Search Results (3)

Social identity in adolescence refers to the way young people define themselves in relation to the social groups they belong to, such as their peers, family, cultural or ethnic communities, gender, and sometimes subcultures. All of these areas of a person’s identity are also influenced by the different contexts and the social discourses and expectations that are experienced. Social and emotional skills, competencies, or capacities are internal assets that can be learned and are linked to prosocial behavior and positive social identities. Developing strong social and emotional capabilities is particularly pertinent for young adolescents due to the convergence of developmental effects as they begin to form their sense of personal identity and shift to having a greater sense of independence. This paper presents the findings from a systematic literature review using PRISMA reporting guidelines of studies conducted between 2014 and 2024 that examined the links between social and emotional competencies and a young adolescent’s social identity formation. Four education-focused databases were searched for peer-reviewed articles published in English. Results were mapped against CASEL’s social and emotional skill sets. Very limited literature was found (n = 6) that explicitly addressed young adolescent identity formation and the need for social and emotional skills; however, key findings show that young adolescents utilize all five of CASEL’s social and emotional skill sets to support the development of their social identity. Bronfenbrenner’s bioecological theory is applied to the findings to consider the systemic influences. Questions for future research are also proposed. Full article

A learning society cannot be built without each family playing its role. The learning family integrates the modern education concept and the actual needs of family education. However, scholars are still exploring the concept, structure, and measuring tools of the learning family. Based on the bioecological system theory, this study explored the concept and characteristic dimension of the learning family and verified the effect of the learning family through cross-population samples. The results of this study showed that, first, the learning family involves a process of mutual influence on the part of family members, who view the enhancement of comprehensive literacy as their core goal and can continuously accumulate knowledge and improve skills from the internal and external environments of the family through learning support and learning involvement, thereby achieving common growth, the main structure of which includes four characterizing dimensions of learning involvement, learning effectiveness, learning support and continuous learning. Second, the developed learning family scale has good reliability and validity. Third, learning families have significant positive effects on individual creativity, innovative behavior, prosocial behavior, proactive behavior, work performance, academic achievement, and science literacy. This study not only deepens our understanding of the importance of family learning and family education but also contributes to exploring the influence mechanisms underlying learning families on individual psychology and behavior in the future. Full article

According to bioecological theory, the development of college students’ social responsibility is affected by the cumulative effect of ecological risks. However, research on the impact of cumulative ecological risk on social responsibility and its potential mechanisms are still lacking. Carol Gilligan (1982) proposed that the ethics of care and justice are like two related but independent melodies, which together constitute the whole of moral psychology. However, despite being an important part of moral psychology, social responsibility has rarely been investigated empirically with regards to the psychological mechanisms of justice and caring orientation. Therefore, the current study had 1607 college students complete questionnaires regarding cumulative ecological risk, social responsibility, belief in a just world, and empathy, aiming to explore the impact of cumulative ecological risk on college students’ sense of social responsibility and the mediating roles of belief in a just world and empathy. Results showed that: (1) cumulative ecological risk was significantly negatively correlated with college students’ sense of social responsibility, belief in a just world, and empathy, whereas social responsibility, belief in a just world, and empathy were significantly positively correlated; (2) belief in a just world and empathy played mediating roles in the relationship between cumulative ecological risk and social responsibility. The results also showed that the development of college students’ sense of social responsibility was affected by the cumulative ecological risk from various directions; this influence was also seen to play a role in the motivation system of social responsibility through the ethics of care with empathy as the important part, as well as through the ethics of justice. The results suggest that we should reduce the ecological risks at their source, and improve and consolidate students’ social support systems; moreover, we should not only enhance college students’ sense of mission and responsibility to consciously maintain social justice order, but also adopt empathy training as a part of the curriculum to improve students’ empathy at the individual level. Full article