Socio-emotional Aspects Research Articles

The role of socio-emotional attributes in enhancing human-AI collaboration.

This article delves into the dynamics of human interaction with artificial intelligence (AI), emphasizing the optimization of these interactions to enhance human productivity. Employing a Grounded Theory Literature Review (GTLR) methodology, the study systematically identifies and analyzes themes from literature published between 2018 and 2023. Data were collected primarily from the Scopus database, with the Web of Science used to corroborate findings and include additional sources identified through a snowball effect. At the heart of this exploration is the pivotal role of socio-emotional attributes such as trust, empathy, rapport, user engagement, and anthropomorphization-elements crucial for the successful integration of AI into human activities. By conducting a comprehensive review of existing literature and incorporating case studies, this study illuminates how AI systems can be designed and employed to foster deeper trust and empathetic understanding between humans and machines. The analysis reveals that when AI systems are attuned to human emotional and cognitive needs, there is a marked improvement in collaborative efficiency and productivity. Furthermore, the paper discusses the ethical implications and potential societal impacts of fostering such human-AI relationships. It argues for a paradigm shift in AI development-from focusing predominantly on technical proficiency to embracing a more holistic approach that values the socio-emotional aspects of human-AI interaction. This shift could pave the way for more meaningful and productive collaborations between humans and AI, ultimately leading to advancements that are both technologically innovative and human-centric.

Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

THE LIFE SKILLS OF OUTSTANDING INDEPENDENT READERS: A MULTIPLE CASE STUDY

The purpose of this multiple case study was to describe the five different cases of outstanding independent readers in the public secondary schools in Davao del Norte in terms of their life skills. The unique cases revolved around a campus journalist, a volleyball athlete, a student leader, a consistent honor student, and a student with autism spectrum. The cases were identified using maximum variation sampling, and in-depth interviews were employed to explore and gather data in this research. Salient findings were noted as to the experiences of outstanding independent readers which include early reading opportunities and support, sharing of reading abilities to other students, allocation of time for reading, and utilization of gadgets for reading. More so, their coping strategies were summarized in the following themes: enrichment of vocabulary, adoption of reading tactics, development of set of values for reading, and application of leadership skills. In the cross-case analysis of research data, all cases were generally similar. Notably, the only difference is that the student with autism preferred reading by himself unlike the other cases of students who viewed reading as a collaborative experience. It was realized that while cognitive capacities are essential in learning reading, socio-emotional aspects of outstanding readers such as their life skills must also be considered in schools. KEYWORDS: independent reading, life skills, public secondary schools, multiple case study, Philippines

Policy action points and approaches to promote fertility care in The Gambia: Findings from a mixed-methods study.

In the Global South, (in)fertility care is scarcely recognized as a priority, yet the government of The Gambia has recently included it as one of the key priorities in its reproductive health strategic plan. This inclusion appears to be the result of years of engagement between policy actors, academic researchers, and activists in the field of reproductive health and specifically of infertility. However, the operationalization of the strategic plan may be hampered by multiple factors. The research aims to identify and analyze challenges that may impede the effective implementation of the strategic plan, thereby providing policy action points and practical guidance into the operationalization of (in)fertility care in the context of The Gambia's health system. This is a mixed-methods study with data from a survey and semi-structured interviews collected between 2020 and 2021 in The Gambia that were separately published. In this paper, we present the triangulation of quantitative and qualitative data using a convergence coding matrix to identify relevant policy action points. Six fertility care policy action points, driven by data, arose from the triangulation and interpretation process, specifically: (i) establishing and maintaining political commitment and national priority for fertility care; (ii) creating awareness and increasing the involvement of men in SRH and fertility; (iii) ensuring data-driven health policymaking; (iv) offering and regulating affordable IVF alternatives; (v) improving knowledge of and means for fertility care provision; and (vi) enhancing the collaboration among stakeholders and building links with the private healthcare sector. This study found the implementation of the fertility care-related activities in the reproductive health strategic plan may face challenges that require careful mitigation through a holistic approach. Such an approach conceptualizes infertility not just as a biomedical issue but as a broader one that incorporates educational and socio-emotional aspects, including male and (not only) female involvement in sexual and reproductive health. Moreover, it is supported by a comprehensive health management information system that includes capturing data on the demand for, and access to, infertility services in The Gambia health system.

The Role of Coping Strategies in Children’s Repeated Suggestive Interviews

Often in the forensic context, child victims and witnesses are interviewed several times, exposing them to suggestive questions and social pressures. The present study had the main purpose of verifying the effect of coping strategies on the levels of immediate suggestibility and on the Resistant Behavioral Responses (RBRs) of children subjected to repeated suggestive interviews. A sample of 90 children, aged between 11 and 14, were administered the two parallel Gudjonsson Suggestibility Scales (GSS2 and GSS1) a few months apart and the Coping Inventory for Stressful Situations (CISS) to detect their coping strategies. The results showed that the avoidance coping increased suggestive vulnerability and reduced resistant responses. Task-oriented coping favored responses with greater source monitoring, which allow for the rejection of misleading information. Coping strategies did not show direct effects on the management of the socioemotional aspects involved in the suggestive interaction. After the negative feedback that invites children to be more accurate, a smaller effect of the avoidance strategy was recorded, indicating how actively requesting greater source monitoring can lead children to better recognize misleading information.

Socioemotional aspects in the teacher-student relationship and school learning:

Socioemotional aspects in the teacher-student relationship and school learning:

Health Problems Among Under-Five Age Group Children in Developing Countries: A Narrative Review.

The under-five age group is a crucial time for development because children's quick mental, physical, and socio-emotional aspects serve as the "building blocks" for their future development. The issue of child health is multifaceted, with certain regions, especially developing nations, experiencing an alarming rise in under-five children morbidity and mortality rates. Progress in reducing these rates in developing countries lags behind that of developed nations. Disparities in children's survival rates are pronounced worldwide, with developing nations bearing a disproportionate burden. Key contributors to child fatalities include malnutrition, respiratory infections, diarrheal diseases, measles, malaria, and neonatal complications. Extensive research utilizing prominent databases like PubMed and Google Scholar has been undertaken to explore this topic. Vaccination, adequate home care, access to medical services, and improved dietary practices emerge as crucial strategies for preventing many child fatalities. This review aims to delve into the underlying causes of illnesses and deaths among children under the age of five in developing nations.

PERKEMBANGAN SOSIO-EMOSI KANAK-KANAK MELALUI PEDAGOGI PERMAINAN DRAMA KREATIF [DEVELOPMENT OF SOCIO-EMOTIONAL ASPECTS IN CHILDREN THROUGH CREATIVE DRAMA PEDAGOGY

This study was conducted to investigate the effectiveness of drama games on the socio-emotional development of empathy, self-confidence, and friendship among six-year-old children. The study has two objectives, which is to identify Drama Games that are attractive, unique, and suitable for the socio-emotional development of six-year-old children and to analyze the effectiveness of the selected Drama Games in addressing negative traits that contradict the socio-emotional aspects of children. This study involves six sample kanak-kanak among six-year-old children divided into two groups, three childrens from experimental group kanak-kanakts (EG) and three childrens from control group kanak-kanakts (CG). The study was conducted at two Kemas Kindergartens located in Penang. The research instrument employed is a qualitative method through observations in the form of video recordings, pictures, and field notes. Data obtained from video recordings were used to observe the level of socio-emotional development, which was then recorded in the form of checklists, anecdotal records, and subsequently interpreted in a scale rate. The study findings have shown that the medium of Drama Games can stimulate the socio-emotional development of preschool children in terms of empathy, self-confidence, and friendship.

Breaking Barrier: Exploring Psycholinguistics Through Cinematic Analysis

Many people in this world suffer from various type of learning disorders. Dyslexia is one such condition with which a lot of people struggle. This abstract presents a psycholinguistic analysis of the films, Taare Zameen Par and Mical exploring the portrayal of language development and its psychological implications. Drawing on psycholinguistic theory, this analysis examines how language acquisition, communication disorders, and the socio-emotional aspects of language are depicted in these cinematic narratives. Psycholinguistics theory is a multidisciplinary field that studies the relationship between language and the mind including how people produce comprehend and acquire language. Dyslexia is a condition that often intersects with the field of psycholinguistics and it examines how this condition affects various aspects of language processing, such as phonological awareness, decoding skills, reading fluency and comprehension. Psycholinguistics theory helps to understand the underlying cognitive processes involved in reading and language difficulties experienced by individuals with dyslexia. The movie Taare Zameen Par and Mical portrays different perspectives on dyslexia highlighting the challenges and strength of individuals with the condition and promoting awareness of understanding. Through the analysis of these movies, this abstract underscore the power of cinema as a medium for exploring the intricacies of language and cognition. By examining the portrayal of language development and communication in Taare Zameen Par and Mical through a psycholinguistic lens, this abstract offers insights into the complex interplay between language, cognition, and culture, enriching our understanding of the human experience.

HOW WIDOWHOOD SHAPES THE EFFECT OF ADULT CHILDREN’S EDUCATION ON MOTHERS’ PSYCHOLOGICAL WELL-BEING

Abstract Despite a growing interest in the effects of adult children’s education on older parents’ health and well-being, few studies have focused on how family structure may shape these processes. Drawing on data collected from 160 married and 180 widowed mothers ages 73-85 as part of the Within-Family Differences Study, we explore how mothers’ widowhood status moderates the association between their adult children’s education and mothers’ depressive symptoms. Drawing on past empirical work and Socioemotional Selectivity Theory, we develop and test two competing hypotheses. First, empirical research on depression and financial strain suggests that widowed mothers may be especially reliant on their adult children’s resources and, therefore, that adult children’s education would have a larger impact on widowed than married mothers’ mental health. Alternatively, principles of Socioemotional Selectivity Theory suggest that widows may place less value on their children’s material accomplishments, like educational attainment, and instead emphasize the socioemotional aspects of their relationships with their children. Therefore, children’s education may exert a smaller influence on the psychological well-being of widowed than married mothers. Results of linear regression models stratified by widowhood status supported our second hypothesis. Specifically, the association between adult children’s education and mothers’ psychological well-being was significantly larger among married mothers relative to widowed mothers. Our findings highlight the importance of considering family processes and family structure when studying educational attainment and health across generations.

Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’

ABSTRACT Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional content. An online professional CoP has been subjected to analysis by following a sequential exploratory mixed-methods inductive model combining the analysis of forum contents and in-depth interviews. The results define the concept of ‘agreeable dialogue zones’ as a strip of conversation in which the search for a friendly and safe environment; professional self-demand; comfort; personal thematic preferences; and the demands of each topic in a written environment are balanced.

A Contextual Teaching and Learning Method to Enhance the Critical Thinking Abilities of Children with Special Needs

Critical thinking ability is a crucial cognitive skill that needs to be developed for students with special needs. Critical thinking involves the capacity to analyze, evaluate, and solve problems in a logical and rational manner. Among students with special needs who have diversity in physical, motor, cognitive, and socio-emotional aspects, particular attention is required, especially in critical thinking abilities. The critical thinking abilities of visually impaired, hearing impaired, and physically disabled students lie in providing simple explanations and offering more advanced explanations with the assistance of teachers. The aim of this study is to determine the improvement in critical thinking abilities of children with special needs (visually impaired, hearing impaired, and physically disabled) in the subject of science before and after using the Contextual Teaching and Learning (CTL) method. This research employs a quantitative approach with a quasi-experimental design called interrupted time series. The interrupted time series design is utilized to measure the dependent variable at multiple time points. The study involves four measurements: an initial observation and three post-intervention observations. The instrument employed is observation, which contains critical thinking indicators. The hypothesis is tested using the Wilcoxon sign rank test. The research results indicate an enhancement in critical thinking abilities among students with special needs after being subjected to the Contextual Teaching and Learning (CTL) intervention. The score difference between the first observation and the fourth observation is 63.125, and the fourth observation is 80.375. For visually impaired students, critical thinking abilities in terms of explaining a condition or concept and constructing arguments improved. Hearing-impaired students experienced improvements in sub-indicators such as identifying terms, considering source credibility, and building arguments. Physically disabled students demonstrated improvement in aspects like formulating alternative solutions, answering “why” questions, interpreting statements, and providing reasons.

FULL-TIME EDUCATION

Full-Time Comprehensive Education is an educational process aimed at the development of the student in its entirety, in its cognitive, political-social, ethical-cultural or socio-emotional aspects. This study adopts a qualitative, descriptive approach that uses theoretical contributions to investigate the challenges in the effectiveness of this extension of the student journey, taking as an essential point not only the focus on extending time, but rather a differentiated school organization, with a curriculum more diverse that allows immersion in studies and a variety of development opportunities. It proposes reflections on the impacts of these actions on the formation of youth protagonism. The results reaffirm that the Full Time Integral School is a privileged space for young people to start acting actively and decisively in their learning and life journey.

Adolescents' Cyber-Defending for Cyberbullying: A Socio-Emotional, Beliefs, and Past Experience Model.

Adolescents experiencing cyberbullying attacks (i.e., cyber-victims) can suffer severe psychological harm (e.g., suicide). To combat cyberbullying, people can defend the cyber-victims (cyber-defending). Unlike past studies, we proposed a comprehensive theoretical model of cyber-defending that includes socio-emotional aspects, beliefs, and past bullying experiences (as a bully, victim, and/or witness; face-to-face vs. online). We then empirically tested it among 817 students across seven secondary schools using structural equation modeling (SEM). Results revealed that participants with higher social competence, depression, affective empathy, or stronger pro-victim beliefs reported more cyber-defending. Furthermore, beliefs and past experiences mediated the relationships between socio-emotional factors and cyber-defending. These findings help build a theory of cyber-defending, provide practical implications, and offer future directions for promoting cyber-defending, which will ultimately reduce cyberbullying.

Socioemotional aspects in the school trajectory and effects on academic performance

This study focuses on exploring the socio-emotional aspects of the school trajectory and its impact on the academic performance of students. It is recognized that socio-emotional aspects play a crucial role in the development of students, not only in their general well-being, but also in their academic performance. Understanding how these aspects influence the school trajectory is essential to implement effective strategies to support and promote academic achievement at the high school level. Through an exhaustive review of the scientific and academic literature, the different socio-emotional aspects that can affect the school trajectory and academic performance of students are analyzed. Key variables such as socio-emotional well-being, anxiety, stress and emotional intelligence, and their relationship with academic performance, are examined. The findings highlight the importance of socio-emotional well-being in the school trajectory. Students who experience greater social-emotional well-being show greater motivation, commitment to learning, and better academic results. In addition, it is identified that elevated levels of anxiety and stress can have negative effects on academic performance, affecting attention, concentration, and memory of students. On the other hand, the role of emotional intelligence in academic performance stands out, since students with more developed skills in this area tend to show greater commitment and obtain better results in standardized tests. Recommendations are proposed to improve academic performance in high school, such as implementing social-emotional education programs, providing emotional support and counseling, promoting a positive school environment, setting realistic goals, and fostering collaboration between parents, teachers, and students. These recommendations aim to strengthen the emotional and social health of students, providing strategies and tools that allow them to face academic and socio-emotional challenges effectively.

Reasignación vocal: relación entre autopercepción de la voz, parámetros acústicos y función vocal en mujeres trans

ObjectiveTo determine anatomical, acoustic and socio-emotional aspects of the voice in trans women. MethodIt corresponds to a quantitative investigation with an observational design, descriptive analysis of a retrospective cross-sectional type, in which 10 trans women who are part of the gender program of the HSJD. ResultsThe late start of the process of medical evaluation, hormonal therapy and multidisciplinary accompaniment during the gender transition stands out. Most of the participants perceived their voice to be within the masculine or neutral ranges. According to the data obtained in this study in relation to the acoustic parameters, all the participants are within normal ranges in the Jitter measurement, however two of them present presentations in Shimmer and NHR. In addition, 70% of the participants presented characteristics of tension muscle dysphonia. ConclusionIt should be mentioned that speech therapy monitoring, voice assessment, anatomical study and possible surgical intervention by the otorhinolaryngologist specialist are a fundamental axis to consider in the global health process of trans people.

Behavioural Profile, Linguistic skills, Adaptive Behaviours and Intellectual Functioning of School aged Children with History of Early Language Delay

Introduction: Language is a fundamental skill and a foundation stone for multiple cognitive and socio-emotional aspects of development. Considering that well-developed language abilities enable children to negotiate the social-relational demands of school life and provide the foundational knowledge upon which academic skills are built, there is a higher chance of scholastic difficulties, social and, behavioural and emotional maladjustments resulting in poor mental health in those who have language delay.
 Methods: An ambispective study conducted at a tertiary centre after taking ethical approval from the institutional review board. Children with isolated early language delay were reassessed at school age for intelligence quotient, language development, adaptive behaviours and behavioural issues.
 Results: out of 57 children, persistence of poor language skills was seen in 65%, mean IQ score was 90 ( ± 17. 067) and mean VABS score was 94 ( ± 15). 61.4% children had significant behavioural issues. On interview, most worrisome issue reported by children was ‘being teased by friends’ due to poor language skills. Additionally, lower social competence level was noted in children who had poor language skills.
 Conclusions: persistence of language, cognitive and behavioural dysfunctions in children with seemingly benign ‘speech and language delay’ at an early age, emphasizes the importance of comprehensive reassessment of these children at school age for early recognition and management.

Mathematics Self-Efficacy, Utility Value and Well-Being Among School Students in India: Mediating Role of Student Engagement

ABSTRACT Teaching and learning mathematics has many challenges, including student engagement, attitudes and beliefs toward mathematics. Students experience stress and anxiety while learning mathematics. Mathematics is perceived as a complex subject. Student self-efficacy and a sense of utility value of mathematics topics can impact student learning and well-being. The current study aims to examine the mediating role of student engagement on the relationship between mathematics self-efficacy, utility value and well-being among students. A cross-sectional survey of 774 eighth-grade students (491 male and 283 female) from India was carried out using standardized scales to measure the study variables. The mediation analysis tested two conceptual models. The findings indicate that student engagement mediates the relationship between self-efficacy and student well-being (model 1), and student engagement mediates the relationship between utility value and student well-being (model 2). The structural equation model results indicate an acceptable fit of the tested conceptual models. The study findings call for focusing on socio-emotional aspects of mathematics learning to improve the well-being of students.

A user-centered approach to the development of a diet education tool for older adults with tooth loss.

Tooth loss is associated with suboptimal nutrient intake and greater risk of malnutrition. To develop and field-test a stakeholder-informed diet education tool that addresses the unique needs of older adults with tooth loss who do not wear dentures. An iterative user-centered approach was used. Initial content was developed based on findings from previous research. Stakeholder panels of older adults with 20 or fewer teeth, and dentists, were conducted at two time points to obtain feedback on the tool, which was revised following each panel. The tool was field-tested in a dental school clinic and evaluated using the Patient Education Materials Assessment Tool; it was further revised based on feedback. A diet education tool entitled "Eating Healthier With Tooth Loss" was developed. Sections for fruits and vegetables, grains, and proteins food groups, and one addressing socioemotional aspects of eating with missing teeth were included. Panel members provided constructive, positive feedback; recommendations for editing text, images, design, and content were integrated. Field-testing in the dental clinic with 27 pairs of student dentists and their patients resulted in scores of 95.7% for understandability and 96.6% for actionability, with over 85% agreement with each item. The tool was revised based on field-testing feedback. A diet education tool for older adults with tooth loss was developed using a user-centered approach, integrating the 'patient voice' and patient experiences with US dietary guidelines. Use of this tool is feasible in a dental clinic setting. Future research should explore usage in larger settings.

Principles for task shifting hypertension and diabetes screening and referral: a qualitative study exploring patient, community health worker and healthcare professional perceptions in rural Uganda

BackgroundA shortage of healthcare workers in low- and middle-income countries (LMICs) combined with a rising burden of non-communicable diseases (NCDs) like hypertension and diabetes mellitus has resulted in increasing gaps in care delivery for NCDs. As community health workers (CHWs) often play an established role in LMIC healthcare systems, these programs could be leveraged to strengthen healthcare access. The objective of this study was to explore perceptions of task shifting screening and referral for hypertension and diabetes to CHWs in rural Uganda.MethodsThis qualitative, exploratory study was conducted in August 2021 among patients, CHWs and healthcare professionals. Through 24 in-depth interviews and ten focus group discussions, we investigated perceptions of task shifting to CHWs in the screening and referral of NCDs in Nakaseke, rural Uganda. This study employed a holistic approach targeting stakeholders involved in the implementation of task shifting programs. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically guided by the framework method.ResultsAnalysis identified elements likely to be required for successful program implementation in this context. Fundamental drivers of CHW programs included structured supervision, patients’ access to care through CHWs, community involvement, remuneration and facilitation, as well as building CHW knowledge and skills through training. Additional enablers comprised specific CHW characteristics such as confidence, commitment and motivation, as well as social relations and empathy. Lastly, socioemotional aspects such as trust, virtuous behavior, recognition in the community, and the presence of mutual respect were reported to be critical to the success of task shifting programs.ConclusionCHWs are perceived as a useful resource when task shifting NCD screening and referral for hypertension and diabetes from facility-based healthcare workers. Before implementation of a task shifting program, it is essential to consider the multiple layers of needs portrayed in this study. This ensures a successful program that overcomes community concerns and may serve as guidance to implement task shifting in similar settings.