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Journal articles on the topic 'Emotional competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Aykan, Ebru. "RELATIONSHIPS BETWEEN EMOTIONAL COMPETENCE AND TASK-CONTEXTUAL PERFORMANCE OF EMPLOYEES." Problems of Management in the 21st Century 9, no. 1 (2014): 8–17. http://dx.doi.org/10.33225/pmc/14.09.08.

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The present study was conducted to determine the relationships between the emotional competence and task-contextual performance of employees. Data were gathered from 342 employees working in state and private banks. Relationships between the variables, significant relationships between the emotional competence dimensions and performance dimensions were observed in this study. No relationship was observed between the “guilty” dimension of emotional competence and task performance.Non-hierarchical cluster analysis was selected and K-means cluster analysis was performed to determine the emotional

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Saima Khan, Dr. Muhammad Luqman Khan, and Muhammad Waqas. "Parental Expressed Emotions, Social-Emotional Competence and Vocational Identity in Adolescents." Journal of Political Stability Archive 3, no. 1 (2025): 244–63. https://doi.org/10.63468/jpsa.3.1.17.

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This study aimed to assess the association between adolescents’ professional identity, social-emotional competency, and parental expression of emotion. A total of 300 students (130 Male and 170 Female) from various private schools and colleges in Faisalabad participated in the research. Using a cross-sectional correlation research design. Psychological measures employed in the study included: (1) the Level of Expressed Emotion (LEE) (2) the Social-Emotional Competence Questionnaire (SECQ) and (3) the Vocational Identity Measure (VIM). Data were analyzed using the latest version of SPSS, employ

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DR., JYOTIRMAYEE CHOUDHURY. "Emotional Intelligence, Socio -Emotional Competence and Human Capital." RA JOURNAL OF APPLIED RESEARCH 07, no. 04 (2021): 2932–38. https://doi.org/10.47191/rajar/v7i4.08.

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ABSTRACT   The concept of emotional intelligence and emotional competency is contemporary issue in the management literature. Therefore, it has become imperative to study, understand and leverage it for the sake of enhancing the capacity of human capital at the level of individual as well as organizations. As the pace of change is fast and uncertain in the world of work, it is making more and more demands on a person’s cognitive, emotional and physical resources. These set of capabilities are becoming progressively significant. It is because majority of the concerns in organization

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Максимчук, Надія. "EMOTIONAL COMPETENCE AND EMOTIONAL INTELLIGENCE." Economic journal of Lesya Ukrainka Volyn National University 1, no. 37 (2024): 119–23. http://dx.doi.org/10.29038/2786-4618-2024-01-119-123.

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The article examines new approaches to the study of the importance of emotional intelligence and its role in the management activities of a modern manager, analyzes the components of emotional intelligence, describes the peculiarities of the relationship between the level of development of emotional intelligence and the effective and procedural parameters of management activities. The main approaches to the essence and structure of emotional intelligence are systematized. The important role of emotional intelligence development in managerial activity is proved. The dimensions of emotional inte

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Sefidgari Goli, Masoumeh, Hooman Namvar, and Farhad Jomehri. "The Relationship Between Children’s Social-Emotional Competence, Spiritual Health, and Maternal Meta- Emotion Structure Attachment Style." Health, Spirituality and Medical Ethics 8, no. 2 (2021): 77–84. http://dx.doi.org/10.32598/hsmej.8.2.2.

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Background and Objectives: Understanding the influences of parents on children in the process of psychosocial and personality development of children and adolescents has been the focus of psychologists and sociologists. This study aimed to predict the emotional and social competence of the child based on spiritual health and maternal emotional structure according to the mediating role of children’s attachment style. Methods: The statistical population of this correlational descriptive was female primary school students and their mothers in Tehran City, Iran. Of them, 250 individuals were selec

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Delcourt, Cécile, Dwayne D. Gremler, Allard C. R. van Riel, and Marcel J. H. van Birgelen. "Employee Emotional Competence." Journal of Service Research 19, no. 1 (2015): 72–87. http://dx.doi.org/10.1177/1094670515590776.

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Kim, Hee Jung. "The effect of parental coaching competency on early children’s social-emotional competence: Focusing on the mediating effect of positive psychological capital and the moderating effect of parents’ emotional coaching style." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 13 (2023): 335–53. http://dx.doi.org/10.22251/jlcci.2023.23.13.335.

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Objectives The purpose of this study is to investigate the mediating effect of positive psychological capital and the moderating effect of parents' emotional coaching style in the effect of parental coaching competency on early children's social-emotional competence. Methods The subjects of the study were 306 parents of 3-5 year old children at early childhood educational institutions located in G Metropolitan City and J Province. As a measurement tools, young children’s social-emotional competence scale developed by Lee Eun-jeong(2015) and the parent coaching competency scale developed

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Razak, Ahmad, and Novita Maulidya Jalal. "HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN KOMPETENSI KEPRIBADIAN GURU." Jurnal Psikologi TALENTA 4, no. 1 (2018): 69. http://dx.doi.org/10.26858/talenta.v4i1.6580.

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This study examines the relationship between emotional intelligence and personality competence. The subjects of this study were 60 teachers of SMAN 1 Sungguminasa using total sampling techniques. Data retrieval used by using The emotional intelligence scale and personality competency scale. The data was then processed using parametric statistics, namely Pearson product moment. The results of the analysis show that there is a relationship between emotional intelligence and personality competence. This shows that there is a positive relationship between emotional intelligence and personality com

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Vikhman, A. A., N. A. Galyuk, I. V. Gorbunova, V. L. Katkov, and B. M. Charny. "Development and Psychometric Analysis of a Questionnaire of Social-Emotional Competence of the Personality (QSECP)." Bulletin of Kemerovo State University 24, no. 4 (2022): 493–503. http://dx.doi.org/10.21603/2078-8975-2022-24-4-493-503.

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Competence is a popular research subject of foreign and domestic psychology, pedagogy, and sociology. Social, emotional, and socio-emotional competences are often considered as key ones. Although they usually associate with success in various spheres of human life, no tool for diagnosing socio-emotional competence has been developed yet. This article describes the problem of diagnosing social and emotional competence. It introduces new psychometric and psychodiagnostic tool that can be used to test socio-emotional competence and its structure. The questionnaire was based on the QSECP Item Resp

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Buck, Ross. "Rapport, Emotional Education, and Emotional Competence." Psychological Inquiry 1, no. 4 (1990): 301–2. http://dx.doi.org/10.1207/s15327965pli0104_4.

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Barakat, Afaf Mamdouh Mohamed, Rasmeya Mohamed Farghali Metwalli, Islah Hassan Elawad, and Ahlam A. Gabr. "Preschool Children's Language as a Mediator in the Relationship between Their Executive Function and Emotional Competence." International Journal of Instruction 18, no. 2 (2025): 653–70. https://doi.org/10.29333/iji.2025.18235a.

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The impact of executive function on individual emotional competence directly may affects individual emotional competence. It may indirectly affects individual emotional competence through language. This study investigates the mediating effect of preschool children's language in the relationship between their executive function and emotional competence. A total of 210 preschool children from four kindergarten in Rafha city were randomly selected. The Pearson’s Moment Product Correlation Coefficient Technique was used to determine the relations between study variables. The mediating role of lang

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Garner, Pamela W., and Kimberly M. Estep. "Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence." Early Education & Development 12, no. 1 (2001): 29–48. http://dx.doi.org/10.1207/s15566935eed1201_3.

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Susanti, Meria, and Maria Goretti Adiyanti. "The construction of emotional competency test kits for preschoolers." INSPIRA: Indonesian Journal of Psychological Research 3, no. 2 (2022): 79–86. http://dx.doi.org/10.32505/inspira.v3i2.4975.

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Emotional competence is one of the essential abilities to be possessed by children. Children with good emotional competence will be able to understand their emotions toward themselves or others well. This competence will help children adjust to and interact well in their social environment. This study aims to develop an emotional competency test kit for preschoolers. The items on this test kit are based on the theory of emotional competence presented by Denham. This test kit consists of eight-story scenarios that trigger the appearance of emotions in the child. The validity test on this test t

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Denham, Susanne A., Kimberly A. Blair, Elizabeth DeMulder, et al. "Preschool Emotional Competence: Pathway to Social Competence?" Child Development 74, no. 1 (2003): 238–56. http://dx.doi.org/10.1111/1467-8624.00533.

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Suleimenova, Adilya, and Oksana Ivanova. "Emotional Competence and Individual Style of Action of Future Teachers of Higher Education in the System of Education for Sustainable Development." Journal of Teacher Education for Sustainability 20, no. 2 (2018): 44–63. http://dx.doi.org/10.2478/jtes-2018-0014.

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Abstract The article presents the results of a study of emotional competence and individual style of action of students – future teachers of higher education in the system of education for sustainable development (EDS). The theoretical analysis of the application possibilities of the system (ideas) of EDS is performed. The study highlights a number of competences that are consistent with the components of emotional competence and individual style of action. The study involves 20 students of pedagogical specialties from Almaty, Kazakh-stan. The components of emotional competence and individual

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Collie, Rebecca J. "The development of social and emotional competence at school: An integrated model." International Journal of Behavioral Development 44, no. 1 (2019): 76–87. http://dx.doi.org/10.1177/0165025419851864.

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The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence literature along with theoretical grounding from self-determination theory and applies this within the schooling context. Social and emotional competence is operationalized by way of three components: basic psychological need satisfaction (of autonomy,

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Ikävalko, Heini, Päivi Hökkä, Susanna Paloniemi, and Katja Vähäsantanen. "Emotional competence at work." Journal of Organizational Change Management 33, no. 7 (2020): 1485–98. http://dx.doi.org/10.1108/jocm-01-2020-0024.

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PurposeThe study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.Design/methodology/approachEmotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.FindingsThe study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emoti

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Nielsen, Line, Charlotte Meilstrup, Malene Kubstrup Nelausen, Vibeke Koushede, and Bjørn Evald Holstein. "Promotion of social and emotional competence." Health Education 115, no. 3/4 (2015): 339–56. http://dx.doi.org/10.1108/he-03-2014-0039.

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Purpose – Within the framework of Health Promoting Schools Up is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of interventions measure changes in competences. The purpose of this paper is to present the intervention Up and document changes in social and emotional competence among schoolchildren before and after the intervention. Design/methodology/approach –Up consists of

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Karrir, Naval. "Emotional Competence at work." Paradigm 7, no. 1 (2003): 37–45. http://dx.doi.org/10.1177/0971890720030104.

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The paper discusses the salience of emotional competence at the work place and explains the relative edge it has over the intelligence quotient (IQ) which is mostly used to determine the effectiveness of employees at the work place. Relationship between emotional competence and intelligence quotient has been explored. A framework providing explanation on the various components of emotional competence has been discussed. A methodology for measurement of emotional competence through indicators has been proposed and strategies recommended for enhancing emotional competence at the work place.

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Ulu, Elif, Umut Haydar Coskun, and Burak Karabey. "Understanding gaming behavior: Academic and emotional competence as predictors of gaming disorder in gifted youth." Educational Research & Implementation 2, no. 1 (2025): 01–12. https://doi.org/10.14527/edure.2025.01.

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The internet and computers are an important part of the education of gifted children. However, it is emphasized that excessive use for gaming purposes can affect the academic competence of children. This research aimed to identify the impact of online gaming on the development of academic, social, and emotional competences in gifted children. This research consisted of 252 gifted children who studied in special centers for training children with gifted children. The regression analysis was conducted and as a result, it was found that academic competence and emotional competence accounted for 3

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Purna, Rozi Sastra, Liliyana Sari, Fitri Angraini, and Fauziah Afrilda. "Social-emotional competence in early adolescence: the role of prosocial behaviour and peer acceptance." JPPI (Jurnal Penelitian Pendidikan Indonesia) 10, no. 2 (2024): 249. http://dx.doi.org/10.29210/020242684.

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In addition to academic achievement, social-emotional competence has been increasingly considered a fundamental predictor of success in various aspects of life, particularly in adolescents. However, social-emotional competence among adolescents is currently in declining trend. The current research aimed to investigate psychological factors influencing early adolescents' social-emotional competence. This research employed quantitative methods. After filling in informed consent, 380 junior high school students aged 12 and 14 years in Padang city, Indonesia was recruited through the cluster sampl

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Lazurenko, Elena, and Natalia Smila. "THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING." PSYCHOLOGICAL JOURNAL 6, no. 11 (2020): 9–17. http://dx.doi.org/10.31108/1.2020.6.11.1.

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The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors form

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Purna, Rozi Sastra, Liliyana Sari, Fitri Angraini, and Marisa Putri Andriani. "Friendship Management Training with Prosocial Orientation for Improving Social-Emotional Competence of Middle School Students." South Eastern European Journal of Public Health 24, no. 4 (2024): 961–71. https://doi.org/10.5281/zenodo.13885364.

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Background: Social-emotional competence have a high level of urgency to be actualized especially in middle school students because through this competency it is able to prevent the level of delinquency and crime and is able to improve academic achievement in students.This study aimed to determine the effectiveness of friendship management training with prosocial orientation to improve the social-emotional competence of middle school students.Methods: This study used an experimental method with a pretest-posttest control group design. A total of 39 middle school students in Padang City, Indones

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Yoo, Hee-young, and Kyeong-hwa Kwack. "The Effect of Mother's Parenting Efficacy and Emotional Expression on Emotional Intelligence and Peer Competence of Young Children." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 22 (2023): 973–89. http://dx.doi.org/10.22251/jlcci.2023.23.22.973.

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Objectives This study is to investigate the impact of maternal parental efficacy and emotional expressiveness on the emotional intelligence and peer competence of young children. Methods The subjects were 291 young children aged 3 to 5 years old and 291 mothers enrolled in a daycare center located in G city, and the collected data were analyzed by Pearson's method to analyze the correlation between each variable using the SPSS 21.0 program. Correlation analysis was conducted, and multiple regression analysis was conducted to analyze the influence relationship of variables. Results

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Dr. Iqbal Ahmad, Dr. Farah Deeba, and Muhammad Aqeel Raza. "Mediating Role of Emotional Intelligence in the Interrelationship of Elementary School Teachers’ Social Skills and Social Competence." Journal for Social Science Archives 2, no. 2 (2024): 404–18. https://doi.org/10.59075/jssa.v2i2.71.

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Teachers’ emotional intelligence is one of the prime indicators of their improved social skill and social competence at workplace. Due to rapid changes in the current times, the role of school teachers has become very challenging. Different factors affect their teaching effectiveness. Emotional intelligence is one such important factor which has been less explored in the context of elementary education. The present study examines how emotional intelligence mediates the relations of social skills and social competence of teachers. A total of 210 teachers participated in the study from elementar

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Nalasa, Cris May Jane S., Aprell L. Abellana., and Raul C. Orongan. "Instructional Leadership and Emotional Resilience on Teachers’ Competence." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 4301–8. https://doi.org/10.47772/ijriss.2025.903sedu0306.

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This study examined the relationship of the instructional leadership and emotional resilience on teachers’ competence among educators in Valencia City during the 2024–2025 school year. Employing a descriptive-correlational research design, the study assessed teachers’ instructional leadership (developing and communicating shared goals, mentoring and feedback, professional development), emotional resilience (personal competency, spiritual influences, family cohesion, peer support), and competence (mastery of subject matter, teaching skills, communication, classroom management, evaluation). Data

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Karo, Hariati, and Harlyn Siagian. "THE EFFECT OF AUDITOR COMPETENCE, EMOTIONAL INTELLIGENCE OF AUDITORS, AND AUDITOR INDEPENDENCE ON AUDITOR PERFORMANCE." Jurnal Terapan Ilmu Manajemen dan Bisnis 1, no. 1 (2019): 82–97. http://dx.doi.org/10.58303/jtimb.v1i1.710.

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This study was conducted to determine the effect of auditor competence on auditor performance, to determine the effect of auditor emotional intelligence on auditor performance, to determine the effect of auditor independence on auditor performance and to determine the effect of auditor competency, auditor emotional intelligence, and auditor independence on auditor performance at 3 Offices Public Accountant (KAP) in Jakarta. The variables studied were auditor competency variables, auditor emotional intelligence variables, and auditor independence variables as independent variables and aud

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Bartroli, Montse, Ariadna Angulo-Brunet, Marina Bosque-Prous, Catrina Clotas, and Albert Espelt. "The Emotional Competence Assessment Questionnaire (ECAQ) for Children Aged from 3 to 5 Years: Validity and Reliability Evidence." Education Sciences 12, no. 7 (2022): 489. http://dx.doi.org/10.3390/educsci12070489.

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In order to assess emotional competence in children, it is necessary to have psychometrically sound measures. To the best of our knowledge, there is no available tool to assess emotional competence in children from 3 to 5 years old that assesses the five emotional competences of the Bisquerra model and can be easily and quickly answered in the school environment. The objective of this study is to develop a measure, the Emotional Competence Assessment Questionnaire (ECAQ), and to provide evidence of its psychometric quality. Qualitative evidence was obtained from a systematic review, from two e

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Makmun, Moh Syukron, Rechtdina Widhapahlevi Putri, Firman, Triana Wahyuning Dewi, Muhammad Umar Fauzi, and Ali Wardana. "The Influence Of Employee Performance Competence On The Indonesian Coast Guard Ships." International Student Conference on Business, Education, Economics, Accounting, and Management (ISC-BEAM) 2, no. 1 (2024): 176–86. http://dx.doi.org/10.21009/isc-beam.012.14.

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This research aims to determine (1) the influence of intellectual competence, emotional competence and social competence of employees on employee performance and, (2) the most dominant factors influencing employee performance on the State Ships of the Indonesian Maritime Security Agency or Indonesian Coast Guard (KN Bakamla RI) in 2023. There are the diverse competencies possessed by Bakamla employees who serve on the Republic of Indonesia's KN Bakamla cause less than optimal organizational performance so that an effort is needed to fill this gap. This research is mix method research, namely a

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Nizielski, Sophia, and Heiner Rindermann. "Self- and External-Rated Emotional Competence." Journal of Individual Differences 37, no. 2 (2016): 88–95. http://dx.doi.org/10.1027/1614-0001/a000192.

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Abstract. There is a persistent discussion on the overlap between emotional intelligence and personality. This article focuses on relations between the Big Five and emotional competence (EC; comprising the perceived abilities to recognize own and others’ emotions, regulate own emotions, and express emotions). In a sample of 92 apprentices and working persons, EC was assessed by self- and external-ratings, using the Emotionale-Kompetenz-Fragebogen (EKF; Rindermann, 2009 ). The Big Five were measured with a German version of the NEO-FFI ( Borkenau & Ostendorf, 1993 ) by self- and other-repor

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Denham, Susanne A. "Maternal Emotional Responsiveness and Toddlers' Social-Emotional Competence." Journal of Child Psychology and Psychiatry 34, no. 5 (1993): 715–28. http://dx.doi.org/10.1111/j.1469-7610.1993.tb01066.x.

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Shafiq, Hira, Rubina Hanif, and Sameera Shafiq. "FAMILY FUNCTIONING AND SOCIAL COMPETENCE IN ADOLESCENTS: MEDIATING ROLE OF EMOTIONAL REGULATION." Pakistan Journal of Social Research 05, no. 02 (2023): 905–13. http://dx.doi.org/10.52567/pjsr.v5i02.1203.

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The present study aimed at investigating the mediating role of emotion regulation in relationship between family functioning and social competences in adolescents. ICPS Family Functioning Scale (Noller, Seth-Smith, Bouma, & Schweitzer, 1992), Emotion Regulation Questionnaire for Children and Adolescents (Gullone & Taffe, 2012) and Social Competence Scale (Smart & Sanson, 2003) were used on 621 adolescents, selected by purposive sampling technique to measure the study variables. Results revealed that family functioning has significant positive relationship with cognitive reappraisal

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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either

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Akhtar, Shammem, and Zaqia Bano. "Role of Mothers’ Expressed Emotions in Psychopathology and Social-Emotional Competence in Adolescents." Pakistan Armed Forces Medical Journal 73, no. 5 (2023): 1411–13. http://dx.doi.org/10.51253/pafmj.v73i5.8406.

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Objective: To study the role of mothers’ expressed emotions in psychopathology and social-emotional competence in adolescents. Study Design: Cross sectional study. Place and Duration of Study: Department of Psychology, University of Gujrat, Gujrat Pakistan, from Jul 2020 to Aug 2021 Methodology: Five hundred mothers and their five hundred adolescents were approached to measure the role of mothers’expressed emotions in psychopathology and social-emotional competence in adolescents. For this purpose, parental Expressed Emotions Scale-1 was used, and to assess the psychopathology and social-emoti

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Chen, Lele, Fangmin Chen, Shuliang Bai, Zhenhua Xu, and Yaqin Ding. "Social-emotional competence among adolescents: A network approach to model relationships among social-emotional competence, emotion regulation, and anxiety." Personality and Individual Differences 236 (April 2025): 113023. https://doi.org/10.1016/j.paid.2024.113023.

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Kim, Soojin, Eunju Jung, Mikyung Kim, Myoung Hwa Kim, and Jonghyo Park. "Validation of the Social and Emotional Competencies Questionnaire for Secondary School Students." Korean Society for Educational Evaluation 36, no. 1 (2023): 1–30. http://dx.doi.org/10.31158/jeev.2023.36.1.1.

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In this study, we wanted to conceptualize social and emotional competencies for secondary school students and develop tools for measuring social and emotional competencies. This reflects the need to develop social and emotional competencies along with cognitive achievement. Based on the various literature, three social competency constructs (community consciousness, collaboration, conflict resolution) and two emotional competency constructs (stress coping, resilience) were selected as social and emotional competency constructs, and scenario-based self-reporting questions were developed. Based

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Lepičnik Vodopivec, Jurka, and Aleksandra Šindić. "Emotional competence of preschool teachers: the case of Slovenian preschool teachers." Scientia Paedagogica Experimentalis 59, no. 1 (2022): 51–72. http://dx.doi.org/10.57028/s59-051-z1004.

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The goal of the empirical quantitative research conducted on a sample of 100 Slovenian preschool teachers in 2021 was to examine in more detail the self-perception of preschool teachers on indicators of their emotional competence. The narrower theoretical framework of the study was the concept of emotional competence. Relevant data were obtained through a self-created research instrument of satisfactory reliability and validity. Preschool teachers assess their own emotional competence as extremely high, and the categories of competence correlate strongly. There were differences in the developm

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Ferreira, Ricardo Batista, Amanda Alves Fecury, Euzébio de Oliveira, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos Dias. "Socio-emotional skills in publications in education in the last five years: a brief review." Núcleo do Conhecimento 04, no. 01 (2022): 131–45. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/socio-emotional.

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The concept of competence is composed of our rational and emotional actions influenced by sociocultural factors. Competence combined with the control of emotions in social situations facilitates the resolution of conflicts. The objective of this work was to make a bibliographic review on emotional competencies in education present in publications in the last five years. The method used was a brief literature review on socio-emotional competencies in publications on education between 2017 and 2021, in Portuguese, in Google Scholar search databases. It is necessary to identify which competencies

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Barrientos, Precious Lovelle M., and Cris John Bryan C. Dela Cruz. "Socio-Emotional Competence and Academic Grit Among Grade Ten Students of the Largest Comprehensive High School." International Journal of Research and Innovation in Social Science IX, no. V (2025): 4947–57. https://doi.org/10.47772/ijriss.2025.905000382.

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This study examined the relationship between socio-emotional competence and academic grit among Grade 10 students at Koronadal National Comprehensive High School. Using an explanatory sequential mixed-methods design, it gathered quantitative data from 320 students through a survey and qualitative insights from five teacher-advisers via interviews. Socio-emotional competence was assessed in five areas: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. Academic grit focused on perseverance, consistency of interest, and commitment to goals. F

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King, Elizabeth K., and Karen M. La Paro. "Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence." Early Education and Development 29, no. 8 (2018): 989–1003. http://dx.doi.org/10.1080/10409289.2018.1510214.

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Vasyleva, H. V. "FACTORS OF STUDENTS’ EMOTIONAL COMPETENCE." Theory and practice of modern psychology 3, no. 1 (2020): 107–11. http://dx.doi.org/10.32840/2663-6026.2020.1-1.20.

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Rybakova, Nadezhda Alekseevna. "TEACHER’S EMOTIONAL COMPETENCE: ESSENTIAL CHARACTERISTIC." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 190–95. http://dx.doi.org/10.30853/pedagogy.2019.4.35.

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Redkozubova, Ekaterina A. "Emotional literacy and language competence." Humanities and Social Sciences 95, no. 6 (2022): 119–23. http://dx.doi.org/10.18522/2070-1403-2022-95-6-119-123.

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Richardson, R. C. "Teaching Social and Emotional Competence." Children & Schools 22, no. 4 (2000): 246–51. http://dx.doi.org/10.1093/cs/22.4.246.

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Dr., Sonali Saha Sarika Pansare. "Emotional competence: A conceptual review." International Journal of Research and Analytical Reviews 6, no. 1 (2019): 126–34. https://doi.org/10.5281/zenodo.7567379.

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Munir, Hina, Shagufta Naz, Jamal Ud Din Khan, Tehmina Taj, Muhammad Kashif, and Dildar Muhammad. "Association between Socio-Emotional Competence and Self-Efficacy of Nurse-Educators in Peshawar." Pakistan Journal of Medical and Health Sciences 17, no. 6 (2023): 72–74. http://dx.doi.org/10.53350/pjmhs202317672.

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Aim: To determine the association between socio-emotional competence and self-efficacy of nurse educators in Peshawar. Method: An analytical cross-sectional study was conducted from November 2022 to February 2023 at the Nursing Colleges of Peshawar. All nurse educators with a minimum of six months of teaching experience were included as study participants. A self-administered questionnaire was used for data collection. This questionnaire consisted of 42 items, 7 for demographic, 25 for the Socio-Emotional Competence Scale having a Cronbach alpha of 0.95, and 10 for the Teachers’ Self-Efficacy

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Putra, Okta Eka, Prisi Aulia Eris Vany, and Dikdik Purwadisastra. "Emotional Intelligence and Competency Factors in Explaining Teacher Performance." Commercium : Journal of Business and Management 3, no. 1 (2024): 1–12. https://doi.org/10.61978/commercium.v3i1.374.

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This scholarly inquiry seeks to elucidate the characterisation and impact of emotional intelligence, professional competence, and pedagogical performance within the KH. Zainal Mustafa Cluster is located in Cikalong Wetan. The methodological framework adopted for this study encompasses both descriptive and verification methodologies, employing quantitative research techniques. The demographic scope of this investigation encompasses all elementary school educators affiliated with the KH. Zainal Mustafa Cluster in Cikalong Wetan comprises a total of nine educational institutions and includes 91 t

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Mai Thi Thanh, Thuy. "SOCIAL - EMOTIONAL COMPETENCE OF STUDENTS WITH HEARING LOSS IN HUE CITY." UED Journal of Social Sciences, Humanities and Education 11, no. 2 (2021): 44–52. http://dx.doi.org/10.47393/jshe.v11i2.1003.

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Children with hearing loss are at risk of having difficulties in developing social-emotional competences compared to their peers. In Vietnam, so far, there has been no research on the social-emotional competence of hearing-impairedchildren. This paper aims to evaluate the reliability of the DASSE mini scale in using it to assess the social-emotional competence of children with hearing loss. This study used SPSS.20 software to evaluate the reliability and exploratory factor analysis (EFA) of the scale. A cross-sectional study on assessing social-emotional competence with the DASSE mini scale wa

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Hsu, Pei-Chuan. "THE IMPACT OF MATERNAL EMOTIONAL INTELLIGENCE AND BACKGROUND ON CHILDREN'S EMOTIONAL COMPETENCE." Problems of Education in the 21st Century 82, no. 6A (2024): 986–94. https://doi.org/10.33225/pec/24.82.986.

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This study aimed to explore the relationship between maternal emotional intelligence, background factors, and children's emotional competence, focusing on how these factors contribute to the emotional development of children aged 1 to 6 years. Data were collected through a questionnaire survey using purposive sampling. A total of two hundred thirty-five mothers and their children participated, ensuring a balanced gender distribution. Results showed that children's emotional competence does not significantly differ by gender. The higher the emotional competence is, the greater the age and grade

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Pahl, Kristine M., and Paula M. Barrett. "The Development of Social–Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program." Australian Journal of Guidance and Counselling 17, no. 1 (2007): 81–90. http://dx.doi.org/10.1375/ajgc.17.1.81.

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AbstractThe development of social–emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are socially and emotionally well adjusted do better at school, have increased confidence, have good relationships, take on and persist at challenging tasks and communicate well. The school setting is the optimal environment to implement intervent

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