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Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion

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  • Monnier, Moana

Abstract

Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person’s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.

Suggested Citation

  • Monnier, Moana, 2015. "Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(1), pages 59-84.
    • Handle: RePEc:zbw:ijrvet:142442
    DOI: 10.13152/IJRVET.2.1.4
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    References listed on IDEAS

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    1. Katerina Ananiadou & Magdalean Claro, 2009. "21st Century Skills and Competences for New Millennium Learners in OECD Countries," OECD Education Working Papers 41, OECD Publishing.
    2. Baron, Robert A. & Markman, Gideon D., 2003. "Beyond social capital: the role of entrepreneurs' social competence in their financial success," Journal of Business Venturing, Elsevier, vol. 18(1), pages 41-60, January.
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    Cited by:

    1. Lahn, Leif Christian & Nore, Hæge, 2019. "Large scale studies of holistic professional competence in vocational education and training (VET): The case of Norway," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 6(2), pages 132-152.
    2. Kühn, Ida Kristina, 2017. "Enhancing social competence for disadvantaged youth in pre-vocational education: Model development through design-based research," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 4(4), pages 346-368.
    3. Gissela Lozano-Peña & Fabiola Sáez-Delgado & Yaranay López-Angulo & Javier Mella-Norambuena, 2021. "Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality," Sustainability, MDPI, vol. 13(21), pages 1-26, November.
    4. Trapp, Stefanie & Blömeke, Sigrid & Ziegler, Matthias, 2019. "The openness-fluid-crystallized-intelligence (OFCI) model and the environmental enrichment hypothesis," Intelligence, Elsevier, vol. 73(C), pages 30-40.
    5. De Togni, Giulia & Erikainen, Sonja & Chan, Sarah & Cunningham-Burley, Sarah, 2021. "What makes AI ‘intelligent’ and ‘caring’? Exploring affect and relationality across three sites of intelligence and care," Social Science & Medicine, Elsevier, vol. 277(C).

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