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Abstract: Background: Learning basic emotional competencies is a central developmental task for children, as these are related to the development of other competencies. Middle childhood (6–12 years) seems to be particularly useful for the implementation of emotional competence programs, since children in this age period are more independent than in early childhood and conducive competencies in language as well as thinking are learned simultaneously in school. Objectives: To date, it is unclear how German-language programs to promote emotional competences in primary prevention work in detail for this age group. Therefore, the present meta-analysis aims to quantify data on emotional competence programs and their content and effectiveness in middle-aged children and to derive concrete insights for practice. Methods: Two systematic literature searches were conducted as part of this: 1) search for appropriate programs for this age range (N = 20) and 2) search for evaluation studies in a control group design for the programs found (k = 49, with inclusion of over 27 000 person data). Results: Emotional competence programs achieve moderate effects on emotional development (averaged and weighted by sample size: d = 0.48). This mean effect is significantly larger than the averaged effect sizes from previous meta-analyses examining broader age ranges. Likely effective moderator variables were found to be age of the target audience (between 6 and 10 years), holistic of the program, and parental involvement. Limitations: There is a lack of studies per program, which limits the power of findings on specific programs. Future studies should aim to evaluate existing programs in a more comprehensive and differentiated manner. Conclusion: Emotional competence programs are appropriate for promoting emotional development in children 6 to 12 years of age. The findings, including recommendations for conceptualizing future programs, are valuable for schools, psychologists, educators, and ultimately parents and children. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As burnout affects teachers' health and well-being, as well as their teaching understanding interventions beneficial for prevention is crucial. In this study, we explored possible predictors of the decrease in the dimensions of burnout (emotional exhaustion, physical fatigue, cognitive weariness) after the HAND: ET intervention. We used following predictors: teachers' experience (professional experience and previous experience of activities supporting emotional competencies) and baseline emotional competencies (self-awareness (operationalised as mindfulness), and self-management (operationalised as emotional self-efficacy)). We used data gathered from the Shirom−Melamed Burnout Questionnaire, the Mindful Attention Awareness Scale, the Emotional Self-Efficacy Scale, and a set of demographic questions in a Slovene sample of in-service teachers (N = 185). Teachers' experiences were not significant predictors of a decrease in any of the dimension of burnout, while baseline emotional competencies, were significant predictors of emotional exhaustion. The findings support the universal nature of the HAND: ET intervention as well as the importance of continuous support for teachers' emotional competencies. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this article is to analyze the effect of a group of predictors on entrepreneurial intention from the perspective of emotional competencies. To achieve this aim, a sample of 996 students belonging to ten public and seven private universities was selected, with each university having been granted high-quality accreditation by the Colombian Ministry of Education. The theoretical approach was based on Ajzen's Theory of Planned Behavior (TPB), and the empirical analysis was based on structural equation models. Eight hypotheses were tested, with entrepreneurial intention as the dependent variable and emotional competencies, subjective norms, entrepreneurial self-efficacy, and entrepreneurial attitude as independent variables. The information was obtained by applying a questionnaire with a Likert scale to students of subjects related to entrepreneurship. From the findings of the study, it is concluded that in the two ecosystems analyzed (public and private), emotional competencies (EC) have neither a direct influence on entrepreneurial intention (EI) nor an indirect one since no significant influence is observed between emotional competencies and entrepreneurial attitude; however, a direct and positive effect was recorded between the self-efficacy and entrepreneurial attitude constructs on entrepreneurial intention. In addition, it is observed that subjective norms (SN) do not directly affect EI, but they do influence it indirectly, being mediated by entrepreneurial attitude and self-efficacy. The contribution of this study is focused on obtaining a better understanding of the entrepreneurial intentions of university students in Colombia, which will make it possible to foster strategies for the generation of youth employment and public policies to promote various entrepreneurial initiatives. This could be based on government regulations adopted in the last decade, which are still under development, and the broad participation of university students and research groups of higher education institutions. Furthermore, given the dearth of research examining the impact of emotional competencies on the entrepreneurial intentions of young Colombian university students, this study aims to bridge the existing knowledge gap, thereby contributing to the development of a more robust body of literature that can inform the design and implementation of educational strategies and public policies aimed at fostering entrepreneurship within the university ecosystems of this country. [ABSTRACT FROM AUTHOR]

Education has traditionally focused on the development of the intellect, with an omission of the emotional. However, at all times the need for comprehensive education has always been raised, since all dimensions of the individual must be developed. The objective of this article is to address socio-emotional education from pedagogical performance, as a process that guarantees learning and the development of skills in students. In conclusion, the importance of training the teacher and those involved in the educational process is raised so that socio-emotional education has verifiable results. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to assess the effectiveness of online emotional competencies (EC) training, and more specifically the relationships between adherence, confidence, and alliance and the effects of mental training on EC. A longitudinal four-wave measurement design (pre-intervention, post-knowledge development, post-abilities development, and post-disposition phase) was used in the present study. An experimental group (n = 20) received a specific EC training intervention, whereas the control group (n = 20) did not receive this intervention program. These two groups completed self-report questionnaires assessing emotional regulation and EC across four measurement times. Participants of the intervention group also completed a questionnaire measuring the adherence, confidence, alliance between practitioner and athlete. Results of repeated measure ANOVAs showed that the level of EC increased significantly in the intervention group but not in the control group. Moreover, correlation analyses highlighted significant relationships between the scores of adherence, confidence, alliance between the practitioner and the tennis player, and the scores difference of EC between before and after intervention. These outcomes suggest the possibility of improving EC with an online intervention. The online device did not affect the quality of the alliance between the practitioner and the intervention participant. Furthermore, the results showed that a high level of alliance, confidence, and adherence was associated with an improvement in emotional intelligence. This online program would serve psychologists and mental trainers to use an intervention to develop EC adapted to the constraints of the localisation of athletes. [ABSTRACT FROM AUTHOR]

Teacher training encompasses more than simply the transmission of academic knowledge; It also involves the development of social-emotional skills that allow them to address the complexities of teaching and learning. This bibliographic review article aims to explore the relationship between emotional competencies and pedagogical practice through a critical analysis of how the development of emotional competencies has been addressed in teacher training in Colombia. Methodologically, the study is based on a systematic review of the literature, examining previous studies and research that address topics related to emotional competencies, pedagogical practice and the training of teachers in emotional competencies in the Colombian context. The analysis carried out made it possible to identify trends, approaches, gaps and patterns in existing research, as well as provide an overview of how emotional competencies are addressed in teacher training and their impact on pedagogical practice. The findings highlight the importance of this connection between cognitive and socio-emotional skills, underlining the need for greater attention and development in this area. It is expected to provide a solid basis for reflection on educational policies and training programs that can strengthen the emotional competencies of teachers and, therefore, improve the quality of education in Colombia. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractBoard games have always been a part of our lives. Most studies highlight their potential for learning in childhood and for maintaining cognitive functions in older people. Nevertheless, regarding the benefits in childhood and older people and the social nature of board games, few studies have investigated the emotional nature of these shared play sessions. Thus, we conducted a systematic review of the scientific literature between 2011 and 2024 to identify the benefits of playing board games for both school-age children and older people in terms of emotional competence. First, we collected 1995 articles with defined keywords from online databases. Then, 11 articles were selected. For older people, most studies reported the usefulness of board games for emotional competencies, especially regarding depression, social interactions and communication. In childhood, board games were found to be an interesting tool for emotional competencies, helping reduce problem behaviors, support pro-social behaviors and emotion-related discussion. [ABSTRACT FROM AUTHOR]

Copyright of Interação em Psicologia is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the article I bring the issue of using fairy tales in creating emotional social skills among children. It occupies a special place in bibliotherapy on the grounds of unique effect. The fairy tales strengthen, in fantastic form, the regional views on human intercourse and show ideals of good and justice and criteria of assessing human actions. Thanks to fairy tales, they stimulate moral development and enable to adapt socially accepted patterns of behaviour. In fairy tales the life matters are shown. They try to answer the question what the world is, which rules it governs and how to cope with fears and risks. [ABSTRACT FROM AUTHOR]

Emotional competencies, such as emotion regulation and empathy, are essential for social interaction. Impairment of these skills has been associated with increased rates of anxiety/depressive symptoms and loneliness, which has been defined as the discrepancy between the desired and actual quality and quantity of social relationships a person maintains. The aim of the present study was to shed light on the associations between these constructs and to examine the possible mediating role of loneliness in the relationship between emotional competencies and anxiety/depressive symptoms in a sample of non‐clinical individuals. A total of 298 participants were recruited for this study and were asked to complete a series of measures assessing difficulties in emotion regulation, empathy, loneliness, and anxiety/depressive symptoms. Regression and mediation models were tested to analyze the associations between these variables. Results showed that reduced emotional competencies in emotion regulation and empathy were both directly and indirectly associated with increased anxiety/depressive symptoms and emotional loneliness, which in turn was related to higher levels of psychological distress (with a partial mediation of loneliness). Overall, the present findings seem to indicate that emotional competencies play a key role in the experience of loneliness and psychological distress. Therefore, individuals reporting high levels of loneliness in combination with anxious/depressive symptoms should receive appropriate assessment and treatment of emotion regulation and empathic skills. [ABSTRACT FROM AUTHOR]

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research presents in an unprecedented way the Sento project, carried out as a field study for the doctoral research entitled "Heritage, emotions and citizenship: a project based on action research in secondary school students in Italy" which is framed in the context of EPITEC-2 project “Controversial heritage for the ecosocial formation of citizenship. An investigation of patrimonial education in formal education”. The research seeks, on the one hand, to contribute to the educational potential of controversial heritage and ecosocial problems today; and, on the other, to know how and to what degree the transversal integration of the affective and emotional dimension is important in the Didactics of Social Sciences and Heritage, for civic and values formation. To contribute to these ends, he uses a mixed research methodology. At present, it is in the analysis phase of the results obtained with the realization of the Sento project.

Introduction. This article introduces a new instrument aimed at addressing various synthetically integrated process formations and their effects that underlie the challenges of personal reflection on emotions as an intrapersonal predictor of emotional health development. The research objective was to develop and validate a diagnostic methodology for assessing difficulties in personal emotional reflection (DPER). Methods. The study involved 1688 participants (62.26% female, 37.74% male) aged 15 to 60 years. The development of DPER methodology statements was based on an author's model of research tools, presented by three components that encompass seven parameters (scales). Unformed abilities to understand and express one's emotions (difficulties in recognising one's own feelings, difficulties in expressing emotions); susceptibility to emotional stress (inability to endure (tolerate) emotions; tendency to use physiologically oriented defenses); psychological mechanisms hindering effective emotional reflection (prohibitions on emotions; suppression of emotions; avoidance of emotions). Convergent validity of the methodology was tested using: The Emotional Regulation Questionnaire (Gross, 2003), the Diagnostic Methodology for the Value and Self-efficacy of Emotional Control (Mauss, 2010), the Emotional Intelligence Test (Lyusin, 2006), and The Brief Five-factor Personality Questionnaire (Gosling, Rentfrow & Swann, 2003). Statistical data analysis included the calculation of Cronbach's alpha coefficient, Kaiser-Meyer-Olkin criterion, Bartlett's sphericity coefficient, Pearson's criterion; exploratory factor analysis was conducted. Results. A sufficient level of reliability of the correlation matrix characterising the questionnaire's structure and internal consistency of its scales was determined. The grouping of scales into factors corresponds to the proposed model of the research tool: a three-component structure (66.85% explained variance) encompassing seven parameters (scales) (62.15% explained variance). Convergent validity of six questionnaire scales was confirmed. Discussion. The DPER methodology is an independent, reliable, and valid instrument, allowing for the measurement of the degree of difficulties in personal emotional reflection over a relatively short period and making a probabilistic forecast for the development of emotional health conditions.

A wealth of evidence exists that highlights that emotional education can be applied in multiple contexts as a means of promoting better mental health. The present study aims to analyse the importance and utility of working on emotional competencies, especially in the educational environment. Further, the study strives to elaborate practical tools for use during crisis situations as a means of preventing or minimising mental health issues. The present study employs a descriptive design in which a literature review, synthetic analysis and content analysis were performed. The work examines research conducted in connection with organisations and institutions that has emphasised policies targeting emotional education and emotional competencies through proactive and preventive interventions. The present research argues that emotional competencies should be included in initial and in-service teacher training as it has a positive impact on educational quality, mental health and general well-being. A grounded approach is presented that could be followed with children, young people, families and teachers. The present paper concludes by highlighting the importance of developing emotional competencies and promoting projects aimed at effective implementation of emotional education during times of crisis, especially, when considering that many crises are permanent. [ABSTRACT FROM AUTHOR]

This study explores the potential links between emotional competencies and perfectionism in graduate interpreting students. Specifically, the effect of Emotional Intelligence (EI) on maladaptive perfectionism was studied, using two questionnaires and a scale of responses. This current study aimed to clarify the link between Trait Emotional Quotients (TEQs) and maladaptive perfectionism symptoms, since it has emerged that maladaptive psychopathology is closely related to the ability to cope with stressors. A sample of native Italian students from the interpreting course at the University of X were provided with the EQ-i test scale to track the participants' TEQs. The findings highlighted a self-perceived lack of emotional competencies resulting in some maladaptive behaviors among the interpreting students. Additionally, the study helped identify some self-care tools that might be incorporated into student interpreter training. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives of the research: Social and emotional competencies are crucial predictors of effective human psychosocial functioning. Although research on social and emotional competencies has been carried out for many years almost worldwide, in the current era of rapid social changes, further research is necessary. Thus, it is still essential to validate international questionnaires to measure social and emotional competencies in different geographic areas, including Poland. This would make it possible to study the dynamics of the development of these competencies and to conduct comparative studies between different countries. Therefore, the aim of the study was to validate the Social and Emotional Competencies Questionnaire (SEC–Q) in Poland. Research methods: This study was conducted with the Social and Emotional Competencies Questionnaire (SEC-Q). A short description of the context of the issue: The Social and Emotional Competencies Questionnaire (SEC-Q) was completed by 1,052 students aged 9 to 16. The psychometric properties of the SEC-Q were tested through Confirmatory Factor Analysis (CFA). Research findings: The results showed that the SEC-Q has good psychometric properties and, as in its original version, it includes four components: self-awareness, self-management and motivation, social-awareness and relationship skills, and responsible decision-making. Conclusions and recommendations: Validation of the SEC-Q will allow for more research on social and emotional competencies in Poland, including an evaluation of programs for increasing social and emotional competencies and international comparative studies.

Copyright of Psycho-Oncologie is the property of PiscoMed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Encuentro Educacional is the property of XIOMARA ARRIETA DE UZCATEGUI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives of the research: Social and emotional competencies are crucial predictors of effective human psychosocial functioning. Although research on social and emotional competencies has been carried out for many years almost worldwide, in the current era of rapid social changes, further research is necessary. Thus, it is still essential to validate international questionnaires to measure social and emotional competencies in different geographic areas, including Poland. This would make it possible to study the dynamics of the development of these competencies and to conduct comparative studies between different countries. Therefore, the aim of the study was to validate the Social and Emotional Competencies Questionnaire (SEC-Q) in Poland. Research methods: This study was conducted with the Social and Emotional Competencies Questionnaire (SEC-Q). A short description of the context of the issue: The Social and Emotional Competencies Questionnaire (SEC-Q) was completed by 1,052 students aged 9 to 16. The psychometric properties of the SEC-Q were tested through Confirmatory Factor Analysis (CFA). Research findings: The results showed that the SEC-Q has good psychometric properties and, as in its original version, it includes four components: self-awareness, self-management and motivation, social-awareness and relationship skills, and responsible decision-making. Conclusions and recommendations: Validation of the SEC-Q will allow for more research on social and emotional competencies in Poland, including an evaluation of programs for increasing social and emotional competencies and international comparative studies. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports a practical experience of the implementation of the Social and Emotional Learning (SEL) project in a Danish primary school. The main purpose of the paper is to discuss the benefits, priorities, facilitators, and barriers in implementing the project, describing classroom interventions, teachers' methodology and students' responses. The research approach is qualitative, through planning, implementation, and evaluation of first-hand SEL activities in the classroom. The participants were 25 children, aged 9 and 10 years old, from the third grade in a multicultural public school located in the district of Nørrebro, an eclectic area in the centre of Copenhagen, Denmark. The results show all the SEL activities carried out with the students, together with the teacher's account of the student's reactions regarding engagement and participation. We discuss the project developed by two researchers, one of them is the children's class teacher and the other one is a Ph.D. student. For the first three months, the researchers worked together and for the last three months, the collaboration was carried out in an online format. In conclusion, the study contributes to developing research regarding field investigation experiences in the Danish system regarding social and emotional education. Furthermore, provides useful recommendations for educational professionals responsible for the application of methodology and practices to develop social and emotional competencies in a multicultural context. [ABSTRACT FROM AUTHOR]

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

the rise of ill-being is spreading to schools and worrying politicians. It questions our educational models beyond learning about well-being and happiness at school, particularly pedagogical approaches and teacher training; which « happy » teacher to « make a student happy »? Based on research on the components of student well-being and resilience first and case studies of pedagogical approaches « re-enchanting school », this article underlines the emotional capital and "enabling leadership" teaching style, and an essential well-being approach focused on potentials and vitality; approach that we analyze from a positive and eudaimonic well-being perspective, through the "bienvivance" paradigm. [ABSTRACT FROM AUTHOR]

Introduction/objective: Socio-emotional competencies are skills that mediate between emotional management and social adjustment. These skills are relevant for: learning, professional performance, mental health, and well-being. The objective is to analyze the psychometric properties of the Social and emotional Competencies Questionnaire SEC-Q in Chilean university students. Method: The sample included 699 university students, 493 women and 206 men. The internal structure was analyzed through cross validation, an exploratory and confirmatory factorial analysis. Convergent and discriminant validity were determined using the Pearson correlation coefficient between the subscales of the SEC-Q with the Scale of Perceived Self-Efficacy Specific to Academic Situations, Life Satisfaction and Maslach Burnout Inventory. Results: adequate psychometric properties in the questionnaire, observing the four components proposed by the structure of the original instrument - self-awareness, self-management, social awareness and decision-making. These competencies showed, as expected, a positive relationship with self-efficacy and life satisfaction, and an inverse relationship with stress. Also, social awareness presented differences according to gender, being higher in women than in men. Conclusion: The SEC-Q is a reliable and valid instrument for the evaluation of Chilean university students. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didattica della Storia: Journal of Research & Didactics of History is the property of Centro internazionale di Didattica della storia e del patrimonio (DiPaSt), Universita di Bologna and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a fourdimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other's emotions predicted proactive involvement of the pupil's parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers' sustainability in the profession. [ABSTRACT FROM AUTHOR]

Dans cette étude, nous avons entrepris de mesurer les compétences émotionnelles des étudiants et d’analyser leur mobilisation dans le traitement d’un feedback formatif à l’université. Nous avons pour cela réalisé un questionnaire mesurant les compétences émotionnelles des étudiants, l’intensité des émotions associées au traitement d’un feedback formatif à distance, plusieurs composantes des croyances motivationnelles et la perception d’utilité du feedback ciblé. Cet article présente les résultats obtenus à partir des réponses de 52 étudiants. Nos analyses attestent notamment du bon niveau des compétences émotionnelles des étudiants et de la pluralité des émotions vécues dans le cadre du traitement d’un feedback. Nous n’avons pas pu établir de liens significatifs entre les variables mesurées et la perception d’utilité du feedback en évidence. Cependant, certaines d’entre elles sont liées aux émotions vécues par les étudiants et à leur intensité, comme le score obtenu et, dans une moindre mesure, certaines croyances motivationnelles.

Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a four-dimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other’s emotions predicted proactive involvement of the pupil’s parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers’ sustainability in the profession.

While studies have used assessments on gender differences regarding social and emotional development, there remains a lack of research on the abilities as well as difficulties that are expressed by pre-school aged boys and girls. This study examines the influence of gender on the development of social and emotional competencies during pre-school. Pre-school Practitioners within five pre-school settings, completed a Strengths and Difficulties Questionnaire (SDQ); and an Emotional Regulation Questionnaire (ERQ) at two separate intervals. ERQ results indicate that boys initially express greater emotional difficulties and by the end of term three, the amount of difficulties decrease for both boys and girls. Between pre and post time scales, both boys and girls were able to increase their abilities and boys rated higher in emotional competency abilities (facilitated by adults). SDQ results indicate that girls had higher proficiencies in the pro-social scale. Furthermore, boys show more improvements than girls between intervals. [ABSTRACT FROM AUTHOR]

The acquisition of emotional competencies through emotional education programs improves both short- and long-term health outcomes. The 1,2,3,emoció! program directed at children aged 3–5 years aims to promote health through the development of emotional competencies. This study evaluated the effectiveness of the program during its first year of implementation. Cluster randomized trial. The information sources were an ad-hoc questionnaire to evaluate emotional competencies and focus group discussions with the teachers implementing the program. For the quantitative data analysis, we compared mean emotional competencies scores pre- and postintervention for the intervention group and the comparison group. We also conducted a multilevel regression with repeated measures, adjusted by sociodemographic variables and stratified by gender and school year. For the qualitative data, we performed a thematic content analysis. The sample consisted of 2625 children (48.4% girls and 49.2% intervention group). Emotional competencies improved in both groups after the school year (P -value < 0.001), but the increase was greater in the intervention group. The multilevel analysis showed an improvement in the final scores attributed to the intervention, especially for those in the first year of preschool [boys: 12.33 points (95% CI 5.51–19.15), girls: 9.66 points (95% CI 3.36–15.96)]. The thematic content analysis also highlighted enhanced emotional competencies in the intervention group. The final scores did not vary by sociodemographic variables. The 1,2,3,emoció! program had a positive effect on emotional competencies among children, with effectivity being higher among younger children. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study is to assess the levels of emotional intelligence (EI) and emotional competencies according to gender in a sample comprising working adults and of undergraduate college students and to analyze gender divergence from the distinct angles of EI and emotional competencies. Design/methodology: T-test analysis is applied to determine the differences between scores for men and women in each of the sub-samples. Self-report instruments were administered to determine the levels of EI and emotional competencies in a sample of 102 working adults from different companies in Latin America, and 378 college undergraduate students from San Francisco de Quito University in Ecuador. The evaluation of EI was measured using the short version of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) in Spanish, as developed by Pérez (2003) and the evaluation of selfregulation competencies was measured using Measurement of Affective Regulation Styles - MARS (Páez et al., 2014). Findings: First, detailed analysis of the variables for the working adult's sample showed that the highest score belongs to the total measurement of affective regulation styles (MARS) scale. Second, in connection with the different facets of TEIQue-SF, the highest was emotionality (43.245), while the lower score was related to adaptability (11.362). Analysis of the working adult's sample by gender showed no compelling discrepancy between males and females in terms of emotional competencies and EI. However, it is worth noting that men showed slightly higher scores for adaptability than women. Results for the students' sample showed that the self-control appears to be higher in men than in women, suggesting that men show a model of greater emotional control than women who participated in the study. This finding contrasts with the competencies and skills evaluated with the MARS instrument, which reported women achieving higher scores than men. Originality/value: This study contributes to research on EI traits and EI competencies as well as attempting to close a gap in the literature regarding this topic from a gender perspective. The analysis sheds additional light on the topic by addressing the differences in EI traits and competencies between male and female working adults and university students. Finally, this study contributes to the research on the impact of EI in the workplace and in academic environments. [ABSTRACT FROM AUTHOR]

To reveal the effectiveness of didactic architectures and pedagogical strategies to be implemented in nursing curricula to develop and improve Emotional Competencies (EC) in undergraduate nursing students. Systematic review of effectiveness conducted according to Joanna Briggs Institute (JBI) guidelines. We followed the PRISMA statement to guarantee the transparency of the review and the GRADE to report the strength of evidence. Seven databases were searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Grey literature was also searched through the OpenGrey database. Studies focusing on educational programmes and/or activities to develop EC in nursing curricula, published in English or Italian were included. Quality assessment of the studies was evaluated using JBI critical evaluation tools and the Mixed Methods Appraisal Tool (MAAT). Following JBI guidelines, a narrative synthesis was performed. A total of 19 studies from 8 countries were included. The population varied from first to fourth-year students in relation to the duration of the undergraduate nursing program across the various countries. Most of the students were females. The age of the participants ranged between18 and 56 years. The most common pedagogical strategies were simulation, role playing, and face-to-face lessons. In some cases, studies combined two or three pedagogical strategies in the same intervention. The most effective strategy was simulation, which improved EC, compassion, self-awareness, self-efficacy, empathy, critical thinking, clinical practice skills, and teamwork skills. Furthermore, the combination of lessons, simulation, and literature exploration effectively developed communication skills, and improved students' satisfaction. Investing in simulation, role-playing activities, and lessons regarding the importance of EI, empathy and compassion, and the role of an emotionally competent nurse leads to improved nursing care and wellbeing. • It is important to improve and develop EI in nursing students. • The review identified different strategies to improve EI in nursing students. • Simulation proved to be an effective strategy to improve EI in nursing students. • Combining lessons, simulation, and literature exploration is also effective. [ABSTRACT FROM AUTHOR]