Perceptions Of Competence Research Articles

Trait and state mathematics anxiety in autistic and non-autistic school-aged boys.

Autistic children and adolescents may encounter difficulties at school, especially in mathematics, experiencing a pattern of negative feelings, distress, and concerns, which has been called mathematics anxiety. We asked 110 boys (50 autistic, 60 non-autistic) aged between 8 and 16 years old to report their feelings toward mathematics. Specifically, we asked them to fill in a questionnaire on their levels of mathematics anxiety at school and to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a mathematical task with time pressure. Mathematics anxiety might be an important factor to consider when assessing academic functioning of autistic children and adolescents, to understand whether it can interfere with their school success and well-being. In our sample, no significant group differences emerged for mathematics anxiety experienced at school. However, autistic children and adolescents performed worse in the timed math test than non-autistic peers. Regarding emotional and cognitive factors, lower valence, higher arousal, and higher worries were reported by the autistic participants compared with non-autistic peers. No group differences emerged for perception of competence. Teachers and clinicians should be aware that time pressure could be a negative factor in terms of proficiency and worries in autistic children and adolescents. Furthermore, it is essential to discourage the development of resignation toward academic learning and to improve positive feelings, self-esteem, and self-awareness for a more supportive learning environment.

Sales managers' perceptions of interpersonal communication competence in leading AI-integrated sales teams

Adoption of artificial intelligence (AI) is no longer the issue for most professional organizations—the question is how to integrate it into the functions and organizational processes. Considering the current integration of AI in work processes, the requirements for sales managers' interpersonal communication competence (ICC) are likely to be modified. However, research on sales management competencies is surprisingly scarce. This longitudinal case study investigates sales managers' perceptions of their ICC needs in leading AI-integrated sales teams in the financial sector. During the years 2019–2024, 35 expert interviews with sales managers were collected from one of Scandinavia's largest financial groups. The findings indicate that AI system integration brought benefits, concerns and communication challenges to sales managers' job content. The main components related to sales managers' ICC in leading AI-integrated sales teams encompass both traditional competencies (motivation, knowledge, communication skills, and adaptability) but also include contextual AI factors and a concern for ethical reflectivity. A component model of managerial interpersonal communication competence in AI-integrated teams (MICCAIT) is produced and its implications are examined. Given the greater reliance on technology, sales managers may increasingly need to place greater emphasis on their empathy and people-oriented skills for the human employees remaining in the workplace.

Autonomy-supportive instructional language does not enhance skill acquisition compared to controlling instructional language.

Instructional language is one of three techniques in OPTIMAL theory that can be manipulated to foster an autonomy-supportive practice environment to enhance motor performance and learning. While autonomy-supportive language has been shown to be beneficial in educational psychology, coaching, and health settings, the wording of task instructions has received minimal attention in the motor learning literature to date. We investigated the influence of two instructional language styles on skill acquisition in a preregistered experiment. Participants (N = 156) learned a speed cup stacking task and received instructions throughout practice that used either autonomy-supportive or controlling language. Although the autonomy-supportive instructions resulted in higher perceptions of autonomy, there were no group differences for motor performance in acquisition or retention. Perceptions of competence and intrinsic motivation did not differ between groups at any time point. These data are difficult to reconcile with key predictions in OPTIMAL theory regarding a direct and causal influence of motivational factors on performance and learning. However, our equivalence test suggests these effects on skill acquisition may be smaller than what we were powered to detect. These findings are consistent with a growing body of evidence highlighting the need for much larger N experiments in motor learning research.

A structural equation model for the patient safety competency of clinical nurses.

Nurses are crucial for enhancing patient safety due to their continuous presence at patients' bedsides and close interactions with families and other healthcare providers. This study aims to examine the relationships among safety education, perception of patient safety culture, safety control, and patient safety competence in clinical nurses, while also exploring the mediating effect of perceptions on patient safety culture and safety control. The study involved 165 nurses, including 10 males (6.1%) and 155 females (93.9%). Structural equation modeling (SEM) was used to test the hypothesized model, and data were analyzed using SPSS and AMOS programs. Significant positive correlations were among the frequency of attending safety education, the perception of patient safety culture, safety control, and patient safety competency. The number of safety education briefings attended did not directly influence patient safety competence; however, safety education for nurses indirectly influenced patient safety competence via the perception of patient safety culture and safety control. These findings suggest that enhancing safety education for nurses can improve patient safety competence by shaping their perceptions of patient safety culture and safety control.

Eating Together but Often Feeling Lonely: Residents' Mealtime Experiences in a Nursing Home.

To explore residents' experiences of the mealtime environment in nursing home. An exploratory qualitative design was employed to gain in-depth insights. Twenty semi-structured interviews were conducted with residents at a nursing home. Data were analysed using thematic analysis as outlined by Braun and Clarke. The consolidated criteria for Reporting Qualitative research checklist were used to support the research process. Four main themes emerged from the analysis: (1) The significance of food, emphasising the centrality of food quality and variety in residents' mealtime experiences. (2) Security through routines, illustrating how established mealtime routines provide comfort and predictability. (3) Variability in staff influence, reflecting residents' perceptions of staff competence and their impact on the dining experience. (4) Limited social interactions, highlighting the varied social dynamics and their effects on residents' sense of community and isolation. The study underscores the critical importance of food quality, staff compliance and consistent routines in enhancing mealtime experiences in nursing homes. Additionally, it reveals that the ability to choose social interactions plays a significant role in residents' satisfaction and social well-being. This study provides valuable insights for improving mealtime experiences in nursing homes, suggesting that person-centred care and resident involvement in meal planning can enhance satisfaction and nutritional intake. The findings offer practical guidance for healthcare management, emphasising the need to prioritise and personalise mealtime environments to better meet residents' needs and preferences.

Acceptability of physiotherapists as primary care practitioners for the care of people with musculoskeletal disorders: a French population-based cross-sectional survey

ObjectivesIn France, early access to physiotherapy for people with musculoskeletal disorders (MSKDs) depends on prescription and referral by the family physician in the physician-led model of care. The readiness of French people for direct access to physiotherapy is not known. This survey aims to identify the perceptions of French adults regarding physiotherapists' competence to diagnose and manage MSKDs if they were primary care practitioners, confidence in their ability to provide quality care, and satisfaction with the last episode of care for those concerned; and to identify factors associated with these three variables. DesignFrench population-based cross-sectional survey. ParticipantsA representative sample of the French adult population was surveyed between June 2020 and September 2021. Outcome measuresCollected variables included previous physiotherapy experience, perception of competence to diagnose and manage MSKDs as primary care practitioners, confidence about quality of care, and self-referral preferences. Multivariate logistic regression analyses were performed to identify the factors associated with these three variables. ResultsA total of 1000 participants completed the survey; 854 (85%) believed that physiotherapists would be competent primary care practitioners, and 920 (92%) were confident about the quality of care. Most had previously consulted a physiotherapist (n = 823, 82%); of these, 762 (91%) were satisfied with care received. ConclusionThis large sample of French adults considered physiotherapists as competent to diagnose and treat some MSKDs as primary care practitioners, and that they provided quality care. Further studies should investigate the scope of care, safety, and efficacy of a direct access physiotherapy model. Contribution of Paper•Physiotherapists were considered competent as primary care practitioners.•Participants were satisfied with previous physiotherapy received.•Our results support the implementation of direct access physiotherapy in France.

Persepsi Guru tentang Kompetensi Kepribadian Tenaga Administrasi Sekolah di SMAN Se Kota Pariaman

School administration personnel have a strategic role in providing administrative services to support the learning process at school. This study aims to describe teachers' perceptions of the personality competence of school administration personnel in public high schools in Pariaman City which includes aspects of integrity and noble character, work ethic, self-control, self-confidence, flexibility, thoroughness, discipline, creativity and innovation, and responsibility. This research uses quantitative descriptive method with simple random sampling technique. Data were collected using a questionnaire distributed to teachers of public high schools in Pariaman City. The results showed that overall teacher perceptions of the personality competence of school administration personnel were in the “Good” category with an average score of 4.44. Aspects of integrity and noble character obtained the “Very Good” category (4.69), while other aspects were in the “Good” category with a score range of 4.33-4.45. The implications of this study indicate the need to maintain and improve the personality competence of school administration personnel, especially in the aspect of self-control which obtained the lowest score, to optimize school administration services.

Why Science Should Have a Female Face: Female Experts Increase Liking, Competence, and Trust in Science

Historically, female experts have been perceived as less competent but more likable than their male counterparts. This experimental study ( n = 958) examines the intricate relationship between likability, competence, scientist gender, participant gender, and trust scientific expertise. Our results illuminated the mediating role of likability in shaping perceptions of competence, where heightened likability positively influenced perceived competence. Moreover, exposure to science messages from female scientists significantly increased trust in science through a serial mediation model. Notably, participants liked the scientist of the opposite gender; thus we did not observe a gender affinity effect.

Competence Perceptions at the Intersection of Gender and Race-Ethnicity

Competence perceptions represent a fundamental dimension of human perception and have wide-ranging consequences for social interaction. Therefore, it is no surprise that multiple prominent social psychological theories emphasize the role of competence perceptions. We know that both a person’s gender and race-ethnicity influence assumptions about their competence, but we have only a few studies examining the intersections of these factors. Using a large survey experiment (N = 1,219), I examine competence perceptions at the intersection of 2 gender and 13 racial-ethnic categories. Results show large effects of both gender and race-ethnicity and also highly intersectional stereotypes; that is, there is no one overarching effect of gender or race-ethnicity but instead contingent effects. By oversampling racial-ethnic minorities, I also test the assumption of consensus for competence perceptions. Results show highly consensual perceptions, suggesting we all recognize society’s stereotypes even if we do not agree with them.

Perception of translation competence among master’s degree graduates in translation and interpreting: a quantitative study

ABSTRACT In a global context increasingly prone to e-learning formats at all levels of education, especially in and after the context of the COVID-19 pandemic, the acquisition of skills in distance learning programmes should not differ from the ones in onsite learning programmes. The main objective of this study is to analyse the perception that master’s in translation and interpreting (TIS) graduates have of the competences acquired during their studies offered by higher education institutions in Spain. This will be done by means of a questionnaire that uses a 4-point Likert scale to collect evaluations of different issues related to the translation skills of 256 graduates. Our results indicate that the mode of study (face-to-face or distance) does not influence graduates’ perceptions. Finally, we conclude that the graduates’ perception is positive.

From Function to Relation: Exploring the Dual Influences of Warmth and Competence on Generative Artificial Intelligence Services in the Hospitality Industry

Generative artificial intelligence (GenAI) has emerged as a transformative force in the rapidly-evolving hospitality industry. This study examined the correlation of acceptance of GenAI services with perceived warmth and competence, and the consequent correlations with customer outcomes in the hospitality industry. Employing a Hospitality Service Dialogue System prototype, this study collected responses from 1,306 hotel guests. Perceptions of warmth and competence correlated with increased customer intention to use GenAI services and satisfaction. Satisfaction correlated significantly with customer–brand identification and attachment. The Technology Readiness Index moderated the relationships of warmth and competence with the acceptance of GenAI services. This investigation extends the stereotype content model and the behaviors from intergroup affect and stereotypes map framework by integrating them with the technology acceptance literature, unveiling service innovations enabled by technology in the hospitality industry. This study provides hotel managers, technology developers, and marketers with strategic directions for implementing GenAI.

How humility influences status: Perceived competence and the evaluator's self-construal as moderators

Using expectation states theory of status, this study proposed a theoretical framework exploring the relationship between a target's humility and their status attainment. The model incorporated the perception of the target's competence and the evaluator's self-construal as critical boundary conditions. Results of an experiment (N = 198) revealed that the target's humility positively influenced their status attainment. Additionally, this impact was stronger when the evaluator perceived the target to be of higher competence. Furthermore, when the evaluator had an interdependent (vs. independent) self-construal and greater perceived competence of the target, they allocated the target a higher status. These findings emphasize the roles of the target's humility and competence as well as the evaluator's self-construal in the complex process of status attainment, offering theoretical and practical implications for managing employees' work behavior in organizations.

ASPECTOS MOTIVACIONAIS E EMPODERAMENTO DE ATLETAS ANÕES: UMA ABORDAGEM QUALITATIVA

The Self-Determination Theory emphasizes the importance of fulfilling three psychological needs: autonomy, positive social relationships, and competence. In sports, addressing these needs depends on the motivational climate created by the coach. This study aimed to investigate how athletes with dwarfism perceive the motivational climate created by their coaches, their satisfaction with basic psychological needs, and their sense of empowerment. Four Paralympic athletes with dwarfism in athletics were interviewed. Data were collected through semi-structured, individual interviews with thematic questions, and organized using discourse analysis. Athletes reported positive perceptions of autonomy, noting that it enhanced their motivation and voluntary participation in sports. Perception of competence was also positively evaluated, with all athletes confident in their sporting abilities. Positive social relationships were highlighted as important, although athletes faced discrimination outside of sports. Regarding the motivational climate, athletes identified coaching feedback practices as crucial for their motivation. The perception of empowerment was linked to concepts of equality and family support, emphasizing the role of the sporting environment and the coach in promoting athletes' motivation and empowerment. The positive sports context and favorable motivational climate created by coaches significantly contributed to the athletes' sense of autonomy, competence, and empowerment. However, social challenges outside of sports still impact their social relationships. Received on: 01/08/2024Reformulated on: 13/10/2024Accepted on: 14/10/2024

A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders.

The aim was to investigate trait social anxiety and social evaluative stress in autistic children and adolescents and Specific Learning Disorders (SLD). This was done by evaluating behavioral, subjective, and autonomic responses to the Trier Social Stress Test (TSST). Study 1 included 280 children and adolescents: 60 autistic without intellectual disability (ID), 70 SLD, and 150 non-diagnosed (ND) peers. Study 2 involved 55 participants: 15 autistic without ID, 15 SLD, and 20 ND. The sample was predominantly male. In Study 1, behavioral (quality of public speech) and subjective (valence, arousal, perceived competence, and worries) aspects of social stress were examined. Study 2 expands upon the first study, as physiological responses to social stress were also measured. Trait social anxiety was investigated using both parents' and children's reports in the two studies. Parents of autistic participants and with SLD reported higher trait social anxiety in their children than the parents of ND. No differences emerged from the participants' self-reports, though those autistic and with SLD were assigned lower scores in the public speech quality than ND. Autistic children and adolescents reported lower arousal and higher perceived competence than ND, while those with SLD reported a lower perception of competence. Autistic participants had a decreased cardiac reactivity across the TSST when compared to SLD and ND. Our findings show unique patterns of responses within each group, confirming that the combined investigation of trait anxiety and social stress responses could be a valuable insight in research and clinical practice.

Students' Perception Of Non-Native Japanese Speaker Teacher's Competencies (Nnjsts) : Gender-Based Review

Japanese is one of the foreign languages taught in formal and informal educational institutions in Indonesia. The development of Japanese language learners is increasing quantitatively. In foreign language courses, native and non-native teachers collaborate on pedagogical tasks. This trend is also happening in Japanese foreign language courses. In addition, there are around 6,617 non-native Japanese language teachers (Japan Foundation, 2021). There is an argument that Native Japanese Speaker Teacher's (NJST) has many advantages over Native Japanese Speaker Teacher's (NNJSTs) and that students prefer NNJSTs over NJST, but the argument must be assessed. Many researchers have explored students' perceptions of NJSTs and NNJSTs worldwide in formal education institutions but not in the non-formal education institution sector. This study aims to explore the perception of Indonesian students towards NNJSTs in non-formal educational institutions, namely LPK Fuji Academy Singaraja with all samples coming from active students registered from January to August 2024. This study is a quantitative research with a descriptive approach conducted using an instrument in the form of a closed questionnaire based on the Likert scale. This study revealed that the perception of male and female students did not have a significant difference in their teaching competence based on the theory of Nuibe et al (2006). Male participants rated NNJSTs higher in terms of teaching effectiveness and communication skills, with an average score of 9.8. In contrast, female respondents gave slightly lower ratings in these areas with an average of 7.1. Furthermore, through this research, students need NNJSTs more because they allow for a successful learning process because of effective learning strategies. In addition, NNJSTs also help students in facing difficulties and challenges in their learning process.

An investigation of coach autonomy support, life skills acquisition, and the five Cs among junior and senior secondary school athletes in Botswana

ABSTRACT Guided by models of positive youth development (PYD), this study examined the associations among perceived coach autonomy support, life skills acquisition, and the Five Cs of PYD. Cross-sectional data were collected from a purposive sample of 300 youth athletes (M age = 17.16, SD = 1.28, male = 53.5%) recruited from public junior and secondary schools in Botswana. Participants completed measures of coach autonomy support, life skills acquisition, and the Five Cs. Results from regression analyses indicated that perceived coach autonomy support was significantly associated with the perceived acquisition of eight life skills through sport (e.g., teamwork, goal setting), as well as character (B = .10, p = .001), connection (B = .15, p < .001), and caring/compassion (B = .10, p = .006) dimensions of PYD. Of the eight sport-specific life skills examined, perceived acquisition of teamwork was significantly related to athletes’ perceptions of competence (B = 0.21, p = .023), confidence (B = 0.14, p = .009), and connection (B = 0.16, p = .012), while perceived acquisition of social skills was significantly related to athletes’ perception of character (B = 0.11, p = .022). These findings highlight perceived coach autonomy support as important to life skills acquisition and positive developmental outcomes among Botswana youth athletes. Importantly, in this African context, sport appears to be a compelling pathway through which youth can attain valuable competencies, such as teamwork and social skills, that promote positive personal (i.e., competence, confidence, character) and social outcomes (i.e., connection) external to sport.

The White privilege of self-determination in entrepreneurship: how educational supports pipeline White students into business ownership

Worker cooperative entrepreneur spaces are predominantly White despite these companies building the foundation of their business model on equity and sustainability. While some studies have investigated racism in entrepreneurship development, no in-depth study has investigated White privilege in this space. Therefore, this study used a qualitative critical narrative analysis approach to explore White privilege in the entrepreneurship journeys of six White individuals who formed a worker cooperative business. Findings suggest that formal and informal educational experiences fostered four themes of White privilege in entrepreneurship: belongingness and competence in privileged entrepreneurship identity, resource-rich support systems, anti-meritocracy perceptions of competence, and privileged psychology of wealth. Findings suggest that educational spaces foster basic psychological needs of intrinsic motivation required for entrepreneurship, however, racialized gatekept access to these spaces perpetuates racial disproportionality in entrepreneurship. This article concludes with situating findings within self-determination theory and discussions of study limitations, implications, and future directions.

Examining Mentor Perception of Competence in an Academic Peer Mentoring Program.

Peer mentoring programs can be a valuable support mechanism for new faculty transitioning from clinical practice to academia. Mentors play a crucial role in this process. This study described mentors' perceived competence in 21 areas of the mentor role and their experiences as mentors following the first year of a structured peer mentoring program. This study employed a mixed-methods approach, using the Mentoring Competency Assessment-21 alongside open-ended questions. These instruments were electronically administered to a convenience sample consisting of eight mentors with varying experience ranging from 2 to 16 years in the nursing program at a mid-sized university, following an intentional first-year peer mentoring program. The highest-performing items were "Establishing a relationship based on trust" (M 6.50, SD 0.53), "Considering how personal and professional differences may impact expectations" (M 6.25, 0.83), and "Acknowledging your mentee's professional contributions" (M 6.13, SD 0.99). The lowest scores were focused on estimating scientific knowledge and scholarly productivity. Responses to the Mentoring Competency Assessment-21 indicated that mentors felt at least moderately competent in the various aspects of the faculty mentor role. Mentors valued the professional development and supporting materials provided by the development team. An identified area for improvement was the support provided to assist the mentees' scholarly development. This study underscores the importance of supportive materials, such as handbooks and regular communication, in fostering mentor competence and facilitating successful nursing faculty peer mentoring programs. Future research implications include assessment of mentor competence by mentees and long-term follow-up of program outcomes.

Identification of cultural conversations in therapy using natural language processing models.

Researchers have historically focused on understanding therapist multicultural competency and orientation through client self-report measures and behavioral coding. While client perceptions of therapist cultural competency and multicultural orientation and behavioral coding are important, reliance on these methods limits therapists receiving systematic, scalable feedback on cultural opportunities within sessions. Prior research demonstrating the feasibility of automatically identifying topics of conversation in psychotherapy suggests that natural language processing (NLP) models could be trained to automatically identify when clients and therapists are talking about cultural concerns and could inform training and provision of rapid feedback to therapists. Utilizing 103,170 labeled talk turns from 188 psychotherapy sessions, we developed NLP models that recognized the discussion of cultural topics in psychotherapy (F-1 = 70.0; Spearman's ρ = 0.78, p < .001). We discuss implications for research and practice and applications for future NLP-based feedback tools. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How parties can shape their competence reputations: Issue attention, position and performance

AbstractIssue ownership is an important determinant of the vote, and it is electorally beneficial for parties to build a strong reputation on their core issues. Even though issue ownership has already been studied extensively in the party literature, we know less about how citizens form ownership perceptions. We contribute to this literature by means of two studies on the connection between party behaviour and perceptions of issue ownership, with an empirical focus on issue competence reputations of parties. In Study 1, we combine party‐level information about issue attention, positions and performance with data on competence perceptions from a wide range of national election studies. Study 2 is a pre‐registered conjoint experiment designed to examine the causal link between party behaviour and perceived competence. Our results point to significant effects for all three hypothesised sources of competence reputations. Moving beyond previous work that has argued that competence reputations are mostly stable over time, after accounting for the variation due to parties' popularity, our results show that they fluctuate in the short term and that parties have some level of control over how they are perceived.