Academic literature on the topic 'Socioemotional relations'

For the first time, the associations among the relatively new construct of self-leadership (SL; Neck & Houghton, 2006) and socioemotional intelligence (SEI; Riggio & Reichard, 2008) are examined. One hundred and sixty-eight participants gave self-reports on SL and SEI. Generally, SL and subfacets correlated positively with SEI and subfacets, however, strong associations were found for social sensitivity and emotional expressivity, but no associations were found for emotional control. Findings are discussed in light of SL regulation strategies concerning cognition, emotion, and behavior.

ObjectivesTo test associations between 11 caregiver aggressive and non-aggressive discipline behaviours and outcomes (aggression, distraction and prosocial peer relations) of children under 5 years in low-income and middle-income countries (LMICs).ParticipantsData came from the fourth (2009–2013) and fifth (2012–2017) rounds of the UNICEF Multiple Indicator Cluster Surveys. Analyses were restricted to households with children under 5 years, leaving a sample of 229 465 respondents across 60 LMICs. Data were analysed using Bayesian multilevel logistic regression.ResultsVerbal reasoning (80%) and shouting (66%) were the most common parental discipline behaviours towards young children. Psychological and physical aggression were associated with higher child aggression and distraction. Compared with not using verbal reasoning, verbal reasoning was associated with lower odds of aggression (OR)=0.92, 95% credible interval (CI)=0.86 to 0.99) and higher odds of prosocial peer relations (OR=1.30, 95% CI=1.20 to 1.42). Taking away privileges was associated with higher odds of distraction (OR=1.09, 95% CI=1.03 to 1.15) and lower odds of prosocial peer relations (OR=0.92, 95% CI=0.87 to 0.98). Giving the child something else to do was associated with higher odds of distraction (OR=1.06, 95% CI=1.01 to 1.12). The results indicated country-level variation in the associations between parenting behaviours and child socioemotional outcomes.ConclusionsPsychological and physical aggression were disadvantageous for children’s socioemotional development across countries. Only verbal reasoning was associated with positive child socioemotional development. No form of psychological aggression or physical aggression benefited child socioemotional development in any country. Greater emphasis should be dedicated to reducing parental use of psychological and physical aggression across cultural contexts.

The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.

Dual language learners (DLLs) make up 32% of all children in the United States. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment in school-aged children and adolescents, but the associations of HL and English (EL) proficiency with preschool-aged DLLs’ socioemotional adjustment remain understudied. This study included a sample of low-income Mexican and Chinese immigrant families with preschool-aged DLLs ( N = 90). Children’s HL and EL proficiencies were assessed using language tests. Parents rated their own cultural orientations, parenting styles, and children’s socioemotional adjustment. Children’s expressed anger/frustration and sadness were observed from an emotion-evoking task. Path analyses were conducted to test (a) the unique relations of children’s HL and EL proficiency and parents’ American and heritage cultural orientations to parenting styles, and (b) the relations of parenting styles to children’s adjustment. Results showed that children’s expressive HL proficiency and parents’ American and heritage cultural orientations were positively associated with authoritative parenting, which in turn was associated with children’s lower externalizing problems and higher prosocial behaviors. Children’s expressive EL was negatively associated with parents’ use of authoritarian parenting, and both expressive and receptive HL were negatively associated with children’s expressed sadness. These results indicate that children’s HL development and parents’ host and heritage cultural orientations are associated with socioemotional benefits for young DLLs growing up in low-income immigrant families.

The aim of this research is to recognize the burnout levels in a group of high school teachers that exercised their profession during the COVID-19 pandemic, looking forward to examining the correlation between burnout levels, trait emotional intelligence and socioemotional competencies (Autonomy, Regulation, Prosocial Behaviour and Empathy). The study counted with a sample of 430 high school teachers from multiple regions of Spain. The participants’ age was between 25 and 60, and the gender distribution was 53.72% for men and 46.28% for women. We used the Spanish version of the Maslach Burnout Inventory (MBI), the Trait Meta-Mood Scale (TMMS-24) and the Socioemotional Competences Scale (SCS). The main results indicated that teachers showed high levels of burnout dimensions, with women being the most affected, reaching higher levels in comparison to men. It was also observed that the older and more experienced professionals showed lower levels of burnout. Finally, statistically significant negative relations were found between emotional intelligence and burnout levels, as well as their association with the teacher’s socioemotional competencies. The analysis argues the possible consequences of stress during the pandemic and, correspondingly, the need for promoting protective approaches that embrace emotional intelligence and socioemotional competencies.

In today's multicultural societies, schools play a vital role in nurturing multicultural values and fostering students' positive interethnic relations. This paper contributes to discussions about the ways of building positive school climate, interethnic relations and multicultural practices by exploring the potential of practicing mindfulness in schools. Mindfulness is defined as the process of paying attention in the present moment and non-judgmentally that can, when practiced regularly, become a state and finally, an individual's trait. In the last two decades the effects of the mindfulness-based interventions (MBIs) on students' cognitive and socioemotional outcomes, as well as on school climate and interethnic relationships have been studied. Although the results are not unambiguous and depend on the research design, duration and comprehensiveness of the intervention and characteristics of students, one can conclude that MBIs can have a positive impact on students' cognitive and socioemotional functioning. Studies indicate positive effects of the MBIs on school climate, prejudice reduction, and willingness to engage in social contact with the youth of other ethnic backgrounds. Despite the potential of mindfulness, one should not overlook that we need to adopt a whole-school approach and to advocate for structural system changes to ensure positive interethnic relations in society.

Parental reactions to children’s negative emotions (PRCNEs), a type of emotion socialization, has been theorized to shape children’s socioemotional development. Few studies have examined cultural variations in PRCNE among Western/Minority World cultures. The present study used a cross-cultural, preschool-based sample of 101 parent–child dyads (child age = 36–79 months, 42% females; parent age = 19–58 years, 89% mothers) from two countries: U.S. (n = 33, 58% White/European American, 87% with college or above education) and France (n = 68, 61% French or other European origin, 40% with college or above education). Parents self-reported PRCNEs across 12 hypothetical scenarios. Children’s behavioral problems and prosocial behaviors were rated by parents and preschool teachers. Children’s emotion knowledge was measured by a behavioral task. We examined (1) cultural group variations in PRCNEs, and (2) the relations between PRCNE and children’s socioemotional outcomes. Controlling for demographics, French parents endorsed more non-supportive PRCNE than U.S. parents. Across both cultures, parents’ higher use of distress and punitive reactions were linked to lower parent-rated child prosocial behaviors. These findings revealed differences and similarities in PRCNEs between French and U.S. families and have implications for early childhood education practices promoting socioemotional competence.

For offenders returning to society at record levels, securing work looms as one of the most crucial factors in successful reentry. Work hope is a construct that seeks to measure the relative presence of goals of securing desired work, thoughts about how to achieve those goals, and agency to achieve those goals, even in the presence of obstacles. This study sought to examine relationships among work hope, the socioemotional variables of attachment, emotion regulation, physical, relational, and workplace victimization, and coping, and the career-related variables of perceptions of career-related barriers and complexity level of career goals. The sample comprised cohorts from eight different correctional centers (N = 111, 72.1% male, M = 37.97, SD = 10.02), who participated in three waves of a longitudinal study. Four path models were run to model the relationship among work hope and the socioemotional variables, but none of the models satisfied all designated fit indices. The model with the combination of the most adequate fit and theoretical support found significant direct effects from Time 1 anxious attachment, but not avoidant attachment, to Time 1 difficulties with emotion regulation. Significant direct effects were found from Time 1 avoidant attachment and difficulties with emotion regulation, but not anxious attachment, to Time 3 avoidant coping. Significant direct effects were also found from Time 3 avoidant coping to Time 3 work hope. Relational, physical, and workplace victimization were not significantly related to work hope or other socioemotional variables. This study also found that work hope was significantly related to perceptions of career-related barriers (r = -.30). Overall, study findings add to the construct validity of work hope and highlight the importance of addressing socioemotional variables such as attachment, emotion regulation, and coping in preparing offenders for successful reentry and obtaining work.

Inclusive Education refers to the responsibility of the government and educational institutions of each country for the training and qualification of children and young people with disabilities, respecting the different types of differences. In this process of inclusion, two factors are important in addition to government actions: 1) the students' socio-emotional abilities (HSE), which will guarantee possibilities for inclusive innovation; and 2) the family, which plays an important role, the first interpersonal relationships and therefore where learning begins. HSE, when conducted properly, prepares the individual to seek what he desires, to solve daily situations, to discern behaviors and decisions, to establish goals, among other positions that collaborate for his personal growth, as well as his community. However, sometimes, in order to protect and care for the disabled, the family eventually creates impasses that hinder the development of certain skills and abilities important to life in society. In view of the above, we outline the general objective of identifying and describing the HSE of a licentiate with a disability in the biology course at the Federal University of Sergipe (UFS), understanding possible influences of the student's family in the construction of these skills. This is a research of exploratory nature, with qualitative approach performed through the single case study method. It takes place in the Biology Department (DBI) of UFS and as subjects of the research we have a disabled student with proper enrollment, a relative of the student (mother), a teacher in the course and the interpreter of Brazilian Language of Signals (LIBRAS), conferring a total of four subjects. For the data collection we used the semi-structured interview and for the analysis of the same, we adopted the Discursive Textual Analysis proposed in Moraes and Galiazzi (2014). The results indicate that the family of the licensee consulted acts to balance their influences between the incentive and the overprotection, and there are also reports of some scenes of prejudice, coming from relatives outside the family nucleus. Among her relatives, her mother seems to be the greatest motivator, and this can be one of the factors that contributes to the autonomy of the student throughout the process of inclusion. As for inclusion in the university, the interviewees report some difficulties, which become barriers, such as the prejudice and resistance of some colleagues and teachers throughout the course, however these barriers were and are being transposed by the student, and to this we can relate some HSE identified, such as autonomy, self-regulation, perseverance, organization, self-control and responsibility, which have been and are being developed both due to the influence of the family context and the academic life itself. We consider, therefore, that the family exerts influence in the construction of HSE of the licensee, and that these HSE are closely linked to the development of the student along the process of inclusion, and later formation.<br>A Educação Inclusiva refere-se à responsabilidade do governo e das instituições de ensino de cada país com a formação e qualificação das crianças e jovens com deficiência, respeitando os diversos tipos de diferenças. Nesse processo de inclusão, três fatores são importantes, além das ações governamentais: 1) as habilidades socioemocionais (HSE) dos estudantes, que lhe garantirão possibilidades de inovação inclusiva e 2) a família, que desempenha papel importante, pois é no lar onde ocorre as primeiras relações interpessoais e por consequência onde o aprendizado começa, e também a formação dos professores que ao estarem mais preparados e dispostos a auxiliar no processo de inclusão podem auxiliar aos alunos com deficiência nesta fase importante de suas vidas. As HSE quando conduzidas adequadamente, preparam o indivíduo para buscar o que deseja, resolver situações cotidianas, discernir comportamentos e decisões, estabelecer metas, entre outras posturas que colaboram para o seu crescimento pessoal, assim como da sua comunidade. Contudo, por vezes, no intuito de proteger e cuidar da pessoa com deficiência, a família acaba por criar impasses que dificultam o desenvolvimento de determinadas competências e habilidades importantes para a vida em sociedade. Diante do exposto delimitamos como objetivo geral identificar e descrever as HSE de uma licencianda com deficiência do curso de licenciatura em biologia da Universidade Federal de Sergipe (UFS), compreendendo possíveis influências da família dessa aluna na construção destas habilidades. Esta é uma pesquisa de natureza exploratória, com abordagem qualitativa realizada através do método estudo de caso único. Ela ocorre no Departamento de Biologia (DBI) da UFS e como sujeitos da pesquisa temos uma aluna com deficiência devidamente matricula, um familiar da aluna (mãe), uma professora no curso e a intérprete de Língua Brasileiras de Sinais (LIBRAS), conferindo um total de quatro sujeitos. Para a coleta de dados utilizamos a entrevista semiestruturada e para a análise dos mesmo, adotamos a Análise Textual Discursiva proposta em Moraes e Galiazzi (2014). Os resultados apontam que a família da licencianda consultada atua equilibrando suas influencias entre o incentivo e a superproteção, havendo também relatos de algumas cenas de preconceito, advindos de parentes de fora do núcleo familiar. Dentre seus familiares sua mãe, parece ser a maior motivadora, e isto pode ser um dos fatores que colabora para a autonomia da aluna ao longo de seu processo de inclusão. Quanto à inclusão na universidade as entrevistadas relatam algumas dificuldades, que se transformam em barreiras, como o preconceito e a resistência de alguns colegas e professores ao longo do curso, contudo estas barreiras foram e estão sendo transpostas pela aluna, e a isto podemos relacionar algumas HSE identificadas, como autonomia, autorregulação, perseverança, organização, autocontrole e responsabilidade, as quais foram e estão sendo desenvolvidas tanto devido a influência do contexto familiar, quanto da própria vida acadêmica. Consideramos, portanto, que a família exerce influência na construção de HSE da licencianda, e que estas HSE estão intimamente ligadas ao desenvolvimento da aluna ao longo do processo de inclusão, e posterior formação.<br>São Cristóvão, SE

Indiana University-Purdue University Indianapolis (IUPUI)<br>In this study we examined 381 interactions between Donors and Fundraisers from a large research university by analyzing their Contact Reports. Specifically, we examined whether we could extract measures of fundraiser empathy through the application of a coding scheme and linguistics analysis, and whether there are differences in the reports based on donor characteristics. We found evidence that there are significant differences between how fundraisers write reports and what they include in them, based on school of graduation and type of interaction, but little difference in their treatment by donor gender. We conclude that indeed measures of empathy can be extracted from Contact Reports, but that minimum standards of reporting should be adopted by fundraising organizations in order to support using Contact Reports as qualitative evaluation tools.

Social Poverty draws on 192 interviews with young, low-income, unmarried parents to investigate the concept of social poverty, using the setting of a government-funded relationship education program. While commentators and academics have excoriated such programs for the value system they imply and their intervention results, participants are huge fans of them. Although critics view participants’ financial needs as dominating their social concerns, participants themselves are acutely aware of their relational needs. These needs drive their participation in and enthusiasm for the program. This study illustrates the fundamental importance to policy and poverty studies of properly understanding social poverty. Social poverty means not having adequate high-quality, trusting social relationships to meet core socioemotional needs. Poverty scholars typically focus on the economic use value of social ties—how relationships enable access to job leads, informal loans, or a spare bedroom. While such resources can be essential, this focus ignores the fundamental place of socioemotional needs in our lives and the extent to which avoiding or alleviating social poverty is a central motivation for many. As one young mother says, without her boyfriend she would “probably be the loneliest person on Earth.” Therefore, to accurately assess policy impacts and comprehend individuals’ behaviors, we must pay attention to both material and social hardships.

Educating gender socioemotional well-being is a great education challenge. The objectives of this study were (1) to identify the motor interactions (cooperation and opposition), the emotional intensity, the motivational interest, and the perception of success by gender in two traditional paradoxical games (TPG) (Hunting Ball and Sitting Ball); (2) to relate the intensity of emotions in both games; and (3) to reveal the predictive capacity of the motor interaction and emotion on the interest aroused by games. A total of 42 students (boys = 21; 50%; girls = 21; 50%) played both games. After each game was over, the participants answered the Games and Emotions Scale. For the differences between Hunting Ball and Sitting Ball, mean and standard deviation, Wilcoxon signed-rank test, p-value, and the effect sizes were performed. The results support the great contribution of TPG for educating the relational and emotional well-being between genders.

Abstract Fragile infants who are born at risk for long-term developmental concerns often require specialized assessment and intervention services to promote regulation and provide neuroprotective care. Behavioral health interventions in the neonatal intensive care unit (NICU) include infant mental health services that promote infant–parent relationships, socioemotional competence, and nurturing relationships by providing developmentally supportive care and supporting parental mental health needs. Best practices for behavioral health providers in NICU settings include implementing specialized and evidence-based approaches spanning identification, evaluation, and intervention to enhance developmental, relational, and health outcomes. Reflection and reflective practice are core components of behavioral health professionals’ engagement with infants and their families. Consequently, behavioral health providers are uniquely positioned to support fragile infants, their families, and the professionals who serve them, promoting optimal development and healthy relationships well beyond the NICU.

In the current educational context, marked by deep, complex and rapid transformations, rethinking the concept of educational well being takes on special significance, being considered the fertile ground for a quality education that favors outstanding performance on multiple levels for all educational actors. The fundamental objective of the paper consists in highlighting the importance of the development of educational well-being at the level of each entity, as a trigger of performance, in direct correlation with authentic leadership, which is responsible for creating a positive socioemotional microclimate favorable to ensuring well-being in every school. The research methodology is based on the scientific investigation in the specialized literature, through the analysis of numerous articles, studies, indexes related to this field, published between the years 2020-2023 and indexed in international databases. Also, the database was completed by applying a questionnaire addressed to teachers from schools in the South-West Oltenia region, in order to identify the concern of the educational leadership and each educational actor in the creation and development of the educational well-being.

The aim of our research and study is to analyze the goals of Hungarian family business wineries and to contribute to the understanding of factors influencing the various goals of such businesses. The family business goal model developed by Basco (2017) formed the basis of our research. Goal-related outcomes were examined at the corporate, family, and individual levels. Two factors were identified at the corporate level: industry and business life cycle. Research results reveal that socioemotional factors are the most significant at the level of the family. The features of (human and social) resources associated with the founder are the most decisive at level of the individual. On the other hand, goals relating to organizational changes were virtually absent from the corporate goals listed by the interviewees. An important conclusion of our study is that issues relating to innovation, awareness, growth and development almost exclusively concern products, services, and the more sustainable use of natural resources. Development goals relating to management or governance have not been identified.