Dimensions Of Competence Research Articles

Investigating the Impact of Cultural Awareness on Language Learners' Motivation and Proficiency

Learning multiple languages is advantageous for individuals engaging with diverse communities across borders. However, language barriers and miscommunication have posed significant challenges, prompting learners to improve their foreign language skills, knowledge, and expertise. A lack of cultural awareness and sensitivity has hindered learners from successfully mastering foreign languages. The inability of the UK and European populations to promote diversity and inclusion, coupled with disrespectful attitudes towards other cultures, contributes to their struggles in language acquisition. To address these issues, active engagement in cultural activities can boost motivation and proficiency in language learning. Exploring Hofstede's six dimensions of cultural competency reveals that American learners exhibit lower anxiety levels than Korean learners in language training classrooms due to high individualism. Conversely, the high power distance in China, compared to Mongolia and Hungary, results in Chinese students being less interactive and assertive in classrooms. Limited interaction negatively impacts students' psychological and behavioral development, highlighting the importance of fostering intercultural communication skills. Thus, cultural factors have been elaborated with the implementations of Lewis's cultural competency model, which has elaborated that nations worldwide can be segregated into three categories based on their cultural beliefs such as linear-active, multi-active, and reactive. Among these three categories, reactive has been identified as the most flexible, people-oriented, and culturally aware nation, wherein most Asian countries like India, Malaysia, Korea, and Thailand belong. It has been identified that due to a lack of cultural awareness, the students have been confronting significant issues in confidently learning new languages with the inability to speak appropriate terms and pronounce them properly. Participation in cultural activities and training on intercultural communication might be helpful in mitigating cross-cultural issues in new language learning.

Investigating the Relationship Between Cultural Competence and Job Burnout in Nurses: A Study in Southwest Iran

Providing nursing care based on respecting cultural differences is very effective in the relationship between nurse and patient. Nurses who are unable to recognise and accept different cultures often experience burnout and anxiety and stress in the work environment. On the other hand, the importance of cultural competence and its relationship with job burnout in nurses as the most important group providing care to patients is becoming more clear. Therefore, we conducted a study to determine the relationship between cultural competence and job burnout in nurses working in selected hospitals affiliated to Jundishapour University of Medical Sciences in Ahvaz in 2021. Methods: This descriptive cross-sectional study was conducted on 232 nurses working in selected hospitals of Jundishapour University of Medical Sciences, Ahvaz. The samples were selected using convenient sampling method. Demographic questionnaire, Mulder's cultural competence questionnaire and Maslach's job burnout questionnaire were used to collect data. Data were analysed using Pearson's correlation coefficient test and SPSS 16 software. Results: Most of the participants were female (74.3%) and 27.7% were male. Also, 71.3% of them were married and 92.3% had a bachelor's degree. There is an inverse relationship between job burnout dimensions and cultural competence dimensions (knowledge in cultural care, preparation for cultural care, attitude in cultural care, awareness in cultural care), but it is not statistically significant (p>0.05). Emotional exhaustion has an inverse and significant correlation with cultural competence (p = 0.000), (r = -0.494). Conclusion: The results of this study showed that cultural competence is related to job burnout in nurses.

Kepemimpinan Pembina Madrasah Diniyah Hidayatul Mubtadi’ien Ngawi Berbasis Kecerdasan Emosional dalam Menyongsong Era Globalisasi

Leadership is a crucial aspect that needs to be considered in education, as effective leadership can provide educational outcomes that align with the demands of the times. This article is examined with the aim of describing the leadership model based on emotional intelligence in facing the era of globalization in the Hidayatul Mubtadi'ien Ngawi Islamic school. The research uses a qualitative approach with a case study type, and primary data sources include madrasah diniyah facilitators, the head of the madrasah diniyah, and representative diniyah teachers. Data collection techniques involve observation, interviews, and documentation. The data analysis process includes data condensation, data display, and drawing conclusions. The research results show that in preparation for the era of globalization, the Hidayatul Mubtadi'ien Ngawi Islamic elementary school management has introduced a new innovation by merging institutions while emphasizing the key elements of leadership in personal competence and social competence dimensions.

Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains

Even in academic fields dominated by women students (e.g., educational research), academic careers are characterized by vertical gender segregation in favor of men. This clashes with the public understanding of educational research as a women's domain that is more strongly associated with warmth (a stereotypically feminine trait) than competence (a stereotypically masculine trait), as revealed in our first study. We thus conducted an experimental vignette study of 189 adults from the general public to explore how women versus men researchers working in educational research versus physics (as a contrasting domain clearly dominated by men) were perceived on several dimensions of competence and warmth. Whereas the female researcher in physics was rated as more competent than the female researcher in educational research, the woman in physics was penalized for her gender stereotype-incongruent domain choice by being perceived as less warm. However, the male researcher in educational research was perceived as both warmer and more competent than his man counterpart in physics, and as smarter than the female researcher in educational research. These findings suggest rewards instead of penalties for men pursuing academic careers in initially women-dominated domains, likely contributing to the increasing gender gap in academic careers in these domains.

Grouping Nationalities Based on Students’ Estimation of Stereotype Contents in Switzerland

AbstractSocial stereotypes influence people’s perceptions of nationalities. To categorize the stereotypes about existing nationalities in Switzerland, the stereotype content model can be used. People with nationalities that are associated with low warmth and competence are at risk of being perceived as outgroup members and of being discriminated against, whereas people with nationalities that are rated as high in warmth and competence are more likely to be perceived as ingroup members and are therefore better accepted. Warmth is negatively associated with competition while competence is positively associated with status. Students (N = 101) from various universities in the German-speaking part of Switzerland rated 70 nationalities along the dimensions of warmth, competence, competition, and status. The cluster analyses revealed four groups of nationalities along the dimensions warmth and competence. Levels in status and competition differed between those four clusters. In line with prior research, a negative relationship was found between competition and warmth and a positive relationship between status and competence. These findings allow to understand social stereotypes of nationalities based on empirical evidence. More importantly, the clusters can be used in future studies to compare groups of people with different nationalities who have specific stereotyping experiences.

Teacher preparation for the digital age: Is it still an instrumental endeavor?

ABSTRACT Preparing student teachers for a profession that continuously changes in relation to digitalisation is a global challenge. By analysing survey data about how teacher educators (N = 389) report that they prepare their students for this challenge, we find that the focus is still on learning to use digital technologies for instrumental purposes, while relating to more fundamental epistemic challenges emerging in digital learning environments receives less attention. We address risks associated with this finding, and how a more concurrent focus on the instrumental and epistemic dimensions of professional digital competence (PDC) can be supported in teacher education.

Reliability of clinical judgment for evaluation of informed consent in mental health settings and the validation of the Evaluation of Informed Consent to Treatment (EICT) scale.

The competence assessment to give informed consent in the legal and healthcare settings is often performed merely through clinical judgment. Given the acknowledged limited reliability of clinician-based evaluation in the mental health sector, particularly for the assessment of competence to consent, our objective was to ascertain the dependability of clinical judgment when evaluating the ability of schizophrenia patients to make choices about their health. The potential convergence between clinical evaluation and scores from a new standardized assessment (the "Evaluation of Informed Consent to Treatment" - "EICT" scale) was therefore tested. The scale assesses four dimensions of competence, specifically how patients normally understand information relating to care (Understanding); how they evaluate the choice of treatment in terms of risk/benefit ratio (Evaluating); how they reason coherently in the decision-making process (Reasoning); and, finally, their ability to make a choice between treatment alternatives (Expressing a choice). Thirty-four outpatients with schizophrenia were evaluated for their competence to consent by five referring clinicians with different backgrounds (psychiatrist, forensic psychiatrist, geriatrician, anesthetist, and medico-legal doctor). Inter-raters variability was tested through correlation analyses between the scores obtained by the clinicians on a modified version of the Global Assessment of Functioning scale (GAF) designed specifically to subjectively assess functioning in each of the four competence dimensions. Two validated competence scales (Mac-CAT-T, SICIATRI-R), and a neuropsychological battery were also administered along with scales for evaluating neuropsychiatric symptoms severity and side effects of medication. Clinical judgments of the individual specialists showed great inter-rater variability. Likewise, only weak/non-significant correlations were found between the EICT subscales and the respective clinicians-rated GAF scales. Conversely, solid correlations were found between the EICT and MacCAT-T subscales. As expected, healthy controls performed better in the ability to give informed consent to treatment, as measured by the three scales (i.e., EICT, MacCAT-T, and SICIATRI-R), and neuropsychological test performance. In the comparisons between patients who, according to the administered EICT, were able or not able to give informed consent to treatment, significant differences emerged for the Phonemic verbal fluency task (p = 0.038), Verbal judgments (p = 0.048), MacCAT-T subscales, and SICIATRI-R total score. Moreover, EICT exhibited excellent internal consistency (Cronbach's alphas ranging from 0.96 to 0.98 for the four subscales) while the Item Analysis, by measuring the correlation between each item of the EICT and the total score, was excellent for all items of all subscales (alphas ranging from 0.86 to 0.98). In conclusion, our findings highlighted that the assessment of competence exclusively through clinical judgment is not fully reliable and needs the support of standardized tools. The EICT scale could therefore be useful in assessing general competence to consent both in healthcare and legal contexts, where it might be necessary to evaluate the effective competence of patients with psychiatric disorders. Finally, this scale could serve as a valuable tool for decisions regarding whether and to what extent a patient needs support.

Exploring and Enhancing Community Disaster Resilience: Perspectives from Different Types of Communities

This study aimed to explore the differences in various aspects of community disaster resilience and how to enhance disaster resilience tailored to different community types. The evaluation results were validated using the flood event that occurred in Zhengzhou on 20 July 2021 (hereinafter referred to as the “7.20” rainstorm disaster). The main results of the analysis showed that the respondents’ overall evaluation of their community’s resilience to the “7.20” disaster was relatively high. Commercial housing communities performed the best, followed by urban village communities, and employee family housing communities performed the worst. Specifically, commercial housing communities scored highest in three dimensions: human capital, physical infrastructure, and adaptation. Urban village communities scored highest in the three dimensions of social capital, institutional capital, and community competence, while employee family housing communities consistently ranked the lowest in each dimension. The most significant disparities were found in human capital, followed by community competence and social capital, adaptation, and, lastly, institutional capital and physical infrastructure. Targeted improvement strategies and measures are suggested for each type of community, offering valuable recommendations for relevant government agencies aiming to enhance community disaster resilience and disaster risk reduction.

Comparative study of clinical reasoning competence and self-directed learning competence in nurses across varied years of experience.

To compare and analyse the differences in the clinical reasoning competence of nurses with different working years and their relationship with self-directed learning competence. A cross-sectional survey design (online investigation) was used. A total of 376 nurses were recruited from four independent hospitals in China. Online questionnaires collected data on nurses' demographic characteristics and assessed their clinical reasoning and self-directed learning competence. Pearson correlation analysis, t-test, analysis of variance (ANOVA) and multivariate regression analysis were used. Clinical reasoning competence scores of nurses with working years >10 years were higher than those of other nurses. Self-directed learning competence scores of nurses with working years of <1 year and (from ≥1 year to <3 years) were lower than those of nurses with working years of 6-10 years and >10 years. Self-directed learning competence scores of nurses with working years of 3-5 years were lower than those of nurses with working years of >10 years. There was a positive correlation between clinical reasoning competence, self-directed learning competence and each dimension among nurses of different working years. There are differences in the influence of different dimensions of self-directed learning competence on clinical reasoning competence among different working years. There were differences in clinical reasoning and self-directed learning competence among nurses with different working years. Self-directed learning competence is a positive predictor of nurses' clinical reasoning competence, which applied to nurses with all working years; however, the specific effect of self-directed learning competence on clinical reasoning competence differed among nurses with different working years. Nursing managers should pay attention to the development characteristics of clinical reasoning competence and self-directed learning competence of nurses with different working years and determine effective intervention strategies according to specific influencing factors.

The social innovation profile in students as a transformation strategy: structural equation modeling

The development of social entrepreneurship competencies in university students favors the generation of proposals for solutions to different social problems, thus promoting a positive social impact capable of transforming people’s living conditions. This study aims to analyze the relationship between the dimensions of social entrepreneurship competence: entrepreneurial management, social value, leadership, effective communication and social innovation. A total of 408 higher education students from 13 countries and six different disciplinary areas participated in the study, ranging in age from 18 to 58 years (M = 22.4, SD = 6.0). The social entrepreneurship instrument was used, which is composed of 28 items grouped into five dimensions. A structural equation model was calculated. The findings indicate that entrepreneurial management, social value, and leadership are directly and positively related to personal competencies and social innovation. These results prove the importance of social entrepreneurship training in the development of social innovation in students, it is important that educational institutions in general carry out a review of their curricula and programs that take into account the development of social innovation competence as a factor that can enhance social change.

Analisis Kemampuan Literasi Sains Siswa SMA Negeri Makassar

This study aims to determine the level of science literacy skills of Makassar State High School students. The population in this study were students from public schools in Makassar city class XI with 28 research subjects from SMA 11, SMA 2, MAN 2 and SMA 5 Makassar. Data collection techniques using science literacy tests developed based on the PISA framework. Based on the results of the analysis of science literacy of Makassar State High School students, the science literacy skills of Makassar State High School students are in the medium category with a low average score of 86%. The science literacy ability of students in the context dimension in the personal aspect of the medium category, the social aspect of the very low category, and the global aspect of the medium category. The science literacy ability of students in the knowledge dimension is less than 50% very low category for content aspects, moderate category for procedural aspects, and very low category less than 50% for epistemic aspects. Science literacy skills in the competency dimension on aspects of interpreting scientific phenomena in the medium category with an average of 70%, aspects of designing projects in the very low category of less than 50%, and aspects of interpreting and collecting scientific evidence in the medium category with an average of 60%.

ENTREPRENEURIAL COMPETENCIES FOR DETERMINING BUSINESS SUCCESS IN INDONESIA

Entrepreneurship plays a crucial role in developing countries by creating employment opportunities and reducing unemployment. This study addresses those issues by examining the impact of entrepreneurial competencies on business success. The novelty relies on its empirical study which is still lacking among Indonesian literature concerning entrepreneurial competencies. This study used PLS-SEM to investigate eight dimensions of entrepreneurial competencies: learning, ethical, familism, relationship, conceptual, opportunity, personal, and strategic competencies. The findings revealed a positive and substantial impact of entrepreneurial competencies on business success. All dimensions are equally important, underscoring the need for stakeholders to prioritize the development of these competencies among young entrepreneurs for the sustainability and growth of their businesses. This study can be a valuable reference and insight for other researchers and Indonesian government to improve business performance among young entrepreneurs.

The Role of Teaching Foreign Languages in Developing Intercultural Competence

In the contemporary global landscape marked by intensified cross-cultural communication, the proposed research explores the critical role of teaching foreign languages in fostering intercultural competence. Recognizing the indispensability of cultural sensitivity in the world distinguished by diversity, the study delves into the transition within German as a foreign language (hereinafter – GFL) teaching from a focus on communicative competence to the pursuit of intercultural communicative competence. The investigation underscores the importance of equipping learners with competencies extending beyond linguistic proficiency, encompassing sociocultural understanding and universal practices. The former employs a comprehensive review of literature and research findings to reveal the multifaceted dimensions of intercultural competence, including cultural knowledge, communication skills, awareness, empathy, and adaptability. Examining effective teaching strategies, such as integrating authentic materials, fostering learner autonomy, and providing reflective learning opportunities, the study emphasizes the transformative role of educators in creating meaningful intercultural learning experiences. However, challenges in teaching intercultural competence are acknowledged, including limited exposure to authentic contexts, cultural biases, and the need for inclusive classroom environments. The study advocates for continuous professional development for educators, offering insights into potential solutions and future directions in foreign language education. In conclusion, the research highlights the pivotal role of foreign language education in developing intercultural competence and calls for ongoing collaboration among educators and researchers to overcome challenges and advance the field. The prospects for further study involve experimental research on teachers’ and learners’ practices in developing intercultural competence in GFL classrooms. This study contributes substantially to the discourse on intercultural competence, offering valuable insights for educators and policymakers seeking to enhance global citizenship through language education.

Determinants of Evidence Implementation by Nurses: #Evidencer Model for the Use of Evidence-Based Practice (#EvidencerMUSEBP)—A Structural Equation Model

Existing studies have identified specific factors influencing some dimensions of evidence-based practice (EBP) competence and use. However, the way these factors interact still needs to be clarified. The purpose of the study was to test a model based on the Determinant Frameworks that explain the relationships and the direct pathways between the characteristics of the nurses, the context, and the implementation strategies and the dimensions of EBP competence, attitude, knowledge, skills, and use of EBP. A cross-sectional study was carried out in Spain during January and February 2020, involving 2,370 nurses employed in public health centers across all autonomous communities within the National Health System. An online survey was administered to gather data, addressing various topics related to the nurses’ characteristics, the context in which they worked, the implementation strategy, and their competence in evidence-based practice (EBP). As depicted in the conceptual framework, a structural equation model was constructed to test the hypothesized relationships among key study variables. The model obtained showed a good fit (χ2/df = 3.20, p&lt;0.001; RMSEA = 0.030 [90% CI 0.025, 0.036]; CFI = 0.989; GFI = 0.990; TLI = 0.983). The context, more specifically, the dimensions of nurse participation in the center’s affairs, nursing foundations for quality of care, nurse manager ability leadership and support of nurses, and implementation strategy have a direct and positive effect on EBP use. Training in EBP, reading scientific articles, and having a doctorate are associated with higher competence and knowledge in EBP. The final fit shows the #Evidencer model for the use of EBP (#EvidencerMUSEBP) with two main components: the contextual and strategic factors that influence the implementation of EBP and the characteristics of the professionals, such as their training and reading of articles, which have an impact on EBP competence. This model could guide healthcare organizations in proposing comprehensive interventions to improve EBP use and the competency of nurses.

Analysis of Human Resource Competency Development for State Civil Servants at Gowa “Gau Mabaji” Center, South Sulawesi

Qualitative research from this type of single instrumental case study is aimed at providing an alternative analytical framework regarding the discourse on developing human resource competencies for state civil servants, which specifically focuses on employees at the Center for Rehabilitation and Social Protection-Sentra Gau Mabaji in Gowa Regency, South Sulawesi. We use Critical Realism as a philosophical basis and an interpretative method modified from contemporary social studies, combined with theoretical eclecticism to allow for a more dynamic analysis. The purposive sampling technique was used with certain practical and methodological considerations to select only subjects who were relevant to the research objectives as respondents. The interviews were then conducted in depth and semi-structured by focusing on three aspects: Knowledge, Utilizing the coding conducted earlier, Skills and Attitudes are identified as dimensions of competency, forming a conceptual framework to steer the analysis. The outcomes present a phenomenological depiction that elucidates diverse perspectives among state civil servants concerning the development of human resource competencies. This exploration encompasses the aspects of knowledge, skills, and attitude, examining their interrelation with the individuals' status, duties, and functions as employees in the rehabilitation and social protection service.

Teacher Competence, Classroom Management, and Effectiveness in Applied Universities in Henan: Basis for the Teaching Improvement Program

To improve the teaching quality of local application-oriented undergraduate colleges and universities, this study conducted a survey of teachers in three application-oriented demonstration colleges and universities in Henan Province, and assessed the recognition degree of teachers with different personal backgrounds on the three variable dimensions of teacher competence, classroom management, and teaching effect. The results showed that gender and teaching experience have significant differences in teaching ability, personal attitude, and teaching preparation. Education level has a significant influence on teachers’ competence, teacher-student communication, and teaching effect. There was no significant difference in age among the three variables. In addition, there is a significant correlation between the three variables, indicating that the stronger the teacher’s ability, the better the classroom management, and the higher the teaching effect. This provides a reliable empirical basis for the teaching improvement plan of applied local colleges and universities.

The many faces of compensation: The similarities and differences between social and facial models of perception.

Previous research shows that stereotypes can distort the visual representation of groups in a top-down fashion. In the present endeavor, we tested if the compensation effect-the negative relationship that emerges between the social dimensions of warmth and competence when judging two social targets-would bias the visual representations of these targets in a compensatory way. We captured participants' near spontaneous facial prototypes of social targets by means of an unconstrained technique, namely the reverse correlation. We relied on a large multi-phase study (N = 869) and found that the expectations of the facial content of two novel groups that differed on one of the two social dimensions are biased in a compensatory manner on the facial dimensions of trustworthiness, warmth, and dominance but not competence. The present research opens new avenues by showing that compensation not only manifests itself on abstract ratings but that it also orients the visual representations of social targets.

An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning

AbstractBackgroundDigital game‐based learning (DGBL) has the potential to provide a gender inclusive learning environment for children.ObjectiveThe present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game‐based fraction learning from cognitive, motivational and emotional perspectives.MethodsTwo hundred and sixty‐nine participants completed a pre‐test and post‐test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self‐efficacy. In addition, facial expression detection technology was employed to evaluate emotional states.ResultsIn general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third‐grade girls exhibited significantly lower self‐efficacy than boys, but after DGBL intervention, the gender gap in self‐efficacy was no longer significant. Additionally, third‐grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth‐grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys.ConclusionsThe results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys.

Assessing the impact of digital education transformation on high school education

The purpose of this study is to comprehensively evaluate the impact of digital education transformation on high school education, including three dimensions of teacher competence, classroom teaching and school management. Through qualitative and quantitative research methods, this paper analyzes how digital technology changes the teaching experience of high school classrooms, explores the key factors affecting the success of digital education transformation, and the impact of digital education transformation on student participation, achievement and school management efficiency. The results show that digital education transformation has significant advantages in improving teaching efficiency and student engagement, but it also faces challenges in resource allocation, teacher training and technical support. In response to the challenges, this paper puts forward corresponding countermeasures and suggestions to provide theoretical and practical guidance for the transformation of digital education in senior high schools.

Evaluating Trust in Recommender Systems: A User Study on the Impacts of Explanations, Agency Attribution, and Product Types

Recommender systems have emerged as powerful tools for providing personalized recommendations, often employed by online platforms to suggest products or media content based on user behavior. The design of these systems significantly influences and shapes user experience, as they guide users through vast amounts of information and help them make decisions more efficiently. In this study, we conducted an online experiment (N = 268) to test how different framings of source (human-oriented vs. machine-oriented vs. proxy-oriented vs. none) in recommendation explanations induced users’ attribution of human vs. machine agency in the recommendation process, thus impacting trusting beliefs and trusting behavioral intentions. Results revealed that subtle wording variations could lead participants to orient to different recommendation sources and then attribute human or machine agencies differently, regardless of their understanding of the true technical mechanism. Participants who attributed greater human agency to the recommendations exhibited higher confidence in making choices based on the system’s suggestions and a greater willingness to disclose personal information for continued use, mediated by the competence and integrity dimensions of trust, respectively. By evaluating both wine and vacuum recommendations, we also explored the contextual differences between hedonic and utilitarian product types in the recommendation process. The findings of this study provide implications for the trust-building and ethical communication design of recommender systems.