Interpersonal context and social competence in educational contexts: preventing and reducing peer- rejection

Luis Jorge Martín Antón

COORDINATOR

SYMPOSIUM SPEAKERS
Short CV

Associate Professor in the Department of Psychology at the University of Valladolid (Spain). My research career is framed in the area of Educational Psychology. I am a member of the Consolidated Research Unit UIC 348. Educational and Health Psychology: application of Artificial Intelligence Techniques. Member of the Research Group of Excellence (GIE) GR179 Educational Psychology. Junta de Castilla y León. Member of the board of directors and treasurer of the Scientific Association of Psychology and Education (ACIPE). Research career focuses on two lines of research: (a) Evaluation and intervention in the prevention and reduction of peer rejection at school age, and (b) Evaluation and improvement of variables related to the teaching/learning process, such as learning strategies, academic procrastination or the use of artificial intelligence in teaching. Author of several indexed publications, several included in WOS and SCOPUS, and director of several doctoral theses, and reviewer of several journals in relevant positions of JCR and SJR.

Symposium abstract

Social competence encompasses a set of essential skills required for effectively managing interpersonal interactions. Although adolescence constitutes a critical period for the manifestation of these abilities, it is essential to acknowledge that the cognitive, emotional, and behavioral changes characteristic of this developmental stage are profoundly influenced by competencies cultivated in earlier stages, such as early childhood and primary education. The development of social competence is not exclusively dependent on individual characteristics but is also shaped by the interpersonal environment in which it occurs, including both family and school contexts. Consequently, fostering a favorable social environment is imperative for strengthening this competence.

The various research studies presented in this symposium explore the relationship between socio-emotional variables and those of the interpersonal context, delving into their implications for school coexistence. Empirical evidence underscores the critical role of the immediate social environment in the design and implementation of interventions aimed at enhancing social competence. Furthermore, systematic integration of programs designed to improve social and emotional competencies within formal educational contexts has demonstrated numerous benefits, particularly when non-formal contexts, such as the family environment, are actively involved. These studies emphasize the need for the continuous implementation of targeted strategies within educational institutions to promote an interpersonal climate conducive to learning, coexistence, and the overall well-being of students.