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Behavioral Sciences
Special Issues
Social-Emotional Competence: Theories, Correlates, and Measures
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Social-Emotional Competence: Theories, Correlates, and Measures

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: closed (30 November 2024) | Viewed by 2650

Special Issue Editors

Dr. Rebecca Y. M. Cheung

E-Mail Website
Guest Editor
School of Psychology and Clinical Language Sciences, University of Reading, Reading RG6 6ES, UK
Interests: mindfulness; emotion regulation; family process; mental health; social emotional learning
Special Issues, Collections and Topics in MDPI journals
Dr. Sum Kwing Cheung

E-Mail Website
Guest Editor
Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China
Interests: socio-emotional development; friendship; quality of home environment; teacher education; numeracy development

Special Issue Information

Dear Colleagues,

Social-emotional learning is crucial for children’s development and their success in transitioning into adulthood. This Special Issue calls for papers from scholars that examine and consider the theories, correlates, and measures of social-emotional competence across developmental periods, from early childhood to emerging adulthood. We encourage a wide range of submissions (e.g., theoretical, empirical) on this topic, including systematic reviews, meta-analyses, and empirical studies involving implementation science or correlational data, measurement (e.g., scale development and validation). Submissions might focus on or relate to the recommended topics under the Keywords section. However, the list is by no means exhaustive. In addition to making significant theoretical contributions, we hope this Special Issue can provide helpful strategies for both researchers and practitioners in the field.

We look forward to receiving your contributions.

Dr. Rebecca Y. M. Cheung
Dr. Sum Kwing Cheung
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • family process
  • parenting
  • parent–child relationships
  • social–emotional competence
  • social–emotional learning
  • mental health
  • emotion regulation
  • mindfulness

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Published Papers (3 papers)

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Research

21 pages, 743 KiB  
Article
Effect of Growth Mindset on Mathematics Achievement Among Chinese Junior High School Students: The Mediating Roles of Academic Buoyancy and Adaptability
by Mudan Chen, Ida Ah Chee Mok, Yiming Cao, Tommy Tanu Wijaya and Yimin Ning
Behav. Sci. 2024, 14(12), 1134; https://doi.org/10.3390/bs14121134 - 26 Nov 2024
Viewed by 520
Abstract
A growth mindset is crucial for students’ academic development. Many studies have demonstrated the influence of a growth mindset on mathematics achievement, but the mediating mechanisms underlying this relationship still warrant further exploration. This study investigates the mediating roles of students’ academic buoyancy [...] Read more.
A growth mindset is crucial for students’ academic development. Many studies have demonstrated the influence of a growth mindset on mathematics achievement, but the mediating mechanisms underlying this relationship still warrant further exploration. This study investigates the mediating roles of students’ academic buoyancy and adaptability in the relationship between the student growth mindset and mathematics achievement within the Chinese cultural context. The sample included 1164 junior high school students (49.4% females). Using structural equation modeling, the results showed that, after controlling for gender, school type, and family socioeconomic status, the student growth mindset was positively related to mathematics achievement. Furthermore, the student growth mindset was significantly associated with the student academic buoyancy, cognitive-behavioral adaptability, and affective adaptability, but only cognitive-behavioral adaptability further mediated the relationship between the student growth mindset and mathematics achievement. The multi-group analysis demonstrated that the model exhibited invariance across the genders, school types, and SES levels, indicating that the associations were applicable to both boys and girls, to both boarding and day students, and to students from low-, middle-, and high-SES backgrounds. We discuss the findings by considering the Chinese cultural characteristics and provide insights that may help in the development of interventions to improve students’ mathematics performance. Full article
(This article belongs to the Special Issue Social-Emotional Competence: Theories, Correlates, and Measures)
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16 pages, 621 KiB  
Article
Behavioral Inhibition and Social Competence Through the Eyes of Parent and Teacher Informants
by Hailey Fleece and Hedwig Teglasi
Behav. Sci. 2024, 14(11), 1080; https://doi.org/10.3390/bs14111080 - 12 Nov 2024
Viewed by 492
Abstract
The centrality of social competence to children’s well-being has sparked interest in documenting its correlates and precursors. Behavioral Inhibition (BI) is studied extensively as an early appearing, biologically based, temperamental disposition that places children at increased risk for maladaptive social functioning. Children with [...] Read more.
The centrality of social competence to children’s well-being has sparked interest in documenting its correlates and precursors. Behavioral Inhibition (BI) is studied extensively as an early appearing, biologically based, temperamental disposition that places children at increased risk for maladaptive social functioning. Children with BI are characterized by the tendency to react to unfamiliarity or uncertainty with fear and to respond with avoidance or withdrawal, eventuating in missed opportunities to gain social competence (SC). Early interventions that aim to interrupt this negative cycle often rely on parents or teachers to observe BI, but they often disagree in their ratings, raising understudied but basic questions about how to translate the research findings into effective interventions. In this study, parents and teachers rated kindergarteners’ (N = 174) disposition toward fear and shyness, underpinnings of BI and SC. As expected, we found modest overlap in the classification of children into relatively High, Average, and Low BI groups based on parent and teacher ratings. Whereas about 40 percent were classified similarly, about 33 percent were discrepant in their classification by more than one category. Yet, the High BI group was at a social disadvantage (lower SC) compared to the Low BI group, even when the comparison groups only included children whose classification was discrepant. In line with the Realistic Accuracy Model of person perception, we describe a context/informant-specific conceptualization of the BI–SC connection with implications for intervention. Full article
(This article belongs to the Special Issue Social-Emotional Competence: Theories, Correlates, and Measures)
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12 pages, 598 KiB  
Article
Social–Emotional Competence among School-Aged Children in the Chinese Context: Validation of the Washoe County School District Social–Emotional Competency Assessment
by Rebecca Y. M. Cheung and Ocean O. S. Ng
Behav. Sci. 2024, 14(5), 399; https://doi.org/10.3390/bs14050399 - 10 May 2024
Viewed by 1076
Abstract
The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 [...] Read more.
The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 years, SD = 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structure of both versions of the WCSD-SECA was assessed via confirmatory factor analyses. Structural equation models were then conducted to examine the predictive validity of the WCSD-SECA. The findings indicated that both the 40-item and the 17-item versions of the WCSD-SECA fit the data adequately. Both versions were also associated with self-reported positive and negative affect and parent-reported internalizing problems and externalizing problems. Additionally, social–emotional competencies as measured by the 40-item version were significantly associated with parent-reported prosocial behavior, whereas those as measured by the 17-item version were associated with prosocial behavior with a marginal significance. The findings demonstrated an adequate factor structure and predictive validity of the full version and the brief version of the WCSD-SECA in assessing social–emotional competencies. Hence, they serve as a useful tool for researchers, educators, and mental health practitioners to evaluate school-aged children’s social–emotional competencies in the Chinese context. Full article
(This article belongs to the Special Issue Social-Emotional Competence: Theories, Correlates, and Measures)
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