Socio-affective Skills Research Articles

Decreased emotional reactivity after 3-month socio-affective but not attention- or meta-cognitive-based mental training: A randomized, controlled, longitudinal fMRI study

Meditation-based mental training interventions show physical and mental health benefits. However, it remains unclear how different types of mental practice affect emotion processing at both the neuronal and the behavioural level. In the context of the ReSource project, 332 participants underwent an fMRI scan while performing an emotion anticipation task before and after three 3-month training modules cultivating 1) attention and interoceptive awareness (Presence); 2) socio-affective skills, such as compassion (Affect); 3) socio-cognitive skills, such as theory of mind (Perspective). Only the Affect module led to a significant reduction of experienced negative affect when processing images depicting human suffering. In addition, after the Affect module, participants showed significant increased activation in the right supramarginal gyrus when confronted with negative stimuli. We conclude that socio-affective, but not attention- or meta-cognitive based mental training is specifically effective to improve emotion regulation capabilities when facing adversity.

Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators

The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions

Qualities of Language Teachers and its Implications to Teacher Orientation Program Development

Anchored on the greater premise that students have preconceived ideas of qualities and characteristics of a good language teacher, this study investigates language teacher preferences of freshmen Thai learners and its implications to the development of teacher orientation programs. For this purpose, diaries of Thai learners enrolled in an intensive English program (IEP) were subjected to content analysis using explorative design to be able to formulate new category systems inductively. The result revealed seven major theoretical constructs that summed up the qualities expected by Thai learners from their language teachers: language proficiency, organization and communication skills, character and personality, pedagogical knowledge, socio-affective skills, IT/ICT skills, and cultural competence. On the other hand, an interview regarding the present teacher orientation program among 3 new teachers for the IEP course revealed that the present system was fairly addressing the concerns of the students with its limited topic, activity, and participation of teaching staff.

Uso de la herramienta «CMAPS TOOLS» como ayuda para la comprensión lectora de alumnado de Primaria

Los alumnos de primaria con dificultades específicas de aprendizaje relacionadas con la lectoescritura necesitan que se les facilite una respuesta educativa adaptada que les permita alcanzar el éxito escolar. Los datos de prevalencia de la dislexia giran en torno al 5-10%, llegando incluso al 15%, esto quiere decir que en una clase de Educación Primaria cuanta al menos un alumno con esta dificultad. Los docentes no encuentran estrategias efectivas para trabajar con ellos dentro del grupo clase, así, el objetivo principal de la presente investigación es comprobar el aporte que realiza la herramienta de Cmaps Tools tanto en el alumnado con dislexia como para el resto del grupo clase. La muestra consta de un total de 47 estudiantes de 2º y 3º de educación primaria, entre los cuales se encuentran 7 alumnos con dislexia. Tras realizar el estudio, se constata como la utilización de TIC y mapas conceptuales mejoran tanto la comprensión lectora de los alumnos que presentan dislexia como en la totalidad del grupo, desarrollándose a la vez aspectos como son las habilidades socioafectivas y un aumento en los niveles de motivación y autoestima en el alumnado.

INFLUENCIA DE LA EXPRESIÓN CORPORAL EN EL DESARROLLO DE LAS HABILIDADES SOCIOAFECTIVAS EN EDUCACIÓN SECUNDARIA

O presente trabalho aspira a verificar a eficácia de um programa de Expressão Corporal, na disciplina de Educação Física, sobre o desenvolvimento de Habilidades Socioafetivas em estudantes do 4º ano do Ensino Médio Obrigatório de um centro localizado em uma zona de transformação social. Para demonstrar essa eficácia, foi realizada uma investigação quase experimental pré-pós-teste, determinando que o programa gerava diferenças estatisticamente significativas nos alunos, aumentando os padrões de relacionamento e socialização. Da mesma forma, foram observadas mudanças na percepção da capacidade de resolução de conflitos, além de diferenças significativas associadas à idade e sexo dos participantes. O início de um grupo de discussão permitiu medir a satisfação ou transferir para a vida cotidiana as habilidades socioafetivas. Isso leva à conclusão de que a Expressão Corporal é uma ferramenta útil para o desenvolvimento das habilidades mencionadas.

The Academic Background of Youth Soccer Coaches Modulates Their Behavior During Training.

This investigation aims to explore the relationship between the academic backgrounds of youth soccer coaches (U10 and U12 age groups) in Spain and the type of verbal behavior used during training sessions. The sample consisted of 70 coaches divided into two groups, depending on whether or not they had engaged with a university-level academic studies related to Physical Education and or Sport Sciences. A modified version of the “Coach Analysis and Intervention System” (CAIS), developed by Cushion et al. (2012), was used to collect data. A total of 32,886 verbal behaviors were noted and analyzed. Our results suggest that the coaches with university academic backgrounds frequently use more verbal behaviors and that these could be associated with positive effects on the players’ learning and development processes. We suggest it is important to develop specific training programs aimed at optimizing the coaches’ communicative and socio-affective skills in order to maximize their impact in youth athletes’ learning process.

QUALITIES OF FOREIGN LANGUAGE TEACHERS AS PERCEIVED BY SLOVAK EFL STUDENTS AND TEACHERS

This paper attempts to examine the characteristics of EFL teachers in Slovakia, focusing on the most important qualities of language teachers. The main objective of this article is to discover which characteristics are important for the effective educational process with regard to EFL teaching as perceived by the Slovak EFL students and teachers. A convenient sample of teachers (n = 32) and students (n = 45) were selected to take part in this study. The research method that was employed to achieve the research objectives was the questionnaire-based survey. The obtained data were categorized under three groups: English subject matter, pedagogical skills and knowledge, and socio-affective skills and personality traits. Apart from highlighting the most important features of language teachers within the three groups, the study also offers some insight on items that were perceived differently by the students and teachers. Finally, the results are interpreted, conclusions drawn, and pedagogical implications are provided. Article visualizations:

The Dynamics of an Effective English Teacher Quality as Perceived by English as Foreign Language Teachers

A large body of research investigated teachers’ preference regarding teacher qualities in the first or second language settings. However, little is known about the unique qualities of an English teacher in a foreign language context. This study investigated the perceptions of 44 English instructors regarding the best qualities of an effective English teacher and examined if the participants’ education level affects their perceptions using a questionnaire at Bahir Dar University, Ethiopia. The results were statistically analyzed based on three themes defining teacher quality: the socio-affective skills, content knowledge or linguistic knowledge and pedagogical knowledge. While the results revealed both congruent perceptions and differing concerns, an overwhelming majority of the participants valued the linguistic quality of an effective English teacher most. The results also revealed MA instructors’ limited perception regarding the pedagogical skill although its effectiveness is reiterated in the literature. Apart from differing in their perceptions regarding the value of pedagogical knowledge, the education level didn’t potentially affect participants’ perception about what they felt an effective EFL teacher needs to possess regarding the two nominated themes in this study. The study suggests that the benefits of the three qualities of an English teacher should be entirely taken together to enhance student learning. The pedagogical and research implications of the results were presented. Keywords: effective, perception, content, pedagogical, socio-affective DOI: 10.7176/JLLL/70-03 Publication date: July 31 st 2020

Five Facets for Effective English Language Teaching

Effective English language teaching (ELT) is strongly related to dynamic teachers and creative learners as it enhances students’ long lasting learning process. Students learn the taught matters successfully if the classroom is handled effectively focusing on child centered pedagogy with the use of modern information communication technology (ICT). The objective of this paper is to look at the different facets for effective ELT and to give some pedagogical suggestions for English language teachers to increase the effectiveness in ELT. The articles/papers, researches and books written on effective ELT found in electronic sources are studied/overviewed the study. It shows that an effective ELT includes qualified, dynamic and devoted teachers with socio-affective skills, pedagogical and subject matter knowledge, active and creative students, use of sufficient and practical teaching learning materials, proper use of modern equipment and technology, and multiliteracy pedagogy focusing on the cultural diversity of the learners for better ELT.

Only vulnerable adults show change in chronic low-grade inflammation after contemplative mental training: evidence from a randomized clinical trial

Growing evidence suggests that chronic low-grade inflammation can be reduced through mindfulness-based mental training interventions. However, these results are inconsistent and based on patient populations with heterogeneous conditions. Similar research in healthy adults is lacking. Moreover, common intervention protocols involve varying combinations of different contemplative practices, such that it remains unclear which types of training most effectively influence biomarkers of inflammation. The present study investigated the effect of three distinct 3-month training modules cultivating a) interoception and present-moment focus (Presence), b) socio-affective skills (Affect), or c) socio-cognitive skills (Perspective) on the inflammatory biomarkers interleukin-6 (IL-6) and high sensitive C-reactive protein (hs-CRP) in 298 healthy adults. We observed no group-level effect of training on either biomarker, but trend-level interactions of training type and participant sex. In additionally exploring the influence of participants’ baseline inflammation, a selective training effect emerged: Following the Presence module, participants with relatively higher inflammatory load showed stronger reduction in IL-6 on average, and in hs-CRP if they were male. Mindfulness- and attention-based mental practice thus appears most effective when targeting chronic low-grade inflammation in healthy adults, particularly in men. Overall, our data point to a floor effect in the reduction of inflammatory markers through contemplative mental training, suggesting that mental training may be less effective in improving basal biological health outcomes in healthy, low-stressed adults than in vulnerable populations.

English Teachers’ Effectiveness and Students’ English Proficiency at Selected Colleges in Dili, East Timor: Input for Enhancement Programs

This research is designed to determine the relationship between English teachers’ effectiveness and students’ English proficiency at Selected Colleges in Dili, East Timor, as input for enhancement programs. The English teachers’ effectiveness consist of three aspects namely (1) English Proficiency, (2) Pedagogical Knowledge, and (3) Socio-Affective Skills. Meanwhile, the students’ English proficiency was measured in terms of the following aspects: (1) Listening, (2) Writing, (3) Reading, and (4) Speaking. The collected data is analyzed by using the Statistical Package for Social Sciences whereby charts, figures and tables were used to present the findings.
 
 The overall mean for English Teachers’ Effectiveness is 3.64, interpreted as effective. This implies that English Teachers at Selected Colleges demonstrate the effectiveness required of them, but it is in Socio-Affective Skills that they are performing best.
 
 The overall mean for Student Respondents’ Level of English Proficiency is 3.85, interpreted as good. Observing closely, the mean score of speaking which is 3.51 is close to “Average” (down) because in the Range of Mean Values of 2.51 - 3.50 is Average. 
 
 The results of the Pearson Correlation showed that all independent variables on English teachers’ effectiveness are correlated with the dependent variable on students’ English proficiency. The correlation coefficient values are between of ± 0.50 to ± 0.74, which means “High or Strong Relationship”.
 
 Based on a reasonable output of this study, the researcher proposed training programs to enhance the English teachers’ effectiveness and students’ English proficiency in Selected Colleges in Dili, East Timor.

La formación de competencias docentes universitarias a partir de la evaluación del desempeño del tutor

Se presenta un análisis comparativo en dos licenciaturas de una universidad pública mexicana en torno a las competencias docentes a partir de los resultados de la evaluación del desempeño en el marco de la tutoría y las posibilidades de formación docente en el nivel superior. El método fue de corte cuantitativo, con un tipo de estudio exploratorio-descriptivo. Se demuestra que la actitud del profesor fue la dimensión mejor valorada, seguida de las aptitudes para la tutoría. Los hallazgos enfatizan que las competencias humanas son componentes esenciales en el ejercicio de la docencia universitaria. Se concluye enfatizando la necesidad de definir procesos de formación centrados en el desarrollo de habilidades interpersonales y socioafectivas.

El Constructivismo, según bases teóricas de César Coll

Constructivism is a theory, widely accepted and used, which states that the student does not passively acquire knowledge, but rather actively, which promotes meaningful learning and uses approaches that recognize the importance of using and questioning the mental models already present in students to improve their understanding and performance. With the constructivist teaching-learning approach, students develop metacognitive, cognitive, and socio-affective skills, achieving autonomy, which prepares them to address global challenges through inquiry, action, and reflection.

CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

The research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

Program of training in abrazoterapia, to strengthen socio-affective skills in educators of municipal infantile centers

Background: The purpose of the Training Program in Abrazotherapy is to strengthen Socio-affective Skills in Educators, which are the fundamental pillar to provide quality and warm care to children benefiting from Municipal Children’s Centers. For this reason, it is postulated that the attention given must be affectionate, emphasizing an attachment relationship. Methodology: The methodological theoretical approach is based on the scientific area of Positive Psychology, the action plan is through the design of pre-experimental research, with application of pre-test and post-test of the qualitative-quantitative measurement instrument, “ Goldstein Social Skills Questionnaire “, supported by the Workshop on Abrazotherapy method, to a non-probabilistic representative sample of volunteer subjects (30 Educators from 15 Children’s Centers of the Municipality of La Paz). Results: The results obtained show that the Skills most developed by the Educators were for Stress Management, Alternatives to Aggression and Related to the Management of Feelings, this facilitated that each educator managed to improve their communication skills, recognize their own feelings, understand and express them, improving abilities and strategies of patience, respect and care for working with children and families, but above all and what is important for this work, the expression of affection. Conclusions: The Abrazotherapy Training Program to strengthen the Socio-affective Skills becomes an effective tool in the process of labor and personal formation in the Educators. Recommendations: It is recommended to implement the “Workshop of Abrazotherapy” within the induction process of all the educators and the activities of all the Municipal Children’s Centers, so that educators, mothers and fathers recognize the importance of giving affection to the children, for its proper physical and mental development during early childhood.

STUDENT’S AND TEACHER’S PERCEPTIONS OF AN «IDEAL ENGLISH LANGUAGE TEACHER» at SULEYMAN DEMIREL UNIVERSITY

The paper presents a research study conducted at Suleyman Demirel University that aimed in investigatingthe perceptions of characteristics of an «Ideal English Language Teacher» by students andteachers. Those characteristics are divided into two categories of personal and professional qualities. Thesecond one includes such sub-categories as: English proficiency, pedagogical knowledge, organizationand communication skills, and socio-affective skills. The data were collected through the questionnairesamong 157 students and 17 ELT teachers at the faculty of Education and Humanities. The quantitativefindings revealed that students and teachers placed an importance on both qualities. However, therewere found statistic differences. Students perceive psychological skills as the most essential quality thatIdeal ELT teacher should have, in contrast according to teachers’ perceptions English Proficiency is consideredas highly necessary quality.Key words: ELT teacher, characteristics of ELT teacher, professional qualities, personal qualities.

Structural changes in socio-affective networks: Multi-modal MRI findings in long-term meditation practitioners

Our goal was to assess the effects of long-term mental training in socio-affective skills on structural brain networks. We studied a group of long-term meditation practitioners (LTMs) who have focused on cultivating socio-affective skills using loving-kindness and compassion meditation for an average of 40k h, comparing these to meditation-naïve controls. To maximize homogeneity of prior practice, LTMs were included only if they had undergone extensive full-time meditation retreats in the same center. MRI-based cortical thickness analysis revealed increased thickness in the LTM cohort relative to meditation-native controls in fronto-insular cortices. To identify functional networks relevant for the generation of socio-affective states, structural imaging analysis were complemented by fMRI analysis in LTMs, showing amplitude increases during a loving-kindness meditation session relative to non-meditative rest in multiple prefrontal and insular regions bilaterally. Importantly, functional findings partially overlapped with regions of cortical thickness increases in the left ventrolateral prefrontal cortex and anterior insula, suggesting that these regions may play a central role in the generation of emotional states relevant for the meditative practice. Our multi-modal MRI approach revealed structural changes in LTMs who have cultivated loving-kindness and compassion for a significant period of their life in functional networks activated by these practices. These preliminary cross-sectional findings motivate future longitudinal work studying brain plasticity following the regular practice of skills aiming at enhancing human altruism and prosocial motivation.

Incorporación de la Orientación Contemplativa en la Práctica Educativa del Siglo XXI

The contemplative orientation in teaching and learning is proposed as a theoretical and practical approach in response to the need to promote the integral development of the student beyond the emphasis on the processes of conceptual acquisition and / or mastery of functional competences. The contemplative orientation in teaching and learning is proposed as a theoretical and practical approach in response to the need of promoting the integral development of the student beyond the emphasis on the processes of conceptual acquisition and mastery of functional competences. Named in the educational field as Contemplative Education, a descriptive-theoretical research is presented with a brief exposition of the contexts that have made possible its incorporation and validation in the current pedagogical practice: 1) the empirical evidence that supports it; 2) the role of socio-affective skills and the role of contemplative practices for their development; 3) the need for integrality of the contemporary curriculum; 4) the educational inclusion; And, 5) the ancestral traditions and their contributions to contemporary social practices. The contemplative orientation is concluded within current trends for the enrichment of the educational experience and revival of the dimension of Being in education, as a primary condition to the act of knowing.

Psychomotor analysis of ‘Tag’ street play as a subsidy to physical education teaching planning

Children in early childhood education are in full acquisition and development of psychomotor skills. Therefore, they need to experiment with various play skills, which promote these acquisitions. And, so, it is necessary to know the psychomotor parameters that are involved therein, with that, you will have your choice in a judicious and intentional way. Therefore, the present research aimed at verifying and analyzing the possible psychomotor parameters to be developed in the street play "tag" as a subsidy to the planning of classes in School Physical Education. This is done by a script of analysis and filming. Therefore, the research found the following results: the game developed 7 motor skills of 35 required; Developed 7 required physical abilities of 23; Developed 2 mnemonic skills of 13 required; Developed 8 required sensory-perceptual skills of 19 required; Developed 12 required perceptual-motor skills of 18; Developed 8 requisite socio-affective skills of 15. Thus, it was possible to conclude that the street play "tag" develops in children who play the game with certain skills of each area analyzed. In this sense, the Physical Education teacher can propose goals that he wants to achieve according to the psychomotor parameters that develop from him.

White matter structure in the uncinate fasciculus: Implications for socio-affective deficits in Autism Spectrum Disorder

Individuals with Autism Spectrum Disorder (ASD) have social and communication deficits and difficulties regulating emotions. The brain bases of these socio-affective deficits are not yet clear, but one candidate is structural connectivity in the left uncinate fasciculus, which connects limbic temporal and frontal areas thought to be involved in socio-affective processing. In this study, we assessed white matter structure in the left and right uncinate fasciculus in 18 high-functioning individuals with ASD and 18 group-matched typically developing (TD) controls using Diffusion Tensor Imaging. To test specificity of the associations, we also examined the association between both uncinate fasciculi and restricted and repetitive behaviors. Compared to TD individuals, individuals with ASD had significantly lower fractional anisotropy (FA) in the left and right uncinate. Group status significantly moderated the association between left uncinate and socio-affective deficits, indicating that within the ASD group, FA was associated with socio-affective deficits: Individuals with ASD with lower FA in the left uncinate had significantly more social and emotion regulation deficits. There was no association with restricted and repetitive behaviors. This study provides evidence that the left uncinate may play a critical role in socio-affective skills in individuals with ASD.