Social Competence Research Articles

Relations among parents' attachment, parenting quality, and autistic and nonautistic children's social-emotional functioning.

Attachment theory has demonstrated the longitudinal impact that aspects of the parent-child dyad have on youth's social-emotional development. Yet, little to no work has investigated whether parents' attachment, including parental secure base script (SBS) knowledge and parental attachment styles, are associated with youth's social-emotional functioning or examined mechanisms by which parents' attachment leads to social-emotional functioning. Even less research has examined the role of parents' attachment in parent-child dyads with youth diagnosed with autism spectrum disorder (ASD; further identified as autistic youth) and its impact on their subsequent social-emotional development. Thus, the current pre-registered study assessed whether parents' attachment was associated with children's maladaptive (internalizing/externalizing symptoms) and adaptive (social competence) social-emotional functioning via parenting quality (authoritative parenting) in 108 nonautistic parent-child dyads and 49 autistic parent-child dyads. Separate structural equation models were run by group. Higher levels of parents' SBS knowledge predicted social competence in autistic parent-child dyads. Additionally, higher levels of parents' attachment-related anxiety predicted lower levels of social competence in autistic parent-child dyads. Attachment-related avoidance predicted lower levels of social competence in nonautistic parent-child dyads and higher levels of externalizing symptoms in autistic parent-child dyads. Results suggest parents' attachment representations may have unique contributions to youth's social-emotional functioning.

Joint Developmental Trajectories of Social Assertiveness and Prosociality: A Parallel Process Latent Class Growth Analysis.

Social assertiveness and prosociality are two related but distinct aspects of social competence that are important to youth's social success. They are likely co-occurrence and interact dynamically over time, but their interdependence and interaction have been overlooked in previous research. This study examined the joint developmental trajectories of the two aspects from middle childhood to early adolescence and tested their associations with aggression, shyness, academic performance and depressive symptoms. Participants included a sample of elementary school children in China (initially N = 1012, 51.2% girls, initial Mage = 9.49 years). Data were collected each year for 4 consecutive years from self-reports and peer nominations. The parallel-process latent class growth model identified three balanced and two imbalanced trajectories: (1) low-stable assertiveness and low-increasing prosociality, (2) both moderate-stable, (3) both high-stable, (4) low-stable assertiveness and high-increasing prosociality, and (5) high-increasing assertiveness and high-decreasing prosociality. In addition, academic performance was a promoting factor whereas the depressive symptom was a weakening factor for the co-developmental trajectories; shyness was positively associated with the two imbalanced developmental groups; aggression was positively associated with the assertiveness-predominant group and negatively associated with the prosociality-predominant group. These findings reveal the heterogeneity of the co-developmental patterns of assertiveness and prosociality and underline the necessity for tailored optimal interventions of social competence according to the diverse characteristics of children.

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.

Infant attention to audiovisual events and social competence predict childhood temperament.

Individual differences in child temperament predict socioemotional skills, academic achievement, and psychopathology in middle to late childhood. However, early predictors of child temperament remain understudied. Here, we investigate the role of multisensory attention skills (sustained attention, intersensory matching, and shifting/disengaging) and social competence in infants and toddlers as early predictors of child temperament (effortful control, negative affect, and surgency). Although much of the research on social competence and temperament has focused on individual differences, until now, there were no individual difference measures appropriate for assessing attention to multisensory events. The Multisensory Attention Assessment Protocol is a newly developed measure that assesses fine-grained individual differences in multisensory attention skills in preverbal infants and children. As part of a larger longitudinal study, 101 children received the Multisensory Attention Assessment Protocol at 12 and 18 months (attention skills), the Infant Toddler Social Emotional Assessment at 18 months (social competence), and the Children's Behavior Questionnaire at 48 months (temperament). We found evidence that infant attention to both social and nonsocial events indirectly predicted childhood effortful control (a dimension of temperament) through social competence in toddlerhood. For social events, better sustained attention and slower disengaging of attention predicted social competence, which, in turn, predicted effortful control. For nonsocial events, better sustained attention predicted social competence, which, in turn, predicted effortful control. Findings highlight the importance of infant attention to audiovisual events for fostering social competence and temperament development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Meta-Analysis of Soft Skills Interventions for Transition-Age Autistic Individuals.

There has been growing interest in developing and evaluating soft skills interventions for transition-age autistic individuals. While many interventions demonstrated effectiveness in improving social competence, there is limited evidence on the pooled effectiveness of these interventions. In response to the research gap, this study aimed to investigate the effectiveness of soft skills interventions in enhancing social competence among transition-age autistic individuals. A total of 18 articles consisting of eight randomized controlled trials and 10 pre- and post-intervention studies were identified after a systematic review, and the effectiveness of these interventions was examined using the meta package on R 4.4.1. The analysis revealed overall positive effects of soft skills interventions in social adjustment (g = 0.53, p < 0.0001), social performance (g = 0.87, p < 0.001), and social skills (g = 0.53, p < 0.0001) among the autistic individuals. Moderation analyses indicated no significant impact of sample and intervention characteristics on soft skills outcomes. This meta-analysis highlights the importance of soft skills interventions for transition-age autistic individuals in preparing for successful careers.

Teacher-student relationship quality and social, academic, and behavioral adjustment are associated within and between persons from kindergarten to grade 6.

Although the significance of teacher-student relationships for children's development has long been of interest to developmental scientists, few prior studies have used modeling approaches that explicitly document the intraindividual, dynamic processes that link teacher-student relationships with children's adjustment. The present study used bias-adjusted Student-Teacher Relationship Scale (Pianta, 2001) scores to document the within-person developmental processes that link teacher-student relationship quality with key developmental outcomes (including social competence, academic competence, and externalizing and internalizing symptoms) from kindergarten through Grade 6. Data were drawn from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,041; 80.4% White, 12.9% Black, 6.1% Hispanic; 31.5% of mothers had a high school diploma or less). Within- and between-person bivariate associations were estimated using a series of latent curve models with structured residuals. Findings revealed consistent within-year associations with both school and home adjustment. Longitudinal findings suggested that within-person variations in teacher-student relationship quality are associated with subsequent academic functioning and externalizing symptoms. Furthermore, analyses suggested that social competence, academic competence, and externalizing symptoms are associated with subsequent teacher-student relationship quality. Results highlight the dynamic, bidirectional interactions between teacher-student relationships and children's social, academic, and behavioral trajectories over time. Future studies are needed to explore teacher-student relationships and adjustment at different timescales and to understand the extent to which teacher-student relationships are impactful for different students at various levels of developmental risk. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Is There a Relationship Between Levels of Social Competence, Demographic Characteristics and Violent Tendencies in Deaf and Hard of Hearing Children?

ABSTRACT The aim of this study is to examine the relationship between the level of social skills of Deaf and Hard of Hearing (DDH) children, their demographic characteristics and their tendency to violence. The study group consisted of 73 DDH children. The data of the study were collected using the ‘Personal Information Form’, ‘Social Skills Scale’ and ‘Violence Tendency Scale’. The data were analysed using independent groups t-test, ANOVA and Pearson correlation analysis. The level of social skills was low in 23.3% of the DDH children, medium in 49.3% and high in 27.4%. In addition, 30.2% had a high propensity to violence. The level of social skills and tendency to violence of the DDH children did not differ according to gender, presence of hearing aids, type of hearing aids and educational level of mother and father. Moderate hearing loss, age, use of both sign language and verbal communication methods, having two siblings positively influenced the level of social skills of DDH children. DDH children educated in special education centres were more prone to violence than others. Although there was no significant relationship between the level of social skills of DDH children and their tendency to violence, it is necessary to teach social skills to people with hearing impairment.

Prevalence and correlates of emotional dysregulation in clinical versus community samples of Egyptian youth

BackgroundSelf-regulation is a core phenomenon in child psychology. The Dysregulation Profile (DP), a composite scale that results from adding up three scores of the Child Behavior Checklist (CBCL 6–18), has emerged during the last two decades as a transdiagnostic construct in child and adolescent psychiatry that reflects serious difficulties in self-regulation, including emotional and behavioral dysregulation. This work aimed to investigate the prevalence of DP in a clinical sample compared to a community sample of Egyptian youth and to explore the potential demographic and clinical correlates of this phenomenon.MethodsThe electronic scoring records of the previously validated Arabic version of the CBCL 6–18 were reviewed for a large clinical sample of convenience (n = 3642, age range 6–18) and another community sample (n = 595) previously recruited by our group with the same age range. The prevalence and the clinical correlates of the Dysregulation Profile (DP) of the CBCL were investigated.ResultsAlmost one-third of the clinical sample (33.1%) had a positive DP (≥ 210) in comparison to 4.2% of the community sample. No statistically significant differences were noted in mean age, age category (children versus adolescents), or sex between DP + ve and DP − ve youth in any of the two samples. DP was most associated with affective disorders and negatively correlated with social competence in both clinical and community samples.ConclusionsDysregulation Profile (DP) commonly coexists with other psychiatric disorders, especially affective disorders, in Egyptian youth regardless of sex and age category.

Tourism graduate competencies: a tourism labour market perspective

ABSTRACT One of the most important issues in the tourism industry is developing initiatives to improve revenues and business performance in the face of environmental uncertainty, particularly in developing countries. Universities must be able to provide the tourism sector with competent graduates able to perform their jobs efficiently. This raises questions such as what type of manpower is required in the tourism industry? and what competencies do universities need to develop and improve for their graduates to work successfully? This paper aimed to study tourism graduate competencies from the perspective of tourism labour market demand. Taking a qualitative analysis approach, the study was carried out in Ecuador with professionals working in a range of tourism businesses. The research data were collected from semi-structured interviews, using a question guide. The interviews were then analysed using thematic analysis. Findings indicate that ‘Professional and methodological competencies’ and ‘Social and communicative competencies’ are the most important competencies for the interviewees. Findings will enable allow higher education curriculum developers to compare and analyse their current student offer, with the aim of attaining an academic offer linking their programmes to the specific competencies that future tourism graduates need to acquire according to tourism labour market demand.

Strategi Pengembangan Keterampilan Kolaboratif Mahasiswa Melalui Model PjBL: Review Teoritis

Collaborative skills are essential 21st-century competencies that university students, particularly in science-based disciplines such as chemistry, must acquire. This article aims to examine strategies for enhancing students’ collaborative skills through the implementation of the Project-Based Learning (PJBL) model. This study employed a theoretical literature review method by analyzing 10 scholarly articles published in reputable national and international journals between 2014 and 2024. Data sources were collected systematically from academic databases such as Google Scholar, Scopus, DOAJ, and ScienceDirect. Thematic analysis was used to identify patterns related to PJBL approaches, indicators of collaborative skills, and challenges in implementation. The review findings indicate that PJBL consistently enhances collaboration through project designs that emphasize teamwork, problem-solving, communication, and collective reflection. Collaboration fostered through PJBL goes beyond task completion and cultivates essential social and academic competencies for workplace readiness. These findings reinforce PJBL as an effective and adaptable pedagogical approach, offering both theoretical and practical insights for educators and curriculum developers in designing contextualized 21st-century learning experiences.

PELATIHAN METODE APPLIED BEHAVIORAL ANALYSIS (ABA) DALAM MENANGANI ANAK BERKEBUTUHAN KHUSUS BAGI GURU SD GUGUS III SEKACAMATAN CIAWI BOGOR

Disorders experienced by children are certainly very unpleasant, especially for parents, teachers and families because there are special limitations that are different from normal children, so parents and teachers need to provide special therapy to abnormal children which of course leads to better. Each therapy has advantages and disadvantages, for example: biomedical therapy focuses more on minimizing hyper behavior so that children can be calm. Occupational therapy helps children train the muscles of the body and legs to be strong and balanced right and left. Teacch that emphasizes children to be able to work purposefully in their community. Sensory integration therapy teaches children how to train the balance of the right and left brain so that they develop in a balanced way. Sone-rise has a main principle, namely following "whatever" the child wants to do, there is nothing wrong with the child's behavior and accepting it as it is with enthusiasm and love. The therapies above focus more on physical and minimizing hyper behavior in children, while none have focused on communication skills in children. Therefore, a comprehensive therapy is needed to help children develop. A comprehensive therapy to help children develop is Applied Behavior Analysis (ABA) therapy.In line with the various demands addressed to each teacher, with various academic requirements for a teacher, their existence is highly expected to provide learning based on the competencies that must be possessed, along with the demands of the development of the child's soul. Fulfillment of the requirements for mastering competencies as a learning agent which includes Pedagogical Competence, personality competency, social competency and professional competency can be proven through the process of achieving educational quality based on the minimum completion criteria (KKM). Thus, it is necessary to conduct training for teachers of SDN Gugus III Ciawi Bogor in improving teaching competency through the ABA method in handling children with special needs

We will get through this together. Trustworthy memorable messages in formal caregiving for breast cancer patients.

We will get through this together. Trustworthy memorable messages in formal caregiving for breast cancer patients.

Education of medical caregivers in Poland: areas requiring improvement – mixed-method research

BackgroundDemographic changes associated with an ageing population, combined with the shortage of nursing personnel in Poland, have led to the introduction of a distinct new medical profession—the medical caregiver—which is separate from the nursing profession and has been officially included in the national classification of professions and specialties. In light of the demands of this role, a study was conducted with the primary objective of analysing educational outcomes and identifying areas requiring improvement in both theoretical knowledge and practical skills within the educational process for medical caregivers.MethodsConvergent parallel mixed-methods design was used, with quantitative (Computer-Assisted Web Interview, CAWI and paper questionnaire)and qualitative components (3 mini Focus Group Interview, FGI) conducted concurrently and results integrated. Coding disagreements were resolved through discussion among the three researchers until consensus was reached. A total of 840 surveys were included in the analysis. Statistical analyses were conducted using the IBM SPSS Statistics 26.0 statistical package, STATISTICA version 12.0, and Excel spreadsheet software.ResultsKey areas of education identified as needing further development included: the fundamentals of care for ill and dependent individuals, essential aspects of medical care, personal and social competencies, health and safety at work, planning and performing hygiene and care activities for ill and dependent individuals and performing selected tasks tailored to the needs of individuals with dementia. Both survey respondents and FGI participants consistently identified insufficient training in practical skills and soft skills.ConclusionsOur results explicitly identify specific training gaps in sign language, practical clinical skills, and stress management, supporting our recommendations for targeted improvements in these areas. Implementing these curriculum improvements would require coordinated efforts between educational institutions and healthcare employers.

Psychological and hormonal effects of socio-emotional learning in adolescents: a randomized controlled trial

Socio-emotional learning (SEL) is thought to increase children and youth’s social competencies such as empathy, however it has not been widely integrated in educational settings. This may be due to a lack of randomized-controlled trial (RCT) designs and objective and quantitative measurements, including of its neurobiological underpinnings, particularly in adolescence. This study examined the effect of a 1-week SEL intervention, and of a group-bonding task within it, on salivary oxytocin levels, and on the Multifaceted Empathy Test, using an RCT design and a repeated measures between subjects ANOVA, in 88 adolescents (35 female and 53 male). We found that salivary oxytocin was increased by performing the group-bonding task (p = 0.007, η²p = 0.089), but the 1-week intervention as whole did not augment this increase. The intervention increased emotional empathy, at a statistical trend level, in females. Lastly, an emotional empathy increase (from the first time to second time performing the group-bonding task) was positively correlated with an oxytocin increase (r = 0.235, p = 0.033), regardless of intervention. These findings point to a positive impact of SEL on emotional empathy, and of group-bonding tasks on endogenous oxytocin release, albeit preliminarily; with further replicatory research warranted.

СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКАЯ КОМПЕТЕНТНОСТЬ СТУДЕНТОВ-СОЦИОЛОГОВ И ПРОБЛЕМЫ ЕЕ ФОРМИРОВАНИЯ В ПРОЦЕССЕ ПОДГОТОВКИ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

The development of socio-psychological competencies of students of sociology determines the problems of their professional activity in the future. The formation of social competencies is necessary, as they influence the formation of students’ life path in the future. In turn, in the absence of proper training, in most cases certain problems may arise during the employment process, which is precisely influenced by a lack of self-esteem and motivation, lack of self-determination in society, excessive confidence or self-doubt, as well as a lack of understanding of the rules of interaction with the team and management. In this article, the author considered the socio-psychological competence of students of sociology and the problems of its formation in the process of preparing for professional activity as a goal. As a task, in order to comprehensively consider the topic, the following tasks were put forward: consideration of the theoretical foundations of social competence; identification of existing problems in the formation of socio-psychological competence, as well as research of the existing psychological system of personality activity of students of sociology. To achieve this goal and accomplish the tasks, the author used scientific articles by domestic authors as methodological foundations, as well as specialized literature freely available on the Internet.

Understanding Faculty Performance: A Structural Equation Modeling Approach to Key Competencies in Higher Education Institutions

In the 21st century, education faces significant challenges as faculty members strive to equip students with transformative skills essential for workforce readiness amid evolving market demands. This study investigates the relationships between key competencies and faculty performance in higher education institutions, utilizing Structural Equation Modeling (SEM) to develop a causal model. The research identifies critical competencies—such as problem-solving, self-efficacy, metacognitive skills, critical thinking, communication skills, collaboration, adaptability, emotional intelligence, and social competency—as influential factors in faculty performance. Involving 242 faculty members from selected state universities in Northern Mindanao, Philippines, the study employed a validated survey instrument. Data analysis revealed that while social competency (β = 0.873, p &lt; 0.001) emerged as a significant predictor of faculty performance, critical thinking (p &gt; 0.05) and communication skills (p &gt; 0.05) did not show direct effects. The findings highlighted the interconnectedness of competencies, suggesting a holistic approach to faculty development. The best-fitting structural model indicated fit indices such as CMIN/df = 1.41, RMSEA = 0.041, and CFI = 0.996, providing a valuable framework for future research and practical applications aimed at enhancing educational quality. This study emphasizes the necessity of targeted strategies that address individual competencies and contextual factors to improve faculty effectiveness and align educational outcomes with market needs.

The Predictive Role of Contemporary Filial Piety and Academic Achievement on Multidimensional Emotional Intelligence Among Chinese Undergraduates

This study investigates the quantitative relationship between the four dimensions of emotional intelligence and the two types of contemporary filial piety, academic achievement in a Chinese university setting. Based on a sample of 240 Chinese undergraduates, the regression analysis was employed to examine how academic achievement and the two types of contemporary filial piety, namely Pragmatic Obligation (PO) and Compassionate Reverence (CR), relate to four dimensions of emotional intelligence—Self-Emotional Monitoring (SEM), Emotional Utilization (EU), Social Competence (SC), and Others’ Emotional Appraisal (OEA). Results revealed that CR, PO, and Grade Point Average (GPA) predicted emotional intelligence positively and significantly. Notably, PO was the strongest predictor of emotional intelligence compared to CR and GPA. These findings advance theoretical understanding in two aspects. Firstly, they challenge the traditional dichotomy of filial piety by demonstrating that both CR and PO serve as cultural resources enhancing emotional competencies. Afterwards, the study bridges collectivistic values by filial piety with emotional intelligence, offering a culturally nuanced framework for interpreting academic success in Confucian societies.

An Overview of Curriculum Requirements for Developing Key Competencies in Preschool Learners in English Lessons

This article explores the curriculum requirements for the development of core (key) competencies in preschool learners through English language instruction. Rooted in the competency-based approach of Uzbekistan’s State Preschool Education Curriculum, the article outlines the nature and significance of key competencies in early childhood education, particularly within English language classes. It examines the theoretical foundations of communicative, social, personal, cognitive, and creative competencies, and provides examples of classroom practices aimed at nurturing these skills in children aged 6–7. The integration of these competencies is essential for ensuring children’s holistic development and smooth transition into primary education

Transforming dance education in China: enhancing sustainable development and cultural preservation

ABSTRACT Dance education in China is a vital medium for sustainable development and cultural preservation. This review explores the historical evolution of dance education, its role in maintaining cultural heritage, and its contribution to educational significance and the Sustainable Development Goals (SDGs). By integrating innovative technologies such as Information and Communication Technologies (ICT) and Artificial Intelligence (AI), dance education in China has modernized, enhancing student engagement and creativity. Additionally, this paper examines the impact of dance education on social competence, well-being, and community development, emphasizing its transformative role in promoting inclusivity and cultural sustainability. The findings highlight the necessity for modern pedagogical approaches and sustainable practices to ensure the continued relevance and effectiveness of dance education in China. A balanced approach that preserves traditional dance forms while incorporating contemporary elements and technologies is essential for sustaining China’s rich cultural heritage in a rapidly changing world.

Human Safety in Light of the Economic, Social and Environmental Aspects of Sustainable Development—Determination of the Awareness of the Young Generation in Poland

The UN’s “Global Agenda for Change” focused on global challenges, with the aim of improving quality of life. The focus on People, Planet, Prosperity, Peace, Partnership, and Integrated Action (EU) orients its efforts towards socially needed change. Although the above perspectives, which ultimately shape the goals of sustainable development, refer in effect to the security of the functioning of societies and economies, this issue has not been sufficiently explored in the literature. Taking the above into account, this paper explains the aspect of people’s sustainable security and well-being, and also indicates the importance of determining the social competences needed for a broadly understood sustainable future, which is the main goal of this article. Considering the importance of sustainable awareness among the younger generation, who are responsible for the future modeling of the pace and direction of sustainable changes, the analysis of the literature in the practical findings was supported by qualitative and quantitative methods, as well as statistical analysis techniques using PQstat software, to ensure in-depth research. The results confirm that the studied population generally has good knowledge of the idea of sustainable development. Importantly, this population combines development in a sustainable direction with actions to strengthen people’s safety and well-being. It should be noted that the studied population is most strongly aware of the environmental pillar of sustainable development, suggesting potential to improve knowledge in this area—which is crucial for effective development towards a safe future and important for future decision-makers (the young generation). The findings can serve as a source of information for teams designing study programs and information campaigns on sustainable development in order to further strengthen social education in the studied area.