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Within the framework of Health Promoting Schools Up is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of interventions measure changes in competences. The purpose of this paper is to present the intervention Up and document changes in social and emotional competence among schoolchildren before and after the intervention.

–Up consists of four components: education and activities for schoolchildren; development of staff skills; involvement of parents; and initiatives in everyday life at school. Up was implemented in two Danish schools in 2010-2011. Social and emotional competence was measured among 11-15-year old schoolchildren before (response rate 96.2 per cent, n=589) and after (response rate 83.9 per cent, n=532) the intervention.

Changes in level of social competence were assessed by the prevalence of a high level of social and emotional competence before (33.3 per cent) and after (40.8 per cent) the intervention (p-value=0.01).

–Up provides valuable experiences for adapting evidence-based mental health promotion to the Danish school system which is characterized by democracy, autonomy and inclusion. Future research should study the implementation and effect of Up in larger scale studies.

The comprehensive description of Up serves as important information for policymakers and practitioners working with mental health promotion.

The whole school approach intervention Up has the potential to promote social and emotional competence and reduce socioeconomic differences in social and emotional competence among schoolchildren.

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.

Principal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep internal mechanisms of the influence of principal transformational leadership on teacher job burnout in the context of Chinese teachers.

A cluster sampling method was used to conduct a questionnaire survey on 990 elementary school teachers in 14 primary schools in Beijing. This study uses a structural equation model to analyze the chain intermediary effect of social-emotional competence and the student-teacher relationship between transformational leadership and teachers' job burnout.

The results reveal that transformational leadership has a significant negative predictive effect on teachers' job burnout; this kind of leadership affects teachers' job burnout through a chain intermediary effect of social and emotional competence and student-teacher relationship.

This research has discovered that teacher burnout is the result of the interaction of external environmental and individual internal factors. Transformational leadership, as an external environmental factor, positively predicts the internal social-emotional competence of the teacher, and then the teacher's internal social-emotional competence positively predicts the external student-teacher relationship. Finally, the teacher-student relationship of the external environment negatively predicts the job burnout of internal individual teachers.

The purpose of this paper is to provide guidance regarding the satisfaction of customer needs in the competitive restaurant industry. Restaurants have seen a transformation in employees’ labor, changing from primarily physical and mental to emotional and aesthetic dimensions. In this study, the effect of managers’ emotional and social competence (ESC) on the aesthetic labor of service and kitchen employees has been investigated.

Empirical data was collected from employees and managers of a restaurant chain. Structural equation modeling was the main analytical tool used to assess the results.

The findings indicated that managers’ ESC affected the aesthetic labor of their service (aesthetic traits (AT), aesthetic requirements and service encounters) and kitchen (AT, aesthetic creativity and aesthetic harmony ) employees. Achievement orientation and adaptability were among the dimensions of emotional competence that contributed the most to aesthetic labor. The most significant elements of social competence were inspiring leadership and conflict management.

The study suggests that managers can improve the aesthetic performance of their employees by using their ESC.

This is the first study of this kind to include kitchen employees while considering the effects of restaurant managers’ ESC on aesthetic labor. The findings indicate the importance of the ESC of managers in improving the aesthetic labor of employees.

Empirically‐based programmes are the cornerstone of the prevention science field. Beyond curriculum content and design, several aspects of school‐based prevention and intervention programmes have been found to contribute to their effectiveness, including implementer training, programme fidelity and principal [head teacher] support. The current investigation examined whether the degree of heterogeneity among classroom members (ie. students' racial or ethnic backgrounds, students' neighbourhood socio‐economic status (SES), students' neighbourhood education level and students' neighbourhood immigrant status) influences the effectiveness of the Promoting Alternative Thinking Strategies (PATHS) social and emotional learning programme. The analyses found a relationship between the degree of classroom heterogeneity and students' pre‐test scores on social and emotional variables. Moreover, gender differences were evident on pre‐test scores, reflecting differential baselines. The findings for analysis on classroom heterogeneity as a moderator of the programme's effectiveness in improving students' social and emotional competence were mixed. Future research and policy implications are discussed related to advancing the field and ensuring culturally relevant evidence‐based programming.

The present work aims to investigate social competences as part of the broad discourse on social and emotional skills, abilities and competences (SESACs). The objective is to nourish the body of literature on the different standardisation processes of educational practices with specific emphasis on the motives which govern standardisation of SESACs. With the intention to empirically explore these themes, data from a research on social competences as conceived by Italian middle school teachers are presented. In order to understand the practices of meaning negotiation in a scenario of normative indeterminacy, teachers' conceptions of social competences are presented and analysed. Results suggest a great conceptual variation about what social competences are. The work addresses a reflection on the role of SESAC in educational contexts in the attempt to give content and educational significance to this potentially fruitful educational tool.

Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.

There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.

While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.

Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.

Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.

Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.

Applications to teacher professional development, and both limitations and suggestions for future research are considered.

This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

The purpose of this paper is to identify the factors related to entrepreneurs’ emotional intelligence that trigger the choice of venture internationalization after locally suffering the shock of an economic recession in a developing economy.

The primary survey data were collected from 226 Uruguayan entrepreneurs and included their psychological traits and human capital characteristics after the most recent global financial crash of 2008. Personal interviews were conducted, and a “Trait Meta-Mood Scale” instrument (i.e. TMMS-12) was specifically designed for the measurement of emotional intelligence. Logistic regression analyses were conducted to test the hypotheses.

This study demonstrates that in disadvantaged environments, such as developing regions suffering from a severe global crisis, the early internationalization process of a new firm is mainly triggered by entrepreneurs’ emotional intelligence attributes rather than conventional human capital-related attributes. Moreover, social–emotional competences are more significant than personal–emotional competences to explain entrepreneurs’ exporting behaviour in such an adverse context.

The effect of emotional intelligence on venture internationalization is investigated in situations in which entrepreneurs are pressured to pursue risk-bearing strategies, pushed by a disrupting shock that weakens the national economic condition (e.g. an economic recession). While previous findings have highlighted the importance of entrepreneurs’ human capital attributes in their entering foreign markets, few studies have analysed how the emotional intelligence competences of entrepreneurs lead them to internationalize. This study fills this gap in the literature on entrepreneurial behaviour by focussing on the emotional, cognitive and psychological qualities of entrepreneurs to explain their exporting business decisions.

The study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.

Emotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.

The study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emotional competence embedded in workplace practices.

This study was conducted in one organization.

Organizational developers are recommended to implement activities such as training interventions in order to build emotional competence; this applies not only at the individual level but also to achieve interaction among members of the organization within collective workplace practices.

Previous studies on emotional competence have been limited to the individual level. The sociocultural approach to emotional competence adopted in this study recognizes – in addition to the individual and interactional level of emotional competence – emotional competence at work as related to practices at work.