Socio-affective Skills Research Articles

Differential increase of hippocampal subfield volume after socio-affective mental training relates to reductions in diurnal cortisol

The hippocampus is a central modulator of the HPA-axis, impacting the regulation of stress on brain structure, function, and behavior. The current study assessed whether three different types of 3 months mental Training Modules geared towards nurturing (a) attention-based mindfulness, (b) socio-affective, or (c) socio-cognitive skills may impact hippocampal organization by reducing stress. We evaluated mental training-induced changes in hippocampal subfield volume and intrinsic functional connectivity, by combining longitudinal structural and resting-state fMRI connectivity analysis in 332 healthy adults. We related these changes to changes in diurnal and chronic cortisol levels. We observed increases in bilateral cornu ammonis volume (CA1-3) following the 3 months compassion-based module targeting socio-affective skills (Affect module), as compared to socio-cognitive skills (Perspective module) or a waitlist cohort with no training intervention. Structural changes were paralleled by relative increases in functional connectivity of CA1-3 when fostering socio-affective as compared to socio-cognitive skills. Furthermore, training-induced changes in CA1-3 structure and function consistently correlated with reductions in cortisol output. Notably, using a multivariate approach, we found that other subfields that did not show group-level changes also contributed to changes in cortisol levels. Overall, we provide a link between a socio-emotional behavioural intervention, changes in hippocampal subfield structure and function, and reductions in cortisol in healthy adults.

Differential increase of hippocampal subfield volume after socio-affective mental training relates to reductions in diurnal cortisol.

The hippocampus is a central modulator of the HPA-axis, impacting the regulation of stress on brain structure, function, and behavior. The current study assessed whether three different types of 3 months mental Training Modules geared towards nurturing (a) attention-based mindfulness, (b) socio-affective, or (c) socio-cognitive skills may impact hippocampal organization by reducing stress. We evaluated mental training-induced changes in hippocampal subfield volume and intrinsic functional connectivity, by combining longitudinal structural and resting-state fMRI connectivity analysis in 332 healthy adults. We related these changes to changes in diurnal and chronic cortisol levels. We observed increases in bilateral cornu ammonis volume (CA1-3) following the 3 months compassion-based module targeting socio-affective skills (Affect module), as compared to socio-cognitive skills (Perspective module) or a waitlist cohort with no training intervention. Structural changes were paralleled by relative increases in functional connectivity of CA1-3 when fostering socio-affective as compared to socio-cognitive skills. Furthermore, training-induced changes in CA1-3 structure and function consistently correlated with reductions in cortisol output. Notably, using a multivariate approach, we found that other subfields that did not show group-level changes also contributed to changes in cortisol levels. Overall, we provide a link between a socio-emotional behavioural intervention, changes in hippocampal subfield structure and function, and reductions in cortisol in healthy adults.

Being an effective English teacher through internship: Voices from the involved parties

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.

Reevaluating Auguste Comte’s Philosophy of Altuism among Teachers

This study explores the extent of altruism practiced by teachers and their willingness to sacrifice for the welfare of others. Using a quantitative research approach with a descriptive-survey design, the study examines the profile of respondents, including their sex, age, civil status, years of teaching, and grade level taught. Additionally, the research investigates the respondents' level of altruism and the motivating factors behind their altruistic behavior. The study also explores whether there is a significant association between the extent of altruism and the profile variables, as well as the reasons motivating altruistic behavior. The participants in this research comprised 31 (45%) male respondents, 36 (52%) female respondents, and 2 (3%) respondents who did not specify their age. Most respondents fell within the age bracket of 20-24 years (41%), with the least number of respondents aged between 55-59 years (3%). The majority of teachers had 0-3 years of teaching experience (46.38%), while only a few had 24-27 years of experience (1.45%). In terms of civil status, the majority were single (71.01%), while a smaller percentage were married (17.39%). Regarding teaching grade level, most respondents taught at the Junior High level (42.03%), followed by the Primary level (29%) and Senior High level (19%). The study found that teachers generally practiced altruism frequently and to a significant extent (M= 2.45, SD= 0.90). Specifically, the teachers were highly motivated to sincerely help students (M= 2.06, SD= 0.83). Analyzing the association between the extent of altruistic behavior and profile variables revealed a significant connection between the respondents' sex and their propensity to live for others (p-value= 0.036). Furthermore, a significant association was observed between the extent of altruistic behavior and the teaching grade level when grouped (p-value = 0.022). Based on the findings, it can be concluded that female teachers tend to exhibit more altruistic behavior than their male counterparts, and Primary teachers with a student-centered approach are significantly more altruistic compared to teachers at other grade levels. The study suggests several recommendations: 1) Male teachers should enhance their socio-affective skills, including compassion, generosity, and prosocial motivation. 2) Junior and Senior high school teachers should focus on practicing altruism more effectively, investing more time and patience with their students. 3) Respondents should be exposed to programs or activities that encourage the practice of authentic altruism to a significant extent

Differential reduction of psychological distress by three different types of meditation-based mental training programs: A randomized clinical trial

ObjectiveThere is little knowledge about which types of meditation-based training are effective for alleviating which facets of psychological distress. We investigated shared and specific effects of three meditation-based training programs on distress. Method332 healthy adults were assigned to a retest control cohort or to one of three 3-month mental training cohorts including: the cultivation of mindfulness-based attention (Presence), socio-affective skills such as compassion (Affect), or metacognitive skills such as perspective taking (Perspective). A battery of 68 self-reported distress measures was collected. Data were analyzed using machine learning methods, identifying the cohort allocation based on distress change scores. ResultsSupporting only specific and not shared alleviation effects, the classifiers identified significantly above chance Presence from Affect and Affect from Perspective, but they did not identify the training cohorts from the retest cohorts. ConclusionsThe classifiers revealed stable module-associated distress change profiles, which could help to precisely choose meditation-based interventions to target individuals’ specific distress patterns.

Students’ Perceptions of Effective EFL Teachers in a University in Vietnam

Teachers are a vital element in education development as effective teachers are a central resource for the success of an educational organization. Effective teachers generally help to improve students’ learning behaviors and academic performance, and thus attention needs to be given to examining teacher effectiveness as a key to guaranteed education quality. As students are the first and direct stakeholders, students should have the most influential voice in what is regarded as effective teaching. This descriptive study investigated the characteristics of effective English teachers as perceived by 89 students of English as a foreign language (EFL) at a public university in the South of Vietnam with a self-report questionnaire consisting of four aspects: English proficiency, pedagogical knowledge, organization and communication skills and socio-affective skills. Overall, the students indicated positive perception towards the required characteristics of an effective English teacher. Two additional aspects of characteristics were identified including professionalism and personality traits. The results of this study can help teachers to become aware of important aspects of teaching qualities from students' points of view in order to improve themselves to meet standards for an effective EFL teacher.

The Autobiographical Story as an Educational Method: Theory, Authors, and Cases

This paper synthesizes the recent theoretical debate around the relationship that autobiographical writing has with the educational process and its improvements. The evidence indicates that learning based on autobiographical stories for meaningful and active teaching also generates a psychosocial effect from an early identification of difficulties and alerts on the affective level. In a preliminary version, this work was prepared and written by the author as a theoretical framework for the project "Portfolio of autobiographical narratives for the development of writing and socio-affective skills in students entering the Central University of Chile" (2018-2019), in which the researchers Marcela Amaya García, Alejandra Riveros, Rubén Dittus, Georg Unger and Felipe Trujillo participated. The compilation of the bibliographical sources that are presented here are the result of the diligent work of Seidy Zevallos, research assistant. The theoretical reflection was later complemented and collated in the workshops that the team organized with students from the Faculty of Communications based on instruments prepared by Georg Unger, an academic around Psychology, and whose results were published in other documents.

Associating disrupted intrinsic functional networks with cognitive and socio-affective skills following cerebellar stroke

Associating disrupted intrinsic functional networks with cognitive and socio-affective skills following cerebellar stroke

The effective English language teacher from the perspective of Ecuadorian university students

Studying EFL teacher effectiveness has been a constant issue in the last decade. These investigations focused on teachers’ and education administrators’ perceptions. Most of them were conducted in countries different from Latin America. This research aimed to create a profile of university students’ perceptions concerning the qualities of an effective EFL teacher. For doing so, a quantitative approach was used involving the application of the Effective English Language Teacher (EELT) questionnaire of Roya Zamani & Ahangari (2016) to learners from a public university (N=324). The findings revealed that the participants value pedagogical knowledge as the most relevant dimension of an effective EFL university teacher above organization and communication skills, socio-affective skills, and English proficiency. According to the surveyed student population, the three main relevant features of an effective EFL university teacher are being flexible with grading (1.70), having a good sense of humor (1.65), and avoiding direct criticism of students when they make errors (1.61). The article concludes by outlining some recommendations.

CONVIVENDO COM UMA ESTOMIA INTESTINAL: IMPACTO NO ESTILO DE VIDA, ACEITAÇÃO DA DOENÇA E CUIDADOS

Describe the perception of the ostomized individual about the experience with the intestinal ostomy. Qualitative research of patients with intestinal ostomies, the data collect occurred between January to February 2022. A semi-structured script was elaborated with broad questions that allowed the perception of the ostomized individual with the intestinal ostomy. Fourteen (100%) people with intestinal ostomy participated. The data analysis made it possible to identify three thematic nuclei: Impacts of Ostomy on Lifestyle; Illness Acceptance and Ostomization Care. In addition, this study is adequate for the perception of people with stomas and the need of teaching knowledge that transcends the biological aspects and value socio-affective skills and therapeutic relationships between health professionals and the patient.

Educating Teenage Boys About Consent: The Law and Affirmative Consent in Boys’ Socio-Sexual Cultures and Subjectivities

Educating boys about consent in schools in England is required as part of the now-statutory Relationships, Sex, and Health Education curriculum and, moreover, is considered important for addressing sexual violence, abuse, and harassment among young people. The present paper draws on qualitative data collected in three schools in southeast England to explore how boys are being taught about consent and how they relate to and interpret educational messages about consent in terms of their sociosexual subjectivities and peer sexual cultures. Data was collected during May–June 2022 through classroom observations, focus groups with boys, and discussions with teachers in a co-educational academy, a boys’ academy, and a boys’ independent school, all in southeast England. The data suggests that while typical consent education messages may rationalise or provide a ‘road map’ for consent, the boys felt uncertain and anxious about navigating the perceived, often anticipated, realities of youth sexual culture. The framing of sexual activity as only consensual, and thus legitimate, if there is a clear and direct yes, conflicted with these realities. As supposed initiators of sex, as masculine heterosexual subjects, the boys felt a responsibility for obtaining consent yet seemed to lack confidence regarding the socio-affective skills required for doing so. The paper calls for an integrated model of consent education that addresses knowledge, skills (including emotional literacy), and the normative contextual contingencies that constrain the operation of free choice.

A qualitative and quantitative study of self-reported positive characteristics of individuals with ADHD.

Research in Attention-deficit/hyperactivity disorder (ADHD) has had a clear focus on treatment and the dysfunction in specific situation associated with the condition. However, self-report, observational and anecdotal evidence indicates that there are also positive aspects associated with ADHD. Research on the potential positive features in individuals with an ADHD diagnosis is still limited, especially studies with larger representative samples. Here we performed qualitative research to identify positive aspects and strengths associated with ADHD in a large convenience sample from the Dutch organization for people with ADHD, dyslexia and dyscalculia. We sent out open-ended questionnaires to the members of the organization, asking what they consider to be positive aspects of their ADHD. From the responses of individuals with ADHD (n = 206), we extracted 116 codes, which were assigned to thirteen subthemes, which in turn led to five themes. These themes were: Creativity, Being dynamic, Flexibility, Socio-affective skills, and Higher-order cognitive skills. Core symptoms of ADHD such as impulsivity and hyperactivity were also considered positive aspects of ADHD by a minority of participants. After showing our results to a group of additional individuals with ADHD (focus group) they confirmed the identified positive aspects of ADHD. They also helped us with the interpretation of our findings and mentioned certain positive aspects to be a consequence of living with ADHD (being open minded and being honest). In conclusion, experiencing positive aspects seems to be common in ADHD as almost all participants reported positive aspect of ADHD, these aspects cover many different domains. Awareness about ADHD's strengths might help individuals with ADHD and their environment to better cope with, accept or embrace their diagnosis and for example make educational or occupational choices that fit them well. To incorporate these positive aspects in the understanding of ADHD, future research should focus on quantifying strengths in ADHD, and on investigating the link between these aspects and clinical characteristics and how this new knowledge can be implemented in psychoeducation and find its way to education and occupational settings.

EFL Students’ Perceptions of the Effective English Teacher Characteristics

This study aimed to analyze EFL students' perceptions of the characteristics of the English language teachers and find out whether there is any difference in the student perceptions of the characteristics of effective English teachers based on gender. This study is quantitative. The research design used in this study is the descriptive and comparative research design. The descriptive design was used because the purpose is to examine and describe the students' perceptions of the characteristics of effective English language teachers. The questionnaires also consist of the respondents' profiles such as gender and 24 modified items of questions regarding students' perceptions of the characteristics of effective English teachers. This study involved 120 respondents from grade 11 of science, social, and Language class. The results of this study showed that students' perceptions of the characteristics of effective English teachers were found to be high involvement since the mean score was 3.08. The result of this study also found that there was no significant difference in the EFL Students' perceptions of the characteristics of effective English teachers based on gender since the result got p= 0.018. Another result of this study found that socio-affective skills are the distinctive characteristic that teachers must have to call an effective English teacher since the mean score was 3.45.

Grooming e inteligência emocional nos adolescentes: pode o desenvolvimento emocional na escola impedir este tipo de cyberbullying?

The management of computer tools and emotional skills are an essential part of comprehensive integral education in highs school, according to national and international organizations. In theory, jointly developed within the school environment, they can act as a protective factor against phenomena such as cyberbullying, sexting and grooming. In the last one construct, the groomer takes advantage of the vulnerability and crisis of an adolescent to manipulate him for sexual purposes. Based on the above, it could be inferred that there is a link between this form of bullying and the development of socio-affective skills, however, so far there are no empirical studies that delve into this relationship. Therefore, the objective of the research focused on identifying the correlation between grooming and emotional intelligence (EI). In order to achieve this, the TMMS-24 and CCRDG-24 were applied to determine the different risk behaviors that promote grooming in a sample of 200 Mexican high school students aged between 14 and 16 years. In the results, numerous grooming risk behaviors and areas of improvement in EI were found. At the same time, correlations were detected between cybersecurity and excessive awareness of emotions. It is suggested to emphasize emotional education and cybersecurity in all the actors of the teaching-learning process.

The Socio-Emotional Competencies of High School and College Students in the National Polytechnic Institute (Mexico)

The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students’ socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments.

Looking into EFL Students' Preferences in Turning On and Off Their Video Camera during Virtual Learning: What Does it Imply?

Videoconferencing tools with their webcam features are among the platforms that support the implementation of an online learning system amid the Covid-19 pandemic. Thus, students' attitudes toward webcam use can carry out essential meanings on the teaching-learning process in distance learning. Through an explanatory case study, the study aimed to determine students' preferences toward webcam use; and the reasons behind their behaviour. The results indicated that Indonesian EFL students at an average level agreed to keep their webcams on during virtual classrooms. To this point, there are situations where they turn their webcams on and off during courses in a week. A number of reasons such as facing anxiety issues, having an internet connection problem, concerning their privacy; become the primary reasons why they turned the camera off. Findings also highlighted that even students had some difficulties using it, they tried to keep their cameras on during several courses, even it is not mandatory, in order to show respect and closeness to their lecturers and be more attentive in joining the online classes. Thus the study offers implications for educators to encourage—not as mandatory—their students to turn their webcam on during online classes. Emphasize that even if they are in an online learning classroom keeping their webcams on will demonstrates their socio-affective skills, namely showing respect, attentiveness, and closeness to their lecturers.

Plasma oxytocin is modulated by mental training, but does not mediate its stress-buffering effect

Based on its role in social processing and stress, oxytocin has been suggested to mediate stress reduction of socio-affective, compassion-based mental training. We tested this hypothesis in the ReSource Project, a 9-month longitudinal mental training study. Participants practiced three different types of mental training, targeting either attentional abilities (Presence Module), socio-affective or socio-cognitive abilities (Affect and Perspective Modules). We investigated plasma oxytocin levels, and their link to cortisol and subjective reactivity to acute psychosocial stress as a function of previous mental training (n = 313). In a subsample (n = 113), to better understand oxytocin’s involvement in the effects of socio-affective training, we explored oxytocin, cortisol and subjective experiential responses to a single Loving-kindness Meditation (LKM) conducted after three months of Affect training (versus rest without prior training). We found that, independent of mental training, stress triggered acute oxytocin release. Following a single LKM, however, acute oxytocin release was unaffected. Training effects were only found in overall oxytocin release during both, stress and LKM. Compared to no training, 3-month compassion-based Affect training decreased overall oxytocin levels in the context of psychosocial stress, but increased overall oxytocin levels during LKM. Training-induced changes in overall oxytocin were unrelated to cortisol and subjective stress reactivity. Based on Quintana and Guastella's (2020) theory of oxytocin as an allostatic hormone with anticipatory properties, we interpret training-induced changes in overall oxytocin levels as alterations in the anticipated emotional relevance of specific events. After training socio-affective skills for three months, the stressful situation may have lost its emotional saliency, whereas the meditation technique itself gained emotional relevance. We conclude that changes in peripheral oxytocin release do not mediate stress reduction after mental training, and encourage the investigation of an allostatic concept of oxytocin in future research.

Indonesian EFL students’ perceptions of effective non-native English teachers

Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.

The socio-affective climate in the development of emotional competences

This article proposes an analysis of the socio-affective climate in the development of emotional competencies in the current context. Scientific studies show that socio-emotional competencies in teachers are related to the educational success of students. The progressive expectation presented by today's society has generated a series of changes and challenges that have not necessarily been accompanied by a parallel development of skills, competencies and instances aimed at promoting social coexistence among others, it has not been possible to find significant solutions, and even A deterioration of psychosocial well-being can be observed for reflection on the preponderant role of the academic environment in the development of socio-affective skills of students, therefore a space to promote vicarious learning, as well as to strengthen the motivation of students towards achievement of certain learnings. Finally, the intention is to make known a series of diversity in relation to for reflection on the preponderant role of the academic environment in the development of socio-affective skills of students.

Characteristics of Effective English Teacher for Millenials

The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.