Search

This paper assesses the reliability and validity of cognitive and socioemotional skills measures and investigates the correlation between schooling, skills acquisition, and labor earnings. The primary data from Pakistan incorporates two innovations related to measurement and sampling. On measurement, the paper develops and implements a battery of instruments intended to capture cognitive and socioemotional skills among young adults. On sampling, the paper uses a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38 percent of the respondents left their native villages. In terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. The following are documented in the data: (a) more years of schooling are correlated with higher cognitive and socioemotional skills; (b) labor earnings are correlated with cognitive and socioemotional skills as well as years of schooling; and (c) the earnings-skills correlations depend on respondents’ migration status. The magnitudes of the correlations between schooling and skills on the one hand and earnings and skills on the other are consistent with a widespread concern that such skills are underproduced in the schooling system.

Dissertação de Mestrado apresentada no ISPA Instituto Universitário para obtenção de grau de Mestre na especialidade de Neurociências Cognitivas e Comportamentais. As competências socioemocionais, adquiridas desde fases iniciais da vida, são consideradas como essenciais para o ser humano, pois é com elas que construímos e preservamos relações interpessoais saudáveis. Na literatura, encontramos diversos fatores que influenciam o desenvolvimento destas competências e, um deles, é estar envolvido de algum modo com a música. Dessa forma, a presente dissertação teve como principal objetivo associar o treino musical e as componentes do processamento socioemocional, mais precisamente, a empatia e o comportamento pró-social. A amostra total (N = 98) foi composta por jovens adultos com diversos níveis de experiência musical, desde músicos a ouvintes sem qualquer treino musical, no qual responderam a um conjunto de questionários e tarefas (QCAE, SRQ-A, Gold-MSI, MaRs-IB). O objetivo deste estudo foi continuado através de um estudo quase-experimental, qualitativo com abordagem exploratória e quantitativo com abordagem descritiva. A análise de dados foi realizada através do Software IBM SPSS, no qual foram utilizados Testes de Hipóteses Paramétricos, como t-Student, ANOVA e ANCOVA. Foi evidenciado que o treino musical está associado à empatia e ao comportamento pró-social, também que os músicos apresentam média significativamente superior do que os não-músicos. E, tanto os músicos, quanto os não-músicos com altos níveis de sofisticação musical, apresentaram vantagens parecidas. Este estudo revela resultados satisfatórios e destaca a importância do treino musical para o desenvolvimento e manutenção das competências socioemocionais Socioemotional skills, acquired since the early stages of life, are considered essential for human beings because it is with them that we build and preserve healthy interpersonal relationships. In the literature, we find several factors that influence the development of these skills and, one of them is being involved in some way with music. Thus, the present dissertation had as its main objective to associate music training and the components of socioemotional processing, more precisely, empathy and pro-social behavior. The total sample (N = 98) was composed of young adults with various levels of musical experience, from musicians to listeners without any musical training, in which they answered a set of questionnaires and tasks (CSF, SRQ-A, Gold-MSI, MaRs-IB). The aim of this study was continued through a quasi-experimental study, qualitative with an exploratory approach and quantitative with a descriptive approach. Data analysis was performed using IBM SPSS Software, in which Parametric Hypothesis Tests such as t-Student, ANOVA, and ANCOVA were used. It was evidenced that musical training is associated with empathy and pro-social behavior, and also that musicians have significantly higher mean scores than non-musicians. And, both musicians and non-musicians with high levels of musical sophistication showed similar advantages. This study reveals satisfactory results and highlights the importance of musical training for the development and maintenance of socioemotional skills.

High aspirations for their future motivate youth to strive toward them and achieve better outcomes. However, the influence of perceived constraints on the motivational power of is unclear: do high aspirations motivate independently of constraints or only when expected constraints seem workable This paper explores this question with a gender lens and using a large, cross-sectional survey of adolescent students in Indonesia. The findings show that most students aspire to high education levels, but only half of the students expect to complete the level to which they aspire. Although girls have higher aspirations than boys, girls are less likely to expect to achieve their aspirations. Years of aspired education are strongly correlated with better current schooling outcomes (grades and attendance), and while expectations are also associated with better schooling outcomes, the relationship is nonlinear. Aspirations seem to motivate students despite their perceived constraints, unless there is a large gap between their aspirations and expectations. Although there are similar patterns for boys and girls, aspirations are more correlated with boys’ attendance, and expectations are more strongly related to boys’ grades and attendance. Students cite both mental barriers and economic constraints to achieving their aspirations, especially the latter for girls. The results suggest that both male and female Indonesian students could benefit from programs that boost aspirations and address psychological and economic constraints.

This article reveals a theoretical research that dialogues about the Life Project proposed by the 2018 National Common Curriculum Base of High School, whose emphasis is the student's protagonism. The methodology used was the bibliographic analysis on the social function of the school and the formation of the student as a protagonist, among them: Masschelein and Simons (2017), Goulart (2017) and Pasquali (2017). Socioemotional Skills and the Life Project for High School Students are also addressed. (Brazil, 2018). The results show that the highlighted proposal brings as a central point the development of socio-emotional skills within the curriculum in a mandatory way, in the action called Life Project for High School Students, which mobilizes the school, responsible for the integral formation of the subject, to resize its Pedagogical Political Project and its educational process to incorporate actions of this nature. Este artículo revela una investigación teórica que dialoga con la propuesta del Proyecto de Vida recomendado por la Base Curricular Común Nacional de Enseñanza Media 2018, cuyo énfasis es el protagonismo del estudiante. La metodología utilizada fue el análisis bibliográfico sobre la función social de la escuela y la formación del estudiante como protagonista, entre ellos: Masschelein y Simons (2017), Goulart (2017) y Pasquali (2017). También se abordan las Habilidades Socioemocionales y el Proyecto de Vida para Estudiantes de Secundaria. (Brasil, 2018). Los resultados muestran que la propuesta destacada trae como punto central el desarrollo de habilidades socioemocionales dentro del currículo de manera obligatoria, en la acción denominada Proyecto de Vida para Estudiantes de Enseñanza Media, que moviliza a la escuela, responsable de la formación integral de los sujeto, redimensionar su Proyecto Político Pedagógico y su proceso educativo para incorporar acciones de esta naturaleza. Este artigo revela uma pesquisa teórica que dialoga sobre a proposta do Projeto de Vida preconizado pela Base Nacional Comum Curricular do Ensino Médio de 2018, cuja ênfase é o protagonismo do aluno. A metodologia utilizada foi a análise bibliográfica sobre a função social da escola e da formação do aluno enquanto sujeito protagonista, dentre eles: Masschelein e Simons (2017), Goulart (2017) e Pasquali (2017). Também são abordados as Competências Socioemocionais e o Projeto de Vida para Estudantes do Ensino Médio. (Brasil, 2018). Os resultados apontam que a proposta em destaque traz como centralidade o desenvolvimento das competências socioemocionais no âmbito do currículo de forma obrigatória, na ação que denominou de Projeto de Vida para Estudantes do ensino médio, que mobiliza a escola, responsavel pela formação integral do sujeito, a redimensionar seu Projeto Político Pedagógico e seu processo educativo para incorparar ações desta natureza.

Mediante este trabajo se pretende analizar el impacto de la práctica coral en el contexto del Centro Penitenciario de Reinserción Social (CPRS) de “Santiaguito” en Almoloya de Juárez, en el Estado de México. Los destinatarios fueron las internas e internosdel centro penitenciario mediante un taller de práctica vocal y coral, realizándose paralelamente la intervención y la investigación. Las conclusiones de este trabajo muestran que los participantes desarrollaron y/o mejoraron habilidades específicas inherentes al hecho de cantar, así como habilidades socioemocionales. A través de un enfoque didáctico holístico los integrantes de ambos grupos desarrollaron la responsabilidad individual obteniendo progresivamente autoestima, confianza, seguridad y desinhibición. Así mismo, demostraron disposición para el trabajo cooperativo y para la interacción positiva entre iguales generando empatía y sentido de pertenencia. Las mujeres se empoderaron especialmente, tanto a nivel individual como grupal, venciendo la falta de habilidades vocales de partida y la situación de aislamiento e indefensión que mermaba sus habilidades socioemocionales en tanto que mujeres y reclusas en determinado contexto. Las conclusiones de este trabajo ponen de manifiesto las potencialidades diversas de la práctica vocal en grupo como herramienta transformadora de primer orden, cuyo impacto se deja sentir en los individuos y en los grupos, mejorando la vida de las personas desde el punto de vista psicológico, emocional y social; favoreciendo el desarrollo integral del individuo que se expresa a través de la vivencia compartida del hecho artístico, generándose actitudes prosociales que, a medio plazo, fomentan la reinserción y la inclusión social, contribuyendo a dar respuesta a los desafíos de justicia social de las sociedades democráticas. This work aims to analyze the impact of coral practice in the context of the Social Reintegration Penitentiary (CPRS) of "Santiaguito" in Almoloya de Juárez, in the State of Mexico. Males and females in the prison participated in a vocal and choral practice workshop, while simultaneous intervention and research were carried out. The aim of this paper is to show that participants developed and/or improved specific skills of singing, as well as socioemotional skills. Through a holistic didactic approach, the members of both groups developed a sense of individual responsibility by progressively gaining self-esteem, confidence, and security while lowering their inhibitions.They also demonstrated a willingness for cooperative work and positive interaction among equals, by developing empathy and a sense of belonging. Women were especially empowered both individually and as a group and overcame their initial lack of vocal skills along with their situation of isolation and helplessness, which lowered their social and emotional abilities as females and prisoners in this particular context. The conclusions of this work reveal the diverse potentialities of group vocal practice as a transformative tool of the first order. The impact was felt in individuals and groups, by improving the lives of people from the psychological, emotional and social points of view. The experience furthermore promoted a holistic development of individuals who expressed themselves through the shared artistic experience, which generated prosocial attitudes. In the medium term this promotes reintegration and social inclusion, moreover, helping to meet the social justice challenges of democratic societies.

Games are used with pedagogical strategies in many curricular components, in particular, Physical Education teachers. Currently there is a changing trend and competitive games are being adapted to be cooperative. Thus, in this research, the objective was to analyze the conceptions about the cooperative games of the teachers of the curricular component of Physical Education who work in the Integrated High School. The methodology was of a qualitative approach. The data collection instrument was a semi-structured interview and the research participants were Physical Education teachers who work in technical courses integrated to high school. To analyze the data, the content analysis technique was used, in this way, three conceptions of the teachers about the cooperative games were categorized: 1) Skills developed by the games; 2) Cooperative games in Physical Education classes; 3) Socio-emotional education in the curriculum. The participating teachers pointed out the need to include the theme in the integrated high school curriculum, in addition, they stated that they work with cooperative games in their classes, but they need continuing education on the subject. Los juegos se utilizan como strategias pedagógicas en muchos componentes curriculares, en particular, los profesores de Educación Física. Actualmente hay un cambio de tendencia y los juegos competitivos se están adaptando para ser cooperativos. Así, en esta investigación, el objetivo fue analizar las concepciones sobre los juegos cooperativos de los profesores en el componente curricular de Educación Física y que actúan en la Enseñanza Media Integrada. La metodología fue de enfoque cualitativo. El instrumento de recolección de datos fue una entrevista semiestructurada y los participantes de la investigación fueron profesores de Educación Física que actúan en cursos técnicos integrados a la enseñanza media. Para el análisis de los datos se utilizó la técnica de análisis de contenido se categorizaron tres concepciones de los docentes sobre los juegos cooperativos: 1) Habilidades desarrolladas por los juegos; 2) Juegos cooperativos en las clases de Educación Física; 3) Educación socioemocional en el currículo. Los docentes participantes señalaron la necesidad de incluir el tema en el currículo integrado de secundaria, además, manifestaron que trabajan con juegos cooperativos en sus clases, pero necesitan educación continua sobre el tema. Os jogos são utilizados com estratégias pedagógicas em muitos componentes curriculares, em particular, os professores de Educação Física. Atualmente há uma tendência de mudança e os jogos competitivos estão sendo adaptados para serem cooperativos. Assim, nesta pesquisa, objetivou-se analisar as concepções sobre os jogos cooperativos dos professores do componente curricular de Educação Física que atuam no Ensino Médio Integrado. A metodologia foi de abordagem qualitativa. O instrumento de coletada de dados foi uma entrevista semiestruturada e os participantes da pesquisa foram professores de Educação Física que atuam nos cursos técnicos integrados ao ensino médio. Para analisar os dados utilizou-se a técnica de análise de conteúdo, desse modo, categorizou-se três concepções dos professores sobre os jogos cooperativos: 1) Habilidades desenvolvidas pelos jogos; 2) Jogos cooperativos nas aulas de Educação Física; 3) Educação Socioemocional no currículo. Os professores participantes apontaram a necessidade da inclusão da temática no currículo do ensino médio integrado, além disso, eles afirmaram que trabalham com jogos cooperativos em suas aulas, mas, precisam de formação continuada sobre o tema.

As the economies of Southeast Asia continue adopting digital technologies, policy makers increasingly ask how to prepare the workforce for emerging labor demands. However, little is known about the skills that workers need to adapt to these changes. Skills profiles in low- and middle-income countries are typically derived from data collected in the United States, which is known to inaccurately reflect their occupational skills. This paper uses online job postings data from Malaysia to identify the digital, cognitive, and socioemotional skills required for digital and non-digital occupations. The skills profiles for each occupation are then merged with labor force survey data from Cambodia, Malaysia, Thailand, and Vietnam to sketch skills profiles of the workforces in these countries. Using descriptive statistics and linear probability model regressions, the paper finds evidence that highly digital occupations require not only digital skills, but also cognitive and socioemotional skills. Similarly, virtually all occupations, regardless of the digital intensity of the job, require some basic or intermediate digital skills. Pairwise correlations and a factor analysis confirm the complementarity between digital skills and different subsets of cognitive and socioemotional skills. The data also confirm that, even with the excitement about the digital revolution, the bulk of employment in Southeast Asia is in low- (around two-thirds) or medium-digital (around one-third) occupations. Only between 1 and 5 percent of jobs are highly digital in the four countries studied. These findings suggest that as education and training systems adapt to teach basic digital skills, they will need to continue to foster cognitive and socioemotional skills.

Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Psicologia do Desenvolvimento,apresentada no ISPA - Instituto Universitário no ano de 2021 A perspetiva organizacional e hierárquica de desenvolvimento socioemocional (Sroufe, 2005; Sroufe et al., 2005) e a investigação longitudinal (e.g., Bornstein et al., 2010; Jones et al., 2015; Trentacosta & Fine, 2010) reconhecem a importância das competências socioemocionais desenvolvidas na infância para a adaptação futura. As potencialidades da intervenção na infância média (Lucas & Soares, 2013) e a necessidade de programas de prevenção universais de menor duração conduziram ao desenvolvimento d’O Mundo dos Intergalácticos. Esta dissertação teve como objetivos: (1) avaliar as perceções dos psicólogos portugueses acerca da aceitabilidade d’O Mundo dos Intergalácticos (estudo empírico I); e (2) avaliar os benefícios da participação n’O Mundo dos Intergalácticos ao nível da redução dos problemas emocionais e comportamentais e da promoção de competências socioemocionais, na perspetiva de pais, professores e crianças (estudos empíricos 2 e 3). O estudo empírico 1 envolveu 19 psicólogos que foram distribuídos em quatro grupos focais. A análise temática dedutiva conduzida por dois investigadores independentes revelou que os psicólogos portugueses percecionaram as dinâmicas, conteúdos e materiais como aceitáveis, sugerindo apenas modificações menores no sentido de: (1) maximizar a generalização de competências, (2) acompanhar os progressos das crianças ao longo do tempo, e (3) atender às especificidades desenvolvimentais e às barreiras práticas ao envolvimento de pais e professores durante a implementação do programa de intervenção. No estudo empírico 2, participaram 11 professores de 171 crianças com idades compreendidas entre os 8 e os 12 anos que preencheram o Teacher’s Report Form, antes e após os seus alunos participarem no novo programa de intervenção. Participaram ainda 43 mães de crianças com idades compreendidas entre os 8 e os 11 anos que completaram o Child Behavior Checklist, em momentos de avaliação análogos aos dos professores. Os resultados mostraram que os professores percecionaram uma redução de magnitude pequena ao nível da psicopatologia geral, dos problemas de internalização e outros problemas (sociais e de atenção) e uma melhoria de magnitude pequena ao nível do rendimento escolar e da felicidade das crianças do pré para o pós-teste. Por sua vez, as mães percecionaram uma redução ao nível da psicopatologia geral e dos problemas externalizantes do pré para o pós-teste. O estudo empírico 3 incluiu 95 crianças com idades compreendidas entre os 8 e os 12 anos, que preencheram a Escala de Depressão, Ansiedade e Stresse para Crianças e a escala Para mim é fácil. Os resultados mostraram que a participação no programa é percecionada como benéfica para a redução da sintomatologia psicopatológica e para a promoção das competências socioemocionais globais pelas crianças mais novas (8-9 anos) e mais velhas (10-12 anos) de ambos os sexos. Os resultados preliminares d’O Mundo dos Intergalácticos são promissores, quer no que se refere à sua aceitabilidade pelos profissionais que trabalham com o público-alvo, quer no que se refere aos seus benefícios, na perspetiva de diferentes informantes. The organizational and hierarchical perspective of socioemotional development (Sroufe, 2005; Sroufe et al., 2005) and longitudinal research (e.g., Bornstein et al., 2010; Jones et al., 2015; Trentacosta & Fine, 2010) recognize the importance of the socioemotional skills developed during childhood for future adaptation. The potentialities of intervention during middle childhood (Lucas & Soares, 2013) and the need for universal prevention programs of shorter duration led to the development of O Mundo dos Intergalácticos. This dissertation aimed to: (1) evaluate the perceptions of Portuguese psychologists about the acceptability of O Mundo dos Intergalácticos (empirical study I); and (2) assess the benefits of participation in O Mundo dos Intergalácticos in terms of reducing emotional and behavioral problems and promoting socioemotional skills, according to the perspectives of parents, teachers and children (empirical studies 2 and 3). Empirical study 1 involved 19 psychologists, who were distributed into four focus groups. Deductive thematic analysis conducted by two independent researchers revealed that Portuguese psychologists perceived the dynamics, contents and materials as acceptable, suggesting only minor modifications to: (1) maximize the generalization of skills, (2) monitor children's progress over time, and (3) address developmental specificities and practical barriers to parents’ and teachers’ involvement during the implementation of the intervention program. In empirical study 2, participants were 11 teachers of 171 children aged between 8 and 12 who completed the Teacher's Report Form, before and after their students participated in the new intervention program. Forty-three mothers of children aged between 8 and 11 years who completed the Child Behavior Checklist also participated in the study, in similar assessment times when compared with teachers. The results showed that the teachers perceived a decrease of small magnitude in general psychopathology, internalizing problems and other problems (social and attention) and an improvement of small magnitude in school performance and levels of happiness of children from pre to the post-test. Conversely, mothers perceived a decrease in general psychopathology and externalizing problems from pre to post-test. Empirical study 3 included 95 children aged 8-12 years, who completed the Depression, Anxiety and Stress Scale for Children and the Para Mim é Fácil Scale. The results showed that participation in the program is perceived as beneficial in decreasing psychopathological symptoms and promoting global socioemotional skills by younger (8-9 years) and older (10-12 years) children of both sexes. The preliminary results of O Mundo dos Intergalácticos are promising, concerning not only its acceptability by professionals working with the target audience, but also its benefits, from the perspective of different informants.

Teach is an open access classroom observation tool that provides a window into one of the less explored and most important aspects of student learning, what goes on in the classroom. The tool has been designed to help countries track and improve teaching quality. In 2020-2021, the Teach Primary tool underwent a review and revision process to strengthen the way it captures inclusive teaching practices. Since its launch, Teach Primary has been used to support the way countries track and improve teaching practices, adapted to each country’s context and needs. This checklist is a proposed addition to be used together with the Teach Primary classroom observation tool; while its use together with the classroom observation component is suggested, it is not mandatory. The aim of the checklist is to assess additional elements related to educational quality, including but not limited to the accessibility of the physical environment. Items indicated with an asterisk are to be asked to the teacher.

El siguiente Trabajo de Fin de Grado se centra en llevar a cabo una propuesta didáctica para promover el desarrollo emocional en el aula a través de la teatralización en el tercer ciclo de Educación Primaria.En este trabajo se presentan las bases teóricas y metodológicas que sustentan el uso de la teatralización como herramienta al servicio del aprendizaje en general y de las competencias emocionales en particular. La propuesta didáctica que presentamos está organizada en 6 módulos de trabajo, cada uno de ellos con sus objetivos y contenidos específicos organizados en torno a una obra de teatro concreta. Cada módulo conecta con competencias socioemocionales específicas, contenidos transversales relacionados con cuatro contenidos curriculares específicos de distintas áreas de conocimiento, especialmente del área de Lengua Castellana y Literatura. Cada módulo culmina con una actividad orientada a afianzar los aprendizajes realizados. Se propone, así mismo, un sistema de evaluación de la propuesta didáctica, así como claves para su implementación. This final degree is focused on conductinga didactic proposal to promote emotional development in the classroom through dramatization in the third cycle of Primary Education.In this work, the theoretical and methodological bases that support the use of dramatization as a tool at the service of learning in general and emotional competences in particular are supported. The didactic proposal that we present is organized in sixwork modules, each one of them with its specific objectives and contents organized around a specific theater play. Each module connects with specific socio-emotional competencies, transversal contents related to four specific curricular contents from different areas of knowledge, especially the area of Spanish Language and Literature. Each module culminates with an activity aimed at consolidating the learning achieved. Likewise, an evaluation system of the didactic proposal is proposed, as well as keys for its implementation. Universidad de Sevilla. Grado en Educación Primaria.

Σκοπός της διατριβής ήταν η ανάδειξη της συναισθηματικής νοημοσύνης ως μια βασική και απαραίτητη δεξιότητα που είναι σημαντικό να καλλιεργείται από μικρή ηλικία στο σχολικό πλαίσιο με διδακτική μεθοδικότητα και συνέπεια. Παρ’όλο που δεν προσεγγίζεται ως ξεχωριστό μάθημα, η συναισθηματική νοημοσύνη μελετάται ως συστατικό που μπορεί να ενσωματωθεί στη διδασκαλία της αγγλικής γλώσσας με την βλέψη να προωθήσει μια πιο ολιστική προσέγγιση στην ξενόγλωσση εκπαίδευση. Στο πρώτο μέρος της εργασίας, μέσα από εκτενή βιβλιογραφική ανασκόπηση, το ερευνητικό ενδιαφέρον εστιάζεται στη διασαφήνιση των εννοιών «συναίσθημα» και «συναισθηματική νοημοσύνη» προκειμένου να τεθεί το θεωρητικό υπόβαθρο με μια βαθύτερη κατανόηση των όρων. Στον δεύτερο άξονα, παρουσιάζεται το πρακτικό κομμάτι της παραπάνω μελέτης με τη δημιουργία διδακτικών προτάσεων σε μορφή δραστηριοτήτων και ασκήσεων που εμπίπτουν στην εκμάθηση και κατάκτηση της αγγλικής γλώσσας στα επίπεδα γλωσσομάθειας Α2-Γ2. Οι δραστηριότητες στοχεύουν στην εκμάθηση ή επανάληψη ήδη διδαγμένων γραμματικών και λεξιλογικών φαινομένων και εφάπτονται σε κάθε μία από τις τέσσερις γλωσσικές δεξιότητες (reading, writing, speaking, listening) καθώς είναι οργανωμένες γύρω από τη θεματική της συναισθηματικής νοημοσύνης. Μέσα από αυτές τις δραστηριότητες, οι έφηβοι/ες μαθητές/τριες εξοικειώνονται με την αναγνώριση, την κατανόηση, τη χαρτογράφηση και την έκφραση των συναισθημάτων τους., The aim of the present thesis was to highlight emotional intelligence as a necessary skill that needs to be cultivated from an early age in the school context with methodology and consistency. Thus, although not approached as a separate subject, emotional intelligence is studied as a component that can be integrated into English language teaching with an eye to promoting a more holistic approach to foreign language education. In the first part of the paper, through an extensive bibliographic analysis, the interest of the research is focused on clarifying the concepts "emotion" and "emotional intelligence" in order to set the theoretical background and lead to a deeper understanding of the terms. In the second axis, the practical part of the above study is presented with the creation of teaching proposals in the form of activities/exercises that fall under the umbrella of English language teaching/learning (from level Α2 to C2). The activities aim at learning or revising already-taught grammatical and lexical phenomena (e.g. vocabulary, grammar, syntactic phenomena, etc.) and cultivating each of the four language skills (reading, writing, speaking, listening) as they are organized around the topic of emotional intelligence. Through these activities, adolescent students become familiar with the process of recognizing, understanding, labeling and expressing their feelings.

We study how children's socio-emotional skills and well-being in adolescence are affected by an increase in the duration of parental care during infancy. Exploiting a Danish reform that extended paid parental leave in 2002 and effectively delayed children's entry into formal out-of-home care, we show that longer leave increases adolescent well-being, conscientiousness and emotional stability, and reduces school absenteeism. The effects are strongest for children of mothers who would have taken short leave in absence of the reform. This highlights how time spent with a parent is particularly productive during very early childhood.

The purpose of the study is to explore physical education (PE) students’ social and emotional learning (SEL) and the meaningful learning experiences during the SEL course. In the teaching profession, understanding SEL is important because the guidance of learning and group dynamics is essentially an interactive social process. Further, previous research shows that focusing on socioemotional skills promotes students’ academic achievement. Teachers’ SEL skills can be developed by training. In PE teacher education annually, 60 first-year-students participate in a 20-hours SEL skills course based on Gordon’s interaction model and SEL concepts. The course consists of practising SEL skills such as listening, clear self-expression and conflict resolution. The data was collected before and after the course and consists of the knowledge test and the dealing with challenging interactions (DCI) instrument and learning diaries analysed by qualitative content analysis. Results indicate that PE students’ SEL skills developed, especially in active listening and clear self-expression. Further, students reported improvement in their self-awareness and knowledge of the importance of SEL skills. Students expressed willingness to develop their SEL skills further. Training on SEL skills in the early stages of teacher education is important in awakening teachers’ awareness of the socioemotional aspect of teaching. peerReviewed

Orientador: Lalo Watanabe Minto Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Este trabalho tem por objetivo contribuir com o debate sobre as atuais tendências e dinâmicas da educação básica, tendo como objeto de análise a Reforma do Ensino Médio (Lei n. 13.415/2017). Investigam-se os projetos que a antecederam desde os anos 1990, a influência das organizações ligadas ao empresariado na sua confecção e as suas articulações com o processo de privatização da educação básica. Analisamos, também, os paralelos entre a Reforma do Ensino Médio e as formas contemporâneas de organização e controle do trabalho, relacionando o seu principal componente propagandístico — o princípio do "protagonismo juvenil" — com o discurso em torno do empreendedorismo. A ideia de que o Novo Ensino Médio seja uma educação personalizada, customizada, que atende às demandas do estudante individualmente a partir da oferta de um cardápio de itinerários formativos, é mais uma rodada da ideologia do capital na educação, sendo possível traçar paralelos entre o discurso do "protagonismo juvenil" e as formas contemporâneas de exploração de mão-de-obra. A propaganda que afirma que, agora, o aluno "escolhe" as trilhas formativas que mais lhe convém assemelha-se muito àquela que diz que o trabalhador/empreendedor "escolhe" onde, quando e por quanto tempo trabalha. Nesse sentido, a Reforma do Ensino Médio tem por objetivo "formar" esse tipo de trabalhador que não encontra apoio entre os pares, que se encontra sozinho e em competição com os demais, que encontra dificuldades na construção da solidariedade. A Reforma do Ensino Médio, que atomiza os estudantes com a "personalização" do ensino, tenta adaptá-los a essa nova "condição" de trabalho Abstract: This work aims to contribute to the debate on the current trends and dynamics of basic education, having as object of analysis the High School Reform. It investigates the projects that preceded it since the 1990s, the influence of organizations linked to the business community in its production and its articulations with the process of privatization of basic education. We also analyze the parallels between the High School Reform and contemporary forms of organization and control of work, relating its main propagandistic component — the principle of "youth protagonism" — with the discourse around entrepreneurship. The idea that the New High School is a personalized, customized education that meets the demands of the individual student from the offer of a menu of formative itineraries, is another round of the ideology of capital in education, making it possible to draw parallels between the discourse of "youth protagonism" and contemporary forms of labor exploitation. The advertisement that claims that, now, the student "chooses" the training paths that best suit him/her is very similar to the one that says that the worker/entrepreneur "chooses" where, when and for how long they work. In this sense, the High School Reform aims to "train" this type of worker who does not find support among peers, who finds himself alone and in competition with others, who finds it difficult to build solidarity. The High School Reform, which atomizes students with the "personalization" of teaching, tries to adapt them to this new work's "condition" Mestrado Educação Mestre em Educação

Περιέχει βιβλιογραφία. Αριθμός δεδηλωμένων πηγών στη βιβλιογραφία: 382. Διατριβή (διδακτορική) -- Πανεπιστήμιο Κύπρου, Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής, Τμήμα Ψυχολογίας, 2021. Η βιβλιοθήκη διαθέτει αντίτυπο της διατριβής σε έντυπη μορφή. Η παρούσα διατριβή διερευνά το φαινόμενο της ανθεκτικότητας αξιοποιώντας αναλύσεις που εστιάζουν τόσο στις μεταβλητές, όσο και στα άτομα. Στην έρευνα συμμετείχαν 305 παιδιά (171 κορίτσια και 134 αγόρια) της Ε’ και Στ’ Δημοτικού και της A΄ και Β΄ Γυμνασίου, καθώς και ένας εκ των δυο γονέων. Οι συμμετέχοντες συμπλήρωσαν ένα ευρύ φάσμα ψυχομετρικών εργαλείων που μετρούν την αντιξοότητα, την προσαρμογή, τα ατομικά χαρακτηριστικά, καθώς και την οικογενειακή ανθεκτικότητα. Η συλλογή των δεδομένων έγινε με στοχευμένη δειγματοληψία, καθώς στην έρευνα συμμετείχαν παιδιά υψηλού ρίσκου προς ανάπτυξη αναπτυξιακών δυσκολιών εξαιτίας των βιωμάτων αντιξοότητας. Δόθηκε έμφαση στην πολυσυστημική μελέτη του φαινομένου της ανθεκτικότητας, μελετώντας τη συμβολή τόσο του ενδοπροσωπικού όσο και του οικογενειακού συστήματος στην ανάπτυξη της ατομικής ανθεκτικότητας του παιδιού. Επιπρόσθετα, δόθηκε έμφαση στη μελέτη της πολυδιάστατης φύσης του φαινομένου, εντοπίζοντας και μελετώντας τρεις διαφορετικές διαστάσεις της ανθεκτικότητας. Ένα σύνολο τεσσάρων παραγοντικών αναλύσεων οδήγησαν στη δημιουργία των παραγόντων της αντιξοότητας, της προσαρμογής, των ατομικών χαρακτηριστικών και των χαρακτηριστικών της οικογενειακής ανθεκτικότητας. Στη συνέχεια, μέσα από τη μέθοδο των καταλοίπων (residuals) κατασκευάστηκαν οι τρεις διαστάσεις της ανθεκτικότητας: η ανθεκτικότητα προκοινωνικού τομέα, η ανθεκτικότητα ακαδημαϊκού τομέα και η ανθεκτικότητα ψυχικής υγείας. Τα αποτελέσματα της έρευνας καταδεικνύουν ότι διαφορετικοί τύποι αντιξοότητας έχουν διαφορετικό αντίκτυπο στις τρεις διαστάσεις της προσαρμογής. Συγκεκριμένα, η προσαρμογή προκοινωνικού τομέα παρουσιάζει θετική σχέση με την ύπαρξη προβλημάτων υγείας, είτε του ίδιου του παιδιού είτε κάποιου άλλου μέλους στην οικογένεια του, η προσαρμογή ακαδημαϊκού τομέα παρουσιάζει αρνητική σχέση με το φύλο (αγόρι), την οικογενειακή και την κοινωνική αντιξοότητα και η προσαρμογή ψυχικής υγείας παρουσιάζει αρνητική σχέση με την οικογενειακή και την κοινωνική αντιξοότητα. Οι αναλύσεις των δεδομένων κατέδειξαν επιπρόσθετα ότι, όσο μεγαλύτερος είναι ο βαθμός της αντιξοότητας που προέρχεται από οικογενειακούς και κοινωνικούς παράγοντες, τόσο μικρότερος είναι ο βαθμός προσαρμογής των εφήβων στον ακαδημαϊκό και ψυχολογικό τομέα. Ακολούθως, μέσα από τρία διαφορετικά μοντέλα παλινδρόμησης (ένα για κάθε μια από τις διαστάσεις της ανθεκτικότητας) έχει εντοπιστεί ένα σύνολο παραγόντων, οι οποίοι συμβάλλουν στην ενίσχυση της κάθε διάστασης. Συγκεκριμένα, οι κοινωνικοσυναισθηματικές δεξιότητες και η συναισθηματική αυτορρύθμιση συμβάλλουν στην ανάπτυξη της ανθεκτικότητας στον προκοινωνικό τομέα. Επίσης, η συναισθηματική αυτορρύθμιση και η αυτοαποτελεσματικότητα ενισχύουν την ανάπτυξη της ανθεκτικότητας στον ακαδημαϊκό τομέα. Τέλος, η αυτοαποτελεσματικότητα ενισχύει την ανθεκτικότητα στην ψυχική υγεία. Στη συνέχεια, μέσα από αναλύσεις διαδρομής (path analysis), η παρούσα έρευνα έχει καταλήξει σε ένα πολυσυστημικό μοντέλο, το οποίο παρουσιάζει ένα σύνολο διαδρομών προς τις διαφορετικές διαστάσεις της ατομικής ανθεκτικότητας, παρουσιάζοντας τις σχέσεις ανάμεσα στους παράγοντες της οικογενειακής ανθεκτικότητας και τις διαστάσεις της ατομικής ανθεκτικότητας. Οι συγκεκριμένες διαδρομές έχουν σαν αφετηρία τους τις διεργασίες της οικογενειακής ανθεκτικότητας, οι οποίες σχετίζονται με την οργάνωση, τη διαχείριση και τον προγραμματισμό. Επίσης, σχετίζονται με τον τρόπο επικοινωνίας, τις οικογενειακές αξίες, αλλά και τον βαθμό εμπλοκής του παιδιού σε όλες τις διεργασίες που συμβαίνουν για τη διαχείριση των δυσκολιών από το σύστημα της οικογένειας. Διαφορετικές διαδρομές που ξεκινούν από το οικογενειακό σύστημα και καταλήγουν στη δημιουργία διαφορετικών διαστάσεων της ατομικής ανθεκτικότητας, έχουν ως διαμεσολαβητικούς παράγοντες ορισμένα από τα ατομικά χαρακτηριστικά. Επομένως, σημαντικό εύρημα αποτελεί το ότι η συνεισφορά της οικογενειακής ανθεκτικότητας προς την ατομική, δεν είναι άμεση αλλά έμμεση, μέσω της ανάπτυξης των ατομικών χαρακτηριστικών. Τέλος, σύμφωνα με την προσέγγιση που εστιάζει στα άτομα, το δείγμα διαχωρίστηκε σε ομοιογενής ομάδες διαφορετικών επιπέδων ανθεκτικότητας: 1) ομάδα πολυδιάστατης ευαλωτότητας, 2) ομάδα ευαλωτότητας ψυχικής υγείας και ανθεκτικότητας ακαδημαϊκού τομέα, 3) ομάδα ευαλωτότητας προκοινωνικού τομέα και ανθεκτικότητας ψυχικής υγείας και 4) ομάδα πολυδιάστατης ανθεκτικότητας. Tα αποτελέσματα καταδεικνύουν ότι η πολυδιάστατη ανθεκτικότητα συνιστά σπάνιο φαινόμενο ανάμεσα στους έφηβους, καθώς αποτελεί μόνο το 23.6% του δείγματος. Δηλαδή, η ανάπτυξη του φαινομένου της ανθεκτικότητας καθολικά και στις τρεις υπό μελέτη διαστάσεις της, είναι δύσκολη για την πλειοψηφία των εφήβων. Αντίθετα, είναι συχνότερο οι έφηβοι να κατορθώνουν να παραμένουν ανθεκτικοί σε μια ή δύο διαστάσεις της ζωής τους, ενώ ένα σημαντικό ποσοστό δεν κατορθώνουν να παραμείνουν ανθεκτικοί σε καμία διάσταση της ζωής. Σύμφωνα με τα αποτελέσματα, η ομάδα πολυδιάστατης ανθεκτικότητας διαθέτει ένα σύνολο προστατευτικών παραγόντων που προέρχονται από το οικογενειακό και το ενδοπροσωπικό σύστημα. Σε αντίθεση, η ομάδα πολυδιάστατης ευαλωτότητας διαθέτει τους λιγότερους ατομικούς και οικογενειακούς πόρους. Τέλος, οι ενδιάμεσες ομάδες διαθέτουν μέσο επίπεδο ατομικών και οικογενειακών πόρων. The present study explored the phenomenon of resilience, using both variable focused and person focused analyses. Overall, 305 children (171 girls and 134 boys) attending fifth and sixth grade of primary school and first and second grade of secondary school, participated in the study, as well as one of their parents. Parents and children completed a wide range of psychometric tools that measure adversity, adaptation, individual characteristics, as well as family resilience. Data was collected by means of targeted sampling, involving high-risk children for developing developmental difficulties due to adversity. The phenomenon of resilience was studied in a multisystemic way, by studying the impact of both individual and family systems in the development of child’s individual resilience. Furthermore, the study identified three distinct dimensions of resilience, focusing on the multidimensional quality of resilience. A set of four factor analyses created factors for adversity, adaptation, individual characteristics and family resilience. Using the residuals’ method, three dimensions of resilience were constructed: prosocial resilience, academic resilience and mental health resilience. Results demonstrated that distinct adversity types, may impact adaptation in different ways. In particular, prosocial adaptation increases by the existence of health problems (either individual or family). Moreover, academic adaptation decreases as a result of gender (male), family adversity and social adversity. Also, mental health adaptation decreases as a result of family and social adversity. Data analyses also revealed that greater levels of family and social adversity end up to lower levels of academic and mental health adaptation. Subsequently, three regression models were created (one for each of the three dimensions of resilience). As a result of each model, a set of factors that enhance each resilience dimension have been identified. In particular, socioemotional skills and emotion regulation enhance the development of prosocial resilience. Also, emotion regulation and self-efficacy enhance the development of academic resilience. Finally, self-efficacy enhances the development of mental health resilience. Thereafter, results of path analysis demonstrated a multisystemic resilience model that revealed several paths connecting family resilience factors with the three dimensions of individual resilience. Family resilience factors are related to the organization, management and planning of the family system in order to face adversity and remain resilient itself. Several paths starting from the family system end up to individual resilience, having as mediating factors some of the individual characteristics. Therefore, an important finding is that the contribution of family resilience to the individual resilience, is not direct but indirect, through the development of individual characteristics. Finally, according to the person focused approach, the sample was divided into four homogeneous groups based on their resilience level: 1) multidimensional vulnerability group, 2) mental health vulnerability and academic resilience group, 3) prosocial vulnerability and mental health resilience group, and 4) multidimensional resilience group. Results indicated that multidimensional resilience is rare among adolescents, as it constitutes only 23.6% of the sample. That is, universal development of resilience in all three dimensions under study is difficult for the majority of adolescents. In contrast, it is more common for adolescents to manage to remain resilient in one or two dimensions of their lives, while a significant percentage do not manage to remain resilient to any of the three dimensions. According to the results, the multidimensional resilience group has a set of protective factors derived from the family and individual systems. In contrast, the multidimensional vulnerability group has fewer individual and family resources. Finally, intermediate groups have a moderate level of individual and family resources that may support them.