Rápidos avanços da tecnologia e desenvolvimentos em diversos campos da ciência têm provocado mudanças profundas no mercado de trabalho. Nesse contexto, é bem documentado o papel relevante das competências socioemocionais no desenvolvimento de competências para o trabalho, sugerindo que os retornos do mercado de trabalho para habilidades não cognitivas têm aumentado ao longo do tempo e que os retornos são particularmente fortes para indivíduos que possuem habilidades cognitivas e não cognitivas. Nosso estudo busca trazer evidências do retorno associado às competências socioemocionais no mercado de trabalho brasileiro. Encontramos evidências de que existe um retorno positivo associado às competências socioemocionais e que esse retorno é diferente entre grupos de ocupação. Acreditamos que este conhecimento possa incentivar e reforçar as parcerias entre governos, educadores, formadores, trabalhadores e empregadores, a fim de gerir melhor o impacto transformador da Quarta Revolução Industrial no emprego, nas competências e na educação do Brasil. / Rapid advances in technology and developments in various science fields are driving deeply changes in the labor market. In this context, the relevant role of social-emotional skills in the development of job skills is well documented, suggesting that labor market returns to non-cognitive skills have been increasing over time and the pay-offs are particularly strong for individuals who have both cognitive and non-cognitive skills. Our study seeks to bring evidence of the return associated with social-emotional skills in the Brazilian labor market. We found evidence that there is a positive return associated with socialemotional skills and that this return is different between occupation groups. We believe that this knowledge can encourage and strengthen partnerships between governments, educators, trainers, workers and employers in order to better manage the transformative impact of the Fourth Industrial Revolution on employment, skills and education in Brazil.

Research Doctorate - Doctor of Philosophy / There were two major aims in the current study. The first was to investigate the psychometric properties of the Thai Social and Emotional Skill Rating Scale (TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR). The results revealed that among the three exogenous variables, social-cognitive skills was the only significant predictor of both internalizing and externalizing problems. The relationship between social-cognitive skills and two types of behaviour problems was negative. This means that the higher a students’ social-cognitive skills, the lower their level of internalizing and externalizing problems. The indicators of social cognitive skills were emotion control, problem solving, and decision making skills. This finding has important implications for dealing with behaviour problems in Thai students. Thai teachers or educators may use these findings for selecting from available programs or for developing new programs.

Research Doctorate - Doctor of Philosophy / There were two major aims in the current study. The first was to investigate the psychometric properties of the Thai Social and Emotional Skill Rating Scale (TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR). The results revealed that among the three exogenous variables, social-cognitive skills was the only significant predictor of both internalizing and externalizing problems. The relationship between social-cognitive skills and two types of behaviour problems was negative. This means that the higher a students’ social-cognitive skills, the lower their level of internalizing and externalizing problems. The indicators of social cognitive skills were emotion control, problem solving, and decision making skills. This finding has important implications for dealing with behaviour problems in Thai students. Thai teachers or educators may use these findings for selecting from available programs or for developing new programs.

Rápidos avanços da tecnologia e desenvolvimentos em diversos campos da ciência têm provocado mudanças profundas no mercado de trabalho. Nesse contexto, é bem documentado o papel relevante das competências socioemocionais no desenvolvimento de competências para o trabalho, sugerindo que os retornos do mercado de trabalho para habilidades não cognitivas têm aumentado ao longo do tempo e que os retornos são particularmente fortes para indivíduos que possuem habilidades cognitivas e não cognitivas. Nosso estudo busca trazer evidências do retorno associado às competências socioemocionais no mercado de trabalho brasileiro. Encontramos evidências de que existe um retorno positivo associado às competências socioemocionais e que esse retorno é diferente entre grupos de ocupação. Acreditamos que este conhecimento possa incentivar e reforçar as parcerias entre governos, educadores, formadores, trabalhadores e empregadores, a fim de gerir melhor o impacto transformador da Quarta Revolução Industrial no emprego, nas competências e na educação do Brasil. / Rapid advances in technology and developments in various science fields are driving deeply changes in the labor market. In this context, the relevant role of social-emotional skills in the development of job skills is well documented, suggesting that labor market returns to non-cognitive skills have been increasing over time and the pay-offs are particularly strong for individuals who have both cognitive and non-cognitive skills. Our study seeks to bring evidence of the return associated with social-emotional skills in the Brazilian labor market. We found evidence that there is a positive return associated with socialemotional skills and that this return is different between occupation groups. We believe that this knowledge can encourage and strengthen partnerships between governments, educators, trainers, workers and employers in order to better manage the transformative impact of the Fourth Industrial Revolution on employment, skills and education in Brazil.

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[pt] Habilidades socioemocionais são compreendidas como habilidades referentes à regulação de pensamentos, emoções e comportamentos, dizendo respeito a como indivíduos gerenciam suas emoções, percebem-se e se relacionam com outros, influenciando assim uma ampla gama de aspectos pessoais e sociais ao longo da vida. O objetivo geral deste trabalho foi construir uma escala de heterorrelato para avaliar habilidades socioemocionais em crianças entre 6 e 12 anos de idade, destinada aos pais, mães ou responsáveis. Como objetivo específico, foram investigadas evidências iniciais de validade baseada no conteúdo. Os itens do questionário foram desenvolvidos com base nas categorias de definições operacionais de sentimentos e comportamentos encontrados na literatura a respeito do construto, organizados a partir da taxonomia do modelo Big five. A escala de respostas é do tipo likert de sete pontos (concordância). Após sua construção, os itens foram avaliados por três pesquisadores com expertise com a estrutura trabalhada. Foram utilizados o Índice de Validade de Conteúdo para avaliar a qualidade e representatividade dos itens e o índice Kappa para avaliar a concordância entre os especialistas sobre os fatores dos itens. Além disso, foi realizada ainda a análise semântica dos itens com o público-alvo (dois pais, uma mãe e uma avó). Os resultados apontam uma adequada compreensão dos itens, indicando evidências de validade de conteúdo. Novos estudos deverão ser conduzidos para avaliar as propriedades psicométricas do instrumento com o objetivo de obter evidências de validade robustas. / [en] Socio-emotional skills are known as skills related to the regulation of thoughts, emotions and behaviors, concerning how individuals manage their emotions, perceive themselves and relate to others, thus influencing a wide range of personal and social aspects throughout a person s life. The objective of this study was to build a hetero-report scale to assess social-emotional skills in children aged from 6 to 12 years, aimed at fathers, mothers or guardians. As a specific objective, initial evidence of content-based validity was investigated. The questionnaire items were developed based on the categories of operational definitions of feelings and behaviors found in the literature regarding the construct, organized from the taxonomy of the Big five model. The response scale is a seven-point Likert scale (agreement). After its construction, the items were evaluated by three researchers who were familiar with the structure being worked on. The Content Validity Index was used to assess the quality and representativeness of the items and the Kappa index to assess the agreement between experts on the items factors. In addition, a semantic analysis of the items with the target audience (2 parents, 1 mother and 1 grandmother) was performed. The results point to an adequate under-standing of the items, indicating evidence of content validity. Further studies should be conducted to assess the instrument s psychometric properties in order to obtain robust validity evidence.

The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of the Vineland Adaptive Behavior Scales. The results contradict previous studies in this area and raise questions about present conceptualizations of expectations in abusive parents and the importance of this factor in child abuse.

Made available in DSpace on 2016-04-28T20:39:00Z (GMT). No. of bitstreams: 1 Katia Cristiane Vomero Pereira.pdf: 2640124 bytes, checksum: 8af5fa64e1c4d5193ae89b42354af3fb (MD5) Previous issue date: 2015-03-09 / The work aimed to reflect issues related to the development of social and emotional skills in a group of young scholars and the importance of this knowledge as an aid to their healthy growth. The scenario of a practical activity carried out within a military training course served as field of study to this research, and tried to cover concepts such as self-awareness, motivation, overcoming limits, coping strategies, emotional control, empathy. In military training, while educational activity, the expansion of intelligence is essential for the full constitution of the individual. Such training grants, indirectly through behavior change, a chance for the improvement of inter and intrapersonal skills. Making a cut, the objective of the research was to investigate a specific instruction called Campaign Activity can be thought or not as supportive environment for the promotion of skills and / or social and emotional skills of the target audience. The research method used was the quantitative approach. A sample was selected from 160 (one hundred and sixty) young scholars of engineering degree and 25 (twenty five) educational agents (military instructors involved in the training process). The sample subjects answered questionnaires, which were analyzed expectations pre and post-campaign activity, the goals expected by forming agents (instructors) and real learning in terms of socio-emotional aspects by trainees. The results showed that the Campaign Activity can be thought of like a supportive environment for the student staff's social growth experiences. With different levels of development of social and emotional attributes by young people, the hypothesis could be confirmed that there is rather an opening that should be considered, to work with the student's individual powers on the emotional and social context / O trabalho reflete questões relacionadas ao desenvolvimento de habilidades ou competências sociais e emocionais em um grupo de jovens acadêmicos e a importância destas aprendizagens como auxílio para o crescimento saudável deles. O cenário de uma atividade prática realizada dentro de um curso de formação militar serviu como campo de estudo desta pesquisa, e tentou abranger conceitos tais como: autoconhecimento, motivação, superação de limites, estratégias de enfrentamento, controle emocional, empatia. Na formação militar, enquanto ação educativa, a expansão da inteligência é indispensável para a constituição completa do indivíduo. Tal formação concede, indiretamente, por meio de mudanças de comportamento, uma possibilidade para o aprimoramento de habilidades inter e intrapessoais. O objetivo da pesquisa foi investigar se uma instrução específica chamada Atividade de Campanha, pode ser pensada ou não como ambiente de apoio para a promoção de competências e/ou habilidades sociais e emocionais do público alvo. O método da pesquisa utilizado foi a abordagem quantitativa. A amostra, por conveniência foi composta por 160 (cento e sessenta) jovens acadêmicos do curso de engenharia e 25 (vinte e cinco) agentes educadores (instrutores militares envolvidos no processo de formação). Os sujeitos da amostra responderam a questionários elaborados especialmente para avaliar esta atividade, onde foram abordadas as expectativas pré e pós-Atividade de Campanha, os objetivos esperados pelos agentes formadores (instrutores) e os reais aprendizados em termos de aspectos socioemocionais pelos instruendos. Os resultados apontaram que a Atividade de Campanha pode ser pensada como um ambiente de apoio para a vivência de experiências de crescimento social e pessoal dos alunos. Com diferentes níveis de desenvolvimento de atributos sociais e emocionais pelos jovens, a hipótese que se confirma é que existe sim uma abertura, que deve ser considerada, para se trabalhar com eles as potências individuais tanto no âmbito emocional quanto social

Excerpt: The social and emotional development of children and youth is of extreme importance for promoting a meaningful quality of life, both while in school and certainly beyond.

The experience of work life is saturated with feelings or emotions (Ashforth & Humphrey, 1995). For humans, as with any social animals, our survival and day to day functioning rely heavily on the communication and perception of emotions (Ashkanasy, Härtel, & Zerbe, 2000b). When attention is paid to increasing awareness and understanding of emotion in our work lives, and how those emotions affect others, there is potential to improve interpersonal interactions and develop more positive, supportive work relationships. The work environment is largely dependent on the quality of these relationships and connections between organisational members (Carmeli, 2009). Despite the centrality of work relationships within organisations, researchers are yet to fully understand the dynamics and the processes that nurture and sustain positive interpersonal relationships at work (Ragins & Dutton, 2007). Collegial relationships are particularly important in organisations such as schools, where the way that staff interact with one another not only affects their job performance and the quality of their work life, but also the lives and learning abilities of their students. The purpose of this study was to gain a deeper understanding how collegial interactions, relationships, and the school environment may change when staff are trained in emotional skills. This research was a smaller, parallel study contributing to a larger three year project – Te Aniwaniwa: Warming up the Classroom Emotional Environment. A mixed method approach utilised quantitative information from questionnaires to assess the school environment and morale, and qualitative information from weekly diaries of emotional interactions and semi-structured interviews. All of the teaching and support staff from a local primary school attended workshops to enhance their emotional skills based on the Harvey-Evans (2003) model of the classroom emotional environment. Although statistical analyses were not sensitive enough to detect changes in quantitative data from questionnaires due to a small sample size (N=18), qualitative information collected from weekly diaries and interviews suggested that staff were noticing changes to their day to day interactions with one another and improvements to their professional relationships. Interview themes highlighted some of the day to day behaviours and expectations that may be important in laying solid foundations on which positive relationships can be built. By delivering training to individuals within School A to enhance their emotional skills, this programme encouraging the development of an atmosphere where emotions could be expressed, understood and managed more effectively. The implications of these results are not necessarily restricted to management and staff relationships in schools but may also be extended to other occupational settings where individuals are required to support one another and share ideas and resources.