<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202020000100104</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20200011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Competências socioemocionais de professores: avaliação de habilidades sociais educativas e regulação emocional]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' social and emotional competences: educative social skills and emotional regulation evaluation]]></article-title>
<article-title xml:lang="es"><![CDATA[Competencias socioemocionales de profesores: evaluación de habilidades sociales educativas y regulación emocional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Justo]]></surname>
<given-names><![CDATA[Alice Reuwsaat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andretta]]></surname>
<given-names><![CDATA[Ilana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul - RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul - RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<numero>50</numero>
<fpage>104</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202020000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202020000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202020000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Um dos fatores que contribuem para a melhora no desempenho acadêmico e competências socioemocionais dos alunos, assim como para melhora no clima de sala de aula e qualidade da relação professor-aluno têm sido as competências socioemocionais dos professores. Neste estudo, foram avaliadas as competências socioemocionais de professores, por meio da investigação das associações entre habilidades sociais educativas e regulação emocional. Participaram deste estudo 69 professores de Ensino Fundamental, do 1º ao 6º ano, da rede pública de ensino, em um município na região metropolitana de Porto Alegre. Os instrumentos utilizados foram um questionário de dados sociodemográficos, a escala de dificuldades de regulação emocional (DERS) e o inventário de habilidades sociais educativas (IHSE-Prof). Quanto às dificuldades em regulação emocional, os professores apresentaram escores similares a outros estudos com populações não clínicas. Nos escores de habilidades sociais educativas, a amostra apresentou maior frequência de comportamentos habilidosos em aprovar e valorizar comportamentos, dar instruções para atividades e reprovar, restringir e corrigir comportamentos. As associações entre regulação emocional e habilidades sociais educativas apontam para a importância da clareza e consciência emocional para as habilidades de dar instruções, aprovar e reprovar comportamentos. Compreende-se que estas três habilidades exigem que o professor tenha clareza e consciência de suas emoções para poder expressar o que deseja com nitidez, por meio de instruções, aprovações e reprovações dos comportamentos de seus alunos. Isso aponta para a importância de se abordar conteúdos que promovam consciência e clareza emocional e habilidades sociais educativas em formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT One of the factors that contributes to the improvement in students' academic performance and socioemotional skills, as well as to the improvement in the classroom climate and quality of the teacher-student relationship has been the teachers' socioemotional skills. In this study, the socio-emotional skills of teachers were evaluated, by investigating the associations between educational social skills and emotional regulation. This research has the participation of 69 primary school teachers, from the 1st to the 6th year of the public school system in a county in the metropolitan region of Porto Alegre. The instruments used were a questionnaire of socio-demographic data, the Scale of Difficulties of Emotional Regulation (DERS) and the Inventory of Social Educational Skills (IHSE-Prof). As for the difficulties in emotional regulation, teachers presented scores similar to other studies with non-clinical populations. In the scores of educational social skills, this sample showed a higher frequency of skilled behaviors in approving and valuing behaviors, giving instructions for activities and disapproving, restricting and correcting behaviors. The associations between emotional regulation and educational social skills points to the importance of clarity and emotional awareness for the skills of giving instructions, approving and disapproving behaviors. Understanding that these three skills require the teacher to be clear and aware of his /her emotions in order to be able to express what he/she wants with clarity through instructions, approvals and disapprovals of his/hers students' behaviors. Which points to the importance of addressing content that promotes awareness and emotional clarity and educational social skills in teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Uno de los factores que contribuye a la mejora des rendimiento académico y las habilidades socioemocionales de los estudiantes, así como a la mejora del clima en el aula y la calidad de la relación profesor-alumno, han sido las habilidades socioemocionales de los profesores. En este estudio, se evaluaron las competencias socioemocionales de l profesores, a través de la investigación de las asociaciones entre habilidades sociales educativas y regulación emocional. Han participado de el estudio 69 profesores de Enseñanza Fundamental, del 1º al 6º año, de la red pública de enseñanza en un municipio en la región metropolitana de Porto Alegre. Los instrumentos utilizados fueron un cuestionario de datos socio demográficos, la escala de dificultades de regulación emocional (DERS) y el inventario de habilidades sociales educativas (IHSE-Prof). En cuanto a las dificultades en la regulación emocional, los profesores presentaron escores similares a otros estudios con poblaciones no clínicas. En los escores de habilidades sociales educativas esta muestra presentó mayor frecuencia de comportamientos hábiles en aprobar y valorar comportamientos, dar instrucciones para actividades y reprobar, restringir y corregir comportamientos. Las asociaciones entre la regulación emocional y las habilidades sociales educativas señalan la importancia de la claridad y la conciencia emocional para las habilidades de dar instrucciones, aprobar y reprobar comportamientos, teniendo la comprensión de que estas tres habilidades requieren que el profesor sea claro y consciente de sus emociones para poder expresar lo que quiere claramente a través de instrucciones, aprobaciones y fracasos de los comportamientos de sus alumnos.Los hallazgos de este estudio apuntan a la importancia de abordar contenidos que promuevan conciencia y claridad emocional y habilidades sociales educativas en formación de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competência]]></kwd>
<kwd lng="pt"><![CDATA[Educadores]]></kwd>
<kwd lng="pt"><![CDATA[Emoções]]></kwd>
<kwd lng="pt"><![CDATA[Regulação emocional, Habilidades sociais]]></kwd>
<kwd lng="en"><![CDATA[Competence]]></kwd>
<kwd lng="en"><![CDATA[Educators]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[Emotion regulation]]></kwd>
<kwd lng="en"><![CDATA[Social skills]]></kwd>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[Educadores]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[Regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[Habilidades sociales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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