social skills

In today’s society, ICTs have become essential tools and supports in the daily life of adolescents, being present in all areas of their lives. They can make optimal use of them, but also an irresponsible or problematic use, especially in a stage of high vulnerability such as adolescence. To further examine the study of this social and educational problem, the following objectives are proposed: 1) to validate a dimension of an instrument on the problematic use of mobile phones, video games and the Internet; 2) to validate a dimension of a scale on social skills; 3) to describe the effect of problematic mobile phone use and video games on social skills and 4) to describe the effect of problematic mobile phone use and video games on academic performance. A sample of 195 participants from southern Spain (Murcia) was selected. A quantitative, non-experimental, survey type research design was used. The reliability and construct validity of the instrument were calculated and descriptive statistics were performed. The instrument achieved good reliability (α = .841 ICT dimension); (α = .781 social skills dimension). Regarding the construct validity, a 6-factor model was reached that explains 64.27% of the variance, (KMO = .813; Sig <.005 ICT dimension); (KMO = .554; Sig <.005 social skills dimension), in the same way, ICTs are pointed out as mediators of academic performance and social skills. The study concludes by pointing to the Ud-TIC as a valid and reliable instrument.

 

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Please, cite this article as follows: Díaz-López, A., Maquilón Sánchez, J. J., & Mirete Ruiz, A. B. (2022). Validación de la escala Ud-TIC sobre el uso problemático del móvil y los videojuegos como mediadores de las habilidades sociales y del rendimiento académico | Validation of the Ud-TIC scale on the problematic use of mobile phones and video games as mediators of social skills an academic performance. Revista Española de Pedagogía, 80 (283), 533-558. https://doi.org/10.22550/REP80-3-2022-06

In this article we present a program of pedagogical intervention for the development, among others, of values in women internal in penitentiary centres. It deals with the development of values in imprisoned women from the application of strategies of pedagogical intervention directed to the development of the prosocial thought; these strategies are concentrated on a program of delinquent rehabilitation from the cognitive training, basing itself on a comprehensive model. This program (Prosocial Thought) was put into practice experimentally to a group of women internal in a penitentiary centre in Galicia. The evaluation of the program allows us to assure the efficacy of the same to develop among the inmates the skills and attitudes necessary for their reeducation and social rehabilitation.

This article's main objective is reviewing the social competence concept because of the last researches' more complex and multidimensional perspec-tive.The social competence theme is going up due to the importance for present and future social functioning, life quality and people's coexistence. This interest had its reflection in the number of theoretical and practical studies, even though, the different authors did not reach to any certain definition.

This lack of definition brings the appearance of different perspectives and programs studying the theme from different non-global perspectives that do not include inter-personal relationship's richness and complexity.For this reason, we try to approach to this theme with an embracing look through its definition and the components and variables including in the research. Likewise, the social competence should be included in the framework of civic education.

 

Key words: social competence, social skills, assertiveness, civic and moral education.