Social Skills Research Articles

Don’t put all the eggs in one basket: examining adaptive selling behavior in salespeople’s performance

AbstractIn a B2B selling context, salespeople are encouraged to perform adaptive selling strategies to attend to diversified customer needs and achieve sales performance (i.e., market share) and relational performance (i.e., trust, loyalty, and satisfaction) by performing adaptive selling behavior or showing the ability to recognize customers’ emotions. However, based on the resource allocation theory, the current research proposes that the two aforementioned factors seem to interfere with each other to affect the final performances. Results show that from Study 1, adaptive selling behavior, which is consequential of salespeople’s interpersonal mentalizing skills, is positively associated with relational performance, and the relationship is moderated by emotional intelligence. From Study 2, perceived service climate, a consequence of perceived transformational leadership is positively associated with sales performance. There was a significant interaction between adaptive selling behavior and service climate on sales performance, indicating that salespeople who do not perceive that firms emphasize services, they have sufficient resources to apply adaptive selling strategies. Conversely, if they were encouraged to focus on providing service, this might affect their adaptive selling on sales performance. Based on the results, we provide insights for B2B salespeople and managers to focus on one salient goal to achieve the best outcome.

A construction contract administration (CCA) framework for graduate architects’ professional development

PurposeConstruction contract administration should be carried out by a person (normally engineer or architect depending on the type of contract) with expert technical knowledge of the construction process, strong leadership quality, highly developed interpersonal skills and an understanding of contractual, legislative and statutory underpinnings. However, due to a shortage of architects, graduate architects have been assigned to perform a partial role. Architectural firms are disappointed with the quality of the graduates and still note that they have to mentor them to be competent for their jobs. This paper aims to develop a construction contract administration (CCA) framework for graduate architects that aids the smooth running of a construction contract.Design/methodology/approachSeven housing projects in Malaysia have been selected as case studies. Documentation review and semi-structured interviews relevant to selected case studies were conducted to collect data to develop the CCA framework. The draft framework will then be validated through a focus group study.FindingsA total of 5 themes and 11 sub-themes with core tasks were developed in the CCA framework. The themes involved are claims and legal matters management, communication and relationship management, project management, design management and quality assessment and management. Sub-themes are authority matters, building certification, meetings, coordination checklist, letter writing, contract documentation, building material, design brief, building sustainability and workmanship quality standards, contractors’ submission and building details.Originality/valueThe contribution of this study can be utilized for developing further models in the future that would improve the work performance of graduate architects. The framework assists the university by moving forward to the professional practice stage. In addition, it indirectly enhances the potential of graduate architects to perform efficiently and intensifies the bonding between project stakeholders.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Assessing the utility of a telehealth autism spectrum disorder assessment battery including the TELE-ASD-PEDS and the BASC-3

Objectives The goal of this research was to examine aspects of utility of an autism diagnostic tool created for telehealth use: the TELE-ASD-PEDS. This research also assessed associated clinical characteristics related to other behavior scales commonly used to assess children. Three hypotheses were examined: (1) Children with different diagnoses will have different scores on the TELE-ASD-PEDS; (2) There will be a positive correlation between the TELE-ASD-PEDS total score and the clinical subscales of the Behavior Assessment System for Children, 3rd edition (BASC-3); and (3) There will be a negative correlation between the TELE-ASD-PEDS and other selected subscales of the BASC-3. Methods Participants included children referred to a rural, Appalachian, state-funded, autism diagnostic clinic. A one-way ANOVA was conducted to compare TELE-ASD-PEDS scores with diagnoses received. TELE-ASD-PEDS scores and BASC-3 subscale scores were compared through bivariate correlation. Results When compared to the Autism group, both the Rule Out and the No Autism groups had lower scores on the TELE-ASD-PEDS. The BASC-3 subscale Withdrawal had a positive correlation with the TELE-ASD-PEDS. Finally, the adaptive subscales in the BASC-3 Social Skills, Functional Communication, and Activities of Daily Living had negative correlations with the TELE-ASD-PEDS. Conclusions Current data provided partial support for all hypotheses.

The The Silent Curriculum: Classical Aesthetics as a Catalyst for Emotional and Social Skills in Higher Vocational Education

This study examines the integration of classical aesthetics into the silent curriculum of higher vocational education, emphasizing its potential to significantly enhance emotional and social skills. Incorporating aesthetic principles into education emphasizes the importance of nurturing emotional intelligence, creativity, and cultural awareness in students—skills that go beyond the classroom and are essential for their growth, adaptability, and future careers. It explores theoretical foundations and practical implementations and addresses challenges such as the need for specialized educator training, overcoming institutional resistance, and securing adequate resources. Advocating for empirical research and strategic cultural partnerships, the paper proposes a transformative approach to vocational education, aligning it with contemporary societal and labor market demands, and underscores the vital role of classical aesthetics in enriching vocational training and enhancing student outcomes.

Predicting language, cognition, and social skills in individuals with Autism spectrum disorder using the Arabic validation of Gilliam Autism Rating scale-Third Edition

The Gilliam Autism Rating Scale-Third Edition (GARS-3) has emerged as a pivotal instrument in the diagnostic assessment of Autism Spectrum Disorder (ASD), with its utility extending across linguistic and cultural boundaries. This study endeavors to adapt and validate the GARS-3 for the Arabic-speaking population, addressing the paucity of culturally congruent diagnostic tools in the Arab world. The primary objective is to validate the Arabic version of GARS-3 (A-GARS-3) to assess children with and without ASD, ensuring the scale’s reliability and validity within the target population. A methodical cross-sectional study design was employed, encompassing a sample of 178 participants from both educational and clinical settings in Saudi Arabia. The process involved direct translation, expert panel review, back-translation, and pilot testing to ensure semantic equivalence and cultural relevance. Data were collected using the A-GARS-3, and analyses included Exploratory and Confirmatory Factor Analysis (EFA and CFA), internal consistency reliability measures, and a One-Way Analysis of Variance (ANOVA) to establish concurrent validity. The A-GARS-3 demonstrated high internal consistency (Cronbach’s alpha = 0.971; McDonald’s omega = 0.972) and strong construct validity, with factor loadings and model fit indices substantiating the factor structure. Predictive validity was confirmed through significant correlations between the Autism Index and the subscales, particularly in the domains of social interaction and communication. The A-GARS-3 is a psychometrically sound instrument that offers reliable assessment for ASD within the Arab cultural context. The positive validation outcomes indicate that the scale is an effective, culturally adapted tool for the localized diagnosis of ASD. The validated scale has significant implications for enhancing ASD screening and diagnostic practices in Arabic-speaking regions, potentially improving early diagnosis and intervention strategies.

Artificial Intelligence to support Children with Autism

Children with autism spectrum disorder (ASD) face challenges in communication, social interaction, and behavioral flexibility, which can affect their development and everyday functioning. Artificial intelligence (AI) offers innovative tools to support children with autism by providing personalized and adaptive interventions. AI-powered systems, such as robots, virtual assistants, and machine learning models, can be used to enhance social skills training, improve communication, and manage sensory sensitivities. These technologies can monitor progress, adjust strategies, and provide real-time feedback, enabling more effective, individualized care. This paper explores the potential of AI in autism support, focusing on AI applications for social skill enhancement, early detection, and therapeutic intervention, while also addressing the ethical considerations and challenges involved in integrating AI into autism care.

Experiences of Second-Grade Primary School Children and Their Teachers in a Mind-Body Activity Program: A Descriptive Qualitative Study.

This study explored the experiences of second-grade children and their teachers who participated in a mind-body program to understand its impact on their development. A qualitative descriptive study was conducted. Student data were collected through seven focus groups, and semi-structured interviews were conducted with tutors in December 2021. Data analysis was performed following COREQ guidelines. Three themes were generated: (1) competitiveness and restlessness in children: something needs to be done; (2) seeds sown and fruits harvested; and (3) it is necessary to advance from the occasional to the structural. Participants reported positive changes in areas of their development such as self-regulation, relaxation, attention capacity, and stress reduction. Improvements in interpersonal relationships and social skills were also observed. These improvements in emotional well-being and social skills highlight the importance of this type of intervention in the school environment.

Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children.

Children who struggle to maintain conversation with peers often have fewer friends and lower popularity ratings, which can affect wellbeing. Verbal social communication more broadly is linked to both behavioural difficulties and emotional problems. We carried out three studies to examine children's ability to provide responses which keep a back and forth conversation going. The first study found that while autistic children had on average greater difficulties than their neurotypical peers with certain aspects of conversation topic maintenance, for other aspects the autistic group showed considerable strengths. Both studies 2 (neurotypical children) and 3 (autistic children) found relationships between, on the one hand, conversational ability, and on the other, the ability to consider another's viewpoint and the ability to maintain and update information in short term memory. We suggest support for social conversation skills should be part of mainstream classroom curricula for autistic and neurotypical children alike.

Benefits and barriers of participating in community sport for individuals with an intellectual disability.

In recent years, there is an increasing number of individuals accessing integrated community sport clubs in Australia. The objective of this study was to explore the benefits and barriers of participating in community sport directly from the perspectives of the individuals with the intellectual disability. This qualitative study provided an appreciation of the lived experienced of participating in community sport for individuals with intellectual disabilities. A total of 29 participants shared their personal lived experiences in a series of focus groups. Data from the focus groups was transcribed and coded using a thematic analysis. Results highlight that participation in community sport increased exposure to social capital, ameliorated interpersonal skills, confidence, leadership, and respect, in addition to enhancing ability to develop and achieve personal goals. Findings illustrate the need for increased awareness about community integrated sport in schools and communities to increase participation in the programs.

Achieving SDGs Through Sustainability in Amil Zakat Organisations: Are Organisational Capacity and Social Skills Important?

Objective: This study aims to find empirical evidence related to the influence of organisational capability and social capability on organisational sustainability in the Amil Zakat Organisation (OPZ). This study also wants to prove that OPZ's social capability can moderate the influence of organisational capacity on organisational sustainability. Theoretical Framework: Providing professional organisational capacity is a form of OPZ's responsibility to improve the community's welfare through trustworthy zakat management. Thus, achieving organisational goals requires the importance of organisational capacity. Based on the stewardship theory, management is not motivated by individual goals but instead focuses on their primary goal for the organisation's benefit. Method: The methodology used in this study is a quantitative approach and the data analysis was carried out with the Moderated Regression Analysis model. Results and Discussion: The results of the research reveal that both organisational capacity and social capability have a positive influence on organisational sustainability. Furthermore, social capabilities have a positive moderating effect on the effect of organisational capacity on organisational sustainability. The test results show that the moderation in this study is included in the type of quasi-moderation. Research Implications: The results imply that the organisational capacity and social capability of OPZs have an essential role in determining organisational sustainability, where the social capability of amil zakat agencies becomes a determinant to strengthening organisational capacity in supporting the sustainability of amil zakat agencies. Originality/Value: This research provides new insights into the role of organisational capacity and social capability in achieving sustainability in the Amil Zakat Organisation. This study aligned with SDG 1 (No Poverty) by enhancing the management of Zakat funds to improve community welfare.

The Effectiveness of Sports Program among Typical Children and Children with Disabilities

This research aimed to introduce the effectiveness of sports programs for both typical children and children with disabilities that has garnered significant attention in recent years, highlighting the importance of inclusive physical activities in promoting health, social skills, and overall well-being. The main aim of this research is to show the importance of sports programs in general for both typical children and children with disabilities. The research presents a set of previous recent studies and research that relied on sports programs for both typical children and children with disabilities. The research ends with a set of recommendations, including the necessity of relying on practices that have been proven scientifically and practically effective in attending to sport programs for typical children and children with disabilities.

Research on the Relationship Between Dormitory Culture Construction and Student Management in Vocational Colleges

With the continuous changes in the educational environment of vocational colleges, the relationship between dormitory culture construction and student management has garnered increasing attention. Dormitory culture not only influences students' mental health and social skills but also profoundly impacts the effectiveness of student management. This paper aims to explore the definition and components of dormitory culture in vocational colleges, analyze the theoretical framework of student management, and investigate the interactive relationship between dormitory culture and student management. Through theoretical analysis and case studies, it is found that dormitory culture can effectively promote the implementation of student management, while a sound management mechanism can also support the construction of dormitory culture. This research provides a theoretical basis and practical guidance for improving student management levels and dormitory culture construction in vocational colleges.

‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground

AbstractIn recent years, there has been an increased focus on the development of children's social, emotional and behavioural skills in schools, via a swathe of classroom‐based schemes and more general, relational and emotional approaches to pedagogy. With a now established but growing evidence base focusing upon the outcomes of such social, emotional and behavioural work for schools and children, calls have been made for research that makes a gender critical analysis of such work. This article is grounded in a conceptual framework that positions gender as socially constructed and performative and draws on qualitative data gathered in a series of focus group and individual interviews with primary school practitioners. The findings demonstrate how gender binary beliefs influence perceptions of the behaviours displayed by boys and girls in play‐based situations as well as the social, emotional and behavioural work carried out by staff in response. The implications of these findings, in terms of the positioning of, and responses to the social, emotional and behavioural difficulties presented by boys and girls on the schoolyard are discussed and suggestions for future practice are made.

Gender Differences in Saudi EFL Undergraduate Students’ Perceptions toward the Impact of Collaborative Writing

Given the importance of collaborative writing, it has been generally investigated and discussed in different educational aspects. Gender difference is a factor that could contribute to the impact of collaborative writing. Therefore, the current study tried to illuminate the perceptions of gender differences among Saudi EFL undergraduate students regarding the effect of collaborative writing on written and social skills. Therefore, the study utilized an online survey adapted from previous studies and modified to fix the statements to the study's aims. The survey was distributed online on Telegram via different channels, and (N = 74 Saudi undergraduate students) attending different universities in Saudi Arabia, with an equal number of 37 females and males, took part in the study. Furthermore, the independent sample t-test was used to analyze the data, and the results showed no statistically significant difference in the perceptions of both genders toward the impact of collaborative writing on both written and social development. These findings suggest further studies in this regard by employing more than one instrument to gain more in-depth data about how gender differences and cultural and educational background might impact the perceptions of students toward collaborative writing.

Interoception mediates the association between social support and sociability in patients with major depressive disorder.

Interoception dysfunction has an important impact on the onset and development of major depressive disorder (MDD). Social support serves as a protective factor against MDD, and sociability also plays a significant role in this condition. These interconnected constructs-social support and sociability-play pivotal roles in MDD. However, no research on the mechanisms underlying the associations between social support and sociability, particularly the potential role of interoception, have been reported. To investigate the mediating effect of interoception between social support and social ability and to explore the independent role of social support in sociability. The participants included 292 patients with MDD and 257 healthy controls (HCs). The patient health questionnaire 9, the multidimensional assessment of interoception awareness, version 2 (MAIA-2), the social support rating scale (SSRS), and the Texas social behavior inventory (TSBI) were used to assess depression, interoception, social support, and sociability, respectively. A mediation analysis model for the eight dimensions of interoception (noticing, not distracting, not worrying, attention regulation, emotional awareness, self-regulation, body listening, and trust), social support, and sociability were established to evaluate the mediating effects. A partial correlation analysis of eight dimensions of the MAIA-2, SSRS, and TSBI scores, with demographic data as control variables, revealed pairwise correlations between the SSRS score and both the MAIA-2 score and TSBI score. In the major depression (MD) group, the SSRS score had a positive direct effect on the TSBI score, while the scores for body listening, emotional awareness, self-regulation, and trust in the MAIA-2C had indirect effects on the TSBI score. In the HC group, the SSRS score had a positive direct effect on the TSBI score, and the scores for attention regulation, emotional awareness, self-regulation, and trust in the MAIA-2C had indirect effects on the TSBI score. The proportion of mediators in the MD group was lower than that in the HC group. Interoceptive awareness is a mediating factor in the association between social support and sociability in both HCs and depressed patients. Training in interoceptive awareness might not only help improve emotional regulation in depressed patients but also enhance their social skills and support networks.

Something between a colleague and a tool: exploring the complex nexus between the role, responsibilities, and expectations of language assistants in multinational police settings in Kosovo (1999–2018)

ABSTRACT The United Nations Mission in Kosovo (UNMIK) and the European Union Rule of Law Mission in Kosovo (EULEX) included armed international police officers (IPOs) vested with transitional executive authorities from 1999 to 2018. IPOs initially assumed full policing responsibilities in cooperation with language assistants (LAs), until recruited Kosovo Police officers (KPOs) underwent training and integrated into multinational police teams. Drawing on twenty-three ethnographic interviews conducted between 2018 and 2021, this article explores stakeholders’ perspectives on the role and expectations of police LAs. The analysis reveals that, besides serving as communication facilitators, cultural mediators, fixers, and repositories of cultural knowledge and information, LAs transcended conventional translator and interpreter roles by proactively assuming police officers’ responsibilities, including statement-taking, assisting with reports, and proofreading. However, LAs encountered trust issues stemming from IPOs’ apprehensions about losing control due to the language gap and deviations from literalism, coupled with KPOs’ concerns about LAs’ potential influence on their performance evaluations and promotions. Moreover, IPOs from authoritarian states and militarized police backgrounds tended to perceive LAs as tools rather than equal team members. Interviews indicate that a professional LA, beyond linguistic proficiency, embodies strong interpersonal skills and professional qualities essential for fostering trust and effective communication.

An approach of designing a child-height-assisted robot with semi-autonomous enhances social reciprocity for children with autism spectrum disorders

Individuals with autism spectrum disorder (ASD) often face significant challenges in social reciprocity, which involves the mutual exchange of social cues and interactions. This study investigates the potential of using a child-height assistive robot named Rudolf to enhance the social reciprocity skills of children with ASD. The research focused on two main questions: how the robot’s semi-autonomous functions influence the enhancement of social reciprocity and how its customizable features elicit and improve these skills. Rudolf was specifically designed to engage children with ASD in a structured, supportive environment, offering tailored interactions to practice social reciprocity. A multiple-probe design was employed over three months to evaluate the robot’s impact on the social skills of three participants with ASD. The study revealed significant improvements in the children’s social reciprocity, with participants demonstrating increased engagement, trust, and interaction within the robot-assisted environment. The customizable functionalities of Rudolf were particularly effective in eliciting and reinforcing interactive behaviors. This research highlights the potential of assistive robots, like Rudolf, in addressing the unique social challenges faced by individuals with ASD. The findings suggest that such robots, when designed with customizable, child-centered features, can significantly enhance social skills in this population. The study contributes to the development of tailored assistive technologies that improve social integration and overall quality of life for children with ASD.

The role of innovative musical education in the development of social skills in children and adolescents

This article aims to investigate the significance of innovative musical education in fostering social skills among children and adolescents. To achieve this objective, the authors devised teaching approaches centered on the development of social skills through vocal training, utilizing modern technologies such as Minute Voice WarmUp and Swiftscales. The curriculum was designed to facilitate the formation of articulatory approaches to vocal singing, the enhancement of technical skills in vocal performance, the cultivation of emotional expression in execution, and the establishment of dual-voice rendition. Findings revealed that emotional expression in singing (0.491) and articulation (0.483) played pivotal roles in developing social skills, along with dual-voice rendition (0.207), influencing the freedom and confidence in execution. Moreover, the study results demonstrated that among the acquired social skills in children and adolescents, presenting vocal capabilities effectively (1.96) stood out prominently, enabling individuals to express their opinions in the interpretation of melodies. Additionally, students developed voice control skills (1.83), closely associated with the precision of word pronunciation and the conveyance of inherent intonation. The practical significance of this work lies in the potential for shaping social skills through vocal singing, guided by the utilization of digital applications such as Minute Voice WarmUp and Swiftscales.

The knowledge and skills needed for forensic social work in Australia: A Delphi study

Summary Forensic social work is the application of social work knowledge, skills, values and ethics within a legal and criminal justice context. Globally, social workers play an integral role in the criminal justice system but in many countries, including Australia, there is limited conception of the competencies needed for this specialist practice. Australia serves as an example of forensic social work regulated through a generalist social work competency framework, where specialist skills and knowledge are not distinctly outlined or assessed. The purpose of this study was to identify the knowledge and skills used by forensic social work practitioners in Australia. This study used a 3-round Delphi method with an expert panel of social workers working in forensic practice across Australia. It consisted of a 1-hour semi-structured individual interview followed by 2 rounds of online surveys. Findings Consensus was obtained for 30 skill and knowledge items for Australian forensic social work. The panel identified these competencies as specialist, meaning requiring further training beyond generalist proficiency. Of these, eight of the skill and knowledge items were seen as essential for graduates entering forensic social work. Applications The findings from this study contribute to an evidence-based model of forensic social work competency. In Australia, they can be used to consider potential gaps between current generalist mechanisms and specialist practice expectations. With further research, these findings can be used to inform professional standards for forensic social work in Australia and potentially internationally.