aimed at individualized learning, developing creativity, cognitive activity and motivation of students to engage in Physical Education classes; formation of scientific and methodological foundations for modernization of education. The article defines innovative methods and innovative technologies, which can be used during the study of movement games with students in secondary education institutions. Innovative methods include: game methods, relay races with elements of active games, problem-based learning during movement games, situational tasks, problem questions, research projects, project method (individual and group), case method, brainstorming method, discussions, trainings and use of ICT. Innovative technologies include: ICT and multimedia resources, interactive teaching methods, interactive boards, fitness bracelets and gadgets, virtual and augmented reality (VR, AR), gamification technologies, project and health-saving technologies. An in-depth analysis of modern scientific and methodological literature has shown that the use of modern innovative technologies contributes to increasing students’ interest and motivation for Physical Education lessons. Particular attention is paid to the theoretical substantiation of the effectiveness of innovative means for developing students’ motor activity and forming a positive attitude towards physical exercise. The results of the study can be used by Physical Education teachers to improve the effectiveness of the educational process and develop methodological recommendations for organizing movement games in secondary education institutions. Conclusions. The use of innovative technologies in the process of studying movement games in secondary education institutions is an effective means of increasing students’ motivation and interest in Physical Education lessons, promotes the development of physical and social competencies, forms team interaction skills and makes Physical Education lessons modern, interesting and effective.

The impact of grandparent-parent co-parenting relationships in intergenerational co-parenting families on the behavior of preschool children: a scoping review.

Purpose The rise of micro-celebrity restaurants has attracted significant academic and industry attention. This study applies self-determination theory (SDT) to explore the impact of electronic word of mouth (eWOM) quantity, eWOM credibility and eWOM quality timeliness on consumers’ social presence (SP), autonomy (AU), competence (CO), relatedness (RN) and visit intention (VI) in the context of micro-celebrity restaurants. Design/methodology/approach To assess the research model, the study adopted online questionnaire collection, with a total of 389 valid questionnaires being used. SmartPLS software was applied to conduct the data analysis. Findings EC and eWOM quality timeliness have significant associations with consumers’ SP. Consumers’ SP has significant associations with customer autonomy, competence, relatedness and VI. In contrast, eWOM quantity has no significant association with SP and relatedness has no significant association with VI. Originality/value The work empirically expands SDT application in micro-celebrity restaurants. Through exploring the relationships between eWOM, SP, autonomy, competence, relatedness and VI, this study advances understanding of micro-celebrity restaurant marketing.

Purpose of the study: This study aims to evaluate the effectiveness of integrating life skills education into futsal extracurricular activities in vocational high schools. The research was conducted in response to the limited application of life skills learning in sports-based programs, particularly in futsal, which is often focused merely on technical performance. Methodology: The study employed a quantitative descriptive approach using the CIPP (Context, Input, Process, Product) model. The participants were 13 students purposively selected from the extracurricular futsal program at Vocational High School Muhammadiyah Kutawinangun. Data were collected using validated questionnaires to measure life skills and performance tests to assess basic futsal skills (dribbling, passing, and shooting). The data were analyzed using paired sample t-tests and N-Gain to determine the effectiveness of the intervention. Main Findings: The results showed a significant improvement in students’ life skills (M = 50.69; t = 8.957; p &lt; 0.001) and a moderate improvement in futsal skills (M = 9.39; t = 3.501; p = 0.004). The integration of structured life skills learning within futsal training proved effective in developing students’ teamwork, communication, and self-management abilities. Novelty/Originality of this study: The novelty of this study lies in its systematic combination of sports pedagogy and life skills education within an extracurricular setting, providing a new model for holistic learning in vocational education. The findings have practical implications for educators and policymakers in designing sports-based learning models that foster students’ personal, social, and professional competencies in alignment with 21st-century education goals.

Teachers' personal-social competence is often undervalued compared to pedagogical and professional skills, yet it critically impacts student engagement and character development. This qualitative study examines how Civic Education (PPKn) teachers' personal-social competence influences nationalist character formation among junior high school students in Papua's multicultural context. Six PPKn teachers from Abepura District participated as key informants through in-depth interviews. Four key findings emerged: teachers face challenges integrating Papuan cultural narratives with national identity; multiple factors influence nationalism development; personal-social competence varies significantly among teachers; and teacher-student relationships are crucial for character building. Results demonstrate that teachers with strong cultural knowledge, engaging pedagogical approaches, positive interpersonal skills, and authentic role modeling significantly enhance students' nationalist character development. This study contributes to understanding how teacher competencies can bridge local cultural identity with national citizenship in diverse educational contexts

ObjectiveTo investigate validity and reliability of the Danish version of the Resilience Scale for Adults among individuals with acquired brain or spinal cord injury, and their family members.DesignCross-sectional study.Subjects/PatientsAdults with acquired brain or spinal cord injury, and their family members.MethodsUnidimensionality, floor/ceiling effects, and internal consistency of the 6 subscales were analysed using confirmatory factor analysis. A series of models were estimated to investigate structural validity, and construct validity was analysed using correlations.ResultsFamily cohesion, Planned future, and Perception of self showed good reliability (ω = 0.79–0.83) and good model fit (Comparative fit index: 0.986–1.000). Social resources and Social competence demonstrated adequate reliability (ω = 0.81 and 0.75) and good fit, accounting for local dependency. Structured style had poor reliability (ω = 0.53) and model misfit. The Resilience Scale for Adults was best represented by a 6-factor correlated model, compared with a single first- or second-order factor, but all models showed inadequate fit. All scale scores correlated negatively with scores of anxiety and depression.ConclusionAll but 1 subscale demonstrated good psychometric properties. The Resilience Scale for Adults can be used to measure different aspects related to resilience for this mixed population.

Understanding the distribution and determinants of social competence among higher secondary school students

The present study investigated how a core, elementary cognitive process, attentional orienting is related to social connectedness and problem behaviors. Prior research links social cognition difficulties in autism and other attention-related conditions to deficits in visual attention. We reviewed this evidence and proposed a plausible experimental paradigm to clarify the interaction between attention and social function. We also present a pilot data supporting our proposition. Specifically, our study involved 30 participants who completed a modified version of attentional cuing task, the Adult Self-Report, and the Sociotype Questionnaire (SOCQ) to evaluate social functioning and attentional function. A mixed-model ANOVA showed a significant interaction between the magnitude of the cuing effect and ASR scores, suggesting reduced attentional benefits with higher levels of self-reported maladaptive behaviors. Further, we observed a significant negative correlation between ASR and SOCQ scores, indicating that individuals with higher problem behavior scores reported greater social difficulties. These findings contribute to the growing evidence that visual attention capabilities are linked to social adaptability, suggesting that visual attentional mechanisms may play a role in facilitating social interactions in adults. This study opens avenues for exploring visual attention’s influence on social competency beyond clinical populations, providing insights into the visual-cognitive processes underpinning social functioning in typical development.

Currently, social-emotional education not only enables the development of skills that help regulate emotional responses but also contributes to enhancing students’ ability to apply reason in self-knowledge, in order to self-regulate. Law 2383 of 2024 promotes social-emotional education in educational institutions in Colombia, aiming for the holistic development of students through cognitive, social, and emotional competencies. Within this framework, flexible models such as “Pensar” are implemented to encourage the inclusion of overage students and to combat grade repetition, especially in contexts affected by phenomena such as migration and dropout. This research aims to evaluate the impact of the Pensar Model on the social-emotional component of secondary school students in the city of Bucaramanga, using a mixed-method approach with a contemporary cross-sectional design, including a sample of 145 students and 9 teachers across four institutions. Questionnaires were used to gather information on the implementation of the model and its influence on students’ learning and well-being. In conclusion, the research highlights advancements in students’ social-emotional skills, especially in social awareness and conflict resolution, although challenges persist in self-regulation and stress management. The model’s teachers use intentional strategies that strengthen social-emotional and cognitive development, positively impacting both the school and family environment.

The present study is a systematic review of intervention programs designed to improve the socioemotional skills of children and adolescents with Prader-Willi syndrome (PWS). The search was conducted in the Web of Science and Pubmed databases following the PRISMA guidelines. A total of six studies made up the final sample and were organized based on the following psychological domains: social cognition and emotional competence. The findings suggest that these learning models may contribute to the development of socioemotional skills in children and adolescents with PWS. In addition, it appears that remote intervention through telehealth may be effective as a treatment option.

The article thoroughly investigates an extremely relevant and understudied problem of forming social and communicative competence in preschool children with general speech underdevelopment. The authors convincingly prove the decisive role of purposeful development of this competence to ensure successful socialization, adaptation, integration, andfull functioning of children with speech disorders in modern society.The paper proposes the authors' interpretation of the concept of social andcommunicative competence of preschoolers with general speech underdevelopment as a set of knowledge, skills, abilities, social qualities necessary for effective interaction in typical social situations, taking into account the specifics of the speech disorder. The structure of thisphenomenon is characterized in detail, and its main components are highlighted: motivationalvalue, cognitive-content, activity, and subjective. The range of specific difficulties in the formation of social and communicative skills faced by children with general speech underdevelopment is outlined. The authors provide a set of psychological and pedagogical conditions necessary for the effective purposeful formation of social and communicative competence in working withchildren of this category. The urgent need for the implementation of a comprehensive and differentiated approach in correctional and developmental activities with maximum consideration of the individual characteristics of each child, the degree of severity, and thespecifics of the speech disorder is substantiated.Emphasis is placed on the prospects for further modernization and improvement of methods, means, and technologies of teaching and upbringing aimed at developing the social and communicative skills of preschoolers with general speech underdevelopment in inclusiveeducation settings. The need to develop a holistic system of systematic work and create appropriate diagnostic tools to monitor the process of forming social and communicative competence for timely correction is emphasized.

Nurses working in the psychiatric ward are under high levels of stress. Such stress can lead to various physical, psychological, and behavioral issues. The current study aimed to explore the connection between social competence, behavioral emotion regulation, and health anxiety among psychiatric nurses, while also taking into account the mediating effects of cognitive distortions. The statistical population for this research consisted of all nurses employed in the psychiatric wards of Ardabil hospitals in 2024. A total of 250 nurses were selected using purposive sampling. The study made use of the Health Anxiety Questionnaire, Social Competence Questionnaire, Behavioral Emotion Regulation Questionnaire, and Cognitive Distortions Questionnaire for data collection. Social competence and positive behavioral emotion regulation have a direct negative effect on nurses’ health anxiety, while negative behavioral emotion regulation and cognitive distortions have a direct positive impact; moreover, social competence and behavioral emotion regulation through cognitive distortions have an indirect effect on nurses’ health anxiety (p < 0.05). Therefore, social competence, behavioral emotion regulation, and cognitive distortions are significant predictors of nurses’ health anxiety. Consequently, hospital officials can reduce the health anxiety of nurses and improve the quality of nursing services by identifying the factors affecting the reduction of social competence, ineffective emotion regulation strategies, and cognitive distortions in nurses in the psychiatric ward.