Relational Competence Research Articles

Relational Competence, School Adjustment and Emotional Skills: A Cross-Sectional Study in a Group of Junior High School Students of the Sicilian Hinterland

Literature has demonstrated the influence of emotional adjustment toward manifestation of problem behaviors in adolescence above all during the Covid-19 pandemic. The research goal is to investigate the relational competence, the school adjustment and emotional skills in a group of junior high school students of the Sicilian hinterland. The research involved 213 students, among which 82 boys (38.1%) and 131 girls (61.9%), aged between 11 and 14 (M=12.98; S.D.=1.05), of which 6.7% have repeated the school year once. Participants completed following instruments: the Test of Interpersonal Relationships (TRI) developed by Bracken (1993) in order to value the perception of adolescents concerning the quality of their relationships in social, familial and school contexts; the Multidimensional Test of Self-Esteem (TMA) created by Bracken (2003), structured in six scales, which coincide with the dimensions considered constitutive of self-esteem, namely: Interpersonal Relationships, Emotional Competence, Control over the Environment, School Success, Family Life and Body Image Perception. Data show that a good emotional competence of adolescents has a positive influence on learning and scholastic success, but above all on their relational ability towards peer-group.

Important Role of Entrepreneurship Readiness in Education

Entrepreneurial skills, market orientation, and networking have a positive influence on entrepreneurial competence. Then entrepreneurial competence and entrepreneurial skills and networking have a positive influence on business performance. There is a significant influence of entrepreneurial competence in relation to entrepreneurial skills, marketing, networking and business workers. Entrepreneurship education in tourism is very important to improve the innovation skills of entrepreneurs in a dynamic environment. There is a positive impact of entrepreneurship education on business. Seeing the urgency of entrepreneurship education, therefore this article aims primarily to discuss the importance of entrepreneurship readiness in education. The reason why entrepreneurship education is included in the school curriculum and students should not be ruled by people or the government but they create jobs for themselves, this will also provide benefits for social and community welfare.

Perception on medical ethics in teaching among medical students in India.

The importance of teaching medical ethics has emerged as a priority in recent decades. It is of interest to document data on the perceptions of the medical students on teaching professionalism and medical ethics during the foundation course using a validated questionnaire. The Cross sectional study was conducted a Medical college in South India consisted of 150 first year MBBS Students. We received 133 responses ,40% of the students agreed that medical ethics is just a common sense, Many students (80%) agreed that the topics taught during these medical ethics sessions were relevant , easy to comprehend, teaching learning methods adopted were appropriate and they were able to participate and engage in the teaching learning activity. Majority felt that the sessions created awareness about the ethical dilemmas that might arise during patient encounters and these sessions will help them to give a justified response and agreed that these sessions made them understand the foundations of philosophical, social and legal aspects of medical ethics and also motivated them to learn more about this medical ethics .Education in medical ethics is important to practise professionally and will improve their personality skills. Suggestions given to improve ethics teaching were to increase case based discussions, reflections by the senior faculty, movie demonstrations. Students identified importance of ethics education in current day and also favoured interactive methods of teaching for the delivery of ethics related competency.

Social Competence and Emotional Intelligence in Relation to Work Commitment Among School Administrators in Selected Districts in the Division of Bohol

Social Competence and Emotional Intelligence in Relation to Work Commitment Among School Administrators in Selected Districts in the Division of Bohol

Building Students’ Entrepreneurial Competencies in Chinese Universities: Diverse Learning Environment, Knowledge Transfer, and Entrepreneurship Education

Entrepreneurship education is a critical issue for higher education (HE) students, and thus has been on the agenda of national sustainable development in China. However, few studies have approached the enhancement of HE students’ entrepreneurial competencies in relation to the perspective of their learning environment. This study developed and employed the Theoretical Model of Entrepreneurial Competencies to examine the path of improving HE students’ entrepreneurial competencies. The results reveal that a diverse learning environment is an important external factor in developing HE students’ entrepreneurial competencies. Knowledge transfer, self-efficacy, and cognitive flexibility mediate this relationship. Moreover, entrepreneurship education significantly moderates the effects of self-efficacy on HE students’ entrepreneurial competencies, but it does not play a moderating role between cognitive flexibility and entrepreneurial competencies. This study provides insights for both policy and managerial endeavors in sustainably advancing HE students’ entrepreneurship through an innovative learning environment.

Building Relations between the Company and Employees: The Moderating Role of Leadership

The relationships between employees and the actions taken by leaders have become critical. The purpose of this paper is to highlight activities that may improve internal relations in an enterprise, and how managers and employees perceive such actions. The study was conducted between 2018 and 2020 and focused on the importance of relational competencies in creating enterprise value and the importance of leadership. The analysis included 10 large companies operating internationally. Both managers (N = 10) of the surveyed companies and employees (N = 185) participated in the study. It can be stated that it is not uncommon for the studied businesses to take steps to improve their internal relationships. The evaluation of the steps taken to improve internal connections, on the other hand, differs between the groups tested. Cluster analysis revealed that managers’ views of the importance and application of the provided measures in their organizations were similar, whereas employees’ assessments of the researched phenomena were not. Building intra-organizational relations plays an important role in ensuring the sustainable operation of modern enterprises. It is of great importance, especially in the crisis situation caused by the COVID-19 pandemic and the geopolitical uncertainty in the world currently.

Twelve Tips for teaching shared decision making

Shared decision making (SDM) is a process in which preference-sensitive decisions are discussed with patients in a collaborative and accessible format so that patients can select an option that integrates their values and preferences into the context of evidence-based medicine. While SDM has been shown to improve some metrics of quality of care and is now included in many competencies developed by accreditation bodies, it can be challenging to successfully incorporate competencies in SDM into clinical teaching. Multiple interventions and curricula that build competency in SDM have been published, but here we aim to suggest ways to integrate teaching competencies in SDM into all forms of clinical teaching. These twelve tips provide strategies to foster trainee development of the relational and risk-benefit communication competencies that are required for successful shared decision making.

Transitioning to virtual ambulatory care during the COVID-19 pandemic: a qualitative study of faculty and resident physician perspectives.

Background:The COVID-19 pandemic resulted in a rapid shift from in-person to virtual care delivery for many medical specialties across Canada. The purpose of this study was to explore the lived experiences of resident physicians and faculty related to teaching, learning and assessment during ambulatory virtual care encounters within the competency-based medical education model.Methods:In this qualitative phenomenological study, we recruited resident physicians (postgraduate year [PGY] 1–5 trainees) and faculty from the Departments of Surgery and Medicine at Queen’s University, Ontario, via purposive sampling. Participants were not required to have exposure to virtual care. Interviews were conducted from September 2020 to March 2021 by 1 researcher, and 2 researchers conducted focus groups via Zoom to explore participants’ experiences with the transition to virtual care. These were audio-recorded and transcribed verbatim; qualitative data were analyzed thematically.Results:There were 18 male and 19 female participants; 20 were resident physicians and 17 were faculty; 19 were from the Department of Surgery and 18 from the Department of Medicine. All faculty participants had participated in virtual care during ambulatory care; 2 PGY-1 residents in surgery had not actively participated in virtual care, although they had participated in clinics where faculty were using virtual care. The mean age of faculty participants was 38 (standard deviation [SD] 8.6) years, and the mean age of resident physicians was 29 (SD 5.4) years. Overall, 28 interviews and 4 focus groups (range 2–3 participants per group) were conducted, and 4 themes emerged: teaching and learning, assessment, logistical considerations, and suggestions. Barriers to teaching included the lack of direct observations and teaching time, and barriers to assessment included an absence of specific Entrustable Professional Activities (EPAs) and feedback focused on virtual care–related competencies. Logistical challenges included lack of technological infrastructure, insufficient private office space and administrative burdens. Both resident physicians and faculty did not foresee virtual care limiting resident physicians’ ability to progress within competency-based medical education. Benefits of virtual care included increased accessibility to patients for follow-up visits, for disclosing patients’ results and for out-of-town visits. Suggestions included faculty development, improved access to technology and space, educational guidelines for conducting virtual care encounters, and development of virtual care–specific competencies and EPAs.Interpretation:In the postgraduate program we studied, virtual care imposed substantial barriers on teaching, learning and assessment during the first year of the COVID-19 pandemic. Adapting to new circumstances such as virtual care with suggestions from resident physicians and faculty may help to ensure the continuity of postgraduate medical education throughout the COVID-19 pandemic.

How can competencies in minor surgery in general practice be increased? Assessing the effect of a compact intervention in postgraduate training: a mixed-methodsstudy

ObjectivesWe aimed to assess general practice (GP) trainees’ self-perception of surgical competencies and to explore longitudinal effects of a compact intervention.DesignWe performed a mixed-methods study including a before and after...

대학생 직업기초능력 신장을 위한 프로젝트학습 프로그램 개발

Objectives The purpose of this study is to develop a project learning program to enhance the basic vocational competency of college students. Methods The research methods carried out for the realization of the research purpose were literature study, case study, needs analysis, expert evaluation, and field application evaluation. The draft program was devised through literature study, case study, and needs analysis. And the completion of the program was developed through expert evaluation and field application evaluation. The needs analysis and expert evaluation were conducted for each of 6 experts in the relevant field, and the results were analyzed according to the qualitative content analysis method. The field application evaluation was applied for a total of 12 hours over 4 weeks from February 20, 2022, and the results were summarized. Results The program developed as a result of the research consisted of the goals, contents, methods, and evaluation of the program. And for each stage, the name of the stage, activity content, related basic vocational competency, measurement, output, preparations, and points to be noted were included. The learning phase consists of preparing, understanding the problem, devising a solution, putting it into practice, looking back, and managing change. Conclusions It was found that through this program, not only students' basic vocational abilities were improved, but also learners were able to proactively prepare related matters. However, it can be suggested that a hybrid type program needs to be further developed in the future for a higher quality program.

대학생 직업기초능력 신장을 위한 프로젝트학습 프로그램 개발

Objectives The purpose of this study is to develop a project learning program to enhance the basic vocational competency of college students. Methods The research methods carried out for the realization of the research purpose were literature study, case study, needs analysis, expert evaluation, and field application evaluation. The draft program was devised through literature study, case study, and needs analysis. And the completion of the program was developed through expert evaluation and field application evaluation. The needs analysis and expert evaluation were conducted for each of 6 experts in the relevant field, and the results were analyzed according to the qualitative content analysis method. The field application evaluation was applied for a total of 12 hours over 4 weeks from February 20, 2022, and the results were summarized. Results The program developed as a result of the research consisted of the goals, contents, methods, and evaluation of the program. And for each stage, the name of the stage, activity content, related basic vocational competency, measurement, output, preparations, and points to be noted were included. The learning phase consists of preparing, understanding the problem, devising a solution, putting it into practice, looking back, and managing change. Conclusions It was found that through this program, not only students' basic vocational abilities were improved, but also learners were able to proactively prepare related matters. However, it can be suggested that a hybrid type program needs to be further developed in the future for a higher quality program.

Analisis Putusan Pengadilan Agama Jambi Tentang Perbuatan Malawan Hukum (PMH) dalam Akad Pembiayaan Murabahah (No.700/Pdt.G/2020/PA.Jmb)

This study aims to analyze the settlement of the case of Unlawful Acts (PMH) in the Murabahah Financing contract contained in Decision Number 700/Pdt.G/2020/PA.Jmb. This research answers three questions. First, how is the dispute resolution in case Number 700/Pdt.G/2020/PA.Jmb regarding unlawful acts (PMH) in the murabahah financing contract. Second, what are the basic considerations of the judge in Court Decision Number 700/Pdt.G/2020/PA.Jmb seen from civil law and sharia economic law. Third, what are the legal consequences of the Jambi Religious Court Decision Number 700/Pdt.G/2020/ PA.Jmb. This research is library research and is a qualitative analysis using the deductive method, the author tries to provide an overview of the case that occurred in decision Number 700/Pdt.G/2020/PA.Jmb. then analyzed to draw conclusions. This study found that the case in the decision was resolved through the ligitation route where the settlement through this ligitation route was carried out at the Jambi Religious Court and in this case the settlement was in accordance with the provisions of absolute competence and the provisions of relative competence regulated in article 141 paragraph (4) RBG, the legal basis used in the settlement of this case is Law Number 7 of 1989 which has been updated with Law Number 50 of 2009, Law Number 21 of 2008, Civil Code, RBG, HIR, and KHES. As for the legal consequences in decision Number 700/Pdt.G/2020/PA.Jmb. namely the Plaintiff is obliged to pay court costs and the Defendant is not charged with legal obligations.

Conditions for Feasibility of a Multicomponent Intervention to Reduce Social Isolation and Loneliness in Noninstitutionalized Older Adults.

Aims: To identify the factors conditioning the feasibility of an intervention to reduce social isolation and loneliness in noninstitutionalized older adults from the perspective of the intervention agents. Design: A Dimensional Grounded Theory study conducted from December 2019 to January 2020. Methods: Twelve participants were recruited from an experimental study developed in a health district of a southern Spanish city. Data were collected through focus group meetings, individual interviews, biograms, anecdote notebooks, and the field diaries of two participants not included in the other techniques. Transcripts were analyzed using thematic analysis. Findings: Findings were divided into three themes: (a) the elderly between the walls of loneliness, economic difficulties, losses, and the past; (b) intervention agents/volunteers between the walls of inexperience in the management of psychological/emotional processes, lack of moral authority, and difficulty in planning results adapted to the (elderly) person; and (c) intervention between the walls of (interest in) company and assistance at home, lack of involvement (“waiting for you to save them”), and withdrawal/“abandonment”. Conclusion: A profile of the specialized intervention agent, professionalized (or at least a mentored agent), with both technical and relational competencies; a clear understanding of the purposes of the intervention (empowerment, as opposed to having company or being helped with household chores) and the commitment to active participation by the elder; or adequate management of the completion of the intervention (flexibility, attachment management) are some of the main factors contributing to the feasibility of these approaches. Impact: The findings have potential implications in the field of primary healthcare because primary and community healthcare services can implement corrections to the proposed intervention and ensure its effectiveness under feasible conditions. The nurse is shown as the most appropriate profile to conduct this intervention, although more research is needed to analyze the feasibility of this type of intervention in the daily practice of community nurses.

Parent and Romantic Partner Behaviors during Adolescence as Predictors of Young Adult Positive Personality, Relational Competence, and Functional Independence.

Experiences with parents and romantic partners during adolescence are theorized to have long-term effects on youth development. However, little research has empirically examined the relative contributions of experiences in each type of relationship at different points during adolescence to positive development in young adulthood. The goal of the present study was to predict relative changes in youth positive personality characteristics, relational competence, and functional independence during young adulthood from specific behaviors experienced from parents and romantic partners during early and late adolescence. A diverse community sample of 147 individuals (59 males, 88 females) from the southeastern United States was repeatedly assessed across a 14-year period from age 13 to age 27. As hypothesized, parental acceptance and successful parental positive influence behavior toward adolescents at age 13 predicted relative increases in positive personality traits (e.g., agreeableness, conscientiousness, emotional stability) between ages 23 and 27. These same parental behaviors measured at age 18 were less robust predictors of key outcomes relative to similar qualities of romantic relationships. Instead, romantic behaviors of toleration and appreciation at age 18 predicted relative increases in functional independence and relational competence between ages 23 and 27 (e.g., attachment closeness, reliable alliance, nurturance, and functional independence). Results suggest that parents' successful efforts to positively influence and accept their children during early adolescence may lay a foundation for future positive personality growth, and that similar positive behaviors experienced in late adolescent romantic relationships may help prepare youth to develop broader supportive social relationships and independence skills in young adulthood.

Psychiatric care and education understood from a student perspective: Enhancing competences empowering personal and social recovery.

During the last decades, a recovery-based approach has called for a change in mental health care services. Several programmes have been presented, and the need to develop student and professional competences in education and clinical practice has been documented. The aim of this study was to explore how psychiatric care is understood seen from a student perspective (nursing students, masters nurses and a master in applied philosophy) with focus on their personal competences and the educational interventions empowering processes for users' personal and social recovery. A qualitative design with a phenomenological-hermeneutic approach based on the French philosopher Paul Ricoeur's theory of interpretation. Data were collected through semi-structured interviews. All interviewees expressed that both theoretically and clinically students did not experience a recovery-oriented approach empowering users' personal and social recovery process. On the contrary, they experienced that both education and practice were dominated by a biomedical approach providing clinical recovery. However, several students were aware of their need of developing personal and relational competences to be able to support the users' personal and social recovery journey. The students expressed that there is a need for educational processes targeting personal competences in 'becoming a professional' supporting 'presentness and awareness' and thereby the development of relational abilities and the courage to engage. The results relate to two nursing schools and two universities. A biomedical approach dominates and makes it difficult to develop students' personal competences during education in practice and theory vital to the development of personal and social recovery-oriented practices. It is recommended that educators-in practice and in school-accentuate presentness, awareness and creativity as crucial relational capabilities and incorporate this in their teaching and supervision method, supporting the education and formation of the students' (and teachers' and supervisors') personal development processes.

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a sample of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the sample, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions.

A Study Protocol for the EATing in a GENdered World (EatGen) Study

Abstract Objectives This study will explore the development of a gender inclusive food literacy program targeting teens. To do this, three objectives will be investigated: 1. Teens’ perception of how social influences (parents, peers and the media), cognitive factors (motivation and self-efficacy), and gender norms influence eating; 2. Consider if social influences become more prominent following the onset of puberty; and 3. Evaluate whether targeting gender specific pressures improves the outcomes of a food literacy programs among teens. Methods Twenty structured one-on-one interviews will be used to explore teens’ perspectives of how gender norms, cognitive factors and social influences impact eating (objective 1). Teen participants (13–18 years) will be recruited from a single school in Vancouver (BC, Canada). Data will be used to inform the variables of interest to include in a larger cross-sectional survey for teens from across Canada (n = 300). The survey will collect information on teens’ eating practices, Tanner stage of development, self-efficacy, and motivation to further explore the role how social pressures for eating practices may change following puberty (objective 2). Findings from objectives 1 and 2 will guide the development of a 50-hr gender inclusive food literacy tool that aims to improve teens functional, relational and systems competencies (i.e., food literacy skills). Results Qualitative results will be analyzed for emerging higher order themes (objective 1). Themes will be described by teens’ self-reported gender and biological sex. Quantitative findings from cross-sectional surveys will be analysed by sex and gender as well using t-tests or chi-squared tests. Differences based on Tanner stage of development will also be considered (objective 2). The food literacy tool will be piloted in 30 teens in a pre-post design (3 months) to investigate if teens’ food literacy skills (i.e., functional, relational and systems competencies) change favorably (objective 3). Conclusions Findings from this work will help clarify how gender-based mechanisms influence teens’ eating practices. This knowledge will aid in the development of gender inclusion food literacy programs for teens Funding Sources This work is a part of A Deslippe's doctoral dissertation. Her studies are funded by the University of British Columbia.

“A Wikivoyage to…” Making the most of Emergency Remote Teaching for the development of transversal skills

In the context of a growing tendency towards teaching practices based on digital innovation, which the Covid-19 outbreak has further accelerated, experimenting with cooperative writing/translation projects based on Wiki technology has started to attract the attention of university scholars. A number of projects have thus emerged that exploit the Wikimedia ecosystem as a multilingual working environment for online authentic tasks, which are particularly appropriate for a new generation of “digital natives” who have been facing (forced) distant learning activities. Indeed, experience shows that the very myth of the digital natives’ fluency in the use of ICT is to be questioned, and the need for the development of ICT literacy and related transversal competences is strongly advocated. Against this background, the article reports on a project completed with distance learning-based activities at the University of Bari: “Transl/Editathon@Uniba. A Wikivoyage To Puglia”. The project had a twofold aim: it channelled resources with different expertise and knowledge backgrounds to offer a multi-disciplinary approach to tourism discourse, translation skills and IT competence; it aimed at raising awareness in students that a cooperation-based approach in a digital environment can enhance their transversal skills. The students’ ability in narrating their territory via Wikivoyage, and their feeling part of a virtual community, was the project’s added value in a time when distance(s) in geographical and interpersonal terms seem to have been loosening any sense of belonging.

Study on educational competencies at the National University of Equatorial Guinea (Bata): a challenge for the future

This research aims to analyze the perception of teachers and students on educational competencies at the National University of Equatorial Guinea (Bata). This study was based on a quantitative methodology with an interpretative paradigm, through a nonexperimental, cross-sectional, explanatory, descriptive and correlational research design. For data collection, a Likert scale (validated in content and construct) was developed for 160 students and teachers at the Bata campus. The analysis was carried out through a Pearson's P correlation, a descriptive analysis and a one-factor ANOVA, both to see the differences between teachers and students, as well as the influence of belonging to one or the other ethnicity. The main conclusions allow us to affirm that there is a higher valuation of technological competences in relation to personal and social competences, that teachers perceive with greater importance competences such as mathematics and science in relation to students, and that ethnicity determines, in the same way, this perception, showing significant differences in relation to social competences. Keywords: Competencies, teachers, students, university, perception

In the blink of an eye: understanding teachers’ relational competence from a micro-sociological perspective

ABSTRACT A substantial body of international research argues that the teacher-student relationship is crucial for students’ academic and social-emotional learning. However, microanalytic studies of teachers’ relational competence are rare. This article aims to contribute such a study by exploring teachers’ relational competence, drawing on Erving Goffman’s concept of face-work and focussing on how a particular teacher-student relationship is constructed in an ongoing processes of interaction. The paper presents in-depth analyses of teacher-student interaction using a video-recording of a classroom episode. In the episode, the student loses face as a result of a complex series of events. The teacher, through rapid action, helps the student repair face and manages to (re-)establish a respectful interaction ritual. Overall, the teacher’s relational competence is manifested by advanced and complex face-work. Our analyses indicate that relational competence is essentially a micro-social artistry – a lightning-quick ability to interact with students in the ‘here and now’. The article also discusses the pedagogical implications of these findings, for example, that it is crucial to include face-work in teacher education and training.