Socio-emotional Skills Research Articles

Development of socio-emotional skills in the training of educators in today’s society

Socio-emotional skills comprise a set of habits, thoughts, and emotions that facilitate interpersonal relationships through the appropriate expression of emotions and consideration oftheir impact on others. Backed by neurology, these skills are crucial for learning and for educators’contributions to new generations. This essay aims to reflect on the socio-emotional skills of future education professionals, exploring their influence on teaching and their contribution to society. Given the pandemic situation, it is proposed to present the role of socio-emotional education in theuniversity curricular activities of teacher trainers in Chile, using the critical-interpretative method and hermeneutic phenomenology. The discussion is based on experience, dialogue with groups of students and teachers, identifying key points for the inclusion of emotional skills in teachertraining. The process involved the active participation of the teacher, who took on the initial role inthe intervention by providing instructions and guidelines for the development of socio-emotional skills related to ethics and education in various contexts. This was carried out virtually at a higher education institution in Chile. The conclusion emphasizes the urgency and need to integrate socioemotionaleducation into the curriculum for university education professionals. The alignmentbetween Goleman, Bisquerra, and Morin, theorists who have delved into the subject, is highlighted,although the persistence of orthodox educational models that exclude emotions, focusingexcessively on intellectual capacities and overlooking the need for comprehensive emotionaltraining to face contemporary societal challenges, is noted.

The Potential of Electronic Games as Pedagogical Tools in Physical Education in Elementary School

This article explores the potential of video games as pedagogical tools in Physical Education classes in elementary school. The increasing popularity of video games among children and adolescents, coupled with technological advancements, raises questions about how these tools can be integrated into the school curriculum to promote learning and the overall development of students. The research, of a theoretical nature, involved a review of relevant literature on the topic. The results point to the potential of video games to promote motivation, engagement, and the development of motor, cognitive, and socio-emotional skills. However, challenges such as screen time and the need for pedagogical adaptation are also discussed. The article concludes with recommendations for the effective use of video games in Physical Education, emphasizing the importance of teacher mediation and the careful selection of games appropriate to pedagogical objectives.

Family engagement practices and children’s attendance and early learning skills in a public pre-kindergarten program

Family engagement is a key component of preschool program quality with the potential to benefit children’s early learning skills. Yet, there is limited research on what practices teachers and programs use to engage families and whether these practices are associated with improved child outcomes. This study links administrative data on children’s records and survey data collected from public pre-k teachers and administrators in a mid-sized, urban school district to estimate the associations between family engagement practices and children’s attendance in pre-k and their early literacy and socioemotional skills at the end of pre-k. Overall, we found limited evidence that family engagement practices are, on average, associated with children’s outcomes. Only teachers’ practices for communicating with families were associated with lower chronic absenteeism. However, these associations varied by child, family, and program characteristics. Our findings identify promising family engagement practices for preschool programs and highlight the need for future research to consider the heterogenous effects of family engagement across different types of practices and across child, family, and program characteristics.

A scoping review of the research evidence of the developmental assets model in Europe.

Positive Youth Development (PYD) is a strength-based perspective that focuses on the resources to promote a successful transition to adulthood, derived from the Relational Developmental Systems theory. In this line, the Developmental Assets (DA) model focuses on describing the personal resources (Internal Assets) and contextual resources (External Assets) that help to reach PYD. Most research from this approach has been carried out in United States and, to a lesser extent, in the European continent. The aim of this scoping review was to examine the evidence collected for the DA model in Europe. Web of Science database was used to search for articles published between 2013 and February 2024. Initially, there were 55 possible articles to be included, but after applying the exclusion criteria, this number was reduced to 11. The findings suggested that the evidence for DA in Europe was in line with North American research, so that a higher presence of DA was related to higher well-being, better psychological adjustment, and lower risk behaviors. Internal Assets were the most influential assets, with the Positive Identity category being especially remarkable. Commitment to Learning and Social Competencies were also highlighted in the studies included in the review. Concerning External Assets, Positive Boundaries-expectations and Empowerment were emphasized as protective factors in youth development. These assets were found to present a protective effect against risk behaviors and were positively associated with PYD and socioemotional skills. Thus, these findings support the applicability of the DA framework in promoting PYD in European context, and some intervention strategies are discussed considering cultural diversity.

Causes, Consequences, and Preventive Strategies for Childhood Obesity: A Narrative Review.

Childhood obesity is a complex public health challenge with profound implications for both physical and psychological well-being. A significant portion of the global population struggles with obesity. Sedentary lifestyles, increased consumption of ultra-processed foods, and socioeconomic disparities are major contributors. The COVID-19 pandemic has further exacerbated these issues, leading to a surge in obesity rates among children. The consequences of childhood obesity extend beyond immediate health issues like type 2 diabetes and cardiovascular diseases; obese children are at higher risk for psychological problems such as depression, anxiety, and low self-esteem, which can persist into adulthood. These health challenges also impose substantial economic burdens due to increased healthcare costs and reduced productivity. This paper synthesizes findings from various articles to provide an overview of the causes, consequences, and preventive strategies related to childhood obesity. It highlights the varied nature of obesity, including genetic, environmental, and lifestyle factors, and discusses the profound impact on physical health, socioemotional skills, and mental health. Additionally, it examines the global challenge of childhood obesity, particularly in developing nations, and emphasizes the importance of preventive measures, family and parental behaviors, and effective policy interventions.

La Robótica Educativa: Potenciando el pensamiento matemático y habilidades sociales en el aprendizaje

In educational environments, trends are addressed that allow learning to be acquired in various ways, among these is educational robotics, which has become a versatile tool capable of enhancing student performance at various stages of their learning. The purpose of this document is to explore the aspects related to educational robotics that contribute to the development of social skills and mathematical thinking in students. To achieve this objective, an exhaustive search was carried out that includes articles and publications related to the topic, classification and documentary analysis. This research allowed us to identify the possible contributions of educational robotics to social skills and mathematical thinking, in addition to establishing that it is a growing trend in different educational and social areas. The analysis carried out highlights that educational robotics is an effective tool to promote mathematical thinking. The literature supports the idea that students involved in the manipulation and use of robots experience significant improvements in their understanding of mathematics. In addition, it has been observed that this practice also enhances socio-emotional skills, such as empathy, cooperation, communication and collaboration among students. The period for the documentary review was established between 2015 and 2023, consulting a total of 50 articles from the databases of Dialnet, Redalyc, SciELO, Latindex, Google Scholar and institutional repositories, 28 studies were related to this work

Perspectivas docentes sobre el Aprendizaje Socioemocional en Colombia: Desigualdad, escaso entrenamiento basado en evidencia, postconflicto y políticas públicas

Evidence-based Socio-Emotional Learning (SEL) programs promote the acquisition of intrapersonal and interpersonal competencies, such as self-awareness, self-control, social awareness, social skills, and responsible decision-making, within educational settings. To optimize the socio-emotional development of students, it is crucial to understand teachers' knowledge, practices, and context regarding SEL (Humphries et al., 2018). Despite various calls to address the socio-emotional development of children in educational contexts in Colombia (Pérez, 2016), there is limited research on SEL. This qualitative study investigated the perspectives of thirteen teachers from diverse sociocultural contexts in Colombia. Specifically, it explored teachers' knowledge about SEL, their actions to promote the socio-emotional development of their students, and their needs and barriers. The interviews were designed based on previous studies that examined teachers' knowledge and practices related to SEL (e.g., Bridgeland et al., 2013; Buchanan et al., 2009; Humphries et al., 2018). Thirteen semi-structured interviews were conducted, and Flick's (2014) methodology was used for data reduction, reorganization, and representation. The results show that teachers have a solid understanding of socio-emotional skills and hold positive attitudes toward SEL. However, socioeconomic disparities and lack of training hinder the implementation of evidence-based SEL, especially in rural schools affected by armed conflict. Teachers highlighted the need for SEL training and the importance of culturally sensitive and trauma-informed practices, supported by public policies. Creating a supportive environment for the implementation of SEL is crucial. Through targeted training and culturally sensitive practices, teachers can effectively promote the socio-emotional well-being of all students. These findings underscore the importance of investing in SEL education, especially in contexts affected by socioeconomic disparities and armed conflict, to promote the socio-emotional development of at-risk students.

Relationship between Pedagogical Approaches and Socio-Emotional Development of Students in Early Childhood Education

Socio-emotional development is the process in which students acquire awareness of themselves, interpersonal skills, and decision-making abilities, which are required for success in the classroom, workplace, and life. Normally, schools keep putting more emphasis on learning through rote learning, and socio-emotional skills are overlooked. This study was designed to determine the association between socio-emotional development and pedagogical strategies. The study was descriptive and delimited to the private ECE schools in Rawalpindi. The target population of the study was comprised of all instructors from private ECE institutes. A purposive sampling technique was applied to select forty teachers from twenty private ECE schools. Observational checklists for teachers were self-developed and pilot-tested. The face and content validity of the scale was improved through experts' opinions. Data was collected from teachers personally by the researcher. Researchers spent three-month time for data collection. Data was analyzed by using descriptive statistics and correlation. The findings indicated a positive relationship between pedagogical approaches and the students' socio-emotional development. The effectiveness of these teaching methods for enhancing students' socio-emotional development was found. The study recommends that teachers should encourage games-based activities to utilize the relationship skills of pupils at the early childhood level.

Assessing the Role of Nature in Emergent Reading and Writing Activities in the Early Childhood Curriculum: A Study of Turkish Educational Practices

This study aims to examine how and to what extent nature is used in reading and writing activities in the early childhood curriculum in Türkiye. Using a document analysis method, the authors analyzed curriculum documents and activity plans from a preschool program and two activity books, identifying a total of 12 activities related to nature-based learning and emergent literacy. These activities were analyzed in terms of the development areas they supported, the types of activities, materials used, and themes covered. Our investigation into emergent reading-writing activities that utilized nature as a support or main subject yielded compelling findings. The curriculum documents showed that nature-based emergent reading-writing activities offer a wealth of potential for fostering young children's cognitive, linguistic, socio-emotional, psychomotor, and self-regulation skills. These activities are often integrative in nature, incorporating emergent reading-writing with other domains such as mathematics, language, art, and more. Our analysis of the curriculum documents also indicated that nature-based emergent reading-writing activities commonly employ a diverse array of materials, including both natural and unnatural resources. Moreover, we found that such activities frequently encompass a broad spectrum of vocabulary and concepts. These encompass a wide range of subjects, ranging from seasonal phenomena such as winter to societal issues such as human rights and citizenship to scientific concepts like reproduction and fermentation.

REVIEWING THE INFLUENCE OF MENTAL HEALTH AND COPING STRATEGIES ON ACADEMIC PERFORMANCE

This study investigates the impact of mental health on academic performance among university students in Malaysia through a systematic literature review. By synthesizing findings from various peer-reviewed studies, the research identifies key themes, including the significant negative correlation between mental health issues (such as depression, anxiety, and stress) and academic performance. Additionally, it highlights the influence of broader societal issues, gender disparities, and the importance of socioemotional skills and well-being in academic success. The methodology involves a comprehensive search of electronic databases, stringent inclusion and exclusion criteria, and robust meta-analytic procedures to ensure unbiased and reliable analysis. The findings underscore the critical need for holistic approaches and effective mental health interventions to support students' academic success and overall well-being. This study provides valuable insights and recommendations for university administrators, policymakers, and mental health professionals, aiming to enhance support systems for Malaysian university students. Future research directions include exploring cultural differences, longitudinal effects, and the efficacy of various interventions for coping strategies.

Leadership Qualities and the Socio-Emotional Well-being of Learners: A Case Study

The research aimed to understand the perception of principals towards the socio-emotional well-being of learners and to discover the measures taken by these schools to promote the socio-emotional well-being of their learners. The qualitative phenomenological study was utilized. The data was collected by semi-structured interviews with the ten school leaders. The sample encompassed leaders from diverse socio-economic backgrounds to ensure comprehensive representation. The data was analyzed through thematic analysis. The major findings suggested that leadership qualities such as empathy, communication skills, and conflict resolution abilities positively correlate with students' socio-emotional well-being. The proposed measures to improve the socio-emotional well-being of students are to incorporate development programs such as the SEL approach and counselling of the students. Based on the findings, recommendations were proposed for educational institutions to incorporate development programs focusing on nurturing socio-emotional skills among students. Additionally, strategies were suggested for educators to integrate these qualities into their teaching practices, fostering a supportive learning environment conducive to students' overall well-being.

Bridging Heart and Mind: Exploring Emotional Intelligence among Undergraduates in the Age of Artificial Intelligence

In today's dynamic educational landscape, integrating Artificial Intelligence (AI) technology presents opportunities and challenges for educators, especially undergraduates. Emotional Intelligence (EI) is crucial in the AI age, impacting resilience (RI). However, the relationship between RI and EI among undergraduates is under explored. This study investigates this relationship among Chinese undergraduates, examining EI's significance amidst AI integration. Surveying 420 undergraduates from X University, China, using 2 questionnaires and PLS-SEM analysis, the study reveals high EI levels, particularly in emotional regulation, and a positive relationship between RI and EI. Findings stress the importance of socio-emotional skills in navigating AI-driven education.

Towards a sustainable school culture

Currently, we live in a continuously transforming society, which has led to the educational system facing changes and new challenges. It is necessary to change the previous models and didactic methodologies, which were markedly expository, and the memoristic learning of students, to incorporate profound innovations in the methods used in the training of students at all educational levels, where the student must be the main actor in their own education (Sharma et al., 2023).The learning needs of today's students, who must learn to live in a globalised, digitalised, intercultural, changing society that produces vast amounts of information, require different teaching methods from those used 20 years ago (Ermakova, 2020). In this sense, in recent decades, there has been a resurgence of pedagogical renewal centres in Spain, which aim to adapt the educational system to the needs of students by integrating methodologies and approaches focused on their personal, competential development and progress within the educational system (Beneyto et al., 2023). These centres can be considered as catalysts of change that have significantly improved students' socio-emotional skills and academic performance through the implementation of innovative practices and resources adapted to the characteristics of the students (Aliaga, 2022).This renewal not only focuses on the curricular content but also on the way in which teaching is delivered, always seeking greater inclusion and equity (Engel and Coll, 2022). In this regard, teaching and learning methodologies play a crucial role in the implementation of innovative and renewing processes in education. Therefore, didactic approaches should evolve to give greater prominence to the student and organise teaching based on the acquisition of skills necessary for the professional development of students, such as the ability to collaborate and work in teams, creativity, critical thinking, and digital literacy, among others. Ultimately, they should provide students with tools for autonomous and lifelong learning.This methodological-didactic renewal requires the use of different models and active methodologies in the classroom that grant a fundamental role to students, such as Flipped Learning, collaborative learning, gamification, project-based learning, among others. Frequently, these methodologies are mediated by the use of various digital tools. Digital technologies applied to training and education offer a wide range of possibilities when designing educational activities in the teaching and learning processes, allowing for the representation of information, collaboration, and knowledge construction (Guerrero-Quiñonez et al., 2023).In the process of implementing active methodologies, the teacher plays a very relevant role in designing activities and selecting the appropriate digital tools that enhance the effectiveness of these methodologies for student learning. Continuous teacher training is essential to ensure the effective implementation of innovative methodologies and to adapt them to the specific context of the classroom, promoting deep and meaningful learning (Balladares-Burgos and Valverde-Berrocoso, 2022). AI tools can enhance innovative methodologies and continuous assessment, improving the effectiveness of educational institutions and supporting the continuous training of teachers. Thus, AI becomes a crucial ally in pedagogical renewal and the promotion of sustainable education (Forero-Corba et al., 2024). Teacher training is a determining factor in educational quality, as well-trained teachers can transform the learning experience. They must be equipped with the knowledge and tools necessary to adapt to the demands of an ever-evolving education.

The education-health gradient: Revisiting the role of socio-emotional skills

Is the education-health gradient inflated because both education and health are associated with unobserved socio-emotional skills? We find that the gradient in health behaviors and outcomes is reduced by about 15 to 50% from accounting for fine-grained personality facets and up to another 50% from Locus of Control. Traditional aggregated Big-Five scales, however, have a much smaller contribution to the gradient. We use sibling-fixed effects to net out the contribution from genes and shared childhood environment, decomposing the gradient into its components with an order-invariant method. We rely on a large survey (N = 28,261) linked to high-quality Danish administrative registers with information on parental background and objectively measured diagnoses and care use. Accounting for Locus of Control yields the strongest gradient reduction in self-rated health status and objective diagnoses (30%–50%), and in health behaviors the most important factor is Extraversion, a skill that has been shown to be malleable in interventions.

СТРУКТУРНО-ФУНКЦІОНАЛЬНА МОДЕЛЬ СОЦІАЛЬНО-ЕМОЦІЙНИХ НАВИЧОК МОЛОДШИХ ШКОЛЯРІВ

The article presents an overview of the features of the formation of social-emotional skills of younger schoolchildren and specifies the essence of the concept of "social-emotional skills of younger schoolchildren". It is emphasized that the formation of social-emotional skills is one of the key factors of a child's full-fledged development, his adaptation to the social environment, and preservation of mental health. Children of primary school age are developing such skills as emotion regulation and effective communication with others. The author of the article emphasizes the importance of implementing social-emotional education programs in educational institutions as an effective way of forming social-emotional skills of children of primary school age. This approach improves their psychosocial adaptation and contributes to the strengthening of mental health, the formation of readiness for school and social interaction. Key words: socio-emotional skills of younger schoolchildren; stages of formation of social-emotional competence of younger schoolchildren, social skills, emotional skills, structural-functional model.

Assessing the assessments: toward a multidimensional approach to AI literacy

This scoping review explores the field of artificial intelligence (AI) literacy, focusing on the tools available for evaluating individuals’ self-perception of their AI literacy. In an era where AI technologies increasingly infiltrate various aspect of daily life, from healthcare diagnostics to personalized digital platforms, the need for a comprehensive understanding of AI literacy has never been more critical. This literacy extends beyond mere technical competence to include ethical considerations, critical thinking, and socio-emotional skills, reflecting the complex interplay between AI technologies and societal norms. The review synthesizes findings from diverse studies, highlighting the development and validation processes of several key instruments designed to measure AI literacy across different dimensions. These tools – ranging from the Artificial Intelligence Literacy Questionnaire (AILQ) to the General Attitudes towards Artificial Intelligence Scale (GAAIS) – embody the nature of AI literacy, encompassing affective, behavioral, cognitive, and ethical components. Each instrument offers unique insights into how individuals perceive their abilities to understand, engage with, and ethically apply AI technologies. By examining these assessment tools, the review sheds light on the current landscape of AI literacy measurement, underscoring the importance of self-perception in educational strategies, personal growth, and ethical decision-making. The findings suggest a critical need for educational interventions and policy formulations that address the gaps between perceived and actual AI literacy, promoting a more inclusive, critically aware, and competent engagement with AI technologies.

The effects of self-leadership and mindfulness training on leadership development: a systematic review

AbstractInvestment in leadership development programs (LDPs) does not reliably increase leaders’ competence in core socioemotional skills related to self-management, self-awareness, and relationship-building with employees. Training programs focused on self-leadership, in combination with mindfulness practices, have the potential to address this gap. However, robust research that assesses the suitability and efficacy of such programs is lacking. In this article, the results of a systematic review of the literature on self-leadership and mindfulness in the context of LDPs are reported. A total of 52 articles were selected from an initial pool of 284 articles, subjected to textual analysis, and coded in terms of the reported impact levels for all of the examined training programs. This study revealed that training in self-leadership competencies and skills improved stress resilience, job performance and satisfaction, and positive attitudes and increased leaders’ abilities to organize and motivate their teams. Mindfulness training was strongly linked to stress reduction and self-regulation as well as to enhanced sleep and reduced burnout. Mindfulness also appeared to improve job performance and emotional regulation and to increase the ability to establish positive relationships with employees.

The influence of Soft Skills on improving productivity and promoting quality of life in generations "Z" and "Millennials"

In the dynamic landscape of the 21st century, Generation "Z" and Millennials face unique challenges requiring skills beyond technical knowledge, known as Soft Skills. These skills emerge as catalysts to overcome previous paradigms and mitigate work-related mental disorders like burnout. Innovative approaches, including the development of socio-emotional skills from university, not only boost productivity but also enhance the quality of life and mental health of young individuals. The review followed five methodological steps to ensure rigor and reproducibility. This included the defining research question (PICO method) and keywords, a Boolean scheme for search, eligibility criteria for articles, a selection from portals like PubMed, Science Direct, Lilacs, and Google Scholar, and result analysis using spreadsheets for article discussion. The inquiry into the benefits of Soft Skills for Generation "Z" and Millennials guided the article search. Using the Boolean scheme "generation" AND "soft skills" AND "work" AND "quality of life," 16 articles were found, with four meeting the selection criteria. Additionally, five articles were included for theoretical supplementation. The discussion emphasizes the necessary adaptations of youth to the 4.0 economy era, marked by volatility, uncertainty, complexity, and ambiguity (VUCA). These changes affect entry into the workforce, causing insecurities, uncertainties, and impacts on quality of life and mental health. The need for interpersonal skills and soft Skills is highlighted, with studies identifying ten essential competencies for success in the Fourth Industrial Revolution and Society 5.0. Universities should integrate the teaching of these skills to prepare students, improving their adaptability and mental health. Academic and work programs should emphasize personality development and values to facilitate the transition of recent graduates. It is concluded that, given the complexity of the 4.0 economy, youth face challenges in the job market, affecting quality of life and mental health. Soft Skills are crucial for this adaptation. Universities should integrate them into the curriculum, and academic programs should emphasize personal development to ensure an effective transition.

Pengembangan Model Manajemen Evaluasi Pembelajaran Terpadu untuk Pendidikan Islam Anak Usia Dini (PIAUD)

Early childhood requires a learning approach that considers individual needs and encourages the development of socio-emotional and cognitive skills. A stimulating and inclusive learning environment is essential to ensure every child has an equal opportunity to thrive. This research investigates various practical pedagogical approaches in early childhood education, focusing on developing socio-emotional, cognitive, and holistic skills. This research uses a qualitative approach by conducting a comprehensive literature review of various effective learning strategies in early childhood education. Data were analyzed thematically to identify general patterns and emerging trends. The research results show that a practical pedagogical approach in early childhood education involves using inclusive and child-centered learning methods that emphasize developing socio-emotional and cognitive skills. Involving parents, school staff, and the community has also proven critical in creating a supportive and stimulating learning environment. This research concludes that quality early childhood education requires a holistic and inclusive pedagogical approach. Educators and educational practitioners must continue developing evidence-based learning practices and integrating findings from this research into their daily practice. This will ensure every child has the same opportunity to develop to their full potential in a supportive and stimulating learning environment.

How Ready for HCI? A Qualitative Analysis of the Practice of Soft Skills Related to HCI by Women Involved in the Digital Girls Program Partners Projects

The Digital Girls Program (DGP) partner projects undertake various activities that impact their members’ academic and professional development. In this context, socio-emotional skills or soft skills can be highlighted. This article is an extension of research investigating evidence of soft skills in experiences reported by female students and coordinators participating in DGP partner projects. In the original research, soft skills relevant to Computer Science were investigated. This extension, in turn, explores soft skills specific to Human-Computer Interaction (HCI). For data collection, a survey was conducted with DGP partner projects. The data analysis method employed was qualitative analysis, based on coding procedures to identify evidence of soft skills in respondents’ narratives. The actions promoted by partner projects were mapped to characterize the participating projects in the survey. As a result, leadership, professionalism, and communication were identified and are related to Computer Science and HCI. Specifically regarding HCI, evidence of critical thinking, empathy, and collaboration was identified. Thus, it is observed that women participating in partner projects develop soft skills relevant to HCI, which is a positive factor for their involvement in this field.