Assessing students’ social and emotional competencies through graph analysis of emotional-enriched sociograms

Fotopoulou, Eleni; Zafeiropoulos, Anastasios; Guiu, Isaac Muro; Feidakis, Michalis; Daradoumis, Τhanasis; Papavassiliou, Symeon

doi:10.1016/b978-0-12-823410-5.00007-3

Cited by 2 publications

(3 citation statements)

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“…In the current study we similarly link SNA to empathic measures, but also relate this information to observational information on children’s empathic behaviors to innovatively gain insight in the link between intrapersonal and interpersonal empathy in the context of a group. Together with Fotopoulou et al (2019) and Fotopoulou et al (2021b) we believe the direct embedding of an individual empathic profile of a child in the context of classroom dynamics can add to the existing literature and scientific practice for psychologists, but also for anthropologists and educators.…”

Section: Introductionmentioning

confidence: 86%

“…In educational research peer relationships are often indicated through peer nominations ( Martín-Antón et al, 2016 ) and sociograms ( Sobieski and Dell'Angelo, 2016 ) and the SNA approach ties in with this kind of research. SNA embodies interdisciplinarity by combining nodes (individual level information), links (relational information), and graphs (group level information) ( Fotopoulou et al, 2021b , p. 17, p. 23). The rich information of social networks and especially children’s peer relations within a classroom is often related to interventional and educational use.…”

Section: Introductionmentioning

confidence: 99%

“…For example, classroom climate and children’s peer interactions are said to affect children’s school learning ( Leung and Silberling, 2006 ), a link that was already researched decades ago by Moreno (1953) . Also, social network knowledge as examined through SNA can be directly linked to empathy related aims, for example, to enhance social skills, increase empathy or as a signal to educators for possible aggressive or bullying behaviors ( Fotopoulou et al, 2021b , p. 3, p. 5). And, the position of children within an interactive social network – such as a classroom – has been associated with cognitive and affective empathy ( Wölfer et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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How, when and why abilities go social: researching children’s empathy and prosocial behaviors in context

Roerig

Wesel²,

Evers³

et al. 2023

Front. Psychol.

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IntroductionThe current paper undertakes interdisciplinary research on empathy in children by combining insights and methodological tools from the fields of psychology, education and anthropology. The researchers aim to map how children’s individual empathic abilities studied on a cognitive level do or do not coincide with their empathic expressions as part of group dynamics in daily life at the classroom level.MethodWe combined qualitative and quantitative methods within three different classrooms at three different schools. In total, 77 children aged between 9 to 12 years participated.ResultsThe results indicate how such an interdisciplinary approach can provide unique insights. Through the integration of data from our different research tools we could reveal the interplay between different levels. More specifically this meant showing the possible influence of rule-based prosocial behaviors versus empathy based prosocial behaviors, the interplay between community empathic abilities and individual empathic abilities, and the role of peer culture and school culture.DiscussionThese insights can be seen as encouragement toward a research approach that extends beyond the single disciplinary field in social science research.

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Section: Introductionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How, when and why abilities go social: researching children’s empathy and prosocial behaviors in context

Roerig

Wesel²,

Evers³

et al. 2023

Front. Psychol.

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Collective Emotional Intelligence and Group Dynamics Interplay: Can It Be Tangible and Measurable?

et al. 2022

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Significant efforts have been allocated over the last thirty years towards the conceptualization and assessment of the Emotional Intelligence (EI) construct. However, there is limited work on examining the EI construct in a group level. Collective Emotional Intelligence (CEI) is introduced as the ability of a group to promote awareness and regulation of members' and group's emotions, improving their capacity to collaborate effectively and avoid or easily resolve conflicts. High CEI levels in a group positively affect the group's performance. In this article, we provide a definition of collective EI constructs, based on the extension of the open-access EmoSocio EI model. EmoSocio is selected as a basis since it regards an EI model, enriched with sociometric indexes at an individual and group level. A set of new constructs are included in the model for representing abilities for emotions' management in a group level along with indicators for revealing the group dynamics. EmoSociograms is also presented as an open-source psychometric tool to dynamically manage and assess the social and emotional competences of individuals and groups. Evaluation results regarding the validity and the reliability of the extended EmoSocio model are made available, based on the assessment of CEI constructs in in-person and online groups, formed under an educational and working context, as well as an online discussion forum.

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Assessing students’ social and emotional competencies through graph analysis of emotional-enriched sociograms

Cited by 2 publications

References 29 publications

How, when and why abilities go social: researching children’s empathy and prosocial behaviors in context

How, when and why abilities go social: researching children’s empathy and prosocial behaviors in context

Collective Emotional Intelligence and Group Dynamics Interplay: Can It Be Tangible and Measurable?

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