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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

This study approaches the issue of autism in a case study. Specifically, it investigates how three key points in the daily life of a child on the autism spectrum change in the presence of a pet: social behavior, empathy and irritability. The aim is to study how the pet affects the child's daily life in the above points. The questions that are asked concern the close environment of the child, in order to be able to compare the situation before and after the presence of the pet. Teachers from the child's school and family environment participate in the survey. Questionnaires and personal interviews are used to collect information. The interviews are based on Goodman's S.D.Q (2005). The bibliography will refer to the method of Animal Assisted therapy- pet therapy, which concerns the treatment of syndromes, diseases, anxiety, disorders, through animals. The research questions that arise refer to improving the socialization of people with autism, increasing their social interaction and creating relationships and expressing their emotions. Then the data collected is analyzed and the conclusions of the research are drawn.

We aimed to explore the most and least used strategies of apology responses, as well as the differences between native and non-native speakers of English in formulating such responses. Additionally, we investigated the role of gender in the formulation of apology responses. The participants were 100 native and non-native speakers of English at an American university, who had to respond to two volunteers' apologies for blocking their path. The results regarding both genders indicate that the acceptance strategy was used the most frequently, while the evasion strategy was least used. Moreover, native speakers used more words than their non-native speaker counterparts. Furthermore, the syntactic structures of non-native speakers' apology responses were less sophisticated than those of native speakers. In terms of gender differences, men utilized the acceptance strategy more frequently than did women, whereas women showed a higher tendency to use the rejection strategy. Finally, the average number of words used by women in apology responses aimed at non-native and native speakers differed significantly, whereas this was not significant in the case of men. Based on our results, teachers and students should pay more attention to pragmatic competency learning in addition to conventional learning.

We share a case study on our use of three reflective questions to demonstrate ways in which simple questions can be coded to reveal rich evidence of impact and engagement. At the end of a three-hour inclusive teaching practices workshop for 23 faculty and administrators from a single science department, 22 participants completed an anonymous three-question survey. Simple coding techniques facilitated a thorough evaluation of knowledge acquisition, the integration of new content with current knowledge, the robustness of individual plans for implementing changes, and the identification of potential departmental future actions.

This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world.

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers' ideal peacebuilder selves are becoming 'an encouraging teacher', 'a more hopeful and caring teacher', and 'a patient teacher'. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students' success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language.

The Research and development (R&D) methodology was employed in this research to create an educational innovation, called "Online Self-Training Program for Development for Teachers' Learning to Enhance Prosocial Behavior for Students", which was effective according to the specified criteria. This online self-training program consisted of two projects: 1) the development project for teachers' learning, comprising six self-training modules for teacher development, and 2) the project for teachers applying learning outcomes to learner development, consisting of a self-training module used as a guideline for teachers. The results of the experimental research showed that the developed educational innovation was effective according to the research hypotheses. The results of the experimental research in the first project showed that the post-test scores of 13 teachers met the standard criteria of 90/90 and were significantly higher than their pre-test scores. The results of the experimental research in the second project also revealed that the post-test scores of 55 students who were the target group of the development were significantly higher than the pre-test scores. This indicates that the educational innovation, called "Online Self-Training Program for Development for Teachers' Learning to Enhance Prosocial Behavior for Students" has been confirmed in quality. Therefore, it can be disseminated and used to benefit both teachers and students who are the target population on a large scale.

The primary purpose of education is preparation for life. But what kind of life, and life for whom? Within the social studies, emphasis has long been placed on preparation for civic life in diverse and democratic societies within an interconnected world. This remains essential. There is an ongoing need for people who are willing and able to address the challenges of society, including structural problems such as racism, classism, and patriarchy. However, in addition to continuing threats to the quality of "human" life, growing concerns have also arisen regarding the quality, indeed the survival, of "all" life on the planet. One of the most urgent challenges of today is the decline of the environment upon which all life depends. This paper examines the implications of the environmental crisis for the social studies. First, I explore the deep interconnectivity that exists between humans and the nonhuman world and, by extension, between our social and environmental challenges. Next, I consider the implications of these connections for a socioenvironmental approach to social studies education. In addition to practical curricular and instructional factors, I argue that we must promote the development of a "critical ecological perspective" through which to interpret the fundamental relationships between humans and the world.

This study contributes to a body of research exploring sets of learning experiences for developing global competencies among middle childhood social studies teacher candidates. This multi-year study examines data related to teacher candidates' global knowledge, skills, and dispositions using a convergent parallel mixed methods design. Findings demonstrate that participation in a globally focused middle childhood social studies methods course develops global knowledge and dispositions but does not adequately empower candidates with global teaching skills.

As a social-interactional positive behavior, the flow of compassion (i.e., selfcompassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner's (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semistructured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.

There are rising cases of disrespect in Kenyan society amid efforts by Christian Religious Education (CRE) in secondary schools to make the learner appreciate and respect their own, and other people's cultural beliefs and practices. The morals of the secondary school graduates enrolled in colleges and society do not reflect the acquisition of values learnt through CRE. Despite the exposure of students to the Christian Religious Education curriculum, cases of disrespect, for instance, drug abuse, abortion, arson in schools, hate speech, religious and ethnic hatred continue being witnessed everywhere. The purpose for this study was to examine the Christian Religious Education teachers' perception on the use of valuing methods for learner value acquisition in National Secondary Schools in Kenya. The objective of the study was to establish the Christian Religious Education teachers' perception on the use of valuing methods for learner value acquisition and to find out the challenges they face in the process. The study was based on the Theory of Development of values. The study adopted mixed methods under the convergent parallel design. The target population of the study was 95 national secondary schools in Kenya with a total of 224 CRE teachers. However, 30% of schools and teachers were sampled. The study sample size was 67 CRE teachers. The study employed stratified and simple random sampling to select the schools for study and purposive sampling technique to select CRE teachers to participate in the study. Data was collected through the questionnaire, document analysis, and interview and observation schedules. The validity and reliability of data collection instruments was done through use of experts and piloting respectively. The quantitative data was analyzed using descriptive statistics presented in frequencies and percentages while the qualitative data was analyzed in thematic coding. The study revealed that CRE teachers are conscious of certain values that the CRE content is to facilitate to learners and are aware that particular content may not only transmit a single value depending on how it is facilitated they are however not keen on being specific on relating particular content to particular values. The main reasons perceived by the teachers to this non-use was noted as overcrowded curriculum, insufficient in-service training and the seeming neglect of the affective domain in teaching and examinations. Much as majority of the teachers do not use valuing methods, they however perceive them as having positive characteristics that can enrich content acquisition by learners. Study recommends that the syllabus be explicit in mentioning particular values in relation to particular teaching content. On this note the study recommends that KICD should work very closely with CRE subject specialists to ensure that the affective domain in the teaching of CRE is given adequate guidance.

This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries.

Indonesia as a multicultural country has a very complex diversity. More differences create greater potential for disunity as well as conflicts between ethnic and cultural groups. Inculcating values of tolerance towards students in Indonesia is a must, because Indonesia does not only consist of one understanding, religion, ethnicity and culture. Therefore, a uniter for Indonesians in order to make the nation live in harmony is needed. One of the concerns is regarding to the religious tolerance in Indonesia. This qualitative research was conducted in Cilacap at Immaculata Foundation, by using observation, interview, and documentation techniques. The data analysis used was interactive analysis, including data reduction, data display, and data conclusion. The findings of this study describe that the values of religious tolerance are applied through routine activities, such as respect, mutual help, cooperation, equality, freedom, justice, and responsibility which are internalized through exemplary, habituation, and the giving of advice to keep the harmony among religions.

As the interest in the shift from teacher-centred paradigm to student-centred learning pedagogies has increasingly grown in popularity nowadays, it should come as no surprise that scholars and academicians have given their attention to the concept of self-engagement in the learning process. In an attempt to explore the role of personality in self-engagement, this paper aims to assess the relationship pattern between individuals' personality traits and their learning responsibility. A total of 358 students attending a university were recruited for the study. The Ten-Item Personality Inventory (TIPI) and The Learning Responsibility Scale were administered. The findings revealed that learning responsibility correlates positively with emotional stability, conscientiousness, and agreeableness. However, the associations between extraversion and openness with learning responsibility are negative and not significant. The findings have also demonstrated that although agreeableness does not display a significant predictive power, both emotional stability and conscientiousness have a significant influence on learning responsibility.

The objectives of this study were to explore the multicultural acceptance of college students toward new immigrants and its influencing factors, the cognitive discrepancy between college students and new immigrants, and the reasons why college students exhibit prejudice, stereotypes, and social distance toward new immigrants. The questionnaire survey approach was applied for data collection. It was found that the stereotype of college students toward new immigrants was relatively positive. College students recorded a high multicultural acceptance toward new immigrants. However, in addition to the stereotype of college students toward new immigrants, there were significant differences regarding the cognition of college students and new immigrants. The results of this study confirmed the hypothesis that stereotype, prejudice, and social distance have significantly negative influence on multicultural acceptance. The findings of this study revealed that Taiwan is an immigrant society, and there should be greater tolerance and respect for married immigrants, to prevent conflicts between different ethnic groups. A good multicultural education would help Taiwan society accept new immigrants and establish social harmony.

The present study investigated the longitudinal associations of self-control and parental involvement with prosociality and internalizing problems from early to mid-to-late adolescence, within a risk and resilience and a developmental cascade framework. We used a panel design (i.e., four measurement times at 2-year intervals from 2008 onwards) to examine data on 1523 Swiss adolescents when they were aged about 11, 13, 15, and 17. A cross-lagged analytical approach was used to respond to our purpose. Results showed that parental involvement promotes later levels of prosociality from early to mid-to-late adolescence. Furthermore, we observed that parental involvement predicted later improvements in self-control and that prosociality and internalizing problems mutually and positively predicted each other during the same period. Our findings suggest that interventions aimed at promoting positive parental involvement with their offspring may contribute to later adolescent prosociality and self-control and that health professionals should consider encouraging a healthy balance between self-interest and concern for others.

Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial behaviors, as well as a potential mediating role of peer relationships, across ages 11, 13, and 15 (N = 1526; 51% male) using random-intercept cross-lagged panel models. Results indicated that neither self-reported nor teacher-reported prosociality was associated with reduced aggressive behaviors but suggested a direct protective ('promotive') effect of teacher-reported prosociality on bullying perpetration. These findings suggest that promoting prosociality in early adolescence may help reduce some antisocial behaviors over early to mid-adolescent development. Improving prosociality could be explored as a target in intervention approaches such as school-based anti-bullying interventions.

This article is a systematic review of literature related to collective and relational trust in general school settings, with applications to music education. We focused on trauma-sensitive approaches and emerging pedagogies of trust and considered how they interact with theoretical facets of relational trust (vulnerability, confidence, honesty, openness, reliability, benevolence, and competence) in music learning settings. Trauma-sensitive approaches to trust include (a) using consistent rules and routines, (b) creating engaging lessons that are fun and enjoyable, and (c) praising students honestly and authentically. Pedagogies of trust involve (a) promoting collaboration and consistency, (b) open communication and authentic listening, (c) commitment and persistence to shared goals, and (d) the teacher's willingness to be vulnerable, take musical risks, and continue learning along with students. More research is needed to understand processes of trust involving racial trauma as well as generational differences in how trust is viewed, developed, and/or received.

Massive Open Online Courses (MOOCs) are increasingly popular for teachers' professional development (PD). Understanding why teachers take MOOCs and how this relates to course completion could help identify underserved needs in teachers' professional learning. In the current study, we explored this question, as well as potential gaps between intention to complete the course and actual completion. Using a sample of 3,212 participants in four PD MOOCs, we applied topic modeling to open-ended and Likert-style data to identify teachers' motivations. The results show that most participants had intrinsic or professional motivations, but a subgroup of participants had prosocial motivations, namely, they wanted to support their students. In a set of logistic regression predicting course completion, we found that participants with intrinsic motivations were less likely to complete a course and participants with prosocial motivations were more likely to do so even after controlling for their initial intention. Our study contributes to the field by, first, identifying an underexplored group of learners, the prosocial learners. More research is needed to better understand this group. We also found that among teachers taking MOOCs, intrinsic motivations were associated with lower levels of engagement, contrary to findings in other populations, making a contribution to motivation theory as well as online learning practice. We concluded that the motivation-engagement relationship is more complex than previously thought, and recommend researchers continue examining this association to understand this discrepancy. Finally, we suggest practitioners take learners' a-priori motivations into account when designing MOOCs, as these could be important for course engagement.

Studies on the impact of the COVID-19 pandemic on autistic children's psychosocial outcomes have shown mixed results. In the current study we aimed to gain a better insight into the effect of the COVID-19 pandemic by comparing psychosocial outcomes collected pre-pandemic with data collected during the pandemic. We used the Strengths and Difficulties Questionnaire (SDQ) to examine change over time in psychosocial outcomes of autistic children from pre-pandemic (T0) to lockdown I (T1) and lockdown II (T2) in the Netherlands. We expected a deterioration in psychosocial outcomes. There were 224 participants in T0 and T1, of which 141 also participated in T2. The results showed a surprising improvement in psychosocial outcomes from T0 to T1. Special education and female gender were associated with increased difficulties over time, while higher age was associated with decreased difficulties. At the subdomain level we found that emotional problems remained stable, while hyperactivity, conduct problems, and peer problems decreased, and prosocial behavior increased. Attending special education predicted increased peer problems over time, while higher age predicted both decreased conduct problems and increased prosocial behavior over time. The COVID-19 pandemic may have temporarily improved the fit between the psychosocial needs and the environment for children with autism in the Netherlands.

To inform parent-mediated intervention models, this study assessed if family affectedness (i.e., elevated autism symptoms in more than one child) was associated with maternal self-reported social difficulties (as indexed by the Social Responsiveness Scale; SRS-2), and social interactions during play. As part of a prospective study, 71 mothers completed the SRS-2 and a play session. Interactions were coded for a range of prosocial behaviors, including gaze, positive affect, and vocalizations. Overall, mothers with multiple children exhibiting autism symptoms self-reported significantly more social difficulties on the SRS-2, when compared to mothers raising only typically developing children, or one child with autism. However, even with elevated SRS-2 scores, mothers with higher family affectedness demonstrated comparable social exchanges with their children during play.

Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID-19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre-disaster involvement in bullying. Cross-sectional data were collected from 4316 children aged 6-11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3-5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health-related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School-level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre-lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.

The current study examined whether the extent to which students perceived their teachers provided positive support influenced associations between teachers' emotional intelligence and social emotional learning (SEL) beliefs and multiple dimensions of students' other-oriented cognitions (i.e., perspective taking empathetic concern, and prosocial motivations and goals). Forty-three fifth-grade and sixth-grade teachers from 12 Greek elementary schools and 353 students (192 boys) were participants. The majority of students were White and of Greek nationality. Teachers' emotional intelligence was associated positively with students' empathic concern and prosocial goals. However, the association between teachers' emotional intelligence was related negatively to students' perspective taking skills, but only when students reported receiving less positive support from their teachers. Conversely, when students reported high levels of positive teacher support, teachers' comfort with SEL teaching practices was related positively to students' prosocial goals. Findings also highlighted differences in Greek teachers' emotional intelligence and comfort with and commitment to SEL teaching practices as compared to those reported in other countries. Additionally, girls rated themselves as higher in empathetic concern than did boys. Implications for teacher training and professional development that support teachers and students' SEL are discussed.

The intellectually gifted have been found to have higher levels of many prosocial dispositions, but there is limited evidence of increased prosocial behavior. The present research used existing and original datasets to examine relations between intellectual giftedness and prosocial behavior and dispositions. In Study 1, those identified as intellectually gifted engaged in more political and helping behaviors than those not identified as intellectually gifted. In Study 2, gifted-identified undergraduate students reported more prosocial behavior (e.g., volunteering and giving) than nonidentified students; however, there were no clear differences in dispositions (e.g., personality and motivation) between gifted-identified and nonidentified students. Implications of these consistent linkages between intellectual giftedness and engaging in prosocial behavior for future research and practical applications are discussed.

Background: Individual and collective prosocial competence can be fostered through high-quality interactions with program staff in out-of-school time environments. Objective: We explored whether the social-emotional competencies of teachers working in an out-of-school STEM program infused with social emotional learning content were associated with school children's prosocial behavior, community engagement, and peer problems and whether these associations were moderated by social justice teaching beliefs and child gender. Method: Participants were 126 students (72 male). Forty-one were White, 40 were Black, 34 were Latine, and 11 were Asian and most of them were third graders (M[subscript age] = 8.11 years). Teachers rated their emotional competence, commitment to social emotional learning, and social justice teaching beliefs. They also provided ratings of children's prosocial behavior and peer problems. Students provided ratings of their community engagement. Results: Teachers' emotional competence was negatively associated with prosocial behavior, but only when their social justice teaching beliefs were low. However, teachers' commitment to social emotional learning was positively related to prosocial behavior. Teachers' emotional competence was associated positively with peer problems, but only for girls, and was also related positively to community engagement. Conclusions: Results demonstrate associations between STEM teachers' social emotional learning competencies and social justice teaching beliefs in the development of students' prosocial competence and community engagement and provide directions for future research.

Based on interviews and case studies in nonprofit organizations, this article examines the perspectives of evaluation advocates undertaking evaluation in culturally diverse contexts where interpersonal barriers may exist. Participants provided insights into how to overcome issues by developing meaningful interpersonal relationships, finding shared goals, and providing encouragement. This article presents practical strategies that anyone promoting evaluation may find helpful to develop positive interpersonal relationships and equitable and inclusive working environments.

Prosocial behaviours such as sharing are essential for young children's collaborative learning experiences and social development. When learnt during the early years, these behaviours enable positive peer interactions and relationship building in social settings, laying the foundation for young children's social and emotional competencies with implications for individual and societal wellbeing. It is, therefore, critical that the early years are optimised to facilitate the development of young children's prosocial behaviours. Set against this context, we present the findings of our qualitative teacher inquiry project that examined the role of social stories intervention in developing children's prosocial behaviours, particularly sharing. The study was conducted at a private kindergarten in Singapore with four preschool children between the ages of four and five with difficulties in sharing resources with peers in classroom settings. The findings show children's gradual progress from self-centred behaviours to independent problem-solving and other-oriented sharing behaviours, demonstrating the importance of consistency, teacher facilitation and authenticity as the three key elements of a successful social stories intervention. Thus, this small-scale qualitative study adds value to the limited literature on social stories intervention to promote sharing behaviours in preschool children.

According to the heuristic model of emotion socialization by Eisenberg et al., parental reactions to children's negative emotions (RCNE) have an important role in this socialization process; however, its effects on children's social-emotional outcomes may be moderated by the children's temperament. This longitudinal study verified this proposition by testing maternal and paternal RCNE as predictors of preschoolers' behavioral adjustment and child inhibitory control as a moderator of these associations. Mothers and fathers of 113 Chinese children (M[subscript age] = 57.41 months, SD = 7.16 months) reported on their RCNE and child inhibitory control at Time 1 (T1) and reported on child behavioral adjustment (i.e., externalizing problems, internalizing problems, and prosocial behaviors) both at T1 and 6 months later (Time 2, T2). Multiple linear regression analyses showed that after controlling for child behavioral adjustment at T1, child age, and paternal education level, (a) paternal supportive reactions negatively predicted child externalizing problems and positively predicted child prosocial behaviors, and (b) the associations between parental RCNE and child behavioral adjustment were moderated by child inhibitory control. Specifically, only for children low on inhibitory control, paternal supportive reactions negatively predicted child externalizing problems, and maternal supportive reactions positively predicted child prosocial behaviors.

With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self-efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three-dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition-focused regulation, (negative) emotion-focused regulation, and behaviour-focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self-efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self-efficacy.

Background: Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance. Aims: Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high-achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high-achieving peers and friends was examined. Sample: A total of 537 seventh-grade students from 13 classes over three waves. Methods: Longitudinal social network analyses (RSiena). Results: Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners. Conclusions: Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues.

Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals' courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children's values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; Mage = 67.45 months). Children's values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children's social behaviors. Results showed children's preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children's social cognition and their social behavior in kindergarten.

The possibility of inducing value change has attracted interest among scholars and practitioners in developmental and social psychology. This study proposes a new web-based intervention aimed at enhancing the importance adolescents ascribe to social-focused values (i.e., self-transcendence and conservation), which was implemented and evaluated in the context of online schooling during the COVID-19 pandemic. Social-focused values primarily regulate how one relates to others and preserve cooperative relations. These values were found to predict positive outcomes, such as adolescents' well-being, school performance, prosocial behavior, and, most recently, COVID-19 preventive behaviors. The intervention was carried out with a group of 140 high school students (Age: M = 16.53, SD = 0.95) living in Italy during the pandemic. The intervention group (N = 84) completed four tasks, which were based on the value-changing mechanisms of priming, consistency maintenance (raising awareness and knowledge of prosociality), or direct persuasion (trying to convince another person to act prosocially). The intervention significantly increased the importance of conservation values (i.e., tradition, conformity, security) but not of self-transcendence values (i.e., universalism, benevolence) in the intervention group in comparison to the control group (N = 56). This result reflects the reality during the pandemic, where prosociality was more easily expressed through behaviors consistent with conservation values instead of self-transcendence values, which emphasize (physical) proximity to others. The effectiveness of the intervention was further supported by a qualitative analysis of adolescents' writings while completing the tasks. Limitations of the study, future research developments, and practical implications for values education in secondary schools are discussed.

Past research provided strong evidence that positive family-school partnerships were not only beneficial for students' school success, but they also helped to promote parental involvement in schooling. However, relatively little is known about teachers' reasons for becoming engaged in family-school partnerships and the benefits of their engagement. In fact, the role of teachers in family-school partnerships requires prosocial actions (e.g., helping, sharing, feeling empathy). As guided by self-determination theory, previous studies suggest that prosocial-oriented persons tend to take prosocial actions and these actions tend to promote a social connection, thereby promoting well-being. To the best of our knowledge, this assumption has not been applied to research on family-school partnerships yet. The aim of this study was to examine whether teachers' prosociality would be associated with their well-being at work (i.e., job satisfaction, work-related self-esteem) and whether this connection would be mediated by teacher engagement in family-school partnerships. Using the framework of the Vodafone Foundation Germany, we focused on two important aspects of teacher engagement: effective communication and educational cooperation. A total of 190 teachers (72% females; mean age: 44.78 years) participated in an online-survey. In line with SDT, teachers' prosociality was associated with greater well-being at work even after controlling for teachers' background (age, gender, experience, school track). As expected, this connection was partially mediated by teacher engagement in family-school partnerships. The results and implications of the present study are discussed.

Being able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% boys) aged 11-14 years, who received peer nominations on defending behavior and social preference. Self-reports were used to assess empathic self-efficacy and the relationship with the teachers. Results highlight a positive association between empathic self-efficacy and defending behavior when social preference and a positive relationship with teachers were average or high but not when they were low. Results are discussed in light of the importance of considering individual and interpersonal factors to understand defending in bullying situations and to develop intervention programs.

Peer collaboration is a foundational skill that emerges in early childhood. Children spend significant time in early educational settings, making it an important setting where young children can learn how to collaborate with peers. However, research on how to support children's collaboration effectively is limited and findings in this area have been inconsistent. This systematic review synthesises the effectiveness of interventions designed to enhance peer collaboration among children aged zero to six in early educational settings. The searches were conducted in Education Resource Information Centre (ERIC), PsycINFO, Education Resource, and Child Development and Adolescent Studies. A total of 18 studies met our inclusion criteria and were included in the systematic review. Included interventions targeted five components of peer collobaration: (1) communication skills; (2) ability to share goals; (3) collaborative products; (4) knowledge exchange; and (5) collaborative prosocial skills. The structure and implementation of the interventions were examined. Diverse strategies such as grouping children based on criteria, evaluations of collaborative products, role assignments, and adult observation and guidance were used to enhance young children's peer collaboration. The interventions primarily focused on children's direct engagement in tasks, with limited attention given to educators. The systematic review found mixed results regarding the impact of interventions on children's peer collaboration. Our findings provide researchers, policy makers and educators with empirical guidance on how to support this skill in young children.

Both parasympathetic nervous system regulation and receipt of social support from close relationships contribute to prosocial development, although few studies have examined their combined influences in adolescence and particularly within racially and ethnically minoritized populations. In this longitudinal study of 229 U.S. Mexican-origin adolescents (48% female-identifying), youths reported on receipt of social support from family and friends from 10 to 16 years, had their baseline respiratory sinus arrhythmia (RSA) measured at 17 years, reported their prosocial behavior and completed the Mind in the Eyes test to assess cognitive empathy at 17 and 19 years, and reported their prosocial civic behavior (i.e., community activity) at 19 years. Family social support predicted prosocial behavior at 17 years, and friend social support predicted prosocial civic behavior at 19 years. Compared to youths with lower or higher baseline RSA, youths with moderate RSA reported more prosocial civic behavior, had greater cognitive empathy, and tended to report more general prosocial behavior at 19 years. The quadratic association between baseline RSA and cognitive empathy was stronger for youths with greater family social support. These findings are the first to extend the evidence that moderate baseline parasympathetic nervous system activity supports prosocial development into late adolescence and with the U.S. Mexican-origin community, and these findings address calls for more integrative biopsychosocial studies of prosociality.

This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework--intersectionality, scholar activism, solidarity building, and attention to borders and boundaries--to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how "racial equity" and "racial justice" can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.

This article examines how graduate employability is viewed by employers in six economically disadvantaged mountainous provinces in Vietnam. The study reported in this article identified continuous self-learning, resilience, adaptability, devotion and empathy for the local people and local community to be among the main employability attributes expected of graduates in regional Vietnam. The findings of the study raise the importance of context situatedness in looking at employability and show how employability is characterised by the local structural conditions, demographic features and socio-cultural norms. The study provides significant implications for career guidance and graduate employability development, especially in relation to regional areas.

We explored how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, and how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, we conducted this study under the assumption that perceptions of behavior may be informed by teachers' implicit biases. Fourteen preschool teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. Children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening. Children in the C/E group were 86% male, 14% female, 46% Black, 36% White, and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. These findings help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices in early childhood settings.

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants' intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

In this article we experimentally evaluate Colombia's Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children's prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on the education center's personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children's caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.

A novel coronavirus, SARS-CoV-2, has spread widely throughout the world. To reduce the spread of infection, children are prevented from going to school and have fewer opportunities for in-person communication. Such changes in the everyday lives of children might influence their socio-emotional behaviors; however, the whole picture of the possible impact was not well known. This study examined socio-emotional behaviors of Japanese children (aged 4-9) during the pandemic and compared the data to the data before the pandemic. Children's socio-emotional behaviors in an everyday context was assessed using the parent-reported Strengths and Difficulties Questionnaire. The results indicated that during the pandemic, children were more prosocial and experienced more problems in their peer relationships, but no differences were found in emotional symptoms, conduct problems, hyperactivity between before and during the pandemic. The findings suggest that the COVID-19 pandemic has mixed impacts on children's socio-emotional behaviors, implying that this topic should be considered in broader and fuller perspectives.

Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.

Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: "Almost never forgive" (11% of participants), "Depends mainly on consequences" (22%), "Depends mainly on intent and apologies" (57%), and "Almost always forgive" (2%). The first two positions were typical of 4-7-year olds, and the third one was typical of 8-12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid - probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.

International Online Collaboration Competencies (IOCCs) are considered essential for global virtual teams, yet no consensus exists on what experts consider as IOCCs and which competencies are involved. To develop a framework to support higher education in designing learning tasks and evaluation instruments for the acquisition of IOCCs, a three-round consensus study was conducted among a purposive sample of academic and field experts in international online collaboration. The final IOCCs framework includes a definition of IOC and 34 IOCCs within six competency domains: (1) information and communication technology, (2) international and intercultural, (3) communication and language, (4) collaboration, (5) management and organization, and (6) domain-specific. The framework may be a benchmark for program development for Internationalization of the Curriculum (IoC), evaluation, and continuous professional development. Further research is needed to evaluate how this IOCCs framework can be integrated into higher education settings to teach and evaluate IOCCs.

Racially and ethnically diverse populations from minoritized backgrounds are often exposed to research methodologies that amplify structural racism and negate their sociocultural reality. Although cross-cultural validation of measures is considered a requisite step to multigroup comparisons, researchers apply measures validated and standardized in the dominant White culture to under-researched populations (without assessing measurement equivalence first). Seeking to align with calls for more culturally sensitive measures, an argument is made to leverage youth participatory approaches in the cross-cultural validation of study instruments. Using an illustrative case study, this paper describes how 16 youth researchers (predominantly Hispanic) partnered with an academic team to examine the validity of the Prosocial Behavior Scale. A new tool, the Key Informant Validity Index, is introduced to determine if items maintain adequate levels of content validity when applied to populations that differ from the original norming and validation study samples. Youth researchers rated items on relevance, clarity and coverage, and use a guided protocol to conduct cognitive interviews with 32 youth participants. Recognizing the inherent challenges of reducing hierarchal power dynamics within youth-adult relationships and/or alleviating insider/outsider tensions across lines of cultural difference, an intentional focus is placed on naming key strategies that facilitated the collaboration process.

Machiavellianism is an antisocial interpersonal style involving the use of manipulative, deceptive, and coercive behaviors in the pursuit of self-interest. Although widely studied as a "dark" personality trait in adults, relatively little is known about the developmental correlates of Machiavellian tendencies earlier in life. The present study addressed this knowledge gap by examining associations between Machiavellian behavior and three theoretically relevant social-emotional domains-prosocial emotions, emotion recognition skills, and self-control--in a community sample of 7- and 11-year-old Canadian children (N = 300, 50% female). Of particular interest was the extent to which individual differences in social-emotional capacities were uniquely associated with Machiavellian behavior after controlling for aggression, a relatively well-studied antisocial behavior in childhood. Parents reported on children's Machiavellian behavior and aggression. Social-emotional correlates were assessed via parent and child reports, behavioral tasks, and physiological assessments. Machiavellian behavior and aggression were similarly associated with lower parent-reported prosocial emotions and self-control. Machiavellian (but not aggressive) behavior was associated with lower child-reported guilt (a prosocial emotion), higher resting skin conductance levels (reflecting a general tendency for higher arousal), and better anger recognition. Semipartial correlational analyses indicated that these patterns of association with Machiavellian behaviors held independent of aggression. These findings indicate that, by middle childhood, Machiavellian behavior constitutes a distinct form of antisocial conduct that is associated with a unique social-emotional risk profile.

This article proposes that in a new social contract for education, reimagined universities should be institutions that are human rights-centered. A human rights mission incorporates conventional university policies oriented toward diversity, equity, and inclusion (DEI) but goes beyond this traditional framework by drawing attention to root causes of systemic violations of human rights (including violence within the university itself) and inclusive processes of internal reform, oriented towards social justice involving especially the voices of the most marginalized. This article begins with a presentation of the application of the human rights framework to university settings, including binding legal standards, soft policies, and a holistic framework known as the human rights-based approach. A human rights-centered university is one that will undertake change with an orientation toward deep transformation that will enable the university to fulfill its core aims to foster values such as respect, empathy, equality, and solidarity and promote active citizenship to address the pressing needs of society.

Trust in the potential of education as a common good is the cornerstone of the bond between citizens and their institutions. Changing current patterns entails lifting barriers to a culture of peace and uprooting all forms of violence. Education needs to be resilient enough through its citizen education to provide a framework for thriving societies. Governing education as a common good requires questioning educational models and curricula, considering how notions of peace are integrated into those models, which can serve as a basis for schooling as an integral part of society for the well-being and advancement of citizens. Therefore, we ask, how can citizenship education impact public institutions peace-wise? And conversely, how can citizenship education foster proximity peace and disseminate ethics for citizens, the planet, and peace building. How can citizenship education be beneficial to society as a whole? This article attempts to address these questions by exploring the benefits of rethinking curriculum beyond performance, while recentering and converging efforts into educating caring citizens in peace with each other and their environments.