Social-Emotional Competence

Objective: This study aimed to investigate the role of gender moderators in the effectiveness of the Iranian positive youth development package (IPYD) on the components of social-emotional health. Method: For this purpose, in a quasi-experimental design with pre-test, post-test, and follow-up stage, 60 male and female adolescents aged 15-17 years studying in the academic year 2009-2010 were randomly selected in Isfahan. First, all members of the experimental and control groups completed the Zhou and Ee (2012) Emotional-Social Competency Questionnaire, and then the experimental groups were trained with a researcher-made package for 16 sessions of 45 minutes. In the meantime, the control group benefited from the daily training of the school. At the end of the sessions and 40 days later, all groups completed the questionnaire again. Result: Findings showed that the package of the positive development of Iranian adolescence in the short term has led to an increase in the dimensions of social and emotional health in self-awareness, self-management, social awareness, relationship management, and responsible decision-making in both genders, and in long term has caused an increase in all dimensions in girls (p<0.05). Conclusion: It seems that the Iranian adolescent positive development package is a suitable package to strengthen the components of positive development, achieve emotional-social health, and reduce problems and issues in different areas of developmental periods and the subsequent costs for adolescents, their families, and society. Keywords: Development, Emotional health, gender, Positive psychology, Social health.

A child's ability to engage positively with others, express emotions positively, and control behavior is referred to as social and emotional competence. Thus, the aim of this study was to explain social-emotional competence based on positive mood Characteristics, self-efficacy in emotion regulation with mediating role of social support of female students. The method used in this research was structural equation modeling correlation, which was performed in Tehran during the academic year 2018-2019 in December and October. 420 female students from all female students with an average age of 17 years in public schools in Tehran in the academic year 2019-2020, were randomly selected by cluster sampling method. Bromes's temperament (2007), social support of Wax et al. (1986), self-efficacy of Caprara et al. (2008), and competence Emotional-social completed by students Zhu and Ei (2012) questionnaires were administered to students. Pearson correlation coefficient test and path analysis methods were used to analyze the data. Data were analyzed using SPSS-21 and AMOS18 software. Based on the presented model (The root-mean-square error (RMSEA) was 0.072, and the square root of the mean squared residual (SRMR) was 0.062, which was less than the criterion (0.08) and thus confirmed the fit of the model. Based on the results, Positive mood traits affect social-emotional competence both directly (P <0.05, β = 0.159) and indirectly through social support (P <0.05, β = 0.204). In order to promote social-emotional competence, social support should consider an effective variable and important intervention priority of educational systems.

This study was conducted in order to provide a structural model of social-emotional competence based on psychological capital with the mediation of career motivation among primary teachers. The correlation method was applied in this cross-sectional research. The statistical population of the present study was consisted of all teachers who were teaching in the elementary schools of Tehran in 2021-2022 and among them 350 people were selected by multi-stages cluster-sampling method. Psychological capital (Luthans, 2007), career motivation (Robinson, 2004) and social-emotional competence (Boyatzis, 2007) methods were applied which had acceptable validity and reliability. SPSS-V23 and Lisrel-V7.8 software were applied in order to analyze the data. Structural equation modeling was used to respond to the research hypotheses. The research findings suggested that psychological capital has a direct effect on social-emotional competencies of elementary teachers (p<0.05). Psychological capital has an indirect effect on social-emotional competencies of primary teachers (p<0.05). Also, the results showed that the indirect effect of psychological capital along with social-emotional competencies mediated by career motivation was confirmed by 95% confidence. Therefore, social-emotional competencies can play a better role in increasing their career motivation through making psychological capital among teachers.