Personal Competence Research Articles (Page 1)

The government's action to improve the quality of education is carried out by initiating an independent learning curriculum. The 21st century skills are skills related to critical thinking, creative thinking, innovation, problem solving, communicative and collaborative. These abilities can be trained and developed in teaching and learning activities at school. To train and develop these abilities, a big role is needed from educators. Educators should master four competencies which include professional, personality, pedagogical and social competencies. The framework that can facilitate the four competencies, especially pedagogical and professional competencies, is Technological, Pedagogical and Content Knowledge (TPACK). Mastery of TPACK is very important to be owned by educators and prospective educators, including pre-service teacher professional education students of the UNESA PGSD Study Program, who are prospective elementary school teachers. The aim to be achieved in this study is to describe the Technological, pedagogical and content knowledge (TPACK) abilities of pre-service teacher professional education students of PGSD Study Program in the Perspective of Mastery of 21st Century Skills. The urgency of this research is as a reference for developing a professional elementary school teacher candidate program. This research is descriptive which is exploratory in nature to explore the TPACK knowledge of pre-service teacher professional education students who are prospective elementary school teachers. Data collection techniques were carried out using test and FGD methods. The data analysis technique uses the Miles and Huberman model. which includes data collection, data condensation, data presentation and conclusion drawing. Triangulation of data using triangulation of sources and techniques

Background: Faculty burnout in allied healthcare education institutions represents a significant challenge with implications for educational quality, organizational effectiveness, and healthcare workforce development. This scoping review aims to map the existing literature on the relationships between leadership approaches, faculty personality factors, and burnout within allied healthcare education, while examining digital competence as a potential moderating factor. Methods: This scoping review followed the PRISMA-ScR guidelines. Five electronic databases (MEDLINE, CINAHL, ERIC, PsycINFO, and Web of Science) were searched for relevant studies published between 2010 and 2024. Studies examining burnout among allied healthcare educators in relation to leadership, personality traits, or digital competence were included. Data extraction captured study characteristics, methodological approaches, key findings, and theoretical frameworks. Quality assessment was conducted using the Mixed Methods Appraisal Tool. Results: Sixteen studies met the inclusion criteria. Existing research indicates significant relationships between leadership styles and faculty burnout rates, with transformational leadership consistently associated with lower burnout scores. The literature reveals that individual personality traits demonstrate significant relationships with burnout vulnerability, with emotional stability and extraversion showing the strongest protective effects. Limited research has examined digital competence in relation to burnout, though emerging evidence suggests it may function as a moderating factor. Significant gaps exist in non-Western contexts and in understanding interaction effects between leadership, personality, and digital competence. Conclusions: The current literature supports the importance of leadership approaches that emphasize collaboration, faculty autonomy, recognition, and professional development opportunities in protecting against burnout in allied healthcare education settings. Digital competence represents a promising but understudied job resource that may mitigate burnout effects. Future research should explore cross-cultural variations, interaction effects between personal and organizational factors, and the effectiveness of interventions in reducing faculty burnout.

Introduction Nonprofit branding in today’s digital and social media landscape is increasingly shaped by active audience participation, rather than solely by messaging from the organization. This study investigates how donors’ perceptions of congruence between their ideal and actual charities, measured as donor–brand congruence, influence the amount of charitable giving. Methods Using a survey based on the Aaker Brand Personality Scale, participants evaluated both their actual and ideal charities across 15 facets within five brand personality dimensions, including Sincerity, Excitement, Competence, Sophistication, and Ruggedness. Participants also provided demographic data, personality traits, and annual donation amounts. Results The findings reveal that donors perceiving a match between their ideal and actual charity brands self-report more financial contributions. Additionally, age and emotional stability correlated with greater perceived congruence. Discussion The results suggest that forming a match between a nonprofit’s actual brand and the audience’s ideal brand can be essential for creating nonprofit brand identities that resonate within a hyper-personalized (tailored to individual preferences), polycentric (influenced by many actors) communications environment. By encouraging donor input and discovering their aspirational values, nonprofits can cultivate authentic connections, strengthen loyalty, and encourage word-of-mouth advocacy for their cause.

This descriptive-correlational study utilizes the standardized Research and Development Framework (RDF) to assess the personal profiles of the 48 regular faculty of CBSUA-Sipocot alongside their knowledge and intellectual abilities, and personal effectiveness. This data is analyzed utilizing the Statistical Package for the Social Sciences (SPSS) version 27; frequency count and percentage for personal profiling, mean and ranking for assessing research competence, and Kendall's Tau-b in determining the relationship between personal profiles and research competence because the gathered data is not normally distributed and has several ties rank (Lee, 2025). Out of the 34 non-mandated faculty (instructors and assistant professors), 13 research paper have been completed: seven are collaborative efforts, and five have been published, with two of the published works having been cited. On the other hand, 7 research papers - three collaborative and four published with one citation - have been completed by the 16 faculty members mandated (associate professor) to conduct research. Moreover, the 48 faculty members at CBSUA-Sipocot exhibit moderate level of Knowledge and Intellectual Capacity - Knowledge Base: 3.11, Cognitive Abilities: 3.20, and Creativity: 3.21 - and Personal Effectiveness - Personal Qualities: 3.19, Self-management: 3.17, and Professional and Career Development: 3.11. Finally, the positive significant correlation between the faculty’s profile and research competence – knowledge, creativity, and personal qualities - suggests provision of necessary training, activities, and programs that shall articulate research productivity while maintaining balance between work and leisure.

The integration of cognitive, neuropsychological, and competency-based approaches in the Cognitive-Neurodidactic-Competency-Integrative (CNCI) educational model presents significant challenges when phases and competencies are not properly aligned. This study analyzes competency interference phenomena that occur when universal human competencies (UHC), personal competencies (PC), general professional competencies (GPC), and professional competencies (PRC) are organized in a discordant manner. Through analysis of cognitive load theory (CLT), dual coding theory (DCT), and brain-based learning (BBL) frameworks, we identify four primary types of interference: functional, methodological, sequential, and load interference. Our findings demonstrate that cognitive phase misalignment, unmanaged cognitive loads, and contextual detachment significantly impair learning outcomes in engineering education. We propose systematic solutions including phase-based competency alignment, balanced cognitive load distribution, and interdisciplinary integration strategies. This research provides theoretical foundations and practical frameworks for optimizing competency-based curricula in technical education.

Following the Quantified Self (QS) movement, sports apps increasingly adopt self-tracking technologies that offer data-driven insights into personal competencies to enhance self-efficacy. However, sustained engagement with QS technology remains challenging, as interpreting data is complex. One potential solution is to make QS data more meaningful to users. To address this, we present a player card feature within a QS sports app, incorporating a personalized avatar to enhance users’ enjoyment, data meaningfulness, and self-efficacy to promote continued use. We evaluate the app through a field experiment in a soccer context to examine the impact of the avatar feature. Results indicate that avatar identification positively affects self-efficacy, data meaningfulness, continued use intention, and enjoyment, though enjoyment did not impact continued use. Our findings suggest that (1) avatar identification can be enhanced through personalization, (2) personalized avatars effectively boost self-efficacy, and (3) sustained engagement may rely more on meaning than on enjoyment alone.

The personality competence of Islamic Religious Education (PAI) teachers has an important role in developing the religious character of students through example. However, the condition of some PAI teachers has not been consistent in implementing the personality competencies of teachers. This study aims to examine in depth how the contribution of the personality competencies of PAI teachers, especially in the aspects of work ethic, authority, and wisdom, to the development of students' religious character at SDIT SUIS Bogor. This study uses a qualitative research method with a phenomenological approach. The data collection methods used are observation, interviews and documentation. The validity of the data in this study was carried out the source triangulation technique and the method triangulation technique. The results of the study show that the personality competence of PAI teachers has an important role in developing the religious character of students. The aspects of work ethic, authority, and the wisdom of teachers have proven to contribute positively.

This study employed a phenomenological approach to explore the inner consciousness of lived experiences of university students in selecting liberal arts courses. A total of 9 students from C university in the Gwanwon province of South Korea participated in in-depth interviews. Thematic analysis revealed six major categories influencing course selection. They are verified lectures, connection to major, perceived fit with personal competencies, interest stimulation, psychological ease, and attractive course titles, Participants tended to anticipate course quality through course evaluations, peer recommendations, and the impression given by course titles. The findings suggest that participants seek courses that align with their needs and expectations, highlighting the importance of incorporating learners’ perspectives into the design and management of liberal arts curricula. This study offers practical implications for promoting student-centered and diversified general education in higher education.

Purpose of the study: This study aims to evaluate the effectiveness of integrating life skills education into futsal extracurricular activities in vocational high schools. The research was conducted in response to the limited application of life skills learning in sports-based programs, particularly in futsal, which is often focused merely on technical performance. Methodology: The study employed a quantitative descriptive approach using the CIPP (Context, Input, Process, Product) model. The participants were 13 students purposively selected from the extracurricular futsal program at Vocational High School Muhammadiyah Kutawinangun. Data were collected using validated questionnaires to measure life skills and performance tests to assess basic futsal skills (dribbling, passing, and shooting). The data were analyzed using paired sample t-tests and N-Gain to determine the effectiveness of the intervention. Main Findings: The results showed a significant improvement in students’ life skills (M = 50.69; t = 8.957; p < 0.001) and a moderate improvement in futsal skills (M = 9.39; t = 3.501; p = 0.004). The integration of structured life skills learning within futsal training proved effective in developing students’ teamwork, communication, and self-management abilities. Novelty/Originality of this study: The novelty of this study lies in its systematic combination of sports pedagogy and life skills education within an extracurricular setting, providing a new model for holistic learning in vocational education. The findings have practical implications for educators and policymakers in designing sports-based learning models that foster students’ personal, social, and professional competencies in alignment with 21st-century education goals.

Teachers' personal-social competence is often undervalued compared to pedagogical and professional skills, yet it critically impacts student engagement and character development. This qualitative study examines how Civic Education (PPKn) teachers' personal-social competence influences nationalist character formation among junior high school students in Papua's multicultural context. Six PPKn teachers from Abepura District participated as key informants through in-depth interviews. Four key findings emerged: teachers face challenges integrating Papuan cultural narratives with national identity; multiple factors influence nationalism development; personal-social competence varies significantly among teachers; and teacher-student relationships are crucial for character building. Results demonstrate that teachers with strong cultural knowledge, engaging pedagogical approaches, positive interpersonal skills, and authentic role modeling significantly enhance students' nationalist character development. This study contributes to understanding how teacher competencies can bridge local cultural identity with national citizenship in diverse educational contexts

The article focuses on the analysis of the implementation of innovative educational technologies in higher art education in Ukraine in the context of its modernization and adaptation to the requirements of the modern information society. In the modern world, when information technologies penetrate all aspects of human activity, the education system must meet new challenges and prepare specialists who are able to function in a dynamic cultural environment, use the latest technologies and be competitive in the global labor market. Higher education, in particular in the field of art, must undergo significant transformation, given the rapid development of information and communication technologies (ICT), which open up new horizons for learning. Modern approaches to organizing the educational process should be aimed at developing not only professional but also personal qualities of students, such as critical thinking, creativity, and the ability to work independently, which are necessary in a globalized world. Therefore, the use of such innovative teaching methods as problem-based learning, game modeling, case technologies, project activities and suggestive learning is important. Each of the above approaches has its own characteristics and effectively contributes to the development of important competencies in students. For example, problem-based learning stimulates analytical thinking, the ability to solve complex situations, game modeling develops strategic and creative-analytical thinking, and case technologies help to apply theoretical knowledge in practice. Project-based learning methods allow students to work in a team, teach them self-organization and adaptation to change, and suggestive learning contributes to the development of psychological resilience and self-confidence. An important aspect is also the introduction of information and communication technologies (ICT), which allow for active learning through online platforms, the creation of virtual learning environments and provide opportunities for distance education. The use of such technologies expands the possibilities for individualizing learning, provides access to new forms and learning resources, thus creating favorable conditions for more effective training of future specialists. The systematic implementation of these innovative technologies has a positive impact on the quality of education, contributes to the development of professional and personal competencies of students, which makes them ready for the challenges of the modern cultural space.

This study examines the effects of an intervention program aimed at enhancing personal competencies in secondary education students, focusing on resilience, emotional intelligence, self-esteem and assertiveness. A descriptive, quasi-experimental design with pre- and post-intervention assessments was employed. A total of 36 first-year secondary education students participated and completed the Resilience Scale, Wong-Law Emotional Intelligence Scale, Rosenberg Self-Esteem Scale and Rathus Assertiveness Scale. Positive associations were observed among resilience, emotional intelligence, self-esteem, and assertiveness at both time points, with the exception of a post-intervention negative correlation between self-esteem and the appraisal of others’ emotions. While emotion use increased significantly following the intervention, no significant changes were observed in the other variables, indicating a limited impact on these specific aspects of mental and emotional health. These findings highlight the relevance of training and promoting personal competencies in secondary school students, since they serve as protective factors against social exclusion, mood disorders (e.g., anxiety and depression), and behavioral problems. Although the program improved the use of emotions, its lack of significant effects in other domains highlights the need for more programs to support adolescents’ holistic development in the academic context.

Purpose: The feeling of burnout of the worker is a precautionary element in understanding the motivation of workers engaged in the care and support of vulnerable individuals. Methodology: A documentary analysis and an exploratory survey of teachers contracted by the State of Cameroon and assigned to 'inclusive schools' in the Littoral/West-Cameroon region allowed us to address the following question: how do contractual teachers experience their integration into the inclusive school within the Cameroonian context? In other words, what explanations do Cameroonian contractual teachers give for their feelings of professional burnout? Results: this article presents the findings of this empirical research and outlines the implications for enhancing the understanding of the ongoing commitment of our contractual teachers in the context of school inclusion and their predisposition to feelings of professional burnout. Results: this article presents the outcome of this empirical research and discusses the implications for enhancing the understanding of the ongoing commitment of our contract teachers in the context of inclusive education and their predisposition to feelings of professional burnout. Unique Contribution to Theory and Practice: raising awareness about the emotional state of contract teachers in the context of inclusive education in relation to the behavioral adaptation difficulties of students, the imbalance between professional demands and their personal competencies in the teaching task, and the lack of perceived social support from the educational community. It is therefore urgent, in light of the Job Demands-Resources (JD-R) model by Bakker and Demerouti (2007), to review the formulation of demands (efforts, requirements/workloads) and the quality of resources (specialized training, remuneration conditions, better planning and distribution of tasks...) in order to increase the involvement possibilities of contractual teachers in Cameroon within the context of inclusive education.

The article defends the pluralist policy of death determination. According to this view, competent persons should be free to choose the criteria under which they should be diagnosed as dead. Our argument partly relies on the diagnosis of the current state of the discussion in the bioethical literature on death determination and partly on empirical evidence that lay intuitions about death determination differ, that is, that there is interpersonal psychological pluralism about death determination. The article then introduces empirical evidence for intrapersonal psychological pluralism about death determination. We argue that intrapersonal psychological pluralism strengthens the case for the pluralist policy of death determination.

Abstract Corporate Social Responsibility (CSR), sustainability, and responsible management are inherently interdisciplinary fields. However, higher education often remains monodisciplinary, limiting students' ability to integrate multiple perspectives. This present study explores the implementation of Interdisciplinary Problem-based Learning (iPBL) as a pedagogical approach that brings together students from business, economics, and psychology to collaboratively address complex CSR challenges. Over the course of a semester, students engaged with five interdisciplinary problem cases, structured around an eight-step learning process, to develop integrative solutions to issues such as negotiation and conflict resolution, sustainable work environments, corruption, mental health, and institutional change. The evaluation results, based on the HEsaCom scale, indicate that iPBL enhances key competencies across disciplines. Students reported gains in knowledge processing, systematic competence, personal competence, cooperation competence, and communication competence—core competencies emphasized in Education for Sustainable Development (ESD) and Responsible Management Education (RME). The present findings are consistent with extant research in the domains of constructivist learning, interdisciplinary education, and sustainability-oriented pedagogy, highlighting the role of psychological perspectives in strengthening critical thinking, ethical reflection, and collaborative problem-solving. Whilst the study confirms the short-term benefits of iPBL, further research is required to assess long-term competency retention and the scalability of this model across different institutional contexts. Practical implications include the integration of structured interdisciplinary formats into business school curricula as well as the development of faculty training to support cross-disciplinary teaching. By explicitly including psychological content and learners, this study contributes a novel perspective to the evolving landscape of RME.

Background: Adolescence is a critical period of rapid physical and psychological change, yet it is also when many health and well-being problems first emerge, often setting limits on lifelong opportunities and achievements as youth transition into adulthood. The ground-breaking adverse childhood experiences (ACEs) study has significantly shaped the development of programs and policies aimed at fostering adolescent health. Nonetheless, there has been limited exploration into the heterogeneity among individuals experiencing a high number of ACEs, such as four or more. This study employs Latent Profile Analysis (LPA) to examine the diverse outcome profiles of adolescents who have been exposed to a substantial number of ACEs. Method: The data were from participants who experienced at least four ACEs by age 9 in the Future of Families and Child Wellbeing Study (N = 1427; 54% male; 59% Black; 15.3% Hispanic; 2.4% other). We applied LPA using the manual three-step method within Mplus 8 to establish profiles based on six developmental indicators at age 15. These indicators included optimism, perseverance, academic performance, internalizing and externalizing behavioral competence, and social skills. The full information maximum likelihood method was used to handle missing data. Results: The study identified three distinct profile groups according to model fit indices and interpretability: Multidimensional Competence Group (61.0%), Low Personality and Social Competence Group (23.8%), and Low Behavioral Competence Group (15.2%). Racial and ethnic backgrounds were significant predictors of membership in these different profile groups. Conclusions: In a research landscape often focused on the cumulative harm of ACEs, our study underscores the heterogeneity of trauma profiles among adolescents with substantial ACE exposure. Given that adolescence is a critical stage when health and well-being challenges emerge, tailored early interventions are important to supporting a successful transition into adulthood. We advocate for the importance of comprehensive screening for social-cognitive and behavioral health difficulties in trauma-affected youth, enabling practitioners to implement timely prevention strategies and tailored interventions that foster resilience and long-term well-being.

A student-centred approach is widely used in team sports, but less so in swimming. A proper dosage of stimuli and a multiteaching approach, where games can link understanding and motor competence, could lead to educational success. This study investigated the didactical, methodological, and personal competencies of swimming instructors (SI) and their relationships with children's actual and perceived aquatic competencies. Two hundred children and 44 SI participated in the study. The Teaching Styles Questionnaire (TSQ) assessed the instructors' self-reported awareness of the teaching styles they use, which was compared with the experimenters' observations (as recorded by IESPES, System for Observing Fitness Instruction Time, and Instrument for Identifying Teaching Styles tools). The instructors' empathy and self-control were further evaluated, while two pictorial scales assessed the children's actual and perceived aquatic competence. TSQ confirmed the instructors' predominant use of monoteaching pedagogy, primarily characterized by linear (command and practice) styles (p < 0.001; W = 0.71). Even if SI exhibited general positive personal skills (empathy and self-control), a discrepancy between children's actual and perceived aquatic competence was found (p < 0.001; r = −0.83), with the latter overestimating the former. Conversely, the multiteaching approach of instructors directly correlated with didactic effectiveness (r = 0.64), empathy (r = 0.75), and children's actual (r = 0.63) and perceived aquatic competence (r = 0.65), suggesting that a multiteaching approach should also be used in swimming.

The implementation of the Merdeka Belajar Curriculum in Indonesia requires teachers not only to understand policy principles but also to apply them effectively in classroom practice. However, many teachers face challenges in enacting differentiated instruction, indicating a gap between conceptual understanding and practical readiness. This study aimed to develop, validate, and evaluate a life skills-based module to enhance teacher competence in implementing the Merdeka Belajar Curriculum. The study followed the ADDIE model, Analysis, Design, Development, Implementation, and Evaluation, employing a research and development design with a mixed-method approach. Data were collected at SMPIT Ibnu Sina Palopo from 12 participating teachers through questionnaires, expert validation sheets, teacher response instruments, pre-test and post-tests, interviews, and documentation. Quantitative data were analyzed descriptively and through gain scores, while qualitative data were examined thematically. The results indicated that teachers possessed adequate conceptual understanding of the curriculum but limited readiness to apply differentiated learning strategies. The developed module was rated highly valid by content, language, and design experts and assessed as practical by teachers during pilot implementation. Effectiveness testing showed significant improvement in teacher competence after using the module, supported by qualitative evidence of increased confidence and adaptability. In conclusion, the life skills-based module successfully bridged the gap between theoretical knowledge and classroom practice, confirming the importance of embedding personal, social, academic, and vocational competencies into teacher professional development. The study contributes to curriculum innovation and teacher training by offering a structured, practice-oriented resource that supports the successful enactment of the Merdeka Belajar Curriculum in Indonesian secondary schools.

Inflammatory bowel disease (IBD) affects not only patients but also their informal caregivers. Enhancing caregiver resilience may improve both caregiver well-being and patient outcomes. This study aimed to assess resilience levels in caregivers of individuals with IBD and identify key psychological and contextual predictors, including caregiver contributions to self-care, self-efficacy, and perceived care load. A multicentre cross-sectional study was conducted across nine IBD outpatient clinics in Italy. Caregiver resilience was measured using the Connor–Davidson Resilience Scale (CD-RISC 25). Additional tools included the Caregiver Contribution to Self-Care of Chronic Illness Inventory (CC-SC-CII) and Caregiver Self-Efficacy in Contributing to Patient Self-Care Scale (CSE-CSC). Robust regression models identified predictors of total resilience and its subdomains. Among 275 caregivers (median age 53; 58.2% female) CD-RISC-25 levels were moderately high (median = 74 [IQR = 65–84]), with no significant differences between those caring for patients with Crohn’s disease or ulcerative colitis. SEM analyses showed that self-efficacy significantly predicted contributions to disease monitoring and management, but not maintenance. In turn, the management dimension was significantly associated with higher levels of resilience across four of five domains (trust, control, acceptance of change, and spirituality), while maintenance was uniquely associated with personal competence. Predictors including education and employment status showed no significant direct or indirect effects on CC-SC-CII. In conclusion, caregiver resilience in IBD is positively associated with self-efficacy and active engagement in disease management. Targeted support strategies may strengthen caregiver resources and promote sustainable care.

The focus on therapist variables and characteristics has significantly increased in psychotherapy research in recent years. While ethical considerations for patient-participants are well-established, the unique ethical dimensions of therapist-subjects remain underexplored. This theoretical paper examines three critical ethical aspects specific to therapist-participants: power dynamics in hierarchical relationships, personal-professional boundary issues, and confidentiality challenges. We analyze how these considerations manifest particularly in training contexts where researchers often hold supervisory roles over therapist-subjects (e.g., faculty supervising student-therapists). The paper explores the complex interplay between informed consent and institutional hierarchies, especially when participation may be perceived as professionally expected rather than voluntary. We examine the implications of recording and analyzing therapy sessions that expose therapists’ personal characteristics and professional competencies, particularly when coded by colleagues within small professional communities. While existing ethical frameworks address research participants generally, they lack specific guidance for the unique vulnerabilities of therapists who are simultaneously research subjects and professional practitioners. We propose targeted considerations for ethical research design, including enhanced informed consent procedures, structural safeguards for managing power differentials, and privacy protections tailored to professional contexts. This theoretical exploration aims to highlight overlooked ethical complexities and guide future research practices when therapists serve as subjects in psychotherapy research.