Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools.

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution.

Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students.

The present study aims to analyze the psychometric properties of the Goal orientation Scales (GOS; Skaalvik, 1997) in a sample of 2,170 Ecuadorian undergraduate students ( = 21. 97, = 3.61; 61.

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach.

Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the "Emotional Intelligence Training Program," with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience.

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students.

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students.

Validity evidence based on internal structure of scores on the Spanish version of the Self-Description Questionnaire-II.

The aim of this study was to analyze the reliability and validity evidence of scores on the Spanish version of Self-Description Questionnaire II (SDQ-II). The instrument was administered in a sample of 2022 Spanish students (51.1% boys) from grades 7 to 10.

Complex learning: the role of knowledge, intelligence, motivation and learning strategies.

This work presents the main theories and models formulated with the purpose of offering a global overview on the acquisition of knowledge and skills involved in the initial development of expert competence. Setting from this background, we developed an empirical work whose main purpose is to define those factors in a complex learning situation such as chapter-sized in a knowledge-rich domain. The results obtained in a sample of Master students reveal that the several variables intervening, such as the qualitative organization of knowledge, intellectual ability, motivation, the deliberate use of strategies, and a rich learning environment, contribute in an independent way to provide an explanation for the acquired knowledge.