Socio-emotional Factors Research Articles

Intolerance of Uncertainty as a Central Influence on Social Media Use: A School-Based Program for Adolescents.

This study evaluated a classroom program to address Intolerance of uncertainty (IU) in secondary school students in Australia. IU is a transdiagnostic vulnerability factor for a range of psychological difficulties. A universal classroom program aimed to increase student understanding of feelings of uncertainty and explored socioemotional factors that could influence behaviors when facing uncertainty. Classroom teachers in two high schools were trained to deliver an 18-lesson program under naturalistic classroom conditions. Relative to the control group, the intervention lowered IU at post-test, but not at a later follow-up. The only socioemotional outcome measure to demonstrate a concurrent change was social media use. Limitations of the study were associated with the naturalistic classroom intervention, including the high level of attrition. Future studies may need to address broader factors in the students' context that could influence intolerance of uncertainty.

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach

In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.

The Influence of Racial Socialization, Mentor Support, and Emotion Regulation on the Psychological Well-Being of African American Boys.

Although it is well-documented that school-based racial discrimination can have adverse effects on African American adolescents, the understanding of how socio-emotional factors can act as safeguards is still limited. This study explores whether emotion regulation, mentor support, and parent racial socialization help African American boys cope with school-based racial discrimination. Factors such as emotion regulation are internal assets, while mentor support and parent racial socialization are external resources. Four hundred and eighty-seven African American boys aged 12 to 18 (M = 14.33; SD = 1.62) participated. School-based racial discrimination correlated negatively with psychological well-being. Only emotion regulation and parental racial socialization were related to positive psychological well-being. However, mentor support buffered against the negative impacts of school-based racial discrimination on psychological well-being. These results underscore the significance of assets and resources in bolstering African American boys' resilience against school-based racial discrimination, with implications for interventions and future research.

Effect of an Active Break Intervention on Attention, Concentration, Academic Performance, and Self-Concept in Compulsory Secondary Education.

(1) Background: Society's shift to a tech-focused era and has created a hyper-connected, sedentary lifestyle. The purpose of this study is to address two objectives: firstly, to describe and analyze the effects of an active breaks program associated with the learning of curricular content (CF-AB) on levels of attention, concentration, and academic performance (AP); secondly, to examine the relationship between intense physical activity (PA), attention, concentration, academic self-concept, basic psychological needs, and academic performance in schoolchildren who practice CF-ABs. (2) Method: A randomized controlled trial quasi-experimental pre-test/post-test study with a non-probabilistic sample included 313 secondary school students divided into intervention and control groups. The intervention, a curricular-focused academic break (CF-AB) (8 weeks, 5-10 min/session), is taken in the middle of the class and linked with the subject content. Measuring instruments: Attention Test D2, ad hoc test for the AP, self-concept AF5, Basic Psychological Needs Satisfaction Scale in General (BNSG-S), and the Global PA Questionnaire (GPAC.V2). (3) Results: Attention and concentration improved in both groups, with no significant differences. There were no significant differences in academic self-concept, but the intervention group showed higher scores in basic psychological needs. AP correlated positively with concentration, academic self-concept, and physical activity. A proportion of 20% of the variance of AP in spelling is explained by the regression model. Students who improved the most in AP practiced intense PA outside school, with good self-concept and satisfactory social relationships. Although concentration was related to AP, it did not explain the improvement. (4) Conclusion: CF-ABs may have a positive impact on attention and AP, with socioemotional factors and PA playing an important role in this effect. (5) Limitations and Future Research: The relationship between PA performed in class and AP should be considered with caution due to the multifactorial nature of AP. Future research should consider the number of sessions per week, the prolongation of the same during the school year, the intensity and duration of the activity, and the intervention type of active breaks. In addition, attention should be paid to possible incident factors in AP related to personal and social variables.

Remote tutoring with low-tech means to accelerate learning: Evidence for El Salvador

This paper presents the results of an impact evaluation with an experimental design, that estimates the effect of a low-tech low-cost remote tutoring intervention applied during the pandemic for remedial education purposes on girls and boys aged 9-14 years in three departments of El Salvador. Our main contributions are a) the provision of strong experimental evidence that the intervention can improve student math learning in developing countries for closing education gaps; and b) the measurement of student anxiety levels before and after the treatment, which allows verifying whether student-tutor interactions mitigated some of the negative socioemotional effects of student confinement. The program is found to have had a positive and significant effect of 0.24 standard deviations on math learning, which is equivalent to a 33.8 percent acceleration as compared to the control group. However, no significant effects were observed on student anxiety levels, which suggests that the academic gains were not mediated by these types of socioemotional factors. The results provide valuable information for the design of tutor training and for the development of tutoring protocols, among other aspects, for future similar programs.

Investigating the Correlation Between Emotional Intelligence and Academic Achievement: A Multifaceted Analysis in UK Secondary Schools

This comprehensive review explores the correlation between emotional intelligence (EI) and academic achievement in the context of UK secondary schools. Grounded in a thorough examination of emotional intelligence, its theoretical foundations, and influencing factors during adolescence, the analysis synthesizes existing studies to establish a robust link between EI and academic success. The impact of school culture, teacher-student relationships, and familial influences on emotional intelligence is explored, emphasizing the pivotal role of the school environment in shaping socio-emotional growth. Empirical evidence highlights the mediating role of EI in the complex interplay of socio-emotional factors and academic achievement. Practical implications include targeted educational strategies to enhance emotional intelligence, recognizing its potential to positively influence various academic outcomes. The exploration concludes by emphasizing the significance of recognizing and prioritizing emotional intelligence in fostering holistic educational approaches for secondary school students in the UK.

Interpersonal deviance, organizational deviance and socio-emotional factors at work: the role of socio-demographic traits

PurposeThe existing hospitality and tourism literature indicates a discrepancy in the findings related to the socio-demographic variables' impact on hotel employees' socio-emotional factors and behavioral outcomes. This study aims to provide a comprehensive understanding of this topic.Design/methodology/approachUsing a questionnaire, primary data were gathered from hotel employees in the Union Territory of Jammu and Kashmir, India from February to June 2022. A total of 416 valid responses collected through offline mode were used in the data analysis. Multiple linear regressions were done using SPSS V.29.FindingsThe findings show that the socio-demographic characteristics of respondents significantly affect socio-emotional factors at work as well as interpersonal deviance and organizational deviance.Practical implicationsPolicymakers and hotel managers can implement training and development programs that assist hotel employees with diversified socio-demographic attributes in handling stress, developing their emotional intelligence and minimizing workplace deviance. The study also provides hotel managers with actional recommendations to reduce work–family conflict, social disparity among employees and their emotional exhaustion.Originality/valueThe study adds to the literature with a comprehensive framework regarding the role of various socio-demographic traits in fostering interpersonal deviance, organizational deviance and socio-emotional factors at work.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2023-0304

Overcoming age differences in memory retrieval by reducing stereotype threat.

Very little is known about whether and how socioemotional factors influence age differences in associative memory. Here, we tested the hypothesis that reducing the threat induced by age-based stereotypes can reduce age differences in learning performance and strategy. Using an associative learning task, we replicated the classic finding of age differences under a high-threat condition: older adults had longer reaction times than younger adults and were much more reluctant to use memory retrieval. However, age differences were greatly diminished under a low-threat condition. These findings demonstrate that memory retrieval is an ability not entirely lost as individuals age because merely reducing stereotype threat helped restoring it. We conclude that socioemotional factors, such as stereotype threat, should be considered when evaluating younger and older adults' memory performance.

Problematic Use of the Internet and Well-Being among Youth from a Global Perspective: A Mediated-Moderated Model of Socio-Emotional Factors

Problematic Use of the Internet (PUI) is characterized as the inability to control one’s internet use or as an excessive use of the internet that may result in social, psychological, and emotional difficulties (Fernandes et al., 2019). It is regarded nowadays as an increasingly worrisome public heath issue, especially among youth. This study explored the contexts in which youth PUI occurs and its associations with socio-emotional functioning that may lead to a decrease in one’s sense of well-being. We conducted this exploration among 783 middle school students from the US (425 students; 54.27%) and Israel (358 students; 45.73%). The overall age of both samples ranged between 12 and 16 (M = 13.94, SD = 1.59). In the Israeli sample, 49.1% of the students were girls and 50.9% were boys, whereas in the US sample, 48.8% were girls and 51.2% were boys. The study examined the role of depressive mood, loneliness, resilience, self-control, and school engagement in mediating the relationship between PUI and well-being, and how country of origin might moderate these relationships. Results indicate PUI was related to lower well-being only for the US sample. Yet, for both samples, higher loneliness was related to lower well-being, and higher school engagement was related to higher well-being. A moderated mediation analysis revealed the socio-emotional variables were all mediators in these associations, but differently for each country sample. The study results are discussed according to key factors required for developing intervention programs for coping with youth PUI behaviors.

Developing internal marketing strategies for measuring and managing employee-based brand equity

PurposeThe purpose of this study is to propose a conceptual framework for measuring and managing employee-based brand equity. Drawing upon existing research, the authors argue that internal brand management should be approached from professional and socio-emotional perspectives.Design/methodology/approachThe study establishes a comprehensive conceptual framework by thoroughly reviewing existing literature on employee-based brand equity and internal marketing. It builds upon existing research while adding unique insights to deepen the understanding of the subject.FindingsThe proposed conceptual framework highlights the importance of both professional and socio-emotional factors in building and managing employee-based brand equity. The framework emphasises the role of employees’ emotions, values and relationships in shaping their brand-related behaviours and their functional role in delivering brand promises.Research limitations/implicationsThis paper offers a theoretical foundation for future research in internal branding. However, the framework is not empirically tested, and further research is needed to validate and refine the framework. Organisations can develop more effective internal branding strategies that enhance brand equity by recognising the importance of both professional and socio-emotional factors in shaping employees’ brand-related behaviours.Practical implicationsOrganisations can develop more effective internal branding strategies that enhance brand equity by recognising the importance of both professional and socio-emotional factors in shaping employees’ brand-related behaviours.Originality/valueThis study presents a novel approach to internal brand management, introducing a unique, dual-perspective model. This enriches the current body of literature and provides fresh insights for academics and practitioners in the field of marketing and brand management.

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.

Digitalization as a facilitator of open innovation: Are family firms different?

This study analyzes the effect that a firm's level of digitalization has on its open innovation activities. Specifically, we argue that digitalization facilitates collaboration with a wider set of technology partners in the innovation process (i.e., breadth of technological collaboration). In addition, our arguments contend that certain socioemotional factors in the particular context of family firms may diminish this facilitating aspect. We test our ideas using panel data from a representative sample of Spanish manufacturing firms over the period 2007–2017. We find support for the positive association hypothesized between digitalization and the breadth of technological collaboration. Contrary to our expectations, however, the positive effect of digitalization is more pronounced among family firms. We discuss the implications for the open innovation and family business literatures.

Influence of technical, cognitive and socio-emotional factors on digital literacy in nursing students assessed using structural equation modeling

BackgroundDigital literacy is one of the 21st-century skills that nursing students should develop and acquire. Several factors influencing digital literacy have been identified, but the predictive role of technical, cognitive, and socio-emotional factors in digital literacy remains unexplored in nursing students. ObjectiveThis study aimed to explore the digital literacy level and determine the predictive role of technical, cognitive, and socio-emotional factors in digital literacy among nursing students in Turkey using a structural equation modeling (SEM)–based approach. DesignA web-based, predictive, cross-sectional study. SettingsThis study was conducted among first-, second-, third- and fourth-year students in a nursing faculty located in the capital of Turkey in the academic year 2021–2022. ParticipantsOverall, 210 nursing students were recruited for this study. MethodsThe use of a digital literacy model guided data collection. Data were collected between 8 and 28 June 2022 using online Google Forms. The data were analyzed using descriptive statistics and SEM. ResultsNursing students' digital literacy mean score was 67.29 (13.60). Internet self-efficacy (β = 0.31, p < 0.001), online information search strategies (β = 0.20, p = 0.003), and online privacy concerns (β = 0.14, p = 0.024) were positive predictors, whereas social media use (β = −0.13, p = 0.032) was a negative predictor of digital literacy. Among these variables, Internet self-efficacy had the most significant influence on the digital literacy level. The four variables contributed to 22 % of variance in the digital literacy level. ConclusionsThis study shows nursing students' digital literacy level is above average. Our findings suggest that technical, cognitive, and socio-emotional factors influence digital literacy.

The Impact of Socioemotional Factors on Litigation Decisions for Family Firms

The Impact of Socioemotional Factors on Litigation Decisions for Family Firms

Socioemotional Factors and Cardiovascular Risk: What Is the Relationship in Brazilian Older Adults?

Cardiovascular risk is composed of several modifiable factors that cannot be explained only at the individual level. The aim of this study was to investigate the association between socioemotional factors and cardiovascular risk in older adults. A cross-sectional study with data from The Brazilian Longitudinal Study of Aging (Estudo Longitudinal de Saúde dos Idosos Brasileiros, ELSI-Brazil), population based with data collected between 2015 and 2016. Cardiovascular risk-the study outcome-was assessed using the WHO/ISH Cardiovascular Risk Prediction Charts. The exposure variables were perceived social support from those who would receive help in situations and productive and leisurely social participation carried out in the last 12 months. We used crude and adjusted logistic regression for socioeconomic conditions, health conditions, and lifestyle habits to estimate odds ratio (OR) and 95% confidence intervals (CIs) for the occurrence of the outcome. There were 6,005 participants between 50 and 74 years old with complete data. Of these, 18.7% (95% CI: 16.9-20.6) had high cardiovascular risk. Being in the highest tertile of greater social participation is associated with a lower prevalence of high cardiovascular risk (OR: 0.69; 95% CI: 0.50-0.95), adjusted for all variables, when compared to the lowest tertile. Furthermore, the absence of perceived social support is associated with a higher prevalence in different models. Perceived social support from close family members (son/daughter, son-in-law, and daughter-in-law) for material issues is associated with a higher prevalence, whereas having support from friends for affective resources is associated with a lower prevalence of high cardiovascular risk. Socioemotional factors such as lack of perceived social support and social participation were significantly associated with cardiovascular risk. This suggested that the development of strategies aimed at reducing cardiovascular risk during aging needs to consider socioemotional factors and social relationships.

Self-Concept and Self-Esteem, Determinants of Greater Life Satisfaction in Mountain and Climbing Technicians and Athletes.

In recent decades, the exponential growth that sports practice in mountain and climbing disciplines have experienced has led to trying to find an explanation for the predisposition of those socio-emotional factors of these athletes that are considered in the search for sensations and the achievement of greater satisfaction with life. In this study, 4818 people with a sports license in the Spanish Federation of Mountain and Climbing Sports (FEDME) participated; 67.1% were men and 32.9% women. The mean age of the participants was 49.42 years (±11.9), between a range of 18 to 76 years. The following instruments were used: the Self-concept scale (AF5), the Rosenberg Self-esteem Questionnaire and the Life satisfaction scale (SWLS). The objective of this research was to study the enhancing effect of self-esteem between self-concept (physical, emotional and social) and life satisfaction. A reflective model of structural equations (PLS-SEM) was applied based on the proposed theoretical framework from an explanatory-predictive perspective. The results show the self-esteem determination coefficients [(Q2 = 0.141); (R2 = 0.302)] and life satisfaction [(Q2 = 0.243); (R2 = 0.342)] in the estimation of the model, indicating an adequate fit. Mountaineering and climbing sports can be very rewarding, but they can also be challenging and frustrating. Having a good self-concept and good self-esteem allows the athlete to enjoy achieving greater life satisfaction.

Remote learning and mental health during the societal lockdown: a study of primary school students and parents in times of COVID-19

BackgroundThe COVID-19 pandemic has brought challenges to families around the world. The prolonged school closures in Hong Kong have forced young students to stay at home and adapt to remote learning for over a year, putting their mental health conditions at risk. Focusing on primary school students and their parents, the main objective of our research is to investigate the socioemotional factors and their associations with mental health conditions.MethodsA total of 700 Hong Kong primary schoolers (mean age = 8.2) reported their emotional experiences, loneliness, and academic self-concept via a user-friendly online survey; 537 parents reported depression and anxiety, perceived child depression and anxiety, and social support. Responses from students and parents were paired to account for the family context. Structural Equation Modeling was used for correlations and regressions.ResultsThe results of students’ responses showed that positive emotional experiences were negatively associated with loneliness and positively related to academic self-concept among students. Furthermore, the paired sample results showed that, during the one-year societal lockdown and remote learning period, the socioemotional factors were associated with mental health conditions among primary school students and their parents. Among our family sample in Hong Kong, evidence supports the unique negative association between students-reported positive emotional experiences and parents-reported child depression and anxiety, as well as between social support and parents’ depression and anxiety.ConclusionsThese findings highlighted the associations between socioemotional factors and mental health among young primary schoolers during the societal lockdown. We thus call for more attention to the societal lockdown and remote learning context, especially since the social distancing practice could be “the new normal” for our society to handle the future pandemic crisis.

The rabbit-hole of conspiracy theories: An analysis from the perspective of the free energy principle

ABSTRACT I investigate the underlying cognitive mechanisms and socio-emotional factors behind conspiracy theory (CT) beliefs through the lens of the Free-Energy Principle (FEP). The FEP framework is employed to explain the emergence of CTs in the face of cumulative uncertainties and the influence of emotions on belief formation. The FEP account I propose concludes that considering emotional factors, distrust of established authorities, and the social environment, believing in CTs is a bounded rational choice for some individuals in certain contexts. This explains why CT believers are resistant to changing their views. Applying FEP to the complex human behavior of CT belief and propagation, this paper not only provides insights into the phenomenon but also enhances the theoretical credence of FEP itself.

Analysing university students’ life satisfaction through their socioemotional factors

This study attempts to provide evidence of the relationship between emotional intelligence and resilience, with optimism vs. pessimism as mediating variables of life satisfaction. The sample included 403 university students. The average age was 20.86 (SD= 2.56). In relation to gender, 84.61% were female and 15.39% were male participants. Information was collected by means of four tools: Wong Law Emotional Intelligence Scale (WLEIS-S), Resilience Scale (RS-14), Life Orientation Test Scale Revised (LOT-R) and Satisfaction with Life Scale (SWLS). Regarding the association between Emotional Intelligence and Resilience, a statistically significant relationship was observed. Besides, positive relationships were found between optimism and satisfaction with life; while a negative association with pessimism was noted. The results indicate that students with a high level of emotional intelligence and resilience have higher scores in optimism and life satisfaction. Moreover, the structural equation model showed that Emotional Intelligence and resilience are able to predict higher life satisfaction directly (β= .19, and β= .26, respectively), but they may also mediate through optimism. This mediation effect did not appear with the pessimism factor. Finally, the practical implications of this study underline the need to promote emotional intelligence and resilience education programmes to improve personal well-being. Este estudio trata de aportar pruebas sobre la relación entre la inteligencia emocional y la resiliencia, con el optimismo frente al pesimismo como variable mediadora sobre la satisfacción vital. La muestra incluyó 403 estudiantes universitarios. La edad media es de 20.86 años (SD= 2.56). En relación con el género, el 84.61% eran mujeres y el 15.39% eran hombres. La información se recogió mediante cuatro instrumentos: Escala de Inteligencia Emocional de Wong Law (WLEIS-S), Escala de Resiliencia (RS-14), Escala de Test de Orientación Vital Revisada (LOT-R) y Escala de Satisfacción con la Vida (SWLS). En cuanto a la asociación entre la Inteligencia Emocional y la Resiliencia, se encontró una relación estadísticamente significativa. Asimismo, se encontraron relaciones positivas entre el optimismo y la satisfacción con la vida; y negativas con el pesimismo. Los resultados indican que los estudiantes con un alto nivel de inteligencia emocional y resiliencia tienen puntuaciones más altas en optimismo y satisfacción con la vida. Además, el modelo de ecuaciones estructurales mostró que la inteligencia emocional y la resiliencia son capaces de predecir una mayor satisfacción con la vida (β= .19, y β= .26, respectivamente), pero, además, también pueden mediar a través del optimismo. Este efecto de mediación no apareció con el factor pesimismo. Finalmente, las implicaciones prácticas de este estudio subrayan la necesidad de promover programas de educación en inteligencia emocional y resiliencia para mejorar el bienestar personal.

Financial Fraud and Deception in Aging.

Financial exploitation among older adults is a significant concern with often devastating consequences for individuals and society. Deception plays a critical role in financial exploitation, and detecting deception is challenging, especially for older adults. Susceptibility to deception in older adults is heightened by age-related changes in cognition, such as declines in processing speed and working memory, as well as socioemotional factors, including positive affect and social isolation. Additionally, neurobiological changes with age, such as reduced cortical volume and altered functional connectivity, are associated with declining deception detection and increased risk for financial exploitation among older adults. Furthermore, characteristics of deceptive messages, such as personal relevance and framing, as well as visual cues such as faces, can influence deception detection. Understanding the multifaceted factors that contribute to deception risk in aging is crucial for developing interventions and strategies to protect older adults from financial exploitation. Tailored approaches, including age-specific warnings and harmonizing artificial intelligence as well as human-centered approaches, can help mitigate the risks and protect older adults from fraud.