Social-Emotional Competence: Theories, Correlates, and Measures

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 30 November 2024 | Viewed by 417

Special Issue Editors


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Guest Editor
School of Psychology and Clinical Language Sciences, University of Reading, Reading RG6 6ES, UK
Interests: mindfulness; emotion regulation; family process; mental health; social emotional learning
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Guest Editor
Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China
Interests: socio-emotional development; friendship; quality of home environment; teacher education; numeracy development

Special Issue Information

Dear Colleagues,

Social-emotional learning is crucial for children’s development and their success in transitioning into adulthood. This Special Issue calls for papers from scholars that examine and consider the theories, correlates, and measures of social-emotional competence across developmental periods, from early childhood to emerging adulthood. We encourage a wide range of submissions (e.g., theoretical, empirical) on this topic, including systematic reviews, meta-analyses, and empirical studies involving implementation science or correlational data, measurement (e.g., scale development and validation). Submissions might focus on or relate to the recommended topics under the Keywords section. However, the list is by no means exhaustive. In addition to making significant theoretical contributions, we hope this Special Issue can provide helpful strategies for both researchers and practitioners in the field.

We look forward to receiving your contributions.

Dr. Rebecca Y. M. Cheung
Dr. Sum Kwing Cheung
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

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Keywords

  • family process
  • parenting
  • parent–child relationships
  • social–emotional competence
  • social–emotional learning
  • mental health
  • emotion regulation
  • mindfulness

Published Papers (1 paper)

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Research

12 pages, 598 KiB  
Article
Social–Emotional Competence among School-Aged Children in the Chinese Context: Validation of the Washoe County School District Social–Emotional Competency Assessment
by Rebecca Y. M. Cheung and Ocean O. S. Ng
Behav. Sci. 2024, 14(5), 399; https://doi.org/10.3390/bs14050399 - 10 May 2024
Viewed by 255
Abstract
The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 [...] Read more.
The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 years, SD = 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structure of both versions of the WCSD-SECA was assessed via confirmatory factor analyses. Structural equation models were then conducted to examine the predictive validity of the WCSD-SECA. The findings indicated that both the 40-item and the 17-item versions of the WCSD-SECA fit the data adequately. Both versions were also associated with self-reported positive and negative affect and parent-reported internalizing problems and externalizing problems. Additionally, social–emotional competencies as measured by the 40-item version were significantly associated with parent-reported prosocial behavior, whereas those as measured by the 17-item version were associated with prosocial behavior with a marginal significance. The findings demonstrated an adequate factor structure and predictive validity of the full version and the brief version of the WCSD-SECA in assessing social–emotional competencies. Hence, they serve as a useful tool for researchers, educators, and mental health practitioners to evaluate school-aged children’s social–emotional competencies in the Chinese context. Full article
(This article belongs to the Special Issue Social-Emotional Competence: Theories, Correlates, and Measures)
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