La Escala de Evaluación de las Competencias Emocionales: la Perspectiva Docente (D-ECREA)

Hernández-Jorge, Carmen M.; Rodríguez-Hernández, Antonio F.; Kostiv, Olena; Domínguez-Medina, Raquel; Medler, Stephany Hess; Capote, M. Carmen; Gil-Frías, Pilar; Rivero, Francisco

doi:10.5093/psed2021a5

Cited by 2 publications

(1 citation statement)

References 18 publications

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“…For each of the subjects of the program, these elements are identified with icons that represent the emphasis on each of the competencies: communicational, mathematical, digital and socio-emotional. According to Hernández-Jorge et al (2022), it is important to note that we are talking about competencies and not just skills because it is a know-how well, where knowledge, capacities, attitudes and skills are integrated to be put into practice in different life contexts effectively.…”

Section: Importance Of Socio-emotional Competencies For the Continuit...mentioning

confidence: 99%

Evaluation of the Socio-Emotional Competences of the Prioritized Curriculum in the Exit Profile of the Ecuadorian Bachelor: From Curriculum to Practice

Barreno,

Maridueña,

Narváez

et al. 2024

Intl. J. Rel.

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Educational programs are increasingly inclined to promote values that favor the integral development of students, for which various formulas are implemented that seek from the methodological point of view to adjust to social, educational and curricular demands. The new curricular proposal with an emphasis on competencies focuses on the development of students' abilities so that they are competent in their lives. It is proposed as an objective to evaluate if the student has obtained the socio-emotional competences according to the prioritized curriculum of the Ecuadorian high school. A documentary and field research is carried out, with the application of an instrument designed for the collection of data in the study population made up of students of the first semester of the Bachelor's Degree in Education Sciences, at the Faculty of Sciences of Education from Milagro State University. As a result, it was shown that the students were able to develop the skills provided for in the prioritized curriculum and are able to show them in their continuity of studies, both in their student life and in social and family life.

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Section: Importance Of Socio-emotional Competencies For the Continuit...mentioning

confidence: 99%

Evaluation of the Socio-Emotional Competences of the Prioritized Curriculum in the Exit Profile of the Ecuadorian Bachelor: From Curriculum to Practice

Barreno,

Maridueña,

Narváez

et al. 2024

Intl. J. Rel.

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Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences

Navarro,

Víllora,

Rodríguez‐Álvarez

et al. 2024

Psychology in the Schools

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Peer status among preschool children has been associated with their roles in aggression‐related interactions. This study analyses the differences between aggressors, victims, aggressor‐victims and defenders on two measures of peer status (social impact and social preferences) whilst controlling for individual factors. The sample comprised 394 preschool children (184 girls, 210 boys) between the ages of 3–6 years old (M = 4.36, SD = 0.87) and their parents supplying information about socio‐demographic variables and children's emotion regulation. Teachers rated emotional competences for each child in their class. Analysis of covariance along with Bonferroni‐adjusted post‐hoc comparisons were conducted to compare mean scores between the aggression roles for social impact and social preference while controlling for significant individual factors. The results revealed that aggressors and aggressor‐victims exhibited higher social impact but lower social preference after controlling for individual factors. In contrast, defenders enjoyed higher social status among their peers, characterized by both higher social preference and social impact. Victims were associated with lower social preference and social impact. Uninvolved children consistently exhibited lower social impact. Results underscore the need for interventions that focus on promoting prosocial behaviors, addressing aggressive tendencies, and enhancing emotional competences to create a more positive and supportive peer environment.

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La Escala de Evaluación de las Competencias Emocionales: la Perspectiva Docente (D-ECREA)

Cited by 2 publications

References 18 publications

Evaluation of the Socio-Emotional Competences of the Prioritized Curriculum in the Exit Profile of the Ecuadorian Bachelor: From Curriculum to Practice

Evaluation of the Socio-Emotional Competences of the Prioritized Curriculum in the Exit Profile of the Ecuadorian Bachelor: From Curriculum to Practice

Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences

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