Toward a Model of Personality Competencies Underlying Social and Emotional Skills: Insight From the Circumplex of Personality Metatraits

Validity and Reliability Assessment of the Arabic Version of the Social and Emotional Competencies Questionnaire in a Moroccan Nursing Student Population

Objective: The Social and Emotional Competencies Questionnaire (SEC-Q) represents one of the existing tests for assessing these competences in students. The purpose of the present research was to examine the psychometric properties of the SEC-Q in Moroccan nursing students. Method : A sample of 320 Moroccan nursing students, including 190 women and 130 men, was selected using a stratified convenience sampling method. Methodology consisted of forward and backward translations, linguistic adaptation, and pilot revision. Structural validity was investigated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Reliability was assessed through test-retest analysis using Pearson's correlation. Results: Factor analyses produced a four-factor version of 16 items with a range of factor loadings from 0.72 to 0.89. Cronbach's alpha values were 0.92 for the self-awareness factor, 0.91 for the self-management factor, 0.90 for the social awareness factor, and 0.92 for the decision-making factor. These high values indicate excellent reliability. The test-retest coefficient for a 20-day interval between two assessments gave an rtt value of 0.92, demonstrating excellent response reliability. A strong correlation between the SECQ-AV, WLEIS and PSS-CP was found, demonstrating satisfactory convergent and divergent validity (P < 0.05). Conclusion: The Arabic version of SECQ demonstrated its validity and reliability for assessing social and emotional competencies in Moroccan nursing students. However, the sample selected was drawn from a single nursing training institute, which limits the representativeness of the entire student population, and makes it difficult to generalize the results. A cross-sectional study will therefore produce much more varied results, by including a very large sample from different regions and different nursing training institutes in Morocco.

A bibliometric analysis and literature review on emotional skills

The content, management, and implementation of social skills have been developed since the end of the 20th century as a model of capabilities. Thus, as human beings develop and train their basic cognitive and perceptual-motor functions, they increase their ability to solve and cope with difficulties. This article aims to present a bibliometric and systematic review of social skills, using query sources in databases such as Web of Science (WoS) and Scopus between the years 2000 and 2022, with platforms such as Bibliometrix and Gephi. This search yielded a total of 233 records in WoS and 250 records in Scopus that were merged and, after eliminating 143 duplicate data, were consolidated into 340 records that enclose the academic production of 20 years. Through scientific mapping, the main authors, journals, and countries in this field were determined; similarly, the most relevant studies were classified into three categories, namely, classic, structural, and perspectives, which were represented by means of the metaphor of the tree of science. In addition, a program for further studies was planned, such as in-depth qualitative research measuring observationally and directly taking into account emotional expressiveness, emotional understanding, emotion regulation, and behavior, and the impact of social skills training on social problem-solving. Finally, another important aspect to mention is that this research work is useful for the scientific academic community in many areas of knowledge such as psychology, education, and managers of educational institutions.

Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers

With regard to emerging requirements of the professional field, uncertainty competence is a skill to be cultivated and integrated into project management education and training. Art-based learning seems to be a promising approach because the artistic mindset is a suitable model for coping with uncertainty. However, it is widely unclear to what extent art-based learning’s experiential nature will result in soft skills development under the restrictions of distance education. The present quantitative study explores whether—in a virtual learning environment—art-based executive training has a measurable effect on uncertainty competence. Data collection and analysis applied a quasi-experimental pretest-posttest control group design. Participants in the experimental group completed a month-long virtual training program based on visual arts. Contrary to its objective, the program did not cause meaningful changes in uncertainty competence or perceived stress but had a significant effect on participants’ attentiveness and presence. Participants achieved a higher level of mindfulness in dealing with complexity. The results imply that—even in virtual settings—art-based approaches enhance terms of perceptive capacity and social presence but need to be long-term, related to participants’ individual work-context, and disturb participants’ routines to have an effect on uncertainty competence.

Revealing the hierarchical structure of temperamental constructs distinguished in eight theories

The paper explores the hierarchical structure of temperament with the inclusion of a wide catalog of temperamental constructs derived from eight different theoretical models. Analyses were conducted on a group of 412 participants aged from 16 to 79 (M_age = 28.49, SD_age = 11.64), administrating nine well-established measures of temperament, with a representation of 34 different constructs. An eight-level hierarchical structure of temperament was obtained using a top-down procedure. The results are discussed twofold: (1) relating the subsequent levels of the obtained structure to the existing theories and models of temperament, and (2) regarding possible identification of the most general dimensions of temperament, that percolate the abundant catalogs of its specific constructs. The latter-considering both an empirical and theoretical perspectives-resulted in the emergence of the Big Two broad factors, being recognized as two fundamental dimensions of temperament. The first factor (Neuroticism/Emotionality) refers to general (negative) emotionality and susceptibility to react with negative affect, whereas the second (Extraversion/Sensation Seeking) is expressed in broadly understood activity and its diversity, as well as high stimuli value of functioning.

How Many and What Mechanisms Are Needed to Explain Self-Regulatory Functions in Personality Dynamics: Towards a Model Based on the Circumplex of Personality Metatraits

We propose a model of basic self-regulatory mechanisms that integrates descriptive-structural and dynamic-explanatory approaches to personality. Using a structural way of thinking and based on a structural model of personality (the Circumplex of Personality Metatraits) we deduced two orthogonal (distinct) but interactive mechanisms: (a) Impulse Control responsible for controlling automatically activated impulses, urges, and affective reactions and (b) Self-Motivation responsible for regulating intentions in goal-oriented behaviors. Their operation depends on both situational and dispositional factors and optimal functioning of both mechanisms is needed for effective regulation of behavior. People can also be characterized by relatively stable levels of Impulse Control and Self-Motivation as dispositions, which depend on temperamental predispositions but can develop incoherently with them due to the impact of environmental factors. Combinations of Impulse Control and Self-Motivation as dispositions result in personality types, which differ in their adaptiveness. Importantly, Impulse Control and Self-Motivation mechanisms reveal substantial similarities to other self-regulatory constructs described in the literature, particularly those included in Block and Block's, as well as Kuhl's theories. The contribution of our paper may serve as an example of how to apply the descriptive-structural approach to develop a dynamic-explanatory model of personality.

"Self" and "other": A conceptual bridge linking normal with pathological personality

The goal of this paper is to try and close the gap between the ways in which pathological and normal personality, including their development, are conceptualized. To this end, attention is drawn to parallels that exist between the ways self-function is conceptualized in contemporary personality psychology and in recent iterations of the major psychiatric nosologies, particularly ICD-11. Conceptualizations in both normal and abnormal personality see a fundamental dichotomy between self as identity and self as socially interdependent (vs autonomous). Evidence is reviewed supporting a basic dichotomy between two categories of personality pathology that can be subsumed under the labels "Acting Out" and "Anxious-Inhibited." It is suggested that fundamental to the personality pathology subsumed under "Acting Out" is a deficient interdependent self, while a defective self-identity is proposed to underlie the personality pathology subsumed under "Anxious-Inhibited."