Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study

Authors

  • Sukhminder Kaur Department of Psychology, Punjabi University, Patiala, Punjab-147002, India https://orcid.org/0000-0002-7695-5992
  • Thomas Ayana Department of Behavioral Sciences, College of Education & Behavioral Sciences, Wollega University, Nekemte, Ethiopia
  • Harmilan Kaur Department of Psychology, Punjabi University, Patiala, Punjab-147002, India

DOI:

https://doi.org/10.15415/iie.2021.92007

Keywords:

Social-emotional competence, Culture, Young adulthood

Abstract

The study was conducted to assess social-emotional competencies among Indian and Ethiopian undergraduates. A total of 400 (200 each) participants, with an equal number of 100 male and female were selected through a multi-stage sampling procedure from Punjabi University (India), and Wollega University and Ambo University (Ethiopia). The participants were tested with the Social Skills Inventory (SSI: Riggio & Carney, 2003), which consists of two super-dimensions, i.e. emotional competence and social competence each having three sub-dimensions: emotional expressivity, emotional sensitivity, emotional control, and social expressivity, social sensitivity and social control respectively. Obtained
data were subjected to t-statistics. Significant mean differences in social-emotional competence were observed between the Indian and Ethiopian young adults;male and female samples of the two countries. The Indian sample was greater in Social-emotional competence than the Ethiopian sample. Similarly, male and female participants from the Indian sample were greater in social-emotional skills than that of the Ethiopian sample, except for emotional sensitivity with the female participants, where the mean difference was non-significant. Further explorations are recommended to consolidate or refute the result of the present study.

Downloads

Download data is not yet available.

References

Baar, P., & Vissenberg, C. (2019). Perspectives of students, parents, and teachers on social-emotional learning in Afar, Ethiopia. Utrecht: Utrecht University.

Bhullar, N., Schutte, N., & Malouff, J. (2012). Associations of individualistic-collectivistic orientations with emotional intelligence, mental health, and satisfaction with life: A tale of two countries. Individual Differences Research, 10(3), 165-175.

Blunden, A., & Schmolze, N. (2004). Mind and Society. L. S. Vygotsky. USA: Harvard University Press.

Chen, C., Squires, J., Kay, H., Bian, X., Chen, C., Filgueiras, A., Xie, H., Murphy, K., Dolata, J. K., & Landeira-Fernández, J. (2015). Cross Cultural Gender Differences in Social-emotional Competence of Young Children: Comparisons with Brazil, China, South Korea, and the United States. Mental health in family medicine, 11. https://doi.org/10.25149/1756-8358.1102009

Chen, X., & French, D. C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591-616. https://doi.org/10.1146/annurev.psych.59.103006.093606

De Mooij, M., & Hofstede, G. (2010). The Hofstede Model: Applications to Global Branding and Advertising Strategy and Research. International Journal of Advertising, 29(1), 85-110. https://doi.org/10.2501/S026504870920104X

Ettekal, A. V., & Mahoney, J. L. (2017). Ecological Systems Theory. In K. Peppler, The Sage Encyclopedia of Out of-School learning (pp. 2-7). Thousand oaks: Sage Publications, Inc.

Gunkel, M., Schlagel, C., & Engle, R. (2014). Culture’s influence on emotional intelligence: An empirical study of nine countries. Journal of International Management, 20(2), 256-274. https://doi.org/10.1016/j.intman.2013.10.002

Huitt, W., & Dawson, C. (2011, April). Social development: Why it is important and how to impact it. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/papers/socdev.pdf

Jha, S. D., & Singh, K. (2011). An analysis of individualismcollectivism across Northern India. Journal of Indian Academy of Applied Psychology, 37(1), 149-156.

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290. https://doi.org/10.2105/AJPH.2015.302630

Krishnan, V. (2010). Early child development: A Conceptual model. Early childhood council annual conference, “Valuing Care”, (pp. 1-17). Christ church Convention Centre, Christchurch, New Zealand: Early Child Mapping Project Alberta.

LaFreniere, P., Masataka, N., Butovskaya, M., Chen, Q., Dessen, M. A., Atwanger, K., Frigerio, A. (2002). Cross-Cultural Analysis of Social Competence and Behavior Problems in Preschoolers. Early Education and Development, 13(2), 201-220. https://doi.org/10.1207/s15566935eed1302_6

Ladd, G. W. (2005). Children’s peer relations and social competence: a century of progress. New Haven, CT: Yale University Press.

Lollis, S. P., Tate, E., & Ross, H. S. (1992). Parents’ regulation of their children’s peer interactions: Direct influences. In R. Parke & G. W. Ladd (Eds.), The family and peer relationships, 255-281. Hillsdale, NJ: Erlbaum.

Ma, H. K. (2012). Social-emotional skills as a positive youth development construct: A Conceptual review. The Scientific World Journal, 2012, 1-7. https://doi.org/10.1100/2012/287472

Markus, H., & Ktayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253. https://doi.org/10.1037/0033-295X.98.2.224

Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). San Francisco, CA: Thomson.

Riggio, R. E., & Carney, D. R. (2003). Social Skills Inventory manual (2nded.). Published by Mind Garden, Inc: www.mindgarden.com.

Sinha, J. B. P. (1990). Work culture in the Indian context. New Delhi: Sage.

Sinha, D., & Tripathi, R. C., (1994). Individualism in a collectivist culture: A case of coexistence of opposites. In U. Kim, H. C., Triandis, C., Kagitcibasi, S. C. Choi, & G.Yoon (Eds.). Individualism and collectivism: Theory, method, and applications (pp. 123-36). Thousand Oaks, CA. Sage

Tamas, A. (2007). Geert Hofstede’s Dimensions of Culture: An Inter-cultural Organization Development Tool. www.tamas.com.

Tomlin, A. M. (2007). Parent-provider relationships in early care settings. In O. N. Saracho, & B. Spoek (Eds.), Contemporary perspectives on social learning in early childhood education, 149-172. Charlotte, NC: Information Age Publishing.

Verma, J. (2001). Situational preference for different types of individualism collectivism. Psychology and Developing Societies, 13, 221-241.

Wood, D., Crapnell, T., Lau, L., Benett, A., Lotstein, D., Ferns, M., & Kuo A. (2018). Emerging Adulthood as a Critical Stage in the Life Course. In: Halfon N., Forrest C., Lerner R., Faustman E. (eds) Handbook of Life Course Health Development. Springer, Cham. https://doi.org/10.1007/978-3-319-47143-3_7

Downloads

Published

2021-09-29

How to Cite

Kaur, S., Ayana, T. ., & Kaur, H. . (2021). Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study. Issues and Ideas in Education, 9(2), 75–83. https://doi.org/10.15415/iie.2021.92007

Issue

Section

Articles