1
|
Postigo Á, González-Nuevo C, García-Fernández J, García-Cueto E, Soto CJ, Napolitano CM, Roberts BW, Cuesta M. The Behavioral, Emotional, and Social Skills Inventory: A Spanish Adaptation and Further Validation in Adult Population. Assessment 2024:10731911231225197. [PMID: 38311900 DOI: 10.1177/10731911231225197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2024]
Abstract
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.
Collapse
|
2
|
Yang J, Deng Y, Wang Y. Reciprocal Associations among Social-Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School. Behav Sci (Basel) 2023; 13:922. [PMID: 37998669 PMCID: PMC10669640 DOI: 10.3390/bs13110922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 11/03/2023] [Accepted: 11/09/2023] [Indexed: 11/25/2023] Open
Abstract
The study aimed to examine the reciprocal associations among social-emotional competence (SEC), interpersonal relationships (including teacher-student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher-student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students' SEC, teacher-student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher-student relationships, as well as between academic achievements with SP and teacher-student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students' SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science.
Collapse
Affiliation(s)
| | | | - Yehui Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China; (J.Y.); (Y.D.)
| |
Collapse
|
3
|
Gamboa V, Rodrigues S, Bértolo F, Marcelo B, Paixão O. Socio-emotional skills profiles and their relations with career exploration and perceived parental support among 8th grade students. Front Psychol 2023; 14:1214395. [PMID: 37621940 PMCID: PMC10445755 DOI: 10.3389/fpsyg.2023.1214395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Accepted: 07/24/2023] [Indexed: 08/26/2023] Open
Abstract
Socio-emotional skills can play a crucial role in students career development. This study used a person-centered approach to explore socio-emotional skills (curiosity, optimism, empathy, sociability, and responsibility) profiles among 8° grade students (N = 310). We also explored the relations of these profiles with career exploration (self and environmental), perceived parental support (emotional support, instrumental assistance, career-related modeling, and verbal encouragement) and school achievement. Using Latent Profile Analysis (LPA), four distinct profiles emerged that differed in terms of level and shape, namely: Other and Task oriented profile, Socio-emotional Adaptive profile, Socio-emotional non-Adaptive profile, Self- Oriented profile. Our results show that the "Socio-emotional Adaptive" profile can be clearly differentiated from the "Socio-emotional non-Adaptive" profile given the higher values it presents regarding all the variables in study. However, the differences between the "Other and Task Oriented" profile and "Self-Oriented" profile (intermediate profiles) were analyzed and discussed from qualitative point-of-view and adopting an exploratory approach. Overall, the findings of this study indicate that socio-emotional profiles have the potential to account for variations in career behaviors and academic performance. These results provide valuable insights for the development and implementation of career-oriented interventions targeted at 8th grade students and their immediate relational environments.
Collapse
Affiliation(s)
- Vítor Gamboa
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
- Research Center for Psychological Science, University of Lisbon, Lisbon, Portugal
| | - Suzi Rodrigues
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| | - Filipa Bértolo
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| | - Beatriz Marcelo
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| | - Olímpio Paixão
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| |
Collapse
|
4
|
Wigelsworth M, Mason C, Verity L, Humphrey N, Qualter P. A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision. SCHOOL MENTAL HEALTH 2023; 15:1-12. [PMID: 37359160 PMCID: PMC10174615 DOI: 10.1007/s12310-023-09585-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/12/2023] [Indexed: 06/28/2023]
Abstract
Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty for researchers attempting to address heterogeneity in SEL research and practitioners who want to select programs best suited for their contexts. This paper begins to address these concerns by extracting and contrasting 'core components' of interventions within an identified shortlist of 13 universal, elementary evidence-based programs through a distillation method using the often cited 'five core competency' model from CASEL (Collaborative for Academic, Social, and Emotional Learning). Results showed that CASEL's core competencies are represented across short-listed programs. However, almost all programs had identifiable foci, targeting a subset of skills. Accordingly, the use of 'core components' is recommended as a method for offering more nuance in SEL classification for programs beyond the current study, with implications for program implementation and the design of future research in SEL evaluation.
Collapse
Affiliation(s)
- Michael Wigelsworth
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Carla Mason
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Lily Verity
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Neil Humphrey
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Pamela Qualter
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| |
Collapse
|
5
|
Pishghadam R, Ebrahimi S, Golzar J, Miri MA. Introducing emo-educational divorce and examining its relationship with teaching burnout, teaching motivation, and teacher success. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04000-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
6
|
Fostering Engagement, Reflexivity, and 21st-Century Skills in Middle School: A Pilot Collaborative Action Research on Identity Formation with Adolescent Co-Researchers. J Intell 2022; 10:jintelligence10030064. [PMID: 36135605 PMCID: PMC9504224 DOI: 10.3390/jintelligence10030064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 08/31/2022] [Accepted: 09/05/2022] [Indexed: 11/17/2022] Open
Abstract
Identity construction during adolescence constitutes a primary psychosocial developmental task. A growing body of research has addressed the importance of school education in fostering adolescents’ identity formation and the skills they need to thrive. Although several studies aimed at defining the factors contributing to a coherent, stable, and integrated identity formation, none sought to investigate this question from the adolescents’ perspective. This contribution aimed to explore new ways of fostering 21st-century skills among adolescents through action research. Five adolescents aged 13 to 15 participated in the research process, creating a survey to answer a research problem mainly focused on identity construction in adolescence. A reflexive analysis of the co-research process highlighted the interest in involving adolescents as co-researchers to foster their social and emotional skills. The deployment of the resulting survey in a sample of 1210 adolescents from the general population highlighted the importance of gender diversity for constructing various dimensions of identity.
Collapse
|
7
|
Lechner CM, Knopf T, Napolitano CM, Rammstedt B, Roberts BW, Soto CJ, Spengler M. The Behavioral, Emotional, and Social Skills Inventory (BESSI): Psychometric Properties of a German-Language Adaptation, Temporal Stabilities of the Skills, and Associations with Personality and Intelligence. J Intell 2022; 10:jintelligence10030063. [PMID: 36135604 PMCID: PMC9503910 DOI: 10.3390/jintelligence10030063] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 08/18/2022] [Accepted: 08/25/2022] [Indexed: 12/03/2022] Open
Abstract
Social, emotional, and behavioral (SEB) skills comprise a broad set of abilities that are essential for building and maintaining relationships, regulating emotions, selecting and pursuing goals, or exploring novel stimuli. Toward an improved SEB skill assessment, Soto and colleagues recently introduced the Behavioral, Emotional, and Social Skills Inventory (BESSI). Measuring 32 facets from 5 domains with 192 items (assessment duration: ~15 min), BESSI constitutes the most extensive SEB inventory to date. However, so far, BESSI exists only in English. In three studies, we comprehensively validated a novel German-language adaptation, BESSI-G. Moreover, we expanded evidence on BESSI in three ways by (1) assessing the psychometric properties of the 32 individual skill facets, in addition to their domain-level structure; (2) providing first insights into the temporal stabilities of the 32 facets over 1.5 and 8 months; and (3) investigating the domains’ and facets’ associations with intelligence, in addition to personality traits. Results show that BESSI-G exhibits good psychometric properties (unidimensionality, reliability, factorial validity). Its domain-level structure is highly similar to that of the English-language source version. The facets show high temporal stabilities, convergent validity with personality traits, and discriminant validity with fluid and crystallized intelligence. We discuss implications for research on SEB skills.
Collapse
Affiliation(s)
- Clemens M. Lechner
- Department Survey Design and Methodology, GESIS—Leibniz Institute for the Social Sciences, P.O. Box 12 21 55, 68072 Mannheim, Germany
- Correspondence:
| | - Thomas Knopf
- Department Survey Design and Methodology, GESIS—Leibniz Institute for the Social Sciences, P.O. Box 12 21 55, 68072 Mannheim, Germany
| | - Christopher M. Napolitano
- College of Education, University of Illinois Urbana-Champaign, 1310 S. Sixth St., Champaign, IL 61820, USA
| | - Beatrice Rammstedt
- Department Survey Design and Methodology, GESIS—Leibniz Institute for the Social Sciences, P.O. Box 12 21 55, 68072 Mannheim, Germany
| | - Brent W. Roberts
- Department of Psychology, College of Liberal Arts & Sciences, University of Illinois Urbana-Champaign, 308 Psychology Bldg, MC-716 603 East Daniel St., Champaign, IL 61820, USA
| | - Christopher J. Soto
- Psychology Department, Colby College, 5550 Mayflower Hill, Waterville, MN 04901, USA
| | - Marion Spengler
- Hochschule für Gesundheit und Medizin, MSB Medical School Berlin, Rüdesheimer Straße 50, 14197 Berlin, Germany
| |
Collapse
|
8
|
Breil SM, Mielke I, Ahrens H, Geldmacher T, Sensmeier J, Marschall B, Back MD. Predicting Actual Social Skill Expression from Personality and Skill Self-Concepts. J Intell 2022; 10:jintelligence10030048. [PMID: 35997404 PMCID: PMC9397015 DOI: 10.3390/jintelligence10030048] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 07/18/2022] [Accepted: 07/20/2022] [Indexed: 02/04/2023] Open
Abstract
Social skills are of key importance in everyday and work life. However, the way in which they are typically assessed via self-report questionnaires has one potential downside; self-reports assess individuals’ global self-concepts, which do not necessarily reflect individuals’ actual social behaviors. In this research, we aimed to investigate how self-concepts assessed via questionnaires relate to skill expression assessed via behavioral observations after short interpersonal simulations. For this, we used an alternative behavior-based skill assessment approach designed to capture expressions of predefined social skills. Self- and observer ratings were collected to assess three different social skills: agency (i.e., getting ahead in social situations), communion (i.e., getting along in social situations), and interpersonal resilience (i.e., staying calm in social situations). We explored how these skills were related to self-concepts by differentiating between a classic personality measure (i.e., Big Five Inventory 2; BFI-2) and a novel skill questionnaire (i.e., Behavioral, Emotional, and Social Skills Inventory; BESSI). The results (N = 137) showed that both personality and skill self-concepts predicted self-rated skill expression, with the BESSI showing incremental validity. For both personality and skills self-concepts, the relationships with observer-rated skill expression were significant for agency but not for communion or interpersonal resilience. We discuss these results and highlight the theoretical and practical importance of differentiating between skill self-concepts and actual skill expression.
Collapse
Affiliation(s)
- Simon M. Breil
- Department of Psychology, University of Münster, 48149 Münster, Germany;
- Correspondence:
| | - Ina Mielke
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf, 20246 Hamburg, Germany;
| | - Helmut Ahrens
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Thomas Geldmacher
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Janina Sensmeier
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Bernhard Marschall
- Department of Medicine, University of Münster, 48149 Münster, Germany; (H.A.); (T.G.); (J.S.); (B.M.)
| | - Mitja D. Back
- Department of Psychology, University of Münster, 48149 Münster, Germany;
| |
Collapse
|
9
|
A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An “Exciting School”. CHILDREN 2022; 9:children9060829. [PMID: 35740766 PMCID: PMC9222160 DOI: 10.3390/children9060829] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Revised: 05/28/2022] [Accepted: 05/30/2022] [Indexed: 11/17/2022]
Abstract
Social interaction skills are related to successful academic performance and mental health. One of the key elements of socio-emotional competence is self-regulation. The main aim of this study was to analyze the effect of a self-regulation program at a primary school on the social interactions of neurotypical children and children with special educational needs, from the teachers’ and parents’ perspectives. A pre-post study was conducted. The children (n = 107) followed 10 sessions, each one of 50 min, for ten weeks, between January and April 2021. To assess the changes in children’s social interaction, the Peer Social Maturity Scale was administered to the teachers. After the intervention, parents completed a questionnaire designed ad hoc to understand the effectiveness of children’s emotional self-regulation. The results showed a statistically significant improvement in peer interaction skills. The families were satisfied with the program, due to the improvement in their children’s knowledge about their own emotions and those of the other people, and the learning strategies to regulate their emotions. Likewise, parents indicated that it would be necessary to complement the program with teaching and emotional regulation strategies for them. The “Exciting School” program could help improve the social skills of school-aged children.
Collapse
|
10
|
Wong MD, Quartz KH, Saunders M, Meza BP, Childress S, Seeman TE, Dudovitz RN. Turning Vicious Cycles Into Virtuous Ones: the Potential for Schools to Improve the Life Course. Pediatrics 2022; 149:186909. [PMID: 35503311 PMCID: PMC9113000 DOI: 10.1542/peds.2021-053509m] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/27/2021] [Indexed: 11/24/2022] Open
Abstract
Adolescence is a critical transition period that sets the stage for adulthood and future health outcomes. Marked by key developmental milestones in brain maturation, increasing independence from parents, and greater connections to peers, adolescence is also a time of heightened risk for behavioral health problems, including substance use, violence, delinquency, and mental health issues. High school completion is a significant life course event and a powerful social determinant of health and health disparities. Jessor's Theory of Problem Behavior suggests that adolescent health behaviors and mental health problems are closely tied to poor educational outcomes and peer network formation in a reinforcing feedback loop, or vicious cycle, often leading to school failure, school disengagement, and drop-out. Schools are a novel platform through which vicious cycles can be disrupted and replaced with virtuous ones, simultaneously improving education and health. This article describes the potential for schools to transform health trajectories through interventions creating positive and supportive school climates. In addition, new models such as the Whole School Whole Community Whole Child Model promote whole child well-being, including cognitive, social, emotional, psychological, and physical development. Full-service community schools can serve as a hub coordinating and integrating all available resources to better respond to the needs of children and families. Present in every neighborhood, schools are a way to reach every school-age child and improve their health trajectories, providing an important platform for life course intervention research.
Collapse
Affiliation(s)
- Mitchell D. Wong
- David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California,Address correspondence to Mitchell D. Wong, MD, Division of General Internal Medicine and Health Services Research, 1100 Glendon Ave, Suite 850, Los Angeles, CA 90024. E-mail:
| | - Karen Hunter Quartz
- University of California, Los Angeles School of Education and Information Studies, Los Angeles, California
| | - Marisa Saunders
- University of California, Los Angeles School of Education and Information Studies, Los Angeles, California
| | - Ben P.L. Meza
- David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California
| | | | - Teresa E. Seeman
- David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California
| | - Rebecca N. Dudovitz
- David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California
| |
Collapse
|
11
|
Dias Rodrigues A, Cruz-Ferreira A, Marmeleira J, Veiga G. Effects of Body-Oriented Interventions on Preschoolers' Social-Emotional Competence: A Systematic Review. Front Psychol 2022; 12:752930. [PMID: 35095644 PMCID: PMC8795633 DOI: 10.3389/fpsyg.2021.752930] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Accepted: 12/21/2021] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVE A growing body of evidence supports the effectiveness of body-oriented interventions (BOI) in educational contexts, showing positive influences on social-emotional competence. Nevertheless, there is a lack of systematization of the evidence regarding preschool years. This is a two-part systematic review. In this first part, we aim to examine the effects of BOI on preschoolers' social-emotional competence outcomes. DATA SOURCES Searches were conducted in Pubmed, Scopus, PsycInfo, ERIC, Web of Science, Portal Regional da BVS and CINAHL. ELIGIBILITY CRITERIA English, French and Portuguese language articles published between January 2000 and October 2020, that evaluated the effects of BOI implemented in educational contexts on social-emotional competence of preschool children. Only randomized controlled trials (RCT) or quasi-RCT were included. DATA EXTRACTION AND SYNTHESIS Two reviewers independently completed data extraction and risk-of-bias assessment. The level of scientific evidence was measured through the Best Evidence Synthesis. RESULTS Nineteen studies were included. There was strong evidence that BOI do not improve anger/aggression, delay of gratification and altruism. Nevertheless, there was moderate evidence that BOI effectively improve other social-emotional outcomes, such as empathy, social interaction, social independence, general internalizing behaviors, and general externalizing behaviors. The lack of scientific evidence was compromised by the methodological quality of the studies. CONCLUSION BOI effectively improve specific social-emotional competences of preschool children. SYSTEMATIC REVIEW REGISTRATION PROSPERO, identifier CRD42020172248.
Collapse
Affiliation(s)
- Andreia Dias Rodrigues
- Escola de Saúde e Desenvolvimento Humano, Departamento de Desporto e Saúde, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre, University of Évora, Évora, Portugal
| | - Ana Cruz-Ferreira
- Escola de Saúde e Desenvolvimento Humano, Departamento de Desporto e Saúde, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre, University of Évora, Évora, Portugal
| | - José Marmeleira
- Escola de Saúde e Desenvolvimento Humano, Departamento de Desporto e Saúde, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre, University of Évora, Évora, Portugal
| | - Guida Veiga
- Escola de Saúde e Desenvolvimento Humano, Departamento de Desporto e Saúde, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre, University of Évora, Évora, Portugal
| |
Collapse
|
12
|
Yudina T, Alekhina S. On the Problem of Evidence-based Psychological Assessment of School Students’ Social Competence in Inclusive Education. СОВРЕМЕННАЯ ЗАРУБЕЖНАЯ ПСИХОЛОГИЯ 2022. [DOI: 10.17759/jmfp.2022110404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
<p>The purpose of the article is to analyze the problems of psychological assessment of the school students’ social competence in inclusive education according to evidence-based approach, which implies the link between science and practice. The article discusses the main theoretical approaches to the definition of the concept of social competence: through indicators of personal effectiveness and the ability to achieve personal goals in social interaction; through a set of social skills and activities: as sensitivity to the problems of interaction between people, as an outcome of social, emotional and cultural intelligence. The integrative taxonomy of social competencies is considered as a theoretical framework for reviewing existing methods and identifying the need to develop new psychodiagnostic techniques, as well as for creating individual profiles of school students in inclusive education. The possibilities and limitations of using psychological methods and techniques adapted to the Russian-speaking sample for diagnosing the social competence of school students are discussed. The use of psychological diagnostic methods to assess the effectiveness of educational practice is considered from the point of view of evidence-based approach requirements.</p>
Collapse
Affiliation(s)
- T.A. Yudina
- Moscow State University of Psychology and Education
| | | |
Collapse
|
13
|
Salmela‐Aro K, Upadyaya K, Vinni‐Laakso J, Hietajärvi L. Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:796-807. [PMID: 34448301 PMCID: PMC8646577 DOI: 10.1111/jora.12654] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 07/01/2021] [Accepted: 07/02/2021] [Indexed: 05/19/2023]
Abstract
This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well-being change profiles in both samples showing structural similarity: normative (53% sample 1; 69% sample 2), moderate-decreasing (4%; 5%), high-decreasing (17%; 10%), low-increasing (6%;7%) and moderate-increasing (20%; 10%) groups. The groups with increasing study well-being showed simultaneous increase in intrapersonal socio-emotional competencies but showed less changes in interpersonal outcomes.
Collapse
|