Gotowe bibliografie tematyczne / Emotional competence

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Gotowa bibliografia na temat „Emotional competence”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Emotional competence"

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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Rozprawy doktorskie na temat "Emotional competence"

Mirabile, Scott Paul. "Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1159.

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In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspec

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Bonillo, Danette Bonfield. "Developing Social-Emotional Competence Interventions that Facilitate Emotional and Behavioral Self-Regulation." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601857.

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<p> The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention

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Roberts, Elizabeth Roberts. "Developing Emotional Competence in Young Children: Teachers as Socializers." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/418263.

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Educational Psychology<br>Ph.D.<br>Emotional competence is empirically associated with children’s success both socially and academically. Emotion knowledge and emotion regulation, the components of emotional competence, help children navigate interactions with peers and teachers in order to reach their goals while respecting the needs of others. An abundance of research exists on curricula to build social-emotional skills, as well as research on the role parents play in socializing children about emotional competence. However, little research exists on emotion socialization by teachers. Litera

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Sundberg, Helena, and Maria Svanström. "Emotionell kompetens : om möjligheter till utveckling och betydelse för ett effektivt ledarskap." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17143.

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Purpose of the study was to illustrate how emotional competence can be important for leadership and to explore the possibility of improving emotion perception ability after training. Participants in this study were 40 managers, divided into control and experimental group, within public administration. The participants implemented a data-based emotion perception test, which were done twice at every occasion, with intervention consisting of information or education between test- and retest. The result showed a clear improvement after intervention, in which no difference was found between control

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Hessler, Danielle Marie. "Family stressors, emotional competence, and adolescent risky behavior /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/8994.

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Somerwil, Tammy A. "Preschool Educators' Perceptions of Their Emotional Socialiser Role of Preschool Children's Emotional Competence." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405195.

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Preschool-aged children spend a large proportion of their waking hours in early childhood education and care services. The preschool years span a peak phase for children’s development of many key milestones of emotional competence. Between the ages of 2 and 5, these elements of emotional competence are playing a critical role in the successful development of social competence, and more specifically the beginnings of peer relationships. Emotional competence is critical therefore for children’s well-being, navigation of social contexts, school readiness, and long-term academic success. It is und

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Borowski, Sarah K. "Emotional Competence and Co-Rumination Within Early Adolescent Friendships: Implications for Emotion Socialization." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539626774.

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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.

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Magee, Aoife. "Examination of the Social Emotional Assessment Measure (SEAM) Parent-Toddler Interval." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12959.

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Parent-child relationships serve as the foundation for social emotional competence in young children. To support the healthy social emotional development of their children, parents may need to acquire information, resources, and skills through interventions that are based upon assessment of parent competence. This manuscript presents results from a study of parents of toddlers and the practitioners who serve them in a suburban area of the Pacific Northwest. The purpose of the study was to conduct initial psychometric studies on a curriculum-based tool, the Social Emotional Assessment Measure (

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Crick, Amanda. "Emotional Intelligence, Social Competence, and Success in High School Students." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/649.

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The relationship between emotional intelligence, social competence, and success was investigated. Success was operationally defined as elected leadership within a school group, club, or organization. The study sample consisted of 31 males and 89 females ages fourteen to seventeen years (grades 9 through 11) from three counties in south-central Kentucky. Student participants were characterized as Leaders, Joiners, or Non-Joiners of school groups and were asked to complete the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV) (BarOn & Parker, 2000), which assessed emotional intell

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Książki na temat "Emotional competence"

T, Evans Elizabeth, and Meisgeier Charles H. 1932-, eds. Connecting with others: Lessons for teaching social and emotional competence. Research Press, 1996.

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D, Bricker Diane, ed. An activity-based approach to developing young children's social emotional competence. Paul H. Brookes Pub. Co., 2007.

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Brar, S. Social emotional competence of pre-school children: Relationship to intelligence and maturity. Educational Resources Information Center, 1992.

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Educational Resources Information Center (U.S.), ed. Antecedents of language competence and social-emotional adjustment of young deaf children. Dept. of Educational Foundations, Georgia State University, 1990.

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1948-, Davis Karen R., Swindle Faye L, and Quirk Constance, eds. Developmental therapy-developmental teaching: Fostering social-emotional competence in troubled children and youth. 3rd ed. PRO-ED, 1996.

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Miller, Darcy Elizabeth. Enhancing adolescent competence: Strategies for classroom management. West/Wadsworth, 1998.

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Knapczyk, Dennis R. Teaching social competence: A practical approach for improving social skills in students at-risk. Brooks/Cole Pub. Co., 1996.

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Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. P. Lang, 2012.

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Valeri, Marco, ed. Emotional Intelligence and Networking Competencies. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-77543-7.

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Nancy, Eisenberg, ed. Children's emotions and social competence. Wayne State University, 1994.

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Części książek na temat "Emotional competence"

Crosby Bergin, Christi, and Kimberly A. Gordon Biddle. "Emotional Competence." In Social and Emotional Development in Children through Emerging Adults. Routledge, 2025. https://doi.org/10.4324/9781003046455-1.

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Crosby Bergin, Christi, and Kimberly A. Gordon Biddle. "Social Competence." In Social and Emotional Development in Children through Emerging Adults. Routledge, 2025. https://doi.org/10.4324/9781003046455-2.

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Denham, Susanne A., and Rosemary Burton. "Preschoolers’ Attachment and Emotional Competence." In Social and Emotional Prevention and Intervention Programming for Preschoolers. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0055-1_3.

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Cekaite, Asta. "Emotional stances and interactional competence." In Emotion in Multilingual Interaction. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/pbns.266.06cek.

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Lemerise, Elizabeth A., and Bridgette D. Harper. "Emotional Competence and Social Relations." In Contributions to Human Development. S. KARGER AG, 2013. http://dx.doi.org/10.1159/000354353.

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Tamura, Leonard J. "Emotional competence and well-being." In APA handbook of ethics in psychology, Vol 1: Moral foundations and common themes. American Psychological Association, 2012. http://dx.doi.org/10.1037/13271-007.

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Esau, Natascha, and Lisa Kleinjohann. "Emotional Robot Competence and Its Use in Robot Behavior Control." In Emotional Engineering. Springer London, 2011. http://dx.doi.org/10.1007/978-1-84996-423-4_7.

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Denham, Susanne A. "Emotional Competence During Childhood and Adolescence." In Handbook of Emotional Development. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17332-6_20.

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Capobianco, Nicole B., Caitlin D. Bush, and Deborah L. Best. "Emotional Development: Cultural Influences on Young Children’s Emotional Competence." In Children’s Social Worlds in Cultural Context. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27033-9_5.

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Havighurst, Sophie. "Improving Children’s Emotional Competence: Parenting Interventions." In Social and Emotional Prevention and Intervention Programming for Preschoolers. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0055-1_11.

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Streszczenia konferencji na temat "Emotional competence"

Guo (Chu), Siao-Cing. "USING ROLE-PLAYING GAMES TO FOSTER LANGUAGE PROFICIENCY AND EMOTIONAL COMPETENCE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0678.

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Tang, Yuxin, Jialin Lv, and Shuling Song. "An Exploration of Teachers’ Digital Teaching Competence and Emotional Experience Regarding Data Driving Decision Making." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10868126.

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Esau, Natascha, Lisa Kleinjohann, and Bernd Kleinjohann. "Emotional Competence in Human-Robot Communication." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49409.

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Since emotional competence is an important factor in human communication, it will certainly also improve communication between humans and robots or other machines. Emotional competence is defined by the aspects emotion recognition, emotion representation, emotion regulation and emotional behavior. In this paper we present how these aspects are intergrated into the architecture of the robot head MEXI. MEXI is able to recognize emotions from facial expressions and prosody of natural speech and represents its internal state made up of emotions and drives by according facial expressions, head move

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Filella, Gemma, Felicidad Barreiro, Jon Berastegui, Maria José Méndez, María Priego-Ojeda, and Agnès Ros-Morente. "EMOTIONAL AWARENESS OF ELEMENTARY STUDENTS. ANALYSIS OF NEEDS AND INTERVENTION PROPOSALS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end118.

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"The ability to master emotional vocabulary is evidenced to enhance emotional expression, as well as broaden knowledge of the world and facilitate interpersonal relationships. Also, it helps to develop critical thinking, promotes abstraction, deepens self-knowledge, emotional regulation, forge solid social relationships and improves emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social competence and competences for life and well-being. Some of them are mediated by language, such as emotional awareness which is the first step towards becoming aware of on

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Slavić, Agneš, Maja Strugar Jelača, Nemanja Berber, and Radmila Bjekić. "The Relationship between Managers’ Emotional Competencies and Organizations’ Financial Performances." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.s.p.2021.59.

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The topic of emotional intelligence has attracted considerable interest from both academics and practitioners. Emotionally intelligent leaders have the ability to express, understand and regulate their own as well as others’ emotions. Previous evidence suggests that emotionally intelligent leaders play a crucial role in encouraging employees to perform at their best at work, which in turn can improve the financial performance of the organization. Still, there is little empirical evidence to support these claims from developing countries. Therefore, the research question of this paper is: W

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Tartt, Erica. "Social Emotional Health Survey: Exploring Emotional Competence." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1693290.

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Silva Lidiane Aparecida Viera, Bernardes, de Lima Luciana, and Rodrigues Rita. "Enhancing teacher training for emotional and technological competence." In International conference Czech republic and lusophonic countries 2024: Education, art and digital technology in teaching. University of West Bohemia, Czech Republic, 2024. http://dx.doi.org/10.24132/zcu.2024.12426.86-87.

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The rapid transition to remote learning due to the COVID-19 pandemic emphasized the importance of integrating technological and socioemotional skills into teacher training. Facing the challenge of adapting to digital tools, educators encountered significant obstacles that affected their emotional health, leading to increased stress and burnout. In response, targeted training programs were initiated, focusing on educational technology and developing teachers’ emotional awareness and self-care practices. The study aimed to improve teachers’ understanding of their emotions, promoting self-regulat

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CUCEREAVÎI, Elena, and Elena RUSU. "Valențe relevante ale competenței socioemoționale în procesul educaţional." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p178-182.

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The successful completion of the educational process requires an optimal level of social and emotional development. Socio-emotional competence is the pillar of teachers' professional success, being directly involved in optimizing interpersonal relationships and supporting the educational process. The presence of socio-emotional competence in teachers determines the depth and soundness of socio-emotional integrity, including a set of resources, skills and abilities derived from emotions, feelings, emotional situations, social relationships. In the educational environment, socio-emotional compet

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Tolegenova, Aliya. "Emotional competence of the person." In 3th International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.08.19.

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CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.

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Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental tra

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Raporty organizacyjne na temat "Emotional competence"

Araya, Susana, Mabel Urrutia, Yasna Chavez, Isidora Zanartú, and Rafael Zapata. Impact of Emotional Education programs in the development of emotional competence in secondary students: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.9.0009.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with

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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood

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Ma, Miao, Donghui Wang, and huijuan Xie. Effects of Physical Activity Interventions on Adolescents’ Social Emotional Competence: A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.4.0049.

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Schlinger, Melissa, Karen VanAusdal, Kimberly Anne Schonert-Reichl, Hyeri Mel Yang, and Sonia Suarez Enciso. How Do Disruptive Innovators Prepare Todays Students To Be Tomorrows Workforce?: Collaborative for Academic, Social, and Emotional Learning (CASEL). Inter-American Development Bank, 2025. https://doi.org/10.18235/0013444.

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Now more than ever, the overall health and well-being of students and educators alike become a global priority for health-care professionals, educators, and families. Socialemotional learning (SEL) competencies are critical for success in college, career, and life. To truly transform our schools and create more equitable outcomes for all students and more satisfying experiences for adults, schools should consider a systemic approach to SEL. This brief introduces the Collaborative for Academic, Social, and Emotional Learning (CASEL) and its work on systemic SEL. The systemic SEL approach emphas

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Green, Crystal, and Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and e

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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of so

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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Le

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Gandia, Natalia, Josep-Maria Losilla Vidal, and Paz Viguer Seguí. Strategies to assess and promote university students’ socio-emotional competencies in socio-educational and health fields: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.2.0076.

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Padilla Vergara, Tatiana, Enrique Carlos Urzola Mestra, and David José Hernández Hoyos. Psychological aspects of human behavior. Ediciones Universidad Cooperativa de Colombia, 2023. https://doi.org/10.16925/gcnc.88.

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This class note presents the topics and units of study developed in the course “Psychological Aspects of Human Behavior.” The document briefly describes the theorists and authors that students should consider to better understand the concepts being studied, providing tools to professionals in the social sciences to comprehend the fundamental principles of human behavior (psychobiological, emotional, behavioral, and cognitive), and the practical application of some of these concepts in everyday social contexts, from a critical and competency-based educational methodology.

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Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!