Relational Competence, School Adjustment and Emotional Skills: A Cross-Sectional Study in a Group of Junior High School Students of the Sicilian Hinterland
DOI:
https://doi.org/10.14738/assrj.97.12727Keywords:
Relational Competence; School Adjustment; Emotional Skills; AdolescenceAbstract
Literature has demonstrated the influence of emotional adjustment toward manifestation of problem behaviors in adolescence above all during the Covid-19 pandemic. The research goal is to investigate the relational competence, the school adjustment and emotional skills in a group of junior high school students of the Sicilian hinterland. The research involved 213 students, among which 82 boys (38.1%) and 131 girls (61.9%), aged between 11 and 14 (M=12.98; S.D.=1.05), of which 6.7% have repeated the school year once. Participants completed following instruments: the Test of Interpersonal Relationships (TRI) developed by Bracken (1993) in order to value the perception of adolescents concerning the quality of their relationships in social, familial and school contexts; the Multidimensional Test of Self-Esteem (TMA) created by Bracken (2003), structured in six scales, which coincide with the dimensions considered constitutive of self-esteem, namely: Interpersonal Relationships, Emotional Competence, Control over the Environment, School Success, Family Life and Body Image Perception. Data show that a good emotional competence of adolescents has a positive influence on learning and scholastic success, but above all on their relational ability towards peer-group.
References
. Pellerone, M, Schimmenti, V. & Pace, U., La scuola per apprendere, l’orientamento per crescere: Motivazione alla scelta in giovani studenti ennesi. Simposium conducted to The X th Congresso Nazionale Orientamento alla scelta: Ricerche, Formazione, Applicazioni. Firenze: Larios, 2008 (Italian).
. Palmonari A. (a cura di), Psicologia dell’adolescenza, Bologna , Il Mulino, 2011, pp. 15-17 (Italian).
. MUUSS, R. E., PEPE, G. R., Le teorie psicologiche dell'adolescenza, La nuova Italia, Firenze, 1976. (Italian).
. Pellerone M., Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers. Eur. J. Investig. Health Psychol. Educ, 2021, 11(2), 496-512.
. Sanfelici M., I servizi sociali ai tempi del coronavirus: le condizioni di lavoro degli assistenti sociali nella prima fase dell’emergenza. La rivista di Servizio Sociale, 2020, 2, pp. 4-21 (Italian).
. Nocentini A., Palladino B.E., Menesini E., Adolescents’ stress reactions in response to COVID-19 pandemic at the peak of the outbreak in Italy, Clinical Psychological Science, 2021, 9(3), pp. 507-514.
. Emozioni. (n.d.). In Enciclopedia Treccani Online. Ritrovata il 30 novembre 2019 in http://www.treccani.it/enciclopedia/emozione/ (Italian).
. Cigala, A., & Corsano, P., «Ricomincio da tre...». Competenza emotiva e costruzione del Sé in età prescolare. Milano, Italia: Unicopli, 2011 (Italian).
. Goleman, D., Intelligenza emotiva. Milano, Italia: BestBUR, 2015 (Italian).
. Scheer, M., Are emotions a kind of practice (and is that what makes them have a history)? A bourdieuan approach to understanding emotion. History and theory, 2012, 51(2), 193-220.
. Pellerone, M., Tomasello, G., & Migliorisi, S. (2017). Relationship between parenting, alexithymia and adult attachment styles: A cross-sectional study on a group of adolescents and young adults. Clinical Neuropsychiatry, 14(2).
. Saarni, C. & Harris P.L., Children’s understanding of emotion. Cambridge: Cambridge University Press, 1989.
. Van Kleef, G., Le dinamiche interpersonali delle emozioni. Verso una teoria integrativa delle emozioni come informazioni sociali. Roma: Giovanni Fioriti Editore, 2017 (Italian).
. Saarni, C., The development of emotional competence, New York: Guilford Press, 1999.
. Denham, S., Lo sviluppo emotivo nei bambini. Roma: Astrolabio, 1998 (Italian).
. Watt Smith, T., Atlante delle emozioni umane. Milano: UTET, 2018 (Italian).
. Srivastava, S., Maya, T., Kelly, M., McGonigal, P.P.J., & Gross, J. J., The social costs of emotional suppression: a prospective study of the transition to college. Journal of Personality and Social Psycology, 2014, 96(4), 883-97.
. Di Fabio, A., Potenziare l’intelligenza emotiva in classe. linee guida per il training. Milano, Italia: Giunti Psychometrics, 2010 (Italian).
. Low G., Lomax A., Jackson M., Nelson D., Emotional Intelligence: A New Student Development Model. A Paper Presented at the National Conference of the American College Personnel Association in Philadelphia, Pennsylvania, 2004.
. Bracken B. A., TRI. Test delle relazioni interpersonali, Erickson, Trento, 1992 (Italian).
. Bracken, B.A., TMA. The Multidimensional Test of Self-Esteem. Trento: Erickson, 2003.
. Musso, P., & Cassibba, R., Adolescenti in tempo di Covid-19: dalla movida alla responsabilitą. Psicologia clinica dello sviluppo, 2020, 24(2), 191-194 (Italian).
. Schonert-Reichl, K., Children and youth at risk: Some conceptual considerations. In PECERA Symposium report: Children and youth at risk (Ontario, Canadá). Canadian Education Statistics Council 2000, pp. 9-10.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pellerone Monica, Stesy Giuseppa Razza, Sandra Miccichè, Alessandra Lo Piccolo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
