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Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania

Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued hi...

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Autores principales: Jukes, Matthew C. H., Mgonda, Nkanileka Loti, Tibenda, Jovina J., Gabrieli, Prosper, Jeremiah, Grace, Betts, Kellie L., Williams, Jason, Bub, Kristen L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9291023/
https://www.ncbi.nlm.nih.gov/pubmed/34516004
http://dx.doi.org/10.1111/cdev.13673
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author Jukes, Matthew C. H.
Mgonda, Nkanileka Loti
Tibenda, Jovina J.
Gabrieli, Prosper
Jeremiah, Grace
Betts, Kellie L.
Williams, Jason
Bub, Kristen L.
author_facet Jukes, Matthew C. H.
Mgonda, Nkanileka Loti
Tibenda, Jovina J.
Gabrieli, Prosper
Jeremiah, Grace
Betts, Kellie L.
Williams, Jason
Bub, Kristen L.
author_sort Jukes, Matthew C. H.
collection PubMed
description Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social‐emotional learning.
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spelling pubmed-92910232022-07-20 Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania Jukes, Matthew C. H. Mgonda, Nkanileka Loti Tibenda, Jovina J. Gabrieli, Prosper Jeremiah, Grace Betts, Kellie L. Williams, Jason Bub, Kristen L. Child Dev Special Section Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social‐emotional learning. John Wiley and Sons Inc. 2021-09-13 2021 /pmc/articles/PMC9291023/ /pubmed/34516004 http://dx.doi.org/10.1111/cdev.13673 Text en © 2021 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development https://creativecommons.org/licenses/by-nc/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc/4.0/ (https://creativecommons.org/licenses/by-nc/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
spellingShingle Special Section
Jukes, Matthew C. H.
Mgonda, Nkanileka Loti
Tibenda, Jovina J.
Gabrieli, Prosper
Jeremiah, Grace
Betts, Kellie L.
Williams, Jason
Bub, Kristen L.
Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania
title Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania
title_full Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania
title_fullStr Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania
title_full_unstemmed Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania
title_short Building an assessment of community‐defined social‐emotional competencies from the ground up in Tanzania
title_sort building an assessment of community‐defined social‐emotional competencies from the ground up in tanzania
topic Special Section
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9291023/
https://www.ncbi.nlm.nih.gov/pubmed/34516004
http://dx.doi.org/10.1111/cdev.13673
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