Competence Of University Students Research Articles

Формирование иноязычной коммуникативной компетентности студентов вуза на основе использования методов проблемного обучения

Формирование иноязычной коммуникативной компетентности студентов вуза на основе использования методов проблемного обучения

The teaching potential of case-technology in the formation of professional competences of university students

The article reviewed the theoretical and methodological aspect of the problem of forming professional competencies of University students in the process of using the pedagogical potential of case-technology. The authors consider the case method as a unique technology used in the process of preparing students of special (defectological) education to work with children with special educational opportunities.

A Study on the Improvement of Learning Methods Program based on the Importance and Performance Analysis of Basic Learning Competency of University Students

A Study on the Improvement of Learning Methods Program based on the Importance and Performance Analysis of Basic Learning Competency of University Students

21st‐century competences: The relation of ICT competences with higher‐order thinking capacities and teamwork competences in university students

AbstractThe Knowledge Society, along with the non‐stop growing technological evolution, entails university students acquiring new competences for them to be successful in society. These are called 21st‐century competences that come as high‐skill competences – higher‐order thinking capacities and teamwork competences – and information and communication technologies (ICT) competences – technological, pedagogical and ethical. This study aims to determine the link between ICT competences and high‐skill competences. A correlational study was conducted whose sample was formed by 983 students studying degrees at the Universidad de Valencia (Spain), selected by non‐probabilistic incidental sampling and collecting information with two questionnaires. The results indicate a positive and statistically significant relation between ICT competences with the other two considered sets: higher‐order thinking capacities and teamwork competences. Moreover, pedagogical competences are more related with the two high‐skill competence sets. This suggests the need for training plans that favour learning 21st‐century competences and for stressing pedagogical competences in ICT.

The relationship between adult attachment and interpersonal competence in college students: A moderated mediating effect of unconditional self-acceptance by post-event rumination

The relationship between adult attachment and interpersonal competence in college students: A moderated mediating effect of unconditional self-acceptance by post-event rumination

Methodology of developing an ontological model for the formation of content and assessment of ICT competencies of university students

The relevance of the work is confirmed by the need to ensure that vocational training meets the requirements of formal and non-formal, difficult to coordinate requirements of the education system and the labor market. The article proposes one way to solve this problem in the framework of control theory and knowledge engineering. A methodology for developing an ontological model is proposed and described for the formation of the content and assessment of ICT competencies of university students, based on two basic ideas: first, the definition of the boundaries of the subject area of competencies, for which the content and means of assessment are formed on the basis of harmonized regulatory framework (boundaries are defined by invariant and variant documents.); secondly, a mechanism for taking into account personal characteristics and needs in order to build an individual trajectory of professional education and self-training should be conceptualized and preliminarily designed. An ontological model developed based on this technique is presented for forming the content and evaluating the competencies of IT specialists using the example of the subject field “IT solutions for business on the 1C: Enterprise platform”. The development of the research topic is possible in the direction of expanding the functionality of the ontological model in terms of preparing for certification exams from venders, adding other areas of preparation and adding other subject areas. The knowledge base created based on the ontological model can become part of intelligent information systems of decision support for education systems and corporate training, as well as HR management. This article will be of interest to specialists involved in the development of new tools and methods for managing the educational process and self-learning processes in distance education systems.

A Study on the Effects of Extracurricular Programs on the Core Competencies of College Students

A Study on the Effects of Extracurricular Programs on the Core Competencies of College Students

Analysis of Digital Competences in University Students of Electrochemistry

In this work, we report the results obtained through a quantitative research, carried out with the objective of identifying and recognizing the digital competences of students who enroll in an Electrochemistry course. The information was collected with the help of a digital survey implemented on the web. The results indicate that students use smartphones to communicate among them, continuously they surf on the web for educational, recreational and occupational purposes. They use word processors, spreadsheets and electronic presentations at a basic level. However, they are not able to use mind maps, concept maps, wikis, blogs, image or video editing tools; nor are they capable of carrying out bibliographic searches in valid sources. In addition, the results indicate that the students surveyed require digital courses; in order to they can develop the digital skills expected in a digital native.

Change of Core Competency of University Students by Individual Background and Academic variables

Change of Core Competency of University Students by Individual Background and Academic variables

Intercultural Discourse as the Learning Speech Material for Formation of the Intercultural Foreign Language Communicative Competence of University Students

Intercultural Discourse as the Learning Speech Material for Formation of the Intercultural Foreign Language Communicative Competence of University Students

Influences of Interpersonal Relations Competency of University Students of Dental Technology on Their Smartphone Addiction

Influences of Interpersonal Relations Competency of University Students of Dental Technology on Their Smartphone Addiction

장애대학생의 직업기초능력 차이 및 교육 우선순위

장애대학생의 직업기초능력 차이 및 교육 우선순위

Dining Hall Usage and Eating Competence in College Students (P16-027-19)

ObjectivesTo explore differences in eating competence among first-year and upperclass college students (18–24 years), as well as the differences related to dining hall usage. MethodsData were collected between 2015–17; students (n = 1057) were recruited from a midsize, northeastern university to participate in an ongoing health survey. Students completed the Eating Competence Satter Inventory (ecSI), as well as the self-reported frequency of meals obtained from the university dining hall, as part of an online questionnaire. Proportional differences between first-year and upperclass students were analyzed via chi-square analyses. Mean differences between eating competence scores and frequency of dining hall meals/week (0, 1–6, 7–13, 14–20, ³21) were evaluated via ANCOVA; age, BMI, sex, semester, year of data collection, and academic class year served as covariates. ResultsStudents had a mean age of 18.9 ± 0.03 years; 66.7% were female and 53.4% were first-year. The mean ecSI score was 33.3 ± 0.3; more than half of students (58.2%) were considered eating competent (³32). No differences in ecSI scores between first-year and upperclass students were observed (33.2 ± 0.4 vs. 33.5 ± 0.4, P = 0.63). Students who report ³21 dining hall meals/week had the highest ecSI scores as compared to 0, 1–6, 7–13, 14–20 meals/week (36.7 ± 0.6 vs. 31.4 ± .9, 32.0 ± 0.6, 31.5 ± 0.6, 33.8 ± 0.4, all respectively P < 0.01). ConclusionsOur findings do not suggest differences in eating competence between first-year and upperclass students, however, students who utilize the university dining hall for at least 3 meals per day had the highest eating competence. These findings may be of interest to campus dietitians and educators interested in promoting healthy eating behaviors and attitudes on their campuses. Funding SourcesNew Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project 1010738.

The Moderating Effects of Self-Compassion in the Relationship between Rejection Sensitivity and Interpersonal Competence of University Students

The Moderating Effects of Self-Compassion in the Relationship between Rejection Sensitivity and Interpersonal Competence of University Students

창의교육공간이 대학생의 창의적 능력 향상에 미치는 효과

창의교육공간이 대학생의 창의적 능력 향상에 미치는 효과

The potential of university libraries for building information competence

The authors examine the libraries role in building information competence of university students and the faculty. The academic libraries’ resources, their educational function of building information competence of the future professionals are discussed. Traditional teaching methods are analyzed, e. g. lectures, demonstrations, training workshops, consultations, printed and interactive instructive and methodological materials. Based on the reported statistical data, the authors conclude on the need to use every teaching method in the future. The libraries’ web-sites are examined as an educational site comprising teaching aids and materials. Interaction with social media is analyzed; the authors argue that the libraries should attract students, the faculty, and other university professionals via the social media. The experience obtained within the grant educational project “Publish right! (The role of the academic libraries in increasing publication activities of the university’s academic staff)” is discussed. Also the experience of the South Ural State University Scientific Library in building information competence related to various information activities of the faculty, students, and professional staff, is examined.

ПРИЕМЫ ФОРМИРОВАНИЯ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ПРИ ОБУЧЕНИИ НЕЛИЧНЫМ ФОРМАМ АНГЛИЙСКОГО ГЛАГОЛА В ВУЗЕ

The article aims at describing approaches to enhancement of sociocultural competence in university students learning non-finite forms of the English verb. Sociocultural competence comprises sociolinguistic competence and knowledge of history, culture and traditions of the language studied. Moreover, it includes understanding culture based metaphors and collocations and skills of using them in oral or written production The author posits that non-finite forms of the verb, or verbals, should be taught not only as part of the grammar system of the language, but also in terms of how they can be used by native speakers for specific communicative intentions or social functions, for example, for expressing sympathy or condolences, giving bad news, polite refusals, etc. The article defines a number of discourse types in which patterns with a verbal regularly occur. These discourse types can underpin the process of teaching grammar synchronized with enhancement of sociocultural competence.

Analysis of Core Entrepreneurial Competencies of College Students - Empirical Research Based on Hierarchical Analysis

College entrepreneurial talents are the potential power of entrepreneurial activity, and their core competencies have directly decisive impacts on entrepreneurship. Based on literature research, this paper constructs core competencies of entrepreneurial talents from four dimensions, namely, entrepreneurial awareness, entrepreneurial knowledge, entrepreneurial ability and entrepreneurial quality. Exploratory factor analysis and confirmatory factor analysis are used to verify the dimension of scale and analytic hierarchy process is applied to explore the importance of each core competency. It is found that college entrepreneurial talents are weak in entrepreneurial awareness and unfaithful in entrepreneurial attitude, that their entrepreneurial ability and quality are heavily weighted but of low level, that they develop in a balanced way as a whole and have abundant entrepreneurial knowledge after comparing the core competencies of college entrepreneurial talents with those of entrepreneurs by using the questionnaire survey. Therefore, colleges and universities should carry out tribulations training, organize entrepreneurs to exchange their entrepreneurial experiences with students, implement entrepreneurial education, promote entrepreneurial practice, implement entrepreneurial policies and provide opportunities for entrepreneurship.

Gender-related differences of the relative age effect of physical competence in college students : Learners of elective classes for physical education and sports activities

Gender-related differences of the relative age effect of physical competence in college students : Learners of elective classes for physical education and sports activities

Historical Literacy and Cultural Competence in College Students Enrolled in Family Science Courses

Recent educational reforms tend to focus on reading and math, possibly to the detriment of history education. As university students enroll in family perspective courses, their lack of historical knowledge may result in diminished understanding of local and global events that have affected the course of global families and human development. This study examines the connection between students’ self-reported historical knowledge and cultural competence. Self-reported measures of historical literacy and cultural competency were collected from 123 students at a Mountain West urban university campus using a quantitative questionnaire. Results show that historical literacy may play a small but statistically significant role in cultural competence. Suggestions are made for future research and curriculum direction.