Perceptions Of Competence Research Articles

Investigation of Prospective Teachers’ 21st Century Skills Competency Perceptions Based on Various Variables

Purpose: The purpose of this study is to assess the self-perceived competency of prospective teachers regarding 21st century skills. The study seeks to understand how prospective teachers perceive themselves in terms of the skills they will need to teach and thrive in the rapidly evolving educational landscape that is shaped by globalization and technological advancements. Design/Methodology/Approach: This study utilizes a quantitative method with a descriptive survey model to assess the competency perceptions of 341 prospective teachers’ 21st century skills from a Turkish state university, using random sampling for representativeness. The "21st Century Skills Competency Perception Scale for Teacher Candidates" was employed to collect data, exhibiting high reliability (Cronbach Alpha of 0.98), and data analysis included descriptive statistics, T-tests, and ANOVA to explore differences in skills perception, with the scale's validity and reliability confirmed for the sample group. Findings: The findings indicate that prospective teachers rate their competency in 21st century skills highly, with the greatest confidence in Information, Media, and Technology Skills and the least in Learning and Innovation Skills. Significant gender differences were found, with female candidates reporting higher competency perceptions than males. Age also influenced competency perceptions, with older groups (25-31 and 32+) rating their skills higher than the youngest group (18-24). Furthermore, pedagogic formation graduates rated their competencies higher than their peers from other faculties, indicating that educational advancement correlates with higher self-perceived 21st century skills. Highlights: The research suggests that teacher education programs should focus on strategic development of learning and innovation skills and integration of technology into teaching, with findings indicating that perceptions of competency increase with age and are higher among females and graduates.

Identifying the Careless Responders: A Cross-Country Comparison on PISA 2018 Dataset

Careless responding (CR) is one of the major concerns in self-report measures since it affects the quality of collected data. In this research, it was aimed to examine the dataset in terms of CR, to investigate the effects of CR on the psychometric properties of data, and to examine the effectiveness of CR detection methods in a cross-cultural context. Specifically; response time, outlier and long-string indices were used to flag CR and efficiency of using these were compared on PISA 2018 reading related attitude scales for Singapore and Turkey. As a result, it was indicated that the amount of CR was higher for Singapore than Turkey at long-string and response time methods. Furthermore, after removal of CR from dataset, enjoyment level of reading, perception of competence and perception of difficulty of PISA tests scores increased. Another result was that long-string and response time analyses provided significant improvement in model fit and long-string had the highest improvement level. Moreover, removing respondents according to outlier analyses didn’t provide any improvement on model-data fit. In general, results illustrated that careless responding behavior may have important effects on psychometric properties of self-report and screening the data for CR is strongly suggested in future studies.

Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial

Prevention programs, such as mindfulness-based interventions (MBIs), are often implemented in schools to prevent psychological disorders from emerging in children and to support their mental health. This study used a randomized cluster design to evaluate the impact of a MBI, called Mission Méditation, on the well-being and the mental health of elementary school children’s. 13 classrooms of an elementary school were randomly allocated to the experimental condition (7 classrooms, n = 127 students) or the waitlist control condition (6 classrooms, n = 104 students). Participants in the experimental condition received a 10-week MBI. Regression analyses revealed significant differences between conditions for inattention. Participants in the MBI condition reported no change in pre- to post-intervention, whereas participants in the control condition reported pre- to post-intervention increases. Results also showed significant differences in perceived competence. Participants in the MBI condition reported a non-significant decrease in perceive competence, whereas participants in the control condition reported significantly higher perceive competence scores from pre- to post-intervention. Results do not indicate that the MBI had a significant impact on participant’s well-being and mental health. This suggests that MBIs may not have an added value when compared to other preventive interventions geared towards well-being and mental health promotion in school settings.

Perceived warmth and competence predict callback rates in meta-analyzed North American labor market experiments.

Extensive literature probes labor market discrimination through correspondence studies in which researchers send pairs of resumes to employers, which are closely matched except for social signals such as gender or ethnicity. Upon perceiving these signals, individuals quickly activate associated stereotypes. The Stereotype Content Model (SCM; Fiske 2002) categorizes these stereotypes into two dimensions: warmth and competence. Our research integrates findings from correspondence studies with theories of social psychology, asking: Can discrimination between social groups, measured through employer callback disparities, be predicted by warmth and competence perceptions of social signals? We collect callback rates from 21 published correspondence studies, varying for 592 social signals. On those social signals, we collected warmth and competence perceptions from an independent group of online raters. We found that social perception predicts callback disparities for studies varying race and gender, which are indirectly signaled by names on these resumes. Yet, for studies adjusting other categories like sexuality and disability, the influence of social perception on callbacks is inconsistent. For instance, a more favorable perception of signals like parenthood does not consistently lead to increased callbacks, underscoring the necessity for further research. Our research offers pivotal strategies to address labor market discrimination in practice. Leveraging the warmth and competence framework allows for the predictive identification of bias against specific groups without extensive correspondence studies. By distilling hiring discrimination into these two dimensions, we not only facilitate the development of decision support systems for hiring managers but also equip computer scientists with a foundational framework for debiasing Large Language Models and other methods that are increasingly employed in hiring processes.

Are you learning or performing? A comparison of students’ goal orientation during experimentation at an outreach science laboratory and at school using the CEAS model

BackgroundMany outreach science laboratories have been established in the fields of STEM to counteract negative developments in student motivation such as a decrease in mastery-approach goal orientation and an increase in avoidance-performance goal orientation. Studies to date have not yet addressed the question whether a visit to an outreach science laboratory could have a buffering or counteracting effect on these negative developments. AimsWe investigated differences in students’ state goal orientations, state of interest, perceived need satisfaction, and perceived pressure when conducting experiments in an outreach science laboratory or at school. SampleParticipants were 358 German school students (age: M = 16.43 years, SD = 0.76 years; gender: 58% female). MethodsIn a quasi-experimental study, the students conducted the same experiments at an outreach science laboratory (n = 186) or at school (n = 171) under local conditions. ResultsThe students in the outreach science laboratory perceived themselves as more competent, more related, and less pressured than the students at school. Their state of interest and perceived autonomy were similarly high. Furthermore, we found no differences in their state mastery-approach goal orientation, while the students in the outreach science laboratory exhibited lower performance goal orientations than the students at school. ConclusionsOur findings support the assumption that students may be motivated to learn about biological content in outreach science laboratories as at school, but with more competence perception and beyond performance pressure. Regarding the recent negative developments of student motivation, outreach science laboratories might be valuable complements to formal biology education.

Investigating perceived core disaster competencies of nurses in Iran: A case study of northwest hospitals.

This study was carried out to investigate the perception of the main competencies of disaster management in Iranian emergency department nurses in 2023 in hospitals affiliated with Kermanshah University of Medical Sciences. The present study was conducted to explore the perceived core disaster competencies in nurses of hospitals affiliated with Kermanshah University of Medical Sciences in 2023. Due to the rise in natural disasters, their escalating severity and associated regulatory response necessitate a closer look at the preparedness and core competencies of nursing personnel. The main competencies of nurses are necessary to deal with disasters in unexpected events, and they are expected to use their professional expertise to provide the required nursing services to reduce the risks caused by disasters. This descriptive-analytical study was conducted cross-sectionally between May and September 2023. In the study, a sample of 384 nurses working in the departments of four hospitals affiliated with Kermanshah University of Medical Sciences was selected through a random stratification. The data collection instrument was a 45-item scale of nurses' perceived core competencies (NPDCC) in handling disasters. The data were analyzed using the Mann-Whitney U-test, Kruskal-Wallis test, and independent samples t-test. The significance level was set at 5%. The mean total score of perceived core disaster competencies was 139.11±37.65. The technical skills subscale got the highest score (51.81±11.28) and critical thinking skills received the lowest (9.74±3.92). Also, "technical skills" had the highest average and "critical thinking skills" had the lowest average in all three age groups. The results found a significant difference between the scores of nurses in perceived core disaster competencies in age groups, work environments, education degrees, marital statuses, and experiences of attending disaster workshops (p ≤ 0.05). The results showed that nurses had different levels of core disaster competencies in the department. There are gaps in the core disaster nursing competencies that need to be filled. Nursing managers should consistently evaluate the core nursing competencies to achieve efficacious disaster preparedness. To this aim, it is recommended that authorities implement training courses and programs to enhance the preparedness of nurses in responding to disasters.

Systemic Literature Review: Students' Perception of Teachers' Social Competence

This research uses a qualitative approach, namely a research design that aims to explore the meaning, perception, experience, and literature studies. Qualitative research is a stage of research that seeks to understand and produce data in the form of certain phenomena, behaviors, and situations based on the researcher's own perspective Specifically, the method used in this article is a literature study, which is the study of books and other references that are relevant to the problem being researched (Sarwono, 2006). This study aims to analyze students' perception of teachers' social competence through the systematic literature review method. The results of literature analysis show that students' perception of teachers' social competence has a significant influence on the assessment of educational effectiveness. These findings underscore the importance of efforts to improve teachers' social competence through training, discussion, and professional development. The implication of this literature review is the need to develop more focused strategies and programs to improve teachers' social competence and increase cooperation between schools, parents, and learning environments in supporting effective and positive learning for students at various levels of education.

Should government chatbots behave like civil servants? The effect of chatbot identity characteristics on citizen experience

Government chatbots are naturally imparted the identity of civil service agents, because they replace human civil servants in providing services on the frontline. However, little is known about whether government chatbots should present key characteristics consistent with their identity. Based on Computers Are Social Actors (CASA) theory and the stereotype content model (SCM), this study explored the effect of various identity characteristics on citizens' experiences in Chinese government chatbots. Valid data were obtained from 705 respondents and analysed using structural equation model, we found that manners, proactivity, conscientiousness, fairness, and professionalisation significantly influence the citizens' experiences, and that task-oriented language style has a negative effect. These effects are partly mediated by perceptions of warmth and competence. These findings contribute theoretically to the literature on chatbot identity and provide implications for incorporating chatbots into the design of e-government context.

When and how is abusive supervision enacted toward competent subordinates? The role of supervisors' power loss concern and downward envy

AbstractIn general, supervisor abuse is directed toward low‐performing subordinates. Similarly, envy is typically felt by professionals in lower ranks toward those in higher positions. By contrast, this study investigates the counterintuitive relationship between the abusive behavior of envious leaders toward their competent subordinates. Specifically, we argue that supervisors become envious of competent employees when they are anxious about losing power. Multisource, time‐lagged data collected from dyads (198 supervisors and 198 subordinates) in Pakistan‐based organizations support the proposed hypotheses. The findings show a positive relationship between perceptions of subordinate competence, supervisors' downward envy, and abusive supervision. In addition, the relationship between perceived subordinates' competence and supervisors' envy is strong when supervisors' power loss concerns are high. This study provides useful theoretical and practical insights for human resource managers dealing with unethical workplace behavior.

Emergency Medical Technician Professional Competence Perception Scale: Validity and Reliability Study

Emergency Medical Technician Professional Competence Perception Scale: Validity and Reliability Study

THE RELATIONSHIP BETWEEN STUDENTS' PERCEPTIONS OF BUILDING MAINTENANCE ENGINEERING SKILLS COMPETENCIES AND POST-GRADUATE ORIENTATION AT SMKN 1 PALANGKA RAYA

The perception of each individual is different and there are many aspects that influence a person's perception of anything, including determining the ideals or targets to be achieved. The orientation or direction of students' plans after graduating from vocational school will lead to work, continuing education or entrepreneurship. The student's post-graduate orientation or plans will be related to the student's perception of Skill Competency during their studies. The purpose of this research is to determine students' perceptions regarding Building Maintenance Engineering Skills Competencies at SMKN 1 Palangka Raya, students' plans after graduating from SMKN 1 Palangka Raya, and to describe the magnitude of the relationship between students' perceptions and orientation after graduating from SMKN 1 Palangka Raya. The research method used is the correlational descriptive method. The research instrument used a questionnaire, both for student perception variables and orientation after graduating from vocational school. The population in this research is students of classes X and XI in Building Maintenance Engineering and the entire population will be used as samples for testing. The findings of this research are: (1) students' perceptions of Building Maintenance Engineering Skills Competency have high criteria; (2) orientation after graduating from vocational school is in the high category and tends to lead to work and continuing after graduation; and (3) The influence of the relationship between student perceptions regarding Building Maintenance Engineering skills competency and post-graduate orientation at SMK Negeri 1 Palangka Raya. It could be said that there is no significant influence between student perceptions and post-graduate orientation, because on average students answered that their goals after graduation.

Perception of competencies for writing scientific articles in social and human sciences researchers

Considering that scientific writing presents complex challenges, we sought to determine the level of perception that social and human science researchers have about their competencies to write scientific articles, through a cross-sectional descriptive study in which 129 researchers of both sexes with various years of research experience participated. They self-assessed their writing using the Scale for Evaluating Scientific Articles in Social and Human Sciences by López-López, Tobón and Hernández-Juárez (2019), and an overall result of high level in writing competence was obtained, with a significant effect size; scoring highest in the Results and Reference List sections; while the lowest were in Style and Format and Appendices. When comparing writing competence with the variables gender, research experience or the number of books and articles published, no significant differences were found, despite the fact that in this study males presented a greater number of publications. However, the Methodology section, evaluated with the scale, research experience, as well as belonging to the male gender, were the predictor variables for the publication of articles. Finally, it is recommended that more support be given to female researchers and that more methodological training be provided to new researchers in the interest of promoting educational equity.

PERSEPSI GURU TERHADAP KOMPETENSI KEPRIBADIAN KEPALA SEKOLAH DI TANA TORAJA

The aim of this research is to determine the perceptions of elementary school teachers in Makale District, Tana Toraja regarding the personality competence of school principals.The research method used is quantitative research with a phenomenological approach. This research was carried out at UPT SDN 3 Makale, UPT SDN 5 Makale, UPT SDN 6 Makale, and UPT SD Kristen Makale 2. The research population was all elementary school teachers in Makale District, totaling 209 teachers. Determination of samples using the Slovin formula. The data analysis technique is carried out by processing all data that has been obtained in the field and then testing its validity so that reliable research results are obtained.The results of the research explain that teachers' perceptions of the personality competence of school principals in Tana Toraja, especially in Makale District, are very good. This is shown in the teacher's perception of the principal's personality competency where teacher recognition is at a percentage of 71% - 96% strongly agreeing with the statement given while agreeing at 8.8% - 47%. This means that the personality competency of the school principal is in accordance with the mandate of National Education Ministerial Decree No. 13 of 2017 concerning School/Madrasah Principal Standards.

Gossip, power, and advice: Gossipers are conferred less expert power

Gossip harms power. Across 6 pre-registered primary studies and 7 pre-registered supplemental studies, we demonstrate that a reputation for engaging in negative gossip (sharing negatively-valanced information about an absent target) reduces expert power (power derived from being regarded as a superior source of expertise). A reputation for engaging in negative gossip harms expert power in two ways: (1) it reduces the likelihood that others will ask experts for advice, even when experts are clearly competent, and (2) it harms perceptions of the experts' competence. We also find that reputations for general, neutral, and sometimes even positive gossip reduce the likelihood that experts are asked for advice. Our results advance our understanding of who gains power in organizations and highlight an important cost of gossip for both individuals and their organizations. Our findings also underscore the important relationship between advice and power. Whether or not and from whom individuals seek advice determines who is accorded power.

What is the occupational impact of myalgic encephalomyelitis/chronic fatigue syndrome for adults living in Australia?

Introduction: Occupational recovery for people living with myalgic encephalomyelitis/chronic fatigue syndrome requires better assessment and understanding of the occupational impact of this debilitating condition. This study explores the lived experience of Australian adults with myalgic encephalomyelitis/chronic fatigue syndrome using the Model of Human Occupation. Methods: The research design was a cross-sectional descriptive study, and participants were recruited via social media to complete an online survey. A Model of Human Occupation Tool, The Occupational Self-Assessment, captured an individual’s perceptions of occupational identity and competence. Results: Results were analysed using descriptive statistics and non-parametric tests. The free-text responses were summarised. Twenty-nine participants completed the Occupational Self-Assessment. A decrease in occupational participation across all domains was evident. Qualitative themes of loneliness, feeling confined, feeling like a burden and loss of previous life/roles were collated, showing an adverse impact on occupational identity. A lack of independence and control showed a reduction in occupational competence. Conclusions: The study confirmed the impact of myalgic encephalomyelitis/chronic fatigue syndrome on occupational identity and competence. These individuals struggled with occupational adaptation and would benefit from occupational support. Occupational therapists could use the Occupational Self-Assessment to identify areas of need, set goals and facilitate better occupational adaptation.

Peran Kepemimpinan Transformasional dan Literasi Digital terhadap Kompetensi Pedagogis Guru dalam Pengintegrasian Teknologi

The success of improving the quality of educational institutions depends on the involvement of a transformational leadership style and digital literacy skills, which are part of teachers' professional competence in using Information and Communication Technology (ICT). This research aims to measure the influence of perceptions of transformational leadership and digital literacy on teachers' pedagogical competence in integrating technology through the Technological Pedagogical Content Knowledge (TPACK) framework. The method used in this research is quantitative research with a simple and multiple linear regression analysis approach. The respondents were 78 teachers at teaching levels 7-12 in two national schools who completed a digital questionnaire. The results show that transformational leadership influences teacher pedagogical competence, digital literacy influences teacher pedagogical competence, and perceptions of transformational leadership and digital literacy influence teacher pedagogical competence in integrating technology. Based on the TPACK framework, which is used as a link between abilities and skills from pedagogical, content, and technology perspectives, the technology component needs to be improved to increase teacher confidence in integrating technology into learning.

The Effect of Online Education in Pandemic Process on the Professional Self-efficacy of Senior Nursing Students: A Cross-Sectional Study

Objective: Unexpected extraordinary situations, which has affected the whole world, can negatively affect education as in all areas of life, and nursing education and clinical practices have also been affected. This study aimed to determine the opinions of the newly graduated nursing senior students about the online nursing education applied during the pandemic and their professional self-efficacy. Methods: This descriptive study was conducted in May - June 2021 with 188 senior nursing students from 2 State and 2 Private Universities. Data were collected online and with Descriptive Information Form and Nursing Profession Self-Efficacy Scale (NPSES). Results: 85.1% of the students were not satisfied with their theoretical and practical education during the pandemic process, 81.4% of them thought that online education had a negative effect on vocational education. Only 29.3% of the students considered themselves professionally competent. The studentsʼ mean scores on NPSES, which includes items regarding the ethical values of the nursing profession, were at a good level (68.47±8.32). The studentsʼ access to technological equipment for online education was significantly related to their scores in theoretical and applied training, their level of preparedness for their future profession, and their perception of professional competence. Additionally, there was a strong correlation between studentsʼ readiness for their profession and their perception of professional competence (P<0.01). Conclusion: Students are dissatisfied with online education. They believe that it has a negative impact on their vocational education, theoretical and practical training, professional competence, and readiness for the profession. However, their self-efficacy in terms of upholding the ethical values of the nursing profession is at a good level.

A Case-Based Curriculum on Buprenorphine for Treatment of Opioid Use Disorder Among Internal Medicine Residents

Background: As the mandatory X-waiver requirements for prescribing buprenorphine have recently been lifted, general practitioners are being relied on to fill the treatment gap in prescribing medications for opioid use disorder (MOUD). However, insufficient clinician education remains a major barrier to prescribing MOUD in both inpatient and outpatient settings. Objective: To evaluate the impact of a new MOUD curriculum on internal medicine (IM) residents’ attitudes, comfort, and knowledge of buprenorphine in the inpatient and outpatient settings. Methods: All second-year IM residents (n = 46) participated in a 90-minute curricular session between July and October 2022 during scheduled mandatory didactic blocks. The curriculum was structured as a small group, case-based session focused on how to initiate sublingual buprenorphine (traditional and low-dose initiation). Residents completed identical and anonymous pre- and post-session surveys. A Wilcoxon signed rank test was used to analyze the data. Results: Thirty-nine (84.4%) second-year IM residents participated in the evaluation. Residents reported increased importance of independently initiating buprenorphine for hospitalized patients with opioid withdrawal ( P < .001). Residents were significantly more likely to endorse confidence in discussing MOUD with patients ( P < .001), initiating buprenorphine in inpatient and outpatient settings ( P < .001), and identifying patients who would benefit from low-dose buprenorphine initiation ( P = .002). There was a significant increase in the correct number of knowledge-based questions after the session (before = 1.55/4 vs after = 3.33/4; P value < .001). Conclusions: A 90-minute buprenorphine training improved residents’ attitudes toward, perceptions of competency, and knowledge of buprenorphine delivery to patients with OUD in the inpatient and outpatient setting.

The Roles of Social Perception and AI Anxiety in Individuals’ Attitudes Toward ChatGPT in Education

Public attitudes are essential for technology promotion and policy formulation. The present study investigated the Chinese public’s knowledge of ChatGPT, as well as examined the roles played by Big-Five personality traits, social perception, and AI anxiety in shaping the public’s attitudes toward ChatGPT using the questionnaire method. Results showed that: (1) Nearly, 1/3 of teachers surveyed did not know ChatGPT at all, and all of them were primary and secondary school teachers. (2) The level of knowledge about ChatGPT was significantly related to gender, educational level, teaching stage (in teacher samples), and major (in student samples). (3) The public’s positive attitude is higher significantly than the negative attitude. (4) Social perception positively predicted positive attitudes and negatively predicted negative attitudes. Moreover, a notably higher predictive power for positive attitudes compared to negative attitudes was demonstrated by social perception. There is an equally predictive effect of competence perception and warmth perception on attitudes, without any domain effect observed. (5) AI anxiety only positively predicted negative attitudes but did not impact positive attitudes. In explaining negative attitudes, AI anxiety exhibited a higher explanatory power compared to the Big-Five personality traits, primarily correlating with neuroticism. The findings indicate that it’s inappropriate to consider attitude evaluation toward AI as a single dimension. There are relatively independent components for positive and negative attitudes toward AI. The roles played by other predictive variables in attitudes are discussed.

Analysis of satisfaction levels and perceptions of clinical competency: a mixed method study on objective structured clinical examinations in undergraduate dental students

ObjectiveTo analyze the satisfaction levels, perceptions of developing clinical competencies through objective structured clinical examination and to explore the experiences, challenges, and suggestions of undergraduate dental students.MethodsThe study adopted a mixed-method convergent design. Quantitative data were collected from 303 participants through surveys, evaluating satisfaction levels with objective structured clinical examination (OSCE). Additionally, qualitative insights were gathered through student focus group interviews, fundamental themes were developed from diverse expressions on various aspects of OSCE assessments. The Chi-Square tests, was performed to assess associations between variables. Data integration involved comparing and contrasting quantitative and qualitative findings to derive comprehensive conclusions.ResultsThe satisfaction rates include 69.4% for the organization of OSCE stations and 57.4% for overall effectiveness. However, a crucial challenge was identified, with only 36.7% of students receiving adequate post-OSCE feedback. Furthermore, a majority of students (50%) expressed concerns about the clinical relevance of OSCEs. The study showed a significant associations (p < 0.05) between satisfaction levels and years of study as well as previous OSCE experience. Student focus group interviews revealed diverse perspectives on OSCE assessments. While students appreciate the helpfulness of OSCEs, concerns were raised regarding time constraints, stress, examiner training, and the perceived lack of clinical relevance.ConclusionThe students anticipated concerns about the clinical relevance of OSCEs, highlighting the need for a more aligned assessment approach. Diverse perspectives on OSCE assessments reveal perceived helpfulness alongside challenges such as lack of feedback, examiner training, time constraints, and mental stress.