Search Results (104)

Individuals with autism spectrum disorder (ASD) have deficits in social–emotional competence. Most people with ASD have difficulties in emotion recognition, emotion understanding, emotion expression, and emotion regulation, which seriously affects their normal social communication and interaction. The information technology (IT) era has given more possibilities for intervention training for people with ASD, and research has proven that technological interventions have a significant effect on the socio-emotional competence of people with ASD. This study employed a meta-analytic approach using 32 independent effect sizes from 25 studies to investigate the effects of IT interventions on socio-emotional competence in individuals with ASD, using emotion recognition, understanding, expression, and regulation as dependent variables and examining key moderating factors. The results found that information technology has an excellent effect on social–emotional competence in ASD (Hedges’ g = 0.897, CI = 0.676, 1.117, z = 7.967, p < 0.001) and is significantly moderated by the intervention technique (Q = 7.392, p = 0.025) and the intervener (Q = 4.933, p = 0.026). The findings provide insights into further deepening information technology intervention research as well as practical applications. Full article

Background/Objectives: Physical activity (PA) during preschool is vital for supporting physiological development, enhancing cognitive abilities and fostering socio-emotional growth. However, consistent disparities in meeting PA guidelines have been observed. This systematic review aims to identify studies that compared preschoolers’ PA, as measured by technological devices, with recommended PA guidelines. Specifically, it examines (i) factors associated with meeting PA guidelines and (ii) the outcomes observed when children meet these guidelines. Methods: The search strategy was designed based on the PICOS framework. Then, a systematic review was conducted using four databases to identify studies that included children from 0 to 6 years old participating in PA sessions recorded through technological devices. PA is compared with guidelines, and correlations were reported. Results: Of the 52 studies reviewed, most found that meeting PA guidelines in preschool-aged children was linked to favourable outcomes across multiple domains. Children who met the guidelines tended to show better motor competence, emotional regulation and cognitive skills, particularly in areas like working memory and social understanding. However, the relationship with body composition and body mass index was inconsistent, suggesting that the benefits of PA in early childhood extend beyond weight-related measures. Conclusions: Meeting PA guidelines in early childhood is strongly associated with cognitive development, emotional regulation, motor skills and social behaviours. However, adherence varies significantly due to a complex mix of individual, familial, socioeconomic and environmental factors. Full article

This article explores the importance of integrating socio-emotional competencies into the formal education of adolescents to promote sustainable development. It argues that social and emotional learning (SEL) not only enhances personal and academic well-being, but also facilitates the building of more resilient and sustainable communities. A scoping review was conducted using a qualitative methodology based on document analysis through matrix-based reviews. The 49 selected studies were analyzed in relation to the personality facets of the Big Five (OCEAN) model. The results of the interventions show improvements in self-efficacy, empathy, motivation, school climate, bullying reduction, and the prevention of mental health issues. It is concluded that a more holistic approach is needed, combining SEL with character education to achieve lasting impacts. Furthermore, interventions must be sensitive to cultural contexts and the specific realities of each school community. Full article

The research analyzed the cognitive styles, sexist attitudes and social competencies that hinder gender equality in secondary education students. It identified sexist attitudes, cognitive styles and social skills that hinder change towards gender equality; explored significant differences in sexist attitudes and cognitive strategies and social attitudes by age; studied the relationship between sexist attitudes and cognitive and social strategies that perpetuate gender inequality; and analyzed how age may predict the use of these strategies. A total of 1034 students aged 11 to 18 participated in a cross-sectional study. The Ambivalent Sexism Inventory for Adolescents and the Questionnaire of Attitudes and Cognitive Social Strategies were administered. The results indicate that young people exhibit moderate levels of cognitive and social strategies that hinder the change in sexist behaviors. At ages 12–14, the acceptance of ambivalent and benevolent attitudes such as paternalism and heterosexual intimacy increases. We found greater aggressiveness–stubbornness, apathy–withdrawal, impulsivity, and rigidity of thought at ages 15–17. Age explains a small proportion of the variance in sexist attitudes, cognitive styles, and social competencies that hinder gender equality. The study highlights the need for coeducational measures that ensure equal cognitive and socio-emotional development in women and men. Full article

While AI integration in higher education has transformative potential, existing studies may not fully capture the unique socio-cultural and institutional contexts of top-tier universities in China. This study investigates students’ perceptions of AI utilization at a leading Chinese university, drawing on the Technology Acceptance Model (TAM). Quantitative data were collected via a 5-point Likert scale questionnaire (n = 253), complemented by open-ended qualitative responses. Results revealed that while they viewed AI as useful for enhancing efficiency and easy to use, concerns about content accuracy, over-reliance, and ethical issues persisted. Their high interest in AI contrasted with lower self-assessed proficiency, highlighting a gap between enthusiasm and competence. Institutional support significantly motivated adoption, whereas social influence played a lesser role. Students valued AI’s support in language learning, writing, research, and programming but noted its limitations in complex problem-solving. They also called for human-centric AI tools offering emotional support and personalized guidance. These findings may offer educators, policymakers, and AI developers valuable insights to address students’ concerns and optimize learning experiences in competitive academic environments. Full article

Metaphor has evolved from being considered a merely linguistic resource to a basic mechanism in human cognition that links cognition and action. In this sense, in addition to being a way of thinking, it constitutes an educational tool that allows us to understand complex phenomena in terms of something simpler and more accessible, even at the perceptual or motor level. Thus, it has allowed us to work on curricular concepts in the classroom and on competencies such as socio-emotional and inclusive skills. Although there are studies that analyze the role of metaphors that conceive guilt as dirt or moral indignation as disgust, they have always been projected toward oneself. This work, through an experiment, analyzes the role of the metaphor of guilt as dirt, but projected toward others. Two experimental conditions are compared in which one protagonist helps another or takes advantage of them. The results indicate that when other people consider the behavior of that protagonist, they rate gifts related to cleanliness as more desirable when that protagonist has taken advantage of the other person. The social and educational implications of this metaphor are discussed for promoting more inclusive classroom environments and for teacher training in socio-emotional and inclusive skills. Full article

Cyberbullying is a violent phenomenon that threatens health and development in adolescence. Some studies suggest that minority groups or those who deviate from socially desirable characteristics are at a greater risk of cyberbullying. However, there have been few studies on social stigma-based cyberbullying (SSB). This study aims to carry out the following: to know the prevalence of roles of involvement in cyberbullying and SSB cyberbullying; to understand the possible relationships between SSB cybervictimization and SSB cyberaggression and the different dimensions of moral disengagement, moral emotions and social and emotional competencies; and to know the possible statistical associations between roles and the variables described above. A total of 601 secondary school students took part in this study, aged 12–19 (M = 14.22, SD = 1.355). A self-report battery of scales was employed to measure the constructs under investigation, and various statistical analyses were conducted. The results show that 22.29% are recognized as cybervictims, 7.82% as cyberaggressors and 35.11% as cybervictims/cyberaggressors in general cyberbullying. In SSB cyberbullying, the percentages were 20.30%, 3% and 8.32%, respectively. Moreover, it was revealed that SSB cyberaggression was related to moral disengagement and SSB cybervictimization was related to moral emotions. Social competence and emotional competence were positively related to social stigma-based cybervictimization. The results are discussed and new lines of research and interventions focused on social competences and moral emotions are proposed. Full article

Education is essential for sustainable development. However, the social and emotional dimensions of learning—fundamental for building resilience and fostering prosocial behavior—are often overlooked. This study aims to examine the direct and indirect effects of teacher resilience on prosocial behavior and feelings, mediated by self-efficacy beliefs, in a sample of Chilean elementary school teachers (N = 1426; average age = 41.5; 77.3% women). The proposed model fit the data well (χ² = 7337.051, CFI = 0.956, TLI = 0.954, RMSEA = 0.054, SRMR = 0.051). Results showed that, as modeled, resilience had significant direct and indirect positive effects on prosocialness, mediated by self-efficacy. These findings suggest that strengthening resilience and self-efficacy in teachers is a key strategy for advancing socioemotional competencies and building inclusive, collaborative, and sustainable educational environments aligned with the goals of Education for Sustainable Development. Full article

Learn to Fly was developed between February 2022 and March 2023 with the goal of fostering greater social participation and intergenerational dialogue around the recognition and solution of pertinent social issues through the development of psychological flexibility and socioemotional competences in children at the start of their academic careers. Based on a participatory methodology and the concepts of the third generation of Cognitive Behavioral Therapies (CBTs) and ACT (Acceptance Commitment Therapy), the target audience included children of ages 5 and 6 (pre-school and first grade), their teachers, and their families. The Learn to Fly pilot initiative was implemented in eight partner institutions on the Portuguese mainland with the participation of 289 children, their families, and 22 educators. Learn to Fly was evaluated after 12 weeks of implementation using a combination of methodologies, including interviews, focus groups, and pre- and post-tests. Teachers emphasized that the initiative brought families closer to the school, thereby strengthening connections between the school and the community, when analyzing the impact of the project on the school community. Positive changes were observed in the children’s behaviors, particularly with respect to hyperactivity, relationship problems with colleagues, prosocial behavior, socioemotional skills, their perceptions of their participation in various scenarios (their city and country), and intergenerational dialogue with their parents. In addition to the teachers’ preconceived notions about child participation, they became more aware of the possibility of children having a say in decision-making and discovered that the program promoted this aspect. Presently equipped with resources, it is envisaged that teachers trained to implement Learn to Fly will play a significant role in promoting positive child development and social engagement. Full article

This study examines the relationships between critical thinking, metacognition, psychological well-being, and empathy using structural equation modeling. The study sample consists of 155 university students from a higher education institution in Spain, who completed the PENCRISAL, the metacognitive abilities inventory, the Ryff psychological well-being scale, and the empathy quotient, which assess these psychological constructs. The results indicate that critical thinking has a direct positive effect on metacognition, which, in turn, is significantly associated with higher levels of psychological well-being and empathy. These findings reinforce the essential role of critical thinking in fostering cognitive self-regulation and socioemotional competencies. Furthermore, this study provides empirical evidence supporting the integration of critical thinking into educational programs, emphasizing its potential to enhance reflective thinking, emotional awareness, and interpersonal understanding. Full article

Black children in the U.S. learn from scaffolded parental teachings to help manage racial discrimination. Middle childhood is an understudied developmental period for this research. This paper builds upon research on culturally informed practices Black caregivers use to rear their young with a healthy identity and socio-emotional skills to navigate racism Guided by a phenomenological qualitative approach, we conducted focus groups with 39 Black children (Mean_age = 7.67, 54% girls, 46% boys). Children reported that their parents imparted a sense of positive identity in terms of their cultural heritage, skin, and hair—areas in which they experienced frequent bullying. A uniqueness of our study is that Black children also reported learning emotion-centered coping strategies that focus on their inner strengths and private speech. They adopted a range of adaptive coping mechanisms such as kindness, ignoring perpetrators, centering their positive identity, identity framing, and fighting back. Through children’s voices, we build upon previous research integrating racial–ethnic socialization (RES) with socio-emotional competencies in response to discrimination. We underscore the importance of exploring racial–ethnic identity development and socialization in childhood, a developmental period in which these processes are understudied. Full article

Examining remote virtual audiences is a vital part of understanding social experiences in modern human–computer interaction contexts. Doing so raises intriguing questions about how these mediated connections relate to emotional and physiological states. The vagus nerve is central to socioemotional processing and physiological well-being, with its activation represented as vagally mediated heart rate variability (vmHRV). We examine how participants’ social connectedness to virtual partners relates to their experience of socioemotional competences and psychophysiological states while observing streamed gameplay. In this experimental study with 48 participants, we compared self-reported empathy, empathic concern, and continuously measured vmHRV (from a PPG sensor) during different types of gameplay. The results revealed that viewers who felt greater social connectedness to remote partners also felt more empathic concern (quantitative detail) and had significantly heightened vmHRV (quant detail) across all conditions compared to those who felt lower connectedness. These findings reveal that stronger feelings of connectedness to remote partners are associated with enhanced socioemotional competences and physiological well-being. This research highlights the intertwined nature of social connectedness, empathy, and physiological health, providing valuable insights for designing virtual platforms that foster deeper interpersonal connections and promote well-being. Full article

The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulation in preschool contexts. The findings indicate a positive correlation between children’s ability to regulate their emotions and their subsequent academic success. These results are discussed through the theoretical lens of the theory of social bond, alongside the relational competence model. The discussion emphasizes the role of preschool teachers in fostering secure social bonds, with their socio-emotional competence serving as a vital buffer that supports children in developing emotional self-regulation. Full article

Cultural and religious diversity in Spain, driven by recent decades of migratory flows, has not been exempt from generating social tensions and, unfortunately, an increasing stigmatization of migrant children. This article examines how power dynamics and exclusion impact the identity construction of these young people, particularly within the child protection system. Through interviews and focus groups with young people and professionals in Barcelona and Melilla, this study highlights the resistance strategies these young individuals employ to counteract stigmatizing narratives. The findings indicate that, despite inclusion policies, imposed labels reinforce their vulnerability and limit their social and community participation. Although interfaith dialogue is proposed as a tool to mitigate these tensions, professionals working with these children emphasize the lack of institutional support and insufficient training in socio-cultural diversity, which hinders their efforts. The study underscores the importance of developing interfaith competencies that foster mutual respect and recognition, concluding with a critique of the current protection system. It advocates for a comprehensive approach to addressing these young people’s emotional, social, and spiritual needs beyond solely legal and educational aspects. Full article

Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children. Full article