Search Results (100)

White lie-telling reflects children’s integration of moral cognition and situational adaptation, yet its mechanisms in prosocial dilemmas remain understudied in Chinese cultural contexts that prioritize “face-saving”—a core construct that shapes interpersonal behavior in Eastern societies. This study investigates how situational cues and developmental differences shape children’s white lie decisions by disentangling the interactive effects of external expectations and recipient presence. A total of 629 children aged 4–11 years (Study 1) and 6–11 years (Study 2) participated in two studies using a modified “painting evaluation task” Study 1 manipulated emotional expectation and recipient presence to establish baseline situational effects, while Study 2 introduced target expectation to create a prosocial value conflict between providing immediate emotional comfort and supporting long-term developmental goals. The Study 1 showed the highest white lie rate under the “emotional expectation + recipient presence” condition, with white lie rates exhibiting a significant developmental increase with age. Binary logistic regression identified these two factors as critical predictors of children’s white lie behavior. In Study 2, amid such prosocial value conflicts, older children showed lower white lie rates than younger peers, who prioritized others’ long-term goals via cost benefit analysis. Notably, recipient presence still moderated face-saving decisions, even for older children. This research makes three key contributions to the field. Firstly, it integrates Chinese “face culture” into situational manipulation, highlighting recipient presence as a culture-specific moderator and mitigating the Western-centric bias in prior research. Secondly, it constructs a prosocial moral dilemma to uncover children’s developmental transition from emotion-driven to value-based rational decision-making, extending existing developmental theories on moral cognition. Thirdly, it advances understanding of prosocial lying motivation beyond blind empathy by quantifying the interactive effects of dual expectations and revealing that children engage in deliberate cost benefit analysis that aligns with others’ overall long-term interests. Full article

Losing a sibling to a drug-related death can lead not only to profound grief but also to unexpected psychological growth. This mixed-method study examined such growth among siblings bereaved by a drug-related death in Norway, combining survey data from 78 participants with interviews from ten siblings. Quantitative findings showed that appreciation of life and personal strengths were the most prominent domains of growth. Regression analysis indicated that self-efficacy explained most of the variance in growth when controlling for time since death, whereas social support did not make a unique contribution. Qualitative findings added depth by revealing how growth was experienced through closer family relationships and a heightened sense of empathy toward people in vulnerable situations. These accounts suggest that growth may involve a reorientation of values and deeper relational ties, aspects that standardized measures may not fully capture. Although based on a small and relatively homogeneous sample, the integrated results point to the importance of internal coping resources and family connectedness in fostering growth after a stigmatized loss. Further research should explore these mechanisms in more diverse populations and examine how they evolve over time. Full article

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers develop critical awareness of inequality and envision transformative practices. Using a qualitative design, three reflective workshops were conducted with students from Early Childhood and Elementary Education programs in Chilean universities. Thematic analysis identified nine principal codes, which were later organized into four analytical domains: knowledge construction, interculturality and inclusion, gender practices, and intersectional meanings. Results show that participants conceive teaching as a political and ethical practice linked to community engagement, democratic coexistence, and affective responsibility. They also challenge traditional gender roles by proposing co-care and collective well-being as foundations for equitable education. Furthermore, intercultural and situated pedagogies emerge as key strategies for connecting theory with practice and validating diversity within the classroom. Participants demonstrate emerging forms of intersectional and gender awareness, questioning the feminization of teaching and proposing notions of co-care and collective well-being that transcend binary gender norms. They also value intercultural and contextual pedagogies, emphasizing empathy, recognition of diversity, and the validation of students’ origins and trajectories. Full article

This study examines how justice-oriented modeling lessons promote elementary students’ capacity to mathematize complex situations, develop civic empathy, and take action to address inequities and injustices in their communities. Through qualitative methods using multiple data sources including teacher interviews, lesson transcripts, student work, and classroom artifacts we share cases of modeling tasks that use mathematics as an empowerment tool to address empathy, representation, access, fairness and taking action. Findings illustrated critical moment-to-moment instructional decisions teachers made to elicit students’ justice-oriented reasoning. The modeling tasks involved addressing food waste in the school cafeteria, creating an inclusive play area, diversifying the school library collections, and choosing items for a sensory space to positively impact students’ individual and community well-being. Implications for teachers and teacher educators will be discussed. Full article

Background/Objectives: Social intelligence refers to a person’s ability to understand and navigate social situations effectively. Teenagers who possess strong social intelligence are better equipped to build positive relationships, resolve conflicts, and make healthy decisions. Despite the importance of social intelligence, there are limited ways to measure this skill, especially during the teenage years. Thus, the aim of the present study was to develop and validate a scale that focuses on the following two aspects: social awareness and social perception. Methods: The reliability and validity of the Social Intelligence Test for Teenagers (SITT) was tested in teenagers aged between 14 and 18 years. Convergent validity was determined by the relationship between the SITT and the Tromsø Social Intelligence Scale (TSIS). Criterion validity was established by looking at the predictive relationship between the SITT and measures of social connectedness, empathy, and friendship. Results: The 19-item scale showed good internal reliability as measured by Cronbach’s alpha. The SITT mean score was significantly related to the TSIS Information Processing mean and the SITT Facial Expressions was significantly related to the TSIS Social Skills, even with age partialled out. Conclusions: The findings suggest that the SITT is a psychometrically sound tool to measure social intelligence in teenagers. Full article

In this paper, we investigate how social entrepreneurial competencies develop among young children in self-organized early childhood and primary education settings in Greece that operate outside traditional state–market logics and embrace a commons-based ethos. While existing approaches to Entrepreneurship Education (EE) frequently privilege individual skills and economic productivity, this study reframes entrepreneurial learning through the lens of social entrepreneurship. Using a qualitative comparative case study, we analyze educational material from self-organized schools and include focus groups with educators. The findings show that social entrepreneurial competencies emerge as present-tense relational practices embedded in everyday collective life, rather than as future-oriented economic skills. By situating these findings within contemporary debates on Social Entrepreneurship Education (SEE) and Childhood Studies, the paper advances a model of entrepreneurship grounded in empathy and collective action in response to social antagonism. In these schools, social entrepreneurship in childhood is understood as a mode of being and becoming in common, enacted through pedagogical worlds in which children learn to live, decide, care, and act together in the present. Overall, the findings highlight the potential of commons-based pedagogies to reconfigure entrepreneurial learning as a relational and collective practice in preschool and primary school education. Full article

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education. Full article

Gary Snyder’s vision of the ‘great earth sangha’ articulates a philosophy of ecological awakening in which spiritual, ethical, and affective relationships connect all forms of life into a cohesive and sacred web of interbeing. The concept of the ‘great earth sangha’ embodies a profound sense of ‘oneness,’ in which the dichotomy between the self and the other dissolves, leading to a realisation of the Earth as a sentient, experiential, and pulsating entity. Inspired by the holistic perspectives of Buddhism and the resonances of Indigenous cosmologies, Snyder’s idea of the ‘great earth sangha’ represents a heightened consciousness and an “emotional intelligence” that fosters compassion, love, care and empathy for all beings in the world. For Snyder, the great earth sangha is a practice—a way of living in mindful ecological engagement. It is embedded with the principles of sila (morality), which foregrounds visions of harmonious coexistence and ecological kinship. This article argues that Snyder’s idea of the ‘great earth sangha’ offers a counter-anthropocentric perspective that subverts entrenched human-centred hierarchies by situating human identity within a communal web of existence. The article discusses how Snyder redefines the notion of ‘community’ as an inclusive, interdependent network that transcends human boundaries and embraces all planetary beings. Finally, the article explores how Snyder’s holistic vision propounds a restorative path that centres on ideas of ethics, affect, justice, responsibility and stewardship. Full article

Traffic violations represent a significant public health concern, with professional drivers substantially impacting road safety. This pilot study compared self-report questionnaires (general personality versus domain-specific), performance-based tests, and driving simulator measures to determine which assessment method best predicts traffic offences among professional truck drivers. Participants (N = 27) completed the Impulsiveness–Venturesomeness–Empathy Questionnaire (IVE), the Road Traffic Behaviours Questionnaire (KZD), and the Vienna Risk-Taking Test Traffic (WRBTV) and performed standardised driving scenarios in a truck simulator. Performance was assessed using speed variations in five validated decision-making situations. Drivers were classified into two groups based on relatively higher and relatively lower numbers of self-reported traffic offences. The KZD demonstrated the strongest group differentiation (p = 0.034, d = 0.76). Simulator performance was significantly different between the groups (p = 0.033, d = −0.68), with offence-reporting drivers showing smaller speed reductions. The WRBTV and the IVE empathy subscale approached significance (p = 0.056 and p = 0.059, respectively). Higher empathy characterised offence-free drivers, suggesting social–emotional factors may contribute to traffic safety. General impulsiveness and venturesomeness showed no group differences. The results indicate that domain-specific questionnaires and behavioural assessments offer superior predictive validity compared to general personality measures for identifying potentially unsafe drivers. ROC analysis revealed moderate predictive validity across significant measures (AUC: 0.64–0.70), with differential patterns of sensitivity and specificity among predictors. The findings suggest implementing tiered screening approaches using domain-specific questionnaires as initial cost-effective tools, followed by simulator assessment for at-risk drivers, enabling transport companies and regulatory bodies to identify high-risk drivers proactively. Full article

Street harassment is a common form of gender-based violence against women. Bystanders are sometimes present when this violence occurs, yet there is limited literature on the factors influencing their decision to intervene. We conducted two cross-sectional studies to further explore this subject. Study 1 analyzes how personal variables (gender and political opinion), and situational variables (bystander effect and type of violence) influence the intention to respond. This study included an opportunity sample of 1563 people (79.4% women and 20.6% men) that filled out a sociodemographic data sheet, the Social Desirability Scale (SDC), and the Questionnaire of Intention to Help in VAW Cases (QIHVC). The results suggest that programs targeting women should focus on diminishing feelings of fear, while those aimed at men should stress fostering empathy toward victims. Study 2 explores correlates of bystander response intentions. This study involved an opportunity sample of 785 people (80.3% women and 19.7% men), completing the same instruments as in Study 1 and adding the Global Belief in a Just World Scale (GBJWS) and the Questionnaire on attitudes towards “piropos” (AP). The results suggest that feeling responsible may influence whether bystanders choose to intervene. These insights could be used to develop more effective training program frameworks. Full article

Background/Objectives: Cyber bystanders can choose from several different strategies during cyberbullying incidents and have a significant effect on the situation. Hence, cyber bystanders are specifically targeted by prevention programmes and research investigating variables influencing cyber bystander responses is crucial for such programmes. The aim of our study was (1) to explore contextual factors’ effect on cyberbullying incidents’ perceived severity and (2) the most frequent cyber bystander responses. We also aimed (3) to learn how the context of cyberbullying incidents affects cyber bystander responses and the joint effect of individual and contextual variables on cyber bystander responses. Methods: In total, 314 Hungarian high school students participated in our online survey (mean age = 16.15, SD = 3.28). The respondents filled in self-administered questionnaires that measured cyber bystander responses, severity of different cyberbullying incidents, empathy, moral disengagement, social desirability, and cyberbullying engagement. Results: First, our results showed that the respondents perceived public and visual cyberbullying, and when the victim was upset by it the most severe incidents. Second, in almost every condition, the two most likely cyber bystander responses were ignorance and emotional support for the victim. Third, the individual and contextual variables had a joint effect influencing cyber bystander responses except for emotional support to the victim that was only influenced by individual variables, i.e., empathy, moral disengagement, and social desirability. Conclusions: All in all, our results showed that all cyberbullying contexts were associated with cyber bystander responses and the prominent association between moral disengagement, social desirability, empathy, and prosocial cyber bystander responses. Moreover, these results could guide cyberbullying prevention to focus on cyber bystanders’ empathy training, decreasing their moral disengagement, and educating them about the effects of online contextual variables. Full article

Building on prior research, we revisited the 21 personal finance scenarios using OpenAI’s newer ChatGPT-4o to observe whether its financial guidance has meaningfully evolved. Our qualitative analysis relied on expert assessments to examine both the content and tone of the model’s advice, considering how prompt engineering influenced ChatGPT outputs. We observed that ChatGPT-4o often produced more thorough suggestions and paid closer attention to tax implications—though it still overlooked some important details. It also showed more creative thinking in certain situations. However, some of the same shortcomings persisted: Generalizations remained too broad with respect to certain topics, legal references were occasionally misleading, and emotional empathy continued to feel artificial, even with carefully crafted prompts. We also extended our analysis to the newest ChatGPT model (ChatGPT-5). We found that the recommendations generated by ChatGPT-5 were quite similar to those generated by ChatGPT-4o, but the accuracy in the numerical problems was better under ChatGPT-5. While not a replacement for financial professionals, ChatGPT appears to be maturing into a more useful supporting tool for both advisors and clients. Our findings not only suggest cautious optimism but also underscore the need for careful oversight when using such tools in personal financial decision-making. Full article

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models. Full article

Background: The COVID-19 pandemic significantly impacted adolescent development, increasing behavioral problems and emotional distress. This study aimed to examine the impact of sensation seeking, empathy, and COVID-19-related stressors on deviant behavior in adolescents. Methods: A cross-sectional study was conducted with 638 Italian adolescents and young adults (M = 18.8 years, SD = 3.51) recruited from schools, universities, and the general population in Tuscany and Emilia-Romagna. Participants completed validated measures assessing sensation seeking, empathy, COVID-19-related stress, and deviant behaviors. Multiple regression analyses examined predictors of deviant behavior, while mediation analyses tested whether empathy mediated the relationship between sensation seeking and deviant behavior. Results: Correlation analyses show a positive association between sensation seeking and deviant behavior and a weaker positive association with COVID-19 isolation. Conversely, affective empathy demonstrated negative correlations with both deviant behavior and sensation seeking. COVID-19 stress demonstrated differentiated effects: social isolation increased deviance, whereas fear of contagion was protective. Mediation analysis revealed that affective empathy partially mediated the relationship between sensation seeking and deviance. Conclusions: This study demonstrates that sensation seeking is a primary risk factor for deviant behavior in adolescents and young adults, while affective empathy acts as a protective mechanism that partially mediates this relationship. Furthermore, COVID-19-related stressors have shown complex effects, with social isolation amplifying the risk of deviance, while fear of contagion promotes more inhibited behavior. These findings underscore the importance of considering both stable personality traits and situational stressors when seeking to understand the pathways leading to adolescent behavioral problems during periods of social crisis. Full article

While existing research highlights a positive association between computational thinking (CT) and self-regulation (SR) skills, limited attention has been given to the embodied and social processes within CT activities that support young children’s executive functions (EFs)—key components of SR. This study investigates how preschoolers develop basic and higher-order EFs, such as focused attention, inhibitory control, causal reasoning, and problem-solving, through their engagement with a tangible programming toy in teacher-guided small groups in a university-affiliated preschool. Informed by a we-syntonicity framework that integrates Papert’s concepts of body/ego syntonicity and Schutz’s “we-relationship”, we conducted a multimodal microanalysis of video-recorded group sessions. Our analysis focuses on two sessions, the “Obstacle Challenge” and “Conditionals”, featuring four excerpts. Findings reveal that children leverage bodily knowledge and empathy toward the toy—named Rapunzel—to sustain attention, manage impulses, reason about cause-effect, and collaborate on problem-solving. Three agents shape these processes: the toy, fostering collective engagement; the teacher, scaffolding learning and emotional regulation; and the children, coordinating actions and sharing affective responses. These findings challenge traditional views of SR as an individual cognitive activity, framing it instead as an embodied, social, and situated practice. This study underscores the importance of collaborative CT activities in fostering SR during early childhood. Full article