Page 239 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 239
students’ social and civic competencies: predictors of esl
Hofer, & Vaughan, 2007; Mullin & Hinshaw, 2007). As with social com-
petence, there is a variety of definitions and conceptualisations for civ-
ic competence and the definition of “civic” has expanded considerably in
the last decade (Haste, Bermudez, & Carretero, 2017). Most broadly, civ-
ic competence equips individuals to fully participate in civic life, based
on knowledge of social and political concepts and structures and a com-
mitment to active and democratic participation (European Commission,
2006).
Social competence ESL
Internalising and
externalising behaviour
Peer relations
Civic competence
Figure 11. The predictors of ESL examined herein
Social competence and problem behaviour have received considera-
ble attention among scholars worldwide and a multitude of publications
links the two domains to later (mal)adjustments (including ESL) or ex-
amines their early precursors. Civic competence is also a topic of scien-
tific interest. Moreover, social and civic competencies are recognised as
key competencies for lifelong learning also within the European refer-
ence framework (European Commission, 2006). However, as indicated
by Downes (2011), these aspects (social, emotional competence) are often
overlooked in the ESL policy discourse. This article aims to review scien-
tific studies linking problem behaviour, social competence, peer relations
and civic competence to ESL in order to highlight the important need to
support students’ social and emotional adjustment as well as their civic
participation from the early years on (see Figure 11). The article also ex-
plains the mechanisms underlying these relationships.
239
Hofer, & Vaughan, 2007; Mullin & Hinshaw, 2007). As with social com-
petence, there is a variety of definitions and conceptualisations for civ-
ic competence and the definition of “civic” has expanded considerably in
the last decade (Haste, Bermudez, & Carretero, 2017). Most broadly, civ-
ic competence equips individuals to fully participate in civic life, based
on knowledge of social and political concepts and structures and a com-
mitment to active and democratic participation (European Commission,
2006).
Social competence ESL
Internalising and
externalising behaviour
Peer relations
Civic competence
Figure 11. The predictors of ESL examined herein
Social competence and problem behaviour have received considera-
ble attention among scholars worldwide and a multitude of publications
links the two domains to later (mal)adjustments (including ESL) or ex-
amines their early precursors. Civic competence is also a topic of scien-
tific interest. Moreover, social and civic competencies are recognised as
key competencies for lifelong learning also within the European refer-
ence framework (European Commission, 2006). However, as indicated
by Downes (2011), these aspects (social, emotional competence) are often
overlooked in the ESL policy discourse. This article aims to review scien-
tific studies linking problem behaviour, social competence, peer relations
and civic competence to ESL in order to highlight the important need to
support students’ social and emotional adjustment as well as their civic
participation from the early years on (see Figure 11). The article also ex-
plains the mechanisms underlying these relationships.
239
