The expression of socio-emotional competence among younger Lithuanian adolescents as the precondition for their creativity

    Tomas Butvilas   Affiliation
    ; Kristina Kovaitė Affiliation


Socio-emotional education is sometimes referred to as the missing part that links academic knowledge to success in school, family, community, workplace, and life. Emotion intelligence is basically a construct that has gained rather great interest nowadays, especially its influence on interpersonal relationships by contributing to optimal social functioning. Recent events both in the country and in the world show how dangerous it is when children do not acquire a solid moral foundation in acquiring knowledge. Meanwhile, socio-emotional education linked to academic teaching helps to solve this issue. Recently, there has been more and more discussions about socio-emotional education and its positive impact on children’s psychological health. Socio-emotional abilities (so-called “emotional intelligence”, “social intelligence”) are the abilities to work together with others, to learn productively, to play the most important roles in the family, community, workplace. Success not only in school but also in later life phases accompanies those students who: a) realistically evaluates oneself and one’s possibilities (self-awareness); b) properly manages their feelings and controls their behavior (self-control); c) accurately interprets the signs of the social environment (social awareness); d) effectively resolves interpersonal conflicts (communication skills); e) makes good decisions in the face of day-to-day difficulties (responsible decision making). Therefore, this paper discusses on how to identify the knowledge and skills of students in socio-emotional education and at the same time to identify certain areas where some gaps still exist.

Keyword : communication competence, creativity, gender differences, grade differences, ocialization, socio-emotional competence, socio-emotional education, younger adolescents

How to Cite
Butvilas, T., & Kovaitė, K. (2022). The expression of socio-emotional competence among younger Lithuanian adolescents as the precondition for their creativity. Creativity Studies, 15(2), 497–510.
Published in Issue
Jun 3, 2022
Abstract Views
PDF Downloads
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.


Ahmed, I., Binti Hamzah, A., & Ng Lee Yen Binti Abdullah, M. (2020). Effect of social and emotional learning approach on students’ social-emotional competence. International Journal of Instruction, 13(4), 663–676.

Barrera, de la U., Schoeps, K., Gil-Gómez, J.-A., & Montoya-Castilla, I. (2019). Predicting adolescent adjustment and well-being: The interplay between socio-emotional and personal factors. International Journal of Environmental Research and Public Health, 16(23).

Blair, C., McKinnon, R. D., & Daneri, M. P. (2018). Effect of the tools of the mind kindergarten program on children’s social and emotional development. Early Childhood Research Quarterly, 43, 52–61.

Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013). The Profile of Emotional Competence (PEC): Development and validation of a self-reported measure that fits dimensions of emotional competence theory. PLoS One, 8(5).

CASEL. (2022). What does the research say? Demand for SEL is on the rise, and it is easy to see why: SEL makes a difference.

Collaborative for Academic, Social, and Emotional Learning. (2012). CASEL Guide 2013. Effective social and emotional learning programs: Preschool and elementary school edition.

Cristóvão, A. M., Candeias, A. A., & Lopes Verdasca, J. (2020). Development of socio-emotional and creative skills in primary education: Teachers’ perceptions about the Gulbenkian XXI school learning communities project. Frontiers in Education, 4.

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89.

Dewey, J. (2010). Professional spirit among teachers. In D. J. Simpson & Jr. S. F. Stack (Eds.), Teachers, leaders, and schools: Essays by John Dewey (pp. 37–40). Southern Illinois University Press.

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.

Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617–637.

Lindsay, G. (2015). Reflections in the mirror of Reggio Emilia’s Soul: John Dewey’s foundational influence on pedagogy in the Italian educational project. Early Childhood Education Journal, 43, 447–457.

Mayesky, M. (2010). Creative activities for young children. Wadsworth Cengage Learning.

Malaguzzi, L. (1998). History, ideas, and the basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – advanced reflections (pp. 49–97). Elsevier Science.

Mills, H. (2014). The importance of creative arts in early childhood classrooms. Texas Child Care Quarterly, 38(1).

Neale, S., Spencer-Arnell, L., & Wilson, L. (2011). Emotional intelligence coaching: Improving performance for leaders, coaches and the individual. Kogan Page Limited.

Park, J., Haddon, A., & Goodman, H. (2021). The emotional literacy handbook: Promoting whole-school strategies. Routledge.

Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11–25.

Robinson, K. (2014). NPR/TED Radio Hour: How do schools kill creativity? Sir Ken Robinson.

Rogers, A. A., Ha, Th., & Ockey, S. (2021). Adolescents’ perceived socio-emotional impact of COVID-19 and implications for mental health: Results from a U.S.-based mixed-methods study. Journal of Adolescent Health, 68(1), 43–52.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.

Shaffer, D. R., & Kipp, K. (2009). Developmental psychology: Childhood and adolescence. Wadsworth Publishing.

Suratno, S., Komaria, N., Yushardi, Y., Dafik, D., & Wicaksono, I. (2019). The effect of using synectics model on creative thinking and metacognition skills of junior high school students. International Journal of Instruction, 12(3), 133–150.

Šukytė, D. (2016). Socialinis ir emocinis ugdymas. Baltic Printing House.

Trigueros, R., Sanchez-Sanchez, E., Mercader, I., Aguilar-Parra, J., López-Liria, R., Morales-Gázquez, M. J., Fernández-Campoy, J. M., & Rocamora, P. (2020). Relationship between emotional intelligence, social skills and peer harassment. A study with high school students. International Journal of Environment Research and Public Health, 17.