Construct Of Competence Research Articles

Finding the Ways of Widening the Language Communicative Competence: Riddles in EFL Classroom

As an essential component of communicative culture, foreign language communicative competence is an integral part of student training. In this regard, the efforts of researchers are aimed at improving the efficiency of the process of formation of foreign language communicative competence, as well as the organization of successful speech interactions. The purpose of the study is to substantiate the conditions for the construction of foreign language communicative competence based on linguistic and sociocultural approaches, in particular the study of riddles. The essential ways of texting English riddles reflect the cognitive features of English linguistic culture and are reduced to the metabolization of the original values, the transformation of the perception of the object, recombination of its features, and replacement of its usual notation by non-standard. The riddle immediately contains a task, an obstacle. Guessing is an action aimed at demonstrating the overcoming of these difficulties. In situational contexts, guessing riddles pursues different goals, uses different ways of text creation to achieve them. The main strategies of a foreign language puzzle due to its functional purpose: heuristic, entertaining, and status. The usual techniques to create a game effect of ambiguity of a riddle are based on homophony, homomorphism and their combination, homographs, manipulation of stress and pause, an associative blending of units of different language levels, syntax reversal, as well as literalization of idioms.

Développer la compétence grammaticale en français langue seconde - entre conscience et intuition linguistiques

The paper proposes a reflection on the construction of grammatical competence in French as L2. We argue that grammatical competence embraces implicit and explicit knowledge, and results from the complementarity of conscious functions, closely linked to analogy and intelligence, and unconscious functions strictly connected with intuition. In the article, we show that an approach guaranteeing communicative success is connected to teaching formal aspects of language combined with meaning. In the first part, we discuss the specificity of both types of grammatical knowledge and refer to the concept of « grammar of sense » by P. Charaudeau. In the second part, some exercises and communication tasks combining analytical thinking and sense-oriented intuitive thinking are proposed.

Validity evidence for summative performance evaluations in postgraduate community pharmacy education

IntroductionWorkplace-based assessment of competencies is complex. In this study, the validity of summative performance evaluations (SPEs) made by supervisors in a two-year longitudinal supervisor-trainee relationship was investigated in a postgraduate community pharmacy specialization program in the Netherlands. The construct of competence was based on an adapted version of the 2005 Canadian Medical Education Directive for Specialists (CanMEDS) framework. MethodsThe study had a case study design. Both quantitative and qualitative data were collected. The year 1 and year 2 SPE scores of 342 trainees were analyzed using confirmatory factor analysis and generalizability theory. Semi-structured interviews were held with 15 supervisors and the program director to analyze the inferences they made and the impact of SPE scores on the decision-making process. ResultsA good model fit was found for the adapted CanMEDS based seven-factor construct. The reliability/precision of the SPE measurements could not be completely isolated, as every trainee was trained in one pharmacy and evaluated by one supervisor. Qualitative analysis revealed that supervisors varied in their standards for scoring competencies. Some supervisors were reluctant to fail trainees. The competency scores had little impact on the high-stakes decision made by the program director. ConclusionsThe adapted CanMEDS competency framework provided a valid structure to measure competence. The reliability/precision of SPE measurements could not be established and the SPE measurements provided limited input for the decision-making process. Indications of a shadow assessment system in the pharmacies need further investigation.

Association between polygenic risk scores for psychiatric disorders and social cognition: a systematic review

IntroductionSocial cognition refers to a complex set of mental abilities that support the construction of adequate social competence and adaptation. Impairments in social cognition can be found in several psychiatric disorders, particularly in psychoses. Polygenic Risk Scores (PRSs) represent single metrics of molecular genetic risk and are a predictor of the genetic susceptibility to diseases, although they explain only a small part of the risk.ObjectivesTo explore the association between PRS for psychiatric disorders and social cognition.MethodsWe conducted a systematic search in PubMed and Scopus according to the PRISMA guidelines up to August 2021. We included papers evaluating PRS and social cognition with psychometric scales. Articles concerning single-nucleotide polymorphisms and biological measures of social cognition (e.g., neuroimaging, peripheral biomarkers) were excluded.ResultsWe initially retrieved 150 articles. After removing duplicates, we screened 133 titles and abstracts and preliminary selected 19 papers. Participants recruited in the papers of interest were either people with schizophrenia, ASD or ADHD, their family members or healthy subjects. Articles evaluated the association between different psychometrical measures of social cognition and PRS for schizophrenia, Autism Spectrum Disorder and ADHD.ConclusionsLiterature regarding the association between PRS for psychiatric disorders and social cognition is heterogeneous in terms of populations, genetic risk evaluation, and outcome tools. Given the critical role played by social cognition in the onset and progression of mental disorders and its association with real-world functioning, future research should try to disentangle the complex genetic basis of this domain.DisclosureNo significant relationships.

Impact of Difficult Dialogues on Social Justice Attitudes During a Multicultural Psychology Course

Background Previous research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses. Objective We evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course. Method Undergraduate students filled out a battery of self-report measures at the beginning and end of the course. Of the 192 total students, 107 were in course sections which completed a Difficult Dialogue (DD) group project, and 85 were in the teaching as usual (TAU) section. Results Students in DD groups had significantly greater pre-to post-increases on social justice behavioral intentions and perceived behavioral control compared to TAU. There were no statistical differences between-groups on measures of other cultural competence constructs, though there were statistically significant within-group improvements on all outcome measures. Conclusion Results suggest that the DD project had a particular impact on improving social justice behavioral intentions and perceived behavioral control. Teaching Implications These shifts underscore the importance of including opportunities for students to learn and practice specific skills in Multicultural Psychology courses, and that online courses can effectively provide these opportunities.

Rock in Rio Festival: Influences of Brand Experience and the Brand Personality in Audience of a Music Festival in Brazil

Considering the existence of other studies in which the brand experience tested from the Brand Experience Model fails to verify the nomological validity in all their relations represents a gap in the knowledge about the brand experience and there exists little empirical evidence in consumption services like Rock in Rio Music Festival. This article measures the brand experience of the Rock in Rio Musical Festival and verifies its relationships with brand personality, moreover consumers' attitudes and their behavioral intentions in terms of satisfaction and loyalty. A survey questionnaire was applied to the participants of Rock in Rio Music Festival by Facebook ads and 864 online questionnaires were answered. Eight hypotheses were tested empirically by multivariate statistical analysis by the use of structural equation modeling. Findings indicate that the first order of constructs— sensory, affective, behavioral, and intellectual—formed the second-order construct of brand experience and the first-order constructs of sincerity, excitement, competence, and ruggedness formed the second-order construct of the brand personality. The brand experience focuses on the brand personality and both influence the satisfaction and loyalty to the brand. Moreover, this article helps managers to increase the experiential marketing perception of their consumers at a music festival.

Psychometric testing of the Icelandic Occupational Self-Assessment (OSA-IS)

Background The Occupational Self-Assessment (OSA) is a self-report measure of occupational competence and values used to identify goals and assess outcomes. The Icelandic version of the OSA (OSA-IS) has been through several developmental stages to evaluate its psychometric properties. Through each stage, revisions have been made. Aim To investigate the psychometric properties of the fourth revised version of OSA-IS. Materials and methods Retrospective data from 291 rehabilitation clients with a range of conditions were analysed using Rasch analysis of unidimensionality and descriptive statistics. All statistics were compared to established criteria. Results Analyses suggest the OSA-IS items define unidimensional constructs of occupational competence and values. Most (89%) participants completed the assessment in a reliable manner and no association was observed between demographic variables and fit status. Differences in the item hierarchies were observed between the original OSA and the OSA-IS, suggesting that Icelandic clients responded differently due to cultural, linguistic and/or sample differences. Conclusion and significance OSA-IS is a psychometrically sound instrument that may be used to support identification of client-centred goals and for intervention development. Clinicians should use score tables specifically developed for the OSA-IS to measure outcomes.

Spontaneous ethics in nurses' willingness to work during a pandemic.

Background: In modern healthcare, the role of solidarity, altruism and the natural response to moral challenges in life-threatening situations is still rather unexplored. The COVID-19 pandemic provided an opportunity to obtain a deeper understanding of nurses’ willingness to care for patients during crisis.Objective: To elucidate clinical expressions of ontological situational ethics through nurses’ willingness to work during a pandemic.Research design, participants and context: A qualitative study with an interpretive design was applied. Twenty nurses who worked in intensive care unit at two Swedish hospitals during the first, second, and third waves of the COVID-19 pandemic were interviewed. The analysis was interpretative and applied a theoretical ethics perspective.Ethical considerations: The study was approved by the Swedish Ethical Review Authority and informed consent was obtained from all participants.Findings: From a philosophical perspective, the nurses expressed sovereign life expressions of mercy and compassion, which arose spontaneously in response to seeing vulnerable fellow humans. They referenced ‘‘the nurse inside me’’ and their choice of profession as motives to provide care. Ontological situational ethics in culture and norms were noted in the constructs of competence, responsibility, solidarity with colleagues and organization; and interest and learning were driving forces. Ethical demand was evident when nurses expressed ideas of meaningfulness in helping their fellow humans; but themes of ambiguity, exhaustion and unwillingness were also present.Conclusions: The nurses showed a high willingness to care for patients during a crisis. Responding to the ethical demand and to care for vulnerable human beings while risking their own health and lives could be interpreted as an inter-human vocation. These spontaneous altruistic actions saved the lives of many patients during the pandemic and need to be understood and supported

Teacher digital competence development in higher education: Overview of systematic reviews

The scope of digital technology integration in university teaching has changed our understanding of teacher readiness and teacher competence. Recently, faced with the digitalisation of higher education (HE), the construct of teacher digital competence (TDC) has emerged. Although there are many recent systematic reviews on digital competence from a range of perspectives and geographic settings, such reviews often show a limited view of a larger digital competence landscape in HE. The current study on TDC development in HE aims to synthesise knowledge to provide an integrated and global assessment of existing evidence. We carried out a systematic overview, especially suited for identifying, synthesising and critically appraising published reviews on a given topic amidst an abundance of research. We identified three clear settings by synthesising 740 studies across 13 systematic reviews. Results reveal a significant interest in TDC in Spain, conducted by researchers in the field of educational technology concerned with teacher training and teacher professional development. We make recommendations to reorient the field by understanding TDC development through an integrated, transversal and holistic perspective; moving away from basic forms of research; and conducting and reporting research in line with methodological guidelines to ensure the highest possible standards. Implications for practice or policy: Stakeholders interested in better fostering TDC could complement training and evaluation with an integrated and systems-based approach, including sustaining an institutional culture that strategically supports TDC development. Researchers could move away from basic forms of research design in order to advance the field beyond self-assessment and evaluation studies. Systematic review research can be improved by following rigorous methodological guidelines, including critical appraisal and transparent methods to synthesise studies, to ensure the highest academic integrity.

Multiparty Activism in Uganda: The Experience of National Resistance Movement and National Unity Platform

Different involvement motivations drive people into political actions. This study aimed to understand what, how, and why party members were motivated into political party activism. The focus was on the involvement motivations of the members of the new political party named National Unity Platform (NUP) and the incumbent ruling National Resistance (NRM) party. The study used a qualitative literature research strategy where qualitative secondary and primary data were collected. The secondary data involved a review of several relevant peer-reviewed journal articles, chapters in books, newspaper reports, and other documents reflecting the concept of party activism. We collected field data from twenty-four respondents using in-depth interviews. The field notes were transcribed and thematically analyzed using content analysis methods. The purposive sampling technique was used to select eighteen respondents and six respondents were identified and selected using the snowball sampling technique. The study found that party activism emerged out of various incentives, such as political events, slogans, ideology, political rivalry, and family exposure was important in the construction of civic competence. These findings suggest that political parties should involve and expose their members to different political experiences. Based on the analysis of these findings, the study concluded that many factors serve as incentives for political party activism.

Exploring factors affecting the adoption of MOOC in Generation Z using extended UTAUT2 model.

The advent of Internet heralded the rise of scalable educational technology dubbed as massive open online course (MOOC). Easy to use, access, economical as well as flexible, provide students lot of freedom and the advantage of self-paced learning. Despite all these merits, MOOC adoption is low in the higher educational institutions (HEIs) of India. The aim of this study is to explore the factors affecting the behavioural intention to adopt MOOCs among Generation Z (Gen Z) enrolled in the Indian HEIs. The study uses the extended UTAUT2 model with additional constructs of language competency and teacher influence to explore MOOC adoption among the Gen Z. Using online survey, data of 483 students was collected from HEIs of India using stratified random sampling and analysed using partial least square-structure equation modelling (PLS-SEM) technique. The results establish the general applicability of UTAUT2 model in context of MOOC in Indian settings with explanatory power of 69.9% and highlights the positive influence of price value, hedonic motivation, facilitating conditions, performance expectancy and effort expectancy on MOOC adoption. However, the constructs of social influence, habit, language competency, and teacher influence unexpectedly do not have an impact on Behavioural Intention of Gen Z towards MOOC adoption. Based on the research findings, study implications and future directions of the research have been suggested.

Capitalization of Human Skills and Competencies – An Exploratory Model

Abstract The paper aims to synthesize the lessons learned from the analysis of the ISO 9001 quality management system standard. The objective is twofold: first, to understand the role of human capital in the conduct and success of an innovation project within a company, and secondly, to explain the simultaneous effect of this dynamic on the emergence of innovative behaviors. An exploratory study is established with the personnel of the first ISO certified company in Algeria and the proposed hypotheses are tested by the partial least squares structural equation modeling (PLS-sem) method. Analysis of the results show that by acting on certain mechanisms, these standards can be assimilated to a catalog of data that can be utilized to encourage and promote the construction and development of skills and competencies. The findings allow us to better understand the nature of the relationship that may exist between skills management and the quality approach.

An Application of Kane's Validity Framework to Evaluate Formative and Summative Assessment Instruments for Telesimulations in Clinical Lactation.

Health professional learners have limited exposure to breastfeeding patients from diverse backgrounds in clinical rotations. Instead, simulation-based training is used for lactation skills training. There are no validated or standardized simulations and assessment rubrics for lactation. In this pilot, breastfeeding telesimulations with standardized patients (SPs) wearing a high-fidelity breast model matching their skin tone were developed. The validity of Formative and Summative Assessment Rubrics (FAR, SAR) were assessed following Kane's validity framework. The objective was to provide initial evidence for the validity of the FAR and SAR as constructs of competence in lactation support at the entry to practice or practice level. Three breastfeeding case scenarios, FAR, and SAR were developed and evaluated with clinical lactation specialists (evaluators, n = 17) and SPs. The FAR was used in practice telesimulations where SPs' (n = 14) performance and telesimulation feasibility were assessed. The FAR was updated in preparation for a pilot study where medical students (n = 13) completed the 3 telesimulations. In the pilot, the updated FAR was used by SPs (n = 6) to assess medical students' performance of clinical skills. After the pilot, rubrics were updated after focus groups with SPs and discussions with evaluators. Evaluators (n = 3) graded students' posttelesimulation documentations using the SAR. Cronbach ɑ level and the intraclass correlation coefficient were assessed iteratively to collect evidence for the scoring, generalizability, and extrapolation of the FAR and SAR according to Kane's framework. The FAR and SAR were found to have acceptable internal consistency and moderate to high interrater reliability (intraclass correlation coefficient, 0.55-0.94), which provided evidence for scoring and generalizability of the instruments. Evaluators agreed that SPs' performances were realistic (5.6/6), and SPs' feedback was organized (5.5/6) and helpful (5.6/6), which provided evidence for extrapolation. Initial evidence for validity of scoring, generalization, and extrapolation FAR and SAR (according to Kane's framework) in assessing health professional learner's performance of clinical lactation skills has been presented. These results from a pilot study suggest that the FAR and SAR are reliable instruments for assessing learners' clinical performance in a breastfeeding-focused telesimulation where the SP wears a high-fidelity breast model matching their skin tone. Additional studies will be required to collect evidence according to all 4 categories of Kane's framework for the validity of the FAR and SAR.

From the best practices of successful school leaders: Developing and validating the principal competencies inventory in South Korea

This study aims to develop and validate the Principal Competency Inventory (PCI), an instrument used to assess a principal’s leadership competencies that promote student learning in South Korea. An extensive review of prior work was conducted to understand the theoretical foundation related to school leadership and the competency construct of the PCI derived from the Behavioural Event Interview of principals. Then, the psychometric procedures used in developing and validating the PCI were followed. The significance of this study and its practical implications for the use of this new instrument was discussed. From a theoretical and practical standpoint, this study contributes to the school leadership field by describing development and validation procedures, identifying where evidence of the reliable assessment instrument is lacking, and utilising the advantage of the competency-based framework. Also, the analysis of this study provides international perspectives about school leadership practices, thus supplementing the prior Western-focused literature in this field. In addition, this study offers useful information for policymakers and principal leadership development program designers who want to assess and evaluate principal leadership competency.

198. The Utility of Self-Determination Theory in Predicting Future Transition Readiness Among Adolescents and Emerging Adults with Special Healthcare Needs (AEASHCN)

Adolescents and Emerging Adults with Special Healthcare Needs (AEASHCN) must develop self-management skills (transition readiness) in preparation for transition to adult-based care. Health-promoting theories, such as Self-Determination Theory (SDT), may help identify factors that contribute to the development of transition readiness over time. The purpose of this study is to utilize a SDT framework to predict transition readiness among AEASHCN participating in a longitudinal study. We hypothesized that the SDT constructs of competence, autonomy, and autonomy support at baseline would predict AEASHCN transition readiness a year or more later.

Competent and cold: a directed content analysis of warmth and competence dimensions to identify and categorise stereotypes of scientists portrayed in meme-based GIFs

ABSTRACT Memes within animated graphical interchange formats (GIFs) are developed and shared by Internet users to communicate cultural ideas, symbols, or practices for a wide global audience. Among the billions of GIFs shared internationally, some portray scientists engaged in scientific work. Media and science education scholarship alike have evidenced how scientists are portrayed can influence social perceptions of science and contribute to stereotypes that deter youth’s interest in and affinity to science and science occupations. To understand what social perceptions of science may manifest from new media (GIFs), the present study ascertained stereotypes using Warmth and Competence constructs from Fiske’s Stereotype Content Model (SCM). The SCM utilizes high, medium, and low warmth and competence dimensions found in media-based imagery to illuminate stereotypes. Researchers coded and categorised 287 meme-based GIFs of scientists sourced the largest online GIF repository, Giphy. A directed qualitative content analysis found high-competence and low-warmth dimensions most represented within the sample that theoretically (per SCM) represent perceptions that contribute to an envious stereotype with elements of admiration and contempt. This study suggests that although there have been improvements in the portrayals of scientists in media, however, GIFs may preserve and perpetuate the trope of the competent, yet cold, scientist.

A Self-Determination Theory Application to Physical Activity in Charity Sports Events

Charity sports events, specifically 5K events, reach large numbers of people and may help promote physical activity (PA). Few studies exist applying Self-Determination Theory (SDT) to participation in these events. This study examined changes in SDT constructs of Autonomy, Competence, and Relatedness satisfaction in participants (n = 207) of charity 5K events and (2) examined relationships among post-event SDT constructs, PA, and intention to complete future events. Participants completed online surveys before and after a charity 5K event using the Psychological Needs Satisfaction in Exercise Scale, Behavioral Regulation in Exercise Questionnaire-2, and International Physical Activity Questionnaire-Short Form. Repeated measures analysis of covariance analyzed the first purpose and regression the second. Competence satisfaction increased ( P = .04) and relatedness satisfaction decreased ( P = .04). Higher post-event relatedness satisfaction was associated with intention to complete future charity 5K events (OR = 1.05, 95% CI: 1.00, 1.11). Higher post-event autonomy, competence, and relatedness satisfaction and intrinsic motivation were associated with greater post-event MET-minutes of PA (all P < .05).Findings may be useful for promoting PA and helping organizations increase participation. Specifically, events facilitating relatedness among participants may lead to repeat participation as these events have opportunities to fulfill SDT outcomes and increase post-event PA.

A CONSTRUCT OF INTERCULTURAL COMPETENCE FOR YOUNG LEARNERS

The paper tackles the issue of forming a basis of intercultural competence for young learners. Considering the fact that we live in the globalized world and in the era of communication technologies this issue is becoming more and more acute. It is getting incredibly easy to explore other nations and cultures either by travelling or by using social media. This fact has greatly influenced foreign language teaching. The goals of this paper are to develop the theoretical construct of intercultural competence for young learners, to analyze the current English textbooks – both Russian and authentic ones – on the matter of knowledge, skills ,and abilities that are represented and formed in them, and to compare the theoretical and practical results of the research: What is lacking? What can be added? As a research method, a theoretical analysis of the academic literature is used. Analyzing the educational documents, the theory of socio-cultural competence developed by Doctor Victoria Safonova and M. Byram’s theory of intercultural communication, I found out that it needs to be specified for young learners. As a result, the construct of intercultural competence for young learners is developed. The construct includes a set of knowledge, skills, acquired practices, abilities and attitudes. Furthermore, this construct might be useful for creating a set of tasks for developing young learners’ intercultural competence. Second, the current English textbooks, both Russian and English ones, were analyzed according to the knowledge, skills, abilities and attitudes represented in them. Then the author of the paper compared the practical construct from the English textbooks with the theoretical one by searching for the areas where intercultural competence might be developed more fully. As one of the possibilities to teach intercultural communication to young learners the author suggests organizing cultural – exchange between Russian and English-speaking students trough project work. Such work will allow students to deepen their intercultural knowledge and practice their cultural observation by comparing different cultures.

“The Talk” Tells the Story: A Qualitative Investigation of Parents’ Racial Socialization Competency With Black Adolescents

Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approaches. Drawing on the racial encounter coping appraisal and socialization theory (RECAST), the current study seeks to depict RS competency through qualitative methods. Through deductive analysis, we examined in-depth interviews from nine parents of 10- to 14-year-olds enrolled in a RS intervention with familial conversations on RD in an urban mid-Atlantic city. Overall, findings support what has been found in quantitative studies of RS competency, particularly that subfactors are related yet unique, parent’s prior experiences impact current practices, and parental concerns for children drive practices and competency. This study also unearthed findings of processes occurring in light of a contentious context for Black adolescents. To our knowledge, this is the first study to qualitatively investigate these emotional and cognitive processes inherent in RS competency, which has future implications for family interventions to disrupt the psychological impact racism exacts on Black adolescents and families.

Early Childhood Educators’ Practices in Education for Sustainable Development in China: Evidence from Shandong Province

Educators can drive educational change and enable children’s learning for sustainable development. Early childhood education is an important component of Education for Sustainable Development (ESD), and analyzing early childhood educators’ ESD practices can help advance the implementation and realization of ESD. However, the existing overseas studies’ survey instruments do not systematically reflect the basic ideas of ESD. Furthermore, few studies have explored early childhood educators’ ESD practices in China. Therefore, this study established a newly developed and validated instrument, the Early Childhood Educators’ Education for Sustainable Development Practices Scale (ECEESDPS), to assess early childhood educators’ ESD practices. We randomly surveyed 7287 early childhood educators from Shandong Province. The psychometric properties show that the ECEESDPS is a reliable and valid scale that contains four constructs: Values, Content, Competency, and Implementation. The descriptive statistics revealed that educators scored relatively higher for the Values and Implementation constructs, and lower for the Content and Competency constructs. These results suggest that early childhood educators’ ESD practices are generally positive, which correlates with the theoretical background and policies of early childhood education in China. We provide implications for policy development and practical improvement.