The social, emotional, and behavioral skill antecedents to college students' volunteering during the COVID-19 pandemic

Online profiling of volunteers in public health emergencies: insights from COVID-19 in China

BACKGROUND

During public health emergencies, the diverse backgrounds of volunteers pose numerous management challenges. This study aims to develop an online profiling model of volunteers using social media data to achieve a more comprehensive and objective understanding of them.

METHODS

In the proposed model, the study designed five profiling tags: basic information, sentiment, topic features, interest preferences, and online social engagement. K-Modes clustering was employed to implement the profiling. To validate the feasibility of the model, an empirical study was conducted using Weibo data from 1,070 volunteers during the COVID-19 pandemic in China, resulting in the online profiling of these volunteers.

RESULTS

Four categories of volunteers could be identified: Public Affairs Pioneers (32.4%), Diary Record Lurkers (32.8%), Social Topic Sharers (20.9%), and Fashion and Entertainment Influencers (13.9%). Overall, volunteers were predominantly female, generally interested in entertainment, relatively satisfied with their volunteer work, and possessed a sense of social responsibility. The four categories of volunteers exhibited distinct characteristics in terms of interests, online social behavior, and influence.

CONCLUSIONS

The proposed online profiling model objectively captures the characteristics of volunteers during public health emergencies. The four volunteer categories identified through the empirical results provide a multidimensional and comprehensive understanding of volunteers. For different volunteer categories, official agencies can tailor their recruitment, management, and training strategies to better suit the specific needs and strengths of the volunteers, thereby enhancing the effectiveness and efficiency of volunteer engagement and ensuring volunteers are well-prepared and supported in their roles.

The Behavioral, Emotional, and Social Skills Inventory: A Spanish Adaptation and Further Validation in Adult Population

Social, emotional, and behavioral (SEB) skills encompass a broad range of interpersonal and intrapersonal abilities that are crucial for establishing and maintaining relationships, managing emotions, setting and pursuing goals, and exploring new learning opportunities. To address the lack of consensus regarding terminology, definition, and assessment of SEB skills, Soto et al. developed the Behavioral, Emotional, and Social Skills Inventory (BESSI), which consists of 192 items, 32 facets, and 5 domains. The objective of the current study was to adapt the BESSI to Spanish (referred to as BESSI-Sp) and enhance the overall understanding of the BESSI framework. A sample of 303 people was employed with a mean age of 30.35 years (SD = 14.73), ranging from 18 to 85 years. The results indicate that the BESSI-Sp demonstrates strong psychometric properties. Its facet- and domain-level structure aligns with the theoretical expectations and closely resembles the English-language source version. The facets exhibit high reliability (mean ω = .89), and the scores demonstrate adequate stability after 3 to 4 weeks (mean rICC = .77). The BESSI-Sp also displays evidence of convergent validity and integrates well with the Big Five framework, providing incremental validity for various outcomes. We discuss the implications of these findings for the assessment of SEB skills and future research in this field.

Social, Emotional, and Behavioral Skills: Age and Gender Differences at 12 to 19 Years Old

Individuals use social, emotional, and behavioral (SEB) skills to build and maintain social relationships, regulate emotions, and manage goal-directed behaviors. A promising integrative framework of SEB skills was recently proposed, showing that they matter for positive outcomes during adolescence. Nothing is known about how and whether they differ between 12 and 19 years old and whether such differences depend on gender (males or females). Uncovering their age trajectories is fundamental because SEB skills are highly needed during this period of life. Educators, psychologists, and policymakers need to understand when, why, and how interventions concerning SEB skills should be proposed, potentially considering male and female profiles. To cover this gap, we cross-sectionally analyzed data from 4106 participants (2215 females, 12-19 years old). We highlighted age and gender differences in the five domains of SEB skills (self-management, innovation, cooperation, social engagement, and emotional resilience). Our results show that each SEB skill follows a specific age trend: emotional resilience and cooperation skills increase naturally between 12 and 19 years old, while innovation, social engagement, and self-management skills decline, especially between 12 and 16 years old, and grow later. The trajectories of self-management, social engagement, and emotional resilience skills also differ between males and females. Importantly, we detected declines in SEB skills (especially for social engagement and innovation skills) that can inform policies and interventions to sustain SEB skills in youths to favor their well-being and success in this crucial period.