Adaptation of the Social Competence and Behavior Evaluation Scale for Adolescents: Structural Validity and Reliability

Vidmar, Maša; Gril, Alenka; Furman, Lucija

doi:10.1177/0734282916677648

Cited by 2 publications

(4 citation statements)

References 13 publications

(22 reference statements)

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“…Teacher’s Relational Competence Scale ( Vidmar and Kerman, 2016 ) is an 11-item measurement tool that also uses a five-point Likert scale from (1) very rarely or never to (5) always or very often. The authors identified two dimensions of the teacher’s relational competence— individuality and responsibility .…”

Section: Methodsmentioning

confidence: 99%

“…Vidmar and Kerman extracted the specific components of this competence starting from a concept proposed by Juul and Jensen (2010) (as cited in Vidmar and Kerman, 2016 ). The analyzed components are:…”

Section: Relational Competencementioning

confidence: 99%

“…The first two components of this model were grouped into one component called respect for individuality . In their model, Vidmar and Kerman (2016) included three components of relational competence: respect for individuality, responsibility, and authenticity . In the scale they developed, the authenticity factor was not validated; therefore, this scale measures only the first two factors.…”

Section: Relational Competencementioning

confidence: 99%

“…The teachers’ relational competence can be improved through learning and practice, alongside teaching and classroom management competencies ( Jensen et al, 2015 ,). “Thus, teachers need to know how to form, maintain, improve, and strengthen the quality of the relationships: how to work consciously and systematically with the relationship as a space for development and learning” ( Vidmar and Kerman, 2016 , p. 43). Relational competence is part of a broader category of social and emotional competencies (SEC), which can be grouped into five clusters: self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making ( Schonert-Reichl et al, 2017 ).…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

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Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

2023

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The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers’ work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness, and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion, and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness, and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness, and for teacher subjective wellbeing. Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers’ performance.

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Section: Methodsmentioning

confidence: 99%

Section: Relational Competencementioning

confidence: 99%

Section: Relational Competencementioning

confidence: 99%

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

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Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

2023

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Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review

Müller

Denk

Lubaway

et al. 2020

Educational Research Review

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The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.

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Adaptation of the Social Competence and Behavior Evaluation Scale for Adolescents: Structural Validity and Reliability

Cited by 2 publications

References 13 publications

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review

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