In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the…

Emotional awareness is the ability to conceptualize and describe one's own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget's theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale…

Developmental theories and previous research have emphasized the significance of cooperation and self-control in middle childhood. The present study extends previous research by examining (a) the growth of cooperation and self-control as well as the relations between them in middle childhood (third to sixth grade) and (b) the extent to which…

This article aims to identify the features of using metaphorical cards for the development of students' social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students' social intelligence structural components effectively; to determine the features…

The purpose of this study was to investigate whether language skills can predict teacher reports of social skills (empathy and assertion) and social behavior (prosocialness, aggression, and victimization) in preschool children. Relationships among social skills and behaviors were also examined. Ninety-eight preschool children were administered…

This is a qualitative exploratory study that focuses on emotional intelligence attributes of public-school leaders in Abu Dhabi, in the United Arab Emirates. The research questions endorsed the emotional intelligence school leaders exhibit along five dimensions: (a) self-awareness; (b) managing emotions; (c) motivation; (d) empathy; and (e) social…

Bullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the…

Families often face financial and geographical barriers to services for children with autism. The current study explored the effectiveness of a parent-supported adaptation of the computer game-based social skills program Secret Agent Society (SAS). Seventy child-parent dyads were randomized to SAS (n = 35) or a caregiver-supported cognitive skills…

Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODRs) among student groups. However, African American students are still overrepresented in ODRs. This study extended a prior study that explored parents'…

Emotional intelligence (EI) is emerging as critical to success in today's workplaces. Business schools must, therefore, equip students with techniques to develop their emotional intelligence. EI is learnable, and research indicates that active and experiential approaches are more effective in developing EI than lecture-based methods. We,…

The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort…

Research demonstrates that pupils do not always have the necessary social and emotional intelligence to cope with the transition to secondary school successfully. This paper explores a context-specific intervention designed to enhance key social and emotional skills after a secondary school transition. The intervention was designed with reference…

We evaluate the measurement invariance of a 48-item instrument designed to measure general social and emotional skills of youth in low resource environments. We refer to the skills measured as positive self-concept, negative self-concept, higher order thinking skills, and social and communication skills. These skills are often associated with…

This exploratory, phenomenological qualitative study explored how a single, relational micro-intervention focused on respectful conversation across difference might influence sense of belonging and level of curiosity among participating community college students. The study also explored the implications of this intervention for improving campus…

We conducted a systematic review and summarized the outcomes of single-case research design studies conducted in the last decade that have implemented peer-mediated interventions (PMI) to address the social competence needs of children with autism spectrum disorder (ASD) younger than 8 years of age. Eighteen studies with 53 children with ASD were…