Social skills and behavior analysis:

Prette, Zilda Aparecida Pereira Del; Prette, Almir Del

doi:10.18761/perspectivas.v1i2.35

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…It not only shapes general self-efficacy but also operates through mediating factors like stress perception and psychological resilience, significantly impacting overall quality of life across genders. Within households, the depth of connections and the breadth of social skills have consistently emerged as strong determinants of adolescent well-being, as evidenced by (Del Prette & Del Prette, 2010). These studies collectively highlight the pivotal role of social skills in fostering positive relationships, which, in turn, significantly contribute to an individual's overall quality of life In conclusion, the comprehensive understanding underscores perceived social support's predictive power in influencing both quality of life and social skills among individuals.…”

Section: Discussionmentioning

confidence: 88%

Adolescent Quality of Life: Unraveling the Impact of Social Skills and Perceived Social Support

Abbas,

Tariq,

Yaseen

et al. 2024

Pak. J. Humanit. Soc. Sci

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Adolescence is a critical developmental phase, where social interactions profoundly influence well-being. Understanding how social skills and perceived support shape adolescent quality of life is vital for comprehensive mental health initiatives. Current research aims to elucidate the intricate interplay between these factors to enhance support strategies and improve overall adolescent well-being. Involving 500 adolescents of both genders, this cross-sectional study utilized purposive sampling. Data collection employed a self-designed demographic sheet and standardized scales (MPSS, Social Skills scales by Ronaldo Rigii, WHO-QOL). Employing descriptive and inferential statistics, including normality tests, correlation coefficients, T-tests, and regression analysis, the study uncovered a strong positive correlation (r = .513, p < 0.01) between perceived social support and Quality of Life. Additionally, a robust positive correlation (r = .61, p < 0.01) was found between perceived social support and social skills, indicating their interconnectedness in enhancing life satisfaction. The study reveals that perceived social support (PSS) significantly predicts both quality of life and social skills among participants. It emphasizes that higher perceived social support levels strongly relate to better quality of life. Additionally, gender doesn't appear to impact perceived social support levels in the studied population. In light of these findings, it is recommended that future studies focus on developing and implementing strategies that leverage the identified mechanisms, offering practical pathways to enhance individuals' lives. Moreover, current research is a call to action for researchers to prioritize investigations into the specific mediating factors that link perceived social support, quality of life, and social skills, providing a foundation for targeted interventions aimed at improving overall well-being.

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Section: Discussionmentioning

confidence: 88%

Adolescent Quality of Life: Unraveling the Impact of Social Skills and Perceived Social Support

Abbas,

Tariq,

Yaseen

et al. 2024

Pak. J. Humanit. Soc. Sci

View full text Add to dashboard Cite

show abstract

“…There is no commonly shared definition for social skills. Various terms are often used synonymously to refer to the concept of social skills, including social competence , soft skills , emotional learning , or social behavior [ 15 ], although some authors argue that these terms cannot be used interchangeably [ 16 ]. Most definitions of social skills include successful communication and adaptive interactions with others, and researchers agree that social skills are acquired through specific learned behaviors that are also socially reinforced [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Using Augmented Reality Toward Improving Social Skills: Scoping Review

Mittmann¹,

Zehetner²,

Hoehl³

et al. 2023

JMIR Serious Games

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Background Augmented reality (AR) has emerged as a promising technology in educational settings owing to its engaging nature. However, apart from applications aimed at the autism spectrum disorder population, the potential of AR in social-emotional learning has received less attention. Objective This scoping review aims to map the range of AR applications that improve social skills and map the characteristics of such applications. Methods In total, 2 independent researchers screened 2748 records derived from 3 databases in December 2021—PubMed, IEEE Xplore, and ACM Guide to Computing Literature. In addition, the reference lists of all the included records and existing reviews were screened. Records that had developed a prototype with the main outcome of improving social skills were included in the scoping review. Included records were narratively described for their content regarding AR and social skills, their target populations, and their outcomes. Evaluation studies were assessed for methodological quality. Results A total of 17 records met the inclusion criteria for this study. Overall, 10 records describe applications for children with autism, primarily teaching about reading emotions in facial expressions; 7 records describe applications for a general population, targeting both children and adults, with a diverse range of outcome goals. The methodological quality of evaluation studies was found to be weak. Conclusions Most applications are designed to be used alone, although AR is well suited to facilitating real-world interactions during a digital experience, including interactions with other people. Therefore, future AR applications could endorse social skills in a general population in more complex group settings.

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Using Augmented Reality Toward Improving Social Skills: Scoping Review (Preprint)

Mittmann¹,

Zehetner²,

Hoehl³

et al. 2022

Preprint

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BACKGROUND Augmented Reality (AR) has emerged as a promising technology in educational settings, especially for teaching science. However, apart from applications aimed at the autism spectrum disorder (ASD) population, AR’s potential in social-emotional learning receives less attention. OBJECTIVE This systematic scoping review aims to map the range and characteristics of AR applications that teach social skills. METHODS Two independent researchers screened 2748 records derived from three databases–PubMed, IEEE Explore and ACM Guide to Computing Literature. RESULTS Seventeen records met the inclusion criteria. Ten describe applications for autistic children, primarily teaching about reading emotions in facial expressions. Seven describe applications for a general population, targeting both children and adults, with a diverse range of teaching goals. The methodological quality of evaluation studies was found to be weak. CONCLUSIONS The majority of applications are designed to be used alone, even though AR is well-suited to facilitating real-world interactions during a digital experience, including interactions with other people. Future AR applications could therefore endorse social skills in a general population in more complex group settings.

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Social skills and behavior analysis:

Cited by 3 publications

References 10 publications

Adolescent Quality of Life: Unraveling the Impact of Social Skills and Perceived Social Support

Adolescent Quality of Life: Unraveling the Impact of Social Skills and Perceived Social Support

Using Augmented Reality Toward Improving Social Skills: Scoping Review

Using Augmented Reality Toward Improving Social Skills: Scoping Review (Preprint)

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