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Relations between self-efficacy and social-emotional competence
The current article aims to explore the relation between the basic need of self-efficacy in children (Aichinger and Holl
2017 ) and its reflection on...
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The Roles of Mother-Perceived Coparenting and Child Routines on Children’s Social–Emotional Competence During the COVID-19 Pandemic
The purpose of the current study was to examine the contributions of coparenting quality and child routines to children’s social–emotional competence...
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Interoception and social-emotional competence among adolescents: the role of emotion regulation
Interoception, refers to sensing, interpretating, and integrating the information in the body, has been reported to be associated with emotional...
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Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement
BackgroundIndividual and collective prosocial competence can be fostered through high-quality interactions with program staff in out-of-school time...
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Predicting the Social-Emotional Competence Based on Childhood Trauma, Internalized Shame, Disability/Shame Scheme, Cognitive Flexibility, Distress Tolerance and Alexithymia in an Iranian Sample Using Bayesian Regression
The purpose of this study was to predict Social Emotional Competence based on childhood trauma, internalized shame, disability/shame scheme,...
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TOOLBOX Effects on K-2 Student Growth in Social-Emotional Competence: Evidence from a Quasi-Experimental Study
TOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for...
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Mother–Infant Interaction and Maternal Postnatal Psychological Distress Associate with Child’s Social-Emotional Development During Early Childhood: A FinnBrain Birth Cohort Study
We studied the effects of mother–infant interaction and maternal pre- and postnatal psychological distress on children’s social-emotional problems...
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Caregiver Parenting Stress Associated with Delays in Child Social-Emotional and Motor Development
General-population research on child development in low- and middle-income countries is needed to explore and contextualize caregiver factors. This...
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Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety?
There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social...
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Adolescent Social Media Use and Emotional Intelligence: A Systematic Review
Emotional intelligence, which encompasses the ability to perceive, understand, express, and regulate emotions, is recognized as critical to the...
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A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents
BackgroundAdolescence is a critical period for social emotional development. The need to focus on social emotional competencies is exacerbated by the...
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Effective Components of Social Emotional Learning Programs: A Meta-analysis
Previous reviews have synthesized the impacts of universal school-based social emotional learning (SEL) programs. However, they have yet to attempt a...
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Preschool Teachers’ Mindfulness and Children’s Social, Emotional, and Behavioral Functioning
ObjectivesEarly childhood educators play a significant role in creating social and emotional learning environments for children. Therefore, it is...
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Mindful Parenting and Trajectories of Child Social-Emotional Development: A Study on Chinese Migrant Preschoolers
ObjectivesMindful parenting is an essential aspect of parenting practices, yet the role of mindful parenting in children’s social-emotional...
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Explainable Multilayer Perceptron Classification Model for Detecting the Internalized Shame-Based on Childhood Trauma, Social-Emotional Competence, Cognitive Flexibility, Distress Tolerance, Alexithymia, and Age
Internalized shame is a degrading emotional experience that is associated with avoidance tendencies, negative self-esteem, and feelings of...
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Proximal Processes and Contextual Factors Associated with Early Socio-emotional Competence Development
There is growing interest in child socio-emotional competence from parents, educators, employers and policy makers, with emphasis on developing it as...
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A longitudinal study of perceived social support from friends and hope in adolescents: emotional intelligence as the mediator
Hope has been identified as an important contributor to adaptive coping and overall wellbeing. However, there are mixed results regarding the...
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Using Early Childhood Mental Health Consultation to Facilitate the Social–Emotional Competence and School Readiness of Preschool Children in Marginalized Communities
Early childhood mental health consultation (ECMHC) is a capacity-building intervention that aims to enhance the quality of young children’s affective...
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Measuring early childhood educators’ knowledge of social-emotional learning pre and post training
The primary goal of this study is to measure the improvement in early childhood educators' knowledge of the five social-emotional learning (SEL)...
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Stimulation and Neuropsychological Rehabilitation of Social and Emotional Skills in Childhood
This chapter highlights the importance of social and emotional skills in childhood, their relationship with cognitive and socio-affective...
