Intrapersonal Attributes Research Articles

Defining soft skills in nursing: a concept analysis

Abstract Objective To define soft skills in nursing. Methods This is a concept analysis using the Walker and Avant approach. Multiple electronic databases in the English language including CINAHL, ScienceDirect, MEDLINE on EBSCOhost, and Scopus were consulted. Results Soft skills in nursing include the intrapersonal attributes, interpersonal skills, and creativity of the nurse, which, when combined with professionalism, teamwork, and effective communication skills, improve the quality of nursing care and client satisfaction. Conclusions Although hard and soft skills are compatible and synergetic, soft skills are to be prioritized for the success of nursing care in the healthcare industry. This concept analysis adds to the body of knowledge by identifying the attributes of soft skills in nursing and revealing that a good nurse needs more than just good grades to be successful.

Correlation Analysis between Multiple Mini-Interviews during Medical Student Selection and Their Academic Performance

Multiple mini-interviews (MMI) have been used as a tool in the selection of medical students to evaluate their interpersonal and intrapersonal attributes. It is suggested that rigorous evaluation in MMI may predict academic performance during medical training. Thus, this study aims to determine the relationship between MMI scores and subsequent academic performance at the end of the preclinical phase. MMI scores for the academic session 2019/2020 intake in Universiti Putra Malaysia were gathered. The dependent variables were the students’ academic performance at the end of the preclinical phase involving the Professional Examination and Professionalism and Personal Development (PPD) course. No significant positive correlation was observed between MMI and total Professional Examination scores. Total MMI and empathy station scores have a weak positive relationship with objective structured clinical examination (OSCE) marks. There was also a significant positive correlation between resilience station scores and PPD peer assessment marks. In contrast, there was a negative correlation between Malay language station scores and the theory component of Professional Examination marks. This study suggests that MMI has the potential to predict in-programme clinical performance and professionalism characteristics. Studies with larger cohorts are essential to support this evidence.

The Concept of Personal Quality: A Thematic Analysis to Explore Teachers’ Intrapersonal Attributes

The Concept of Personal Quality: A Thematic Analysis to Explore Teachers’ Intrapersonal Attributes

Pain sensitivity predicts support for moral and political views across the aisle.

We live in a time of exacerbating political polarization. Bridging the ideological divide is hard. Although some strategies have been found effective for interpersonal persuasion and interaction across the aisle, little is known about what intrapersonal attributes predict which individuals are more inclined to support their ideological opponent's views. The present work identifies a low-level attribute-sensitivity to physical pain-that robustly predicts individual variations in support for moral and political views typically favored by one's ideological opponent. We first summarize a psychophysical validation of an established pain sensitivity measure (n = 263), then report a series of exploratory and preregistered confirmatory studies and replications (N = 7,360) finding that more (vs. less) pain-sensitive liberal Americans show greater endorsement of moral foundations typically endorsed by conservatives (Studies 1a-1c), higher likelihood of voting for Trump over Biden in the 2020 presidential election, stronger support for Republican politicians, and more conservative attitudes toward contentious political issues (Studies 2a and 2b). Conservatives show the mirroring pattern. These "cross-aisle" effects of pain sensitivity are driven by heightened harm perception (Study 3). They defy lay intuitions (Study 4). They are not attributable to multicollinearity or response set. The consistent findings across studies highlight the value of deriving integrative predictions from multiple previously unconnected perspectives (social properties of pain, moral foundations theory, dyadic morality theory, principle of multiple determinants in higher mental processes). They open up novel directions for theorizing and research on why pain sensitivity predicts support for moral and political views across the aisle. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A framework for developing team science expertise using a reflective-reflexive design method (R2DM)

Effective integration and implementation of knowledge in research are dependent on team science expertise grounded in collaboration principles and techniques that advance individual and group scientific agendas. The Science of Team Science (SciTS) provides evidence-based research and best practices that strive to develop scientists’ collaborative skills so that they can work across disciplinary boundaries while developing strong and diverse teaming relationships. Identifying the motivations of those involved in collaborative teaming can contribute to maximizing team effectiveness and applying the knowledge emerging from understanding these to shape teams’ adaptation of a shared mutual learning mindset as a core tenet of scientific teamwork. In addition, surfacing motivations has the potential of helping team members examine their own needs in relation to their scientific and career goals. In this paper we draw from the domains of the Motivation Assessment for Team, Readiness, Integration, and Collaboration (MATRICx) framework, Maslow’s Hierarchy of Needs motivational theory, and The Team Effectiveness Model for Science (TEMS) to develop a Reflective-Reflexive Design Method (R2DM) that focuses on the development of intra-personal attributes within the context of a team. Approaching expertise development from this design method invites individual reflection in the context of group reflexivity to serve as the cornerstone of deep team science expertise. We used a design thinking approach to identify a framework that merges individual reflection with group reflexivity. The core questions we asked are: (i) What constitutes expertise to succeed in science teams? and (ii) How might we approach the design of learning engagements that enable the development of the needed expertise?

Role of Peer Assessment in Modifying Professional Behavior among Phase 1 Medical Undergraduates: A Prospective Interventional Study

Abstract Background: India’s competency-based medical education curriculum has now included professionalism as a core competency for medical graduates. However, assessing professionalism and interpersonal skills remains challenging. This study explores the impact of peer assessment (PA) on MBBS first-phase students’ professional behavior and its association with gender and academic performance. Methodology: We conducted a prospective interventional study. Over three iterations which were done at the interval of 1 month, each student evaluated six peers using the “Rochester PA tool” comprising 15 standardized items. Statistical analysis employed t-tests, Chi-square tests, analysis of variance, and correlation tests. Results: Hundred and forty students were enrolled and their responses were analyzed. “Unable to answer” responses significantly decreased over time (P < 0.0001), particularly when students did not consider peers as close friends (P < 0.001). PA scores remained stable over three timelines, but in the first and second iterations, females received higher scores for all the factors except for intrapersonal attributes. Academic grades correlated positively with PA scores for work habits, global items, and overall performance but not for interpersonal attributes. Conclusions: This study highlights PA as a valuable training tool for inculcating an understanding of professionalism among medical students in early years of MBBS course. We did not find any improvement in the professional behavior after repeated implementation of PA probably because the gap between the two evaluations was insufficient to bring about noticeable behavioral changes. Further research is required to explore if early introduction of such assessments in medical school can nurture the professional development leading to improvement in the accuracy of later peer evaluations.

The Journey to Sustainable Participation in Physical Activity for Adolescents Living with Cerebral Palsy.

To understand adolescents' and their parents' perspectives on 'being active', this study explored the experience of participation in physical activity (PA), the role of long-term participation in PA, and the importance of remaining active for life. Eight ambulant adolescents with CP (aged 11-16 years, seven male) participated in a high-level mobility programme twice per week for 12 weeks. Guided using interpretive description, adolescents and 12 of their parents were interviewed before, after and nine months following the programme. Thirty-eight interviews were coded, analysed, and interpreted, informed by audit information, reflective journaling, and team discussions. Adolescents and their parents highly value being active now and into adulthood. Sustainable participation in PA requires adolescents and families to navigate complex environments (interpersonal, organisational, community, and policy). Core themes were: 'Just Doing it', 'Getting the Mix Right' (right people, right place, right time), 'Balancing the Continua' and 'Navigating the Systems'. The continua involved balancing intra-personal attributes: 'I will try anything' through to 'I will do it if I want to' and 'It's OK to be different' through to 'It sucks being disabled'. The journey to sustainable participation was complex and dynamic. Experiences of successful journeys are needed to help adolescents with CP "stay on track" to sustainable participation.

Diversity of undergraduates in STEM courses: individual and demographic differences in changes in self-efficacy, epistemic beliefs, and intrapersonal attribute profiles

ABSTRACT Across undergraduate STEM learning contexts in several countries, students’ intrapersonal attributes of epistemic beliefs, self-efficacy beliefs, intrinsic motivation, and sense of identity have been found to influence learning and to change in response to educational practices. However, research can mask individual and demographic differences in student's attributes that may moderate or mediate the relationship between educational practices and learning outcomes. We employed variable-centered and person-centered methods to examine individual and demographic differences in changes in students’ intrapersonal attributes and patterns of interrelationship among attributes with a study sample of students (N = 4,500) in 14 STEM undergraduate courses (8 biology, 4 chemistry, and 2 statistics) at three research universities in the United States. Variable-centered analyses revealed overall increases in students’ science self-efficacy beliefs and epistemic beliefs even though these outcomes were not intentionally targeted as learning objectives. However, person-centered analyses indicated that not all students experienced these gains. For example, self-identified Asian/Pacific Islander and Black students were more likely to be members of groups demonstrating a decrease in science self-efficacy, whereas Asian/Pacific Islander students and men were less likely to be members of the subgroup with consistently evaluativist epistemic beliefs and higher GPAs. Using latent profile analysis (LPA), we identified five distinct student profiles that reflected different patterns of interrelationship of epistemic beliefs, science and writing self-efficacy beliefs, and science identity. We discuss the implications of these findings for educational practices, particularly with regard to intentionally fostering diverse students’ self-efficacy, sense of identity, and adaptive epistemic beliefs.

"Without Them, I Would Never Have Been Able to Carry on" Levers for the Sustained Employment of Patients with Chronic Inflammatory Arthritis: A French Qualitative Study.

Chronic inflammatory arthritis (IA) is known to be involved in declining work outcomes and increased risk of experiencing unemployment. The aim of this study is to qualitatively identify the levers for the employment of patients with IA and AI-like conditions. To accomplish this task, a multi-centered, exploratory qualitative design involving one-on-one semi-directed interviews and a focus group was performed among 18 IA French patients to deepen our understanding of what enables patients to maintain employment despite the limiting, chronic, and expanding nature of their symptoms. Analysis revealed five clusters of levers for the employment of chronic IA patients: The first cluster of levers was based on a set of verbatim records mentioning an overall improvement in the management of the disease. The second cluster of levers was based on a set of verbatim records mentioning the perceived added value of one's occupation at a personal, familial, or societal scale. The third cluster of levers was based on a set of verbatim records mentioning the perceived interpersonal supportiveness of the professional sphere. The fourth cluster of levers was based on a set of verbatim records mentioning the micro-, meso-, and macro-characteristics of the working environment. The fifth cluster of levers was based on a set of verbatim records mentioning intrapersonal attributes. This study deepens and updates the current knowledge on what empowers patients dealing with chronic AI. These results provide valuable insights for stakeholders involved in designing or deploying employment initiatives for patients with AI.

Measurement of Non-academic Attributes in the Situational Judgment Test as Part of School Teacher Selection: Systematic Literature Review

The Situational Judgment Test (SJT) has become an increasingly well-known measurement method that is frequently used in various fields, especially for personnel selection, promotion, and professional development. The SJT also has a greater potential in relation to the selection of teachers in the education sector. Teacher selection aspects such as non-academic attributes, specifically the interpersonal and intrapersonal, are the focus of this study. This study uses a Systematic Literature Review (SLR) consisting of a review protocol to determine the topic that has been researched and the method used for making revisions. The SLR approach has four phases: searching, screening, analysing, and the results with numerous criteria established. The review consists of seven studies on teacher selection using the SJT instrument over the past ten years during the period January 2012 to December 2021. Eight interpersonal attributes were obtained based on six previous studies, namely organisation, planning, empathy, communication, teaching, relationships with colleagues, counselling, and contingency. Meanwhile seven intrapersonal attributes were obtained, namely conscientiousness, mindset, emotion regulation, adaptability, enthusiasm and motivation, resilience, and professional ethics. The attributes found can be utilised as they are fundamental for teacher selection criteria. The previous studies employed the same attributes. However, the attributes should only be employed according to the suitability of the selection context being performed.

Understanding Millennials’ nature-based tourism experience through their perceptions of technology use and travel constraints

ABSTRACT This study aims to understand millennials’ nature-based tourism experience through their perceptions towards technology use and travel constraints in a nature-based tourism context by drawing upon technology escape and digital-free travel conceptualizations and leisure constraints theory. Data were collected using surveys from 276 millennials and nature-based tourism providers, and two focus groups consisting of 21 providers and 13 millennials. The findings revealed that millennials perceived laptops with WI-FI access, virtual/ augmented reality, digital cameras, and WI-FI access at campsites to be significantly less enhancing of the nature-based tourism experience compared to the providers’ perceptions. An exploratory factor analysis identified four dimensions of travel constraints among millennials, including intrapersonal, interpersonal, time, and destination attributes. The findings highlight millennials’ conflicting need to escape from day-to-day technology use while remaining connected to basic technology services. Both the theoretical contributions of these findings and practical implications are discussed.

How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities

Efforts to accelerate the pace of adoption of writing-to-learn (WTL) practices in undergraduate STEM courses have been limited by a lack of theoretical and conceptual frameworks to systematically guide research and empirical evidence about the extent to which intrapersonal attributes and contextual factors, particularly faculty beliefs and disciplinary cultures, influence faculty use of writing assignments in their teaching. To address these gaps, we adopted an ecological systems perspective and conducted a national survey of faculty in STEM departments across 63 research-intensive universities in the United States. Overall, the findings indicated that 70% of faculty assigned writing. However, the assignment of writing differed by faculty demographics, discipline, and beliefs. More specifically, faculty demographics accounted for 5% of the variance in assignment of writing.  Faculty discipline accounted for an additional 6% increment in variance, and faculty epistemic beliefs and beliefs about effectiveness of WTL practices and contextual resources and constraints influencing the use of writing in their teaching together accounted for an additional 30% increment in variance. The findings point to faculty beliefs as salient intervention targets and highlight the importance of disciplinary specific approaches to the promotion of the adoption of WTL practices.

Transition to multiple mini interview (MMI) interviewing for medical school admissions.

IntroductionThe multiple mini interview (MMI) has been incorporated into the holistic review process in the selection of students to US medical schools. The MMI has been used to evaluate interpersonal and intrapersonal attributes which are deemed as necessary for future physicians. We hypothesized that there would be little difference in overall MMI evaluation data compared with traditional interview ratings.MethodsThe University of North Carolina School of Medicine developed an interview process that included a traditional interview and MMI format during the 2019 admissions cycle. Evaluation data along with key demographic variables for 608 MD program applicants were analyzed using descriptive and inferential statistical analyses.ResultsThe MMI format slightly favored female over male applicants (p = 0.002) but did not select for or against applicants based on age, race/ethnicity, underserved/rural area upbringing, or indicators of disadvantage. Out of 608 applicants, 356 (59%) completed a post-interview survey in which the experience was positively rated.DiscussionBased on our experience, the use of a hybrid model of traditional interviews complemented with MMI stations provided greater details in the assessment of medical school applicants while obtaining equivalent data and acceptability amongst applicants.

Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs

Using Yosso’s community cultural wealth as a theoretical lens, we sought to understand how science, technology, engineering, and mathematics (STEM) summer programs cultivated the interest and participation of Black women and girls in these disciplines. The study drew primarily from the interviews of 14 Black women and girls from two case studies investigating the experiences of students of color in summer STEM programs. Findings revealed the programs were influential in enhancing participants’ existing aspirational, social, and familial capital garnered through inter- and intrapersonal attributes. We also advance the term program families to describe a distinctive fictive kinship fostered through participation in these programs.

An attributional theory of motivation

Attribution theory is concerned with the perceived causes of success and failure. The main principles of the theory are reviewed, with a focus on both antecedents and consequences of perceived causality. Among the antecedents or determinants of attributions discussed are teacher behaviors, such as praise and blame that can indirectly function as a low ability cue. Consequences are reviewed in light of three properties or dimensions of causes: locus, stability, and controllability. Each dimension is uniquely linked to particular psychological and behavioral outcomes; empirical evidence in support of each causal dimension-consequence linkage is presented. A unique contribution of attribution theory is that it addresses the antecedents and consequences of both intrapersonal attributions (how one perceives the self) and interpersonal attributions (how one perceives other people). Directions for future research are discussed, including more attention to innovative methods for studying attributions, multi- pronged and multi-level intervention approaches that include an attributional component, and incorporating race/ethnicity into the attributional model.

How does coach training change coaches-in-training? Differential effects for novice vs. experienced ‘skilled helpers’

ABSTRACT Coaches are essentially in the business of facilitating change in others. Yet little is known about the changes that trainee coaches themselves go through as they learn coaching skills and theory. This study identifies some of the key inter- and intra-personal attributes that developed over a nine-month programme of coach-specific training, while comparing differences in impact on trainee coaches who have prior working experience as a therapist with those without therapist experience. The group as a whole had significant increases in satisfaction with life, mindfulness, solution-focused thinking, self-insight, and a need for self-reflection. The training had less impact in terms of inter- and intra-personal skills on experienced therapists than the non-therapists. Nevertheless, coach training is beneficial even for those with prior experience in working as a therapist. This study suggests that coach training typically induces a wide range of personal changes and development that are impactful on a deep personal level. Although therapists already have many of the so-called soft skills required in coaching, those from a therapeutic background still benefit considerably from coach training. One key area highlighted in this study is the need for those coming from a therapeutic background to increase their skills in problem disengagement.

Promoting Community and Political Engagement Through Undergraduate Educational Practices: The Role of Identity Formation

Relational Developmental Systems (RDS) provided an integrative framework to examine how college students’ intrapersonal attributes, particularly sense of identity in transactions with different educational experiences, were related with self-reported community and political engagement and other intrapersonal dimensions. Students who participated in service learning and community service had more hours of public service, higher valuation of prosocial commitment and political activity, and higher levels of empathy than controls. The added value of integrating these educational experiences with a multi-faceted approach to ethics was reflected in even higher prosocial commitment and empathy scores, and a positive relationship with political activity. Students’ sense of identity was associated with their valuation of prosocial commitment and political activity and level of empathy. These findings provided support for the value of providing educational experiences that motivate students to seek opportunities to put their moral commitments into action and that enable them to take the perspective of others and respond with empathy.

A Systematic Review of Teachers' Causal Attributions: Prevalence, Correlates, and Consequences.

The current review provides an overview of published research on teachers’ causal attributions since 1970s in the context of theoretical assumptions outlined in Weiner’s (2010) attribution theory. Results across 79 studies are first examined with respect to the prevalence of teachers’ interpersonal causal attributions for student performance and misbehavior, as well as intrapersonal attributions for occupational stress. Second, findings showing significant relations between teachers’ attributions and their emotions and cognitions, as well as student outcomes, are discussed. Third, an overview of results showing the prevalence and implications of teachers’ causal attributions to be moderated by critical background variables is also provided. Finally, observed themes across study findings are highlighted with respect to the fundamental attribution error and the utility of Weiner’s attribution theory for understanding how teachers’ explanations for classroom stressors impact their instruction, well-being, and student development.

The significance of employee biographics in explaining employability attributes

Background: Employability is the capacity of employees to acquire transferable competencies and individual capacities that enable them to adapt to, be innovative in and steer their own careers in a dynamic work environment. It is clear that employers would thus look for employees who are capable of proactive adjustment and action-oriented behaviours.Aim: The aim of the study was to determine whether significant differences exist in the employability attributes of individuals from different gender, race and age groups and if so, how should such a diverse workforce should be managed.Setting: This study was conducted at a distance education institution. The sample of respondents consisted of adult learners who are pursuing further distance learning studies in the economic and management sciences field in South Africa.Methods: Correlational and inferential statistical analyses were used. A stratified random sample of 1102 mainly black and female adult learners participated in the study.Results: The employability attributes framework identified three categories of employability: interpersonal, intrapersonal and career attributes. The research indicated that significant differences exist between gender, race and age groups with regard to employability. Male and female participants differed significantly with regard to entrepreneurial orientation, proactivity and career resilience. The various race groups differed considerably regarding cultural competence and sociability of individuals. Participants older than 50 years scored the highest on self-efficacy.Conclusion and implications: The findings of this research could ensure that previously disadvantaged individuals are not further marginalised because of a lack of employability attributes and that the required employability attributes can be cultivated to ensure advancement and success in the work place.

Early Childhood Teachers’ Socialization of Emotion: Contextual and Individual Contributors

Preschoolers’ emotional competence is of prime importance in their concurrent and later social and academic success. Parents are primary socializers of these abilities, but more and more early childhood educators are also important in their development. However, their means of socializing emotional competence are understudied, and could be influenced by aspects of their professional and personal lives. The current study illustrates how components of job stress and intrapersonal attributes of ethnicity and education/experience can contribute to early childhood teachers’ reports of their socialization of children’s emotion. Teachers completed self-reports on demographics, stress, and endorsement of socialization of emotion techniques. Greater feelings of job resources and job control significantly related to positive emotional expressiveness, contingent reactions, and attitudes toward teaching children about emotions, as endorsed by teachers in early childhood settings; in contrast, greater feelings of job demands significantly related to teachers’ negative emotional expressiveness. Subsequent to these zero-order correlations, a well-fitting full model of these relations was found, in which teachers’ endorsements of specific emotion socialization behaviors were captured by positive and negative latent variables that are parallel to parental socialization of emotion. These coherent latent variables for positive and negative socialization of emotion were predicted by teachers’ feelings of job resources, African American ethnicity, and education/experience (via the proxy variable program type). Discussion centers on importance of supporting teachers’ well-being, because teachers who enjoy working in early childhood education will have a positive impact of young children’s emotional development.