Self-perceived Competence Research Articles

A Study on Decision Making and Teaching Competency: Processing Self Perception and Cognitive Schema through Neutrosophic Science

The objective of this research is to examine the decision-making processes of teachers and explore their self-assessments of teaching competency levels based on the competency indicators proposed by the Ministry of National Education (MoNE) in Turkey. The study adopts a constructivist perspective, offering a fresh look at the cognitive levels of teachers and their decision-making mechanisms. Additionally, it integrates neutrosophic science principles to address the uncertainties and indeterminacies present in teachers' self-evaluation and decision-making processes. Data were gathered using the General Competencies for Teaching Profession (GCTP) scale, which was developed according to the competencies defined by the MoNE. This new scale, featuring 15 Likert-type items, was validated and tested for reliability before being administered to a sample of 320 volunteering teachers from various disciplines in Turkey. The scale measures data within the Professional skills domain and captures teachers' self-perceived competency beliefs related to their professional skills, considering factors such as years of teaching experience, gender, subjects taught, and the type of school (primary or secondary) where they are employed. SPSS 16.0 was used for data analysis and to obtain descriptive statistics for the item results. The analysis revealed that primary school teachers scored higher on the GCTP scale compared to high school teachers. By incorporating neutrosophic science, the study effectively navigates the uncertainties in assessing teaching competencies, offering a more nuanced understanding of the factors that influence teachers' decision-making processes.

Evaluation of Self-Perceived Confidence and Competence in Oral Surgery among Final Year Undergraduate Students in Greece.

Oral surgery is an integral part of dentistry that deals with the diagnosis and management of pathology of the mouth and jaws that requires surgical intervention. The aim of undergraduate studies in oral surgery is, upon graduation, to be confident and competent to treat without assistance surgical cases in the spectrum of general dentistry. This study evaluates the senior Greek dental students' self-confidence and self-perceived competence to undertake cases within the scope of oral surgery. Evaluation of clinical experience gathered during training and self-perceived confidence and competence in generic oral surgery skills is included. The present study was a questionnaire survey conducted during the academic year 2018-2019. The questionnaire comprised three sections. Section 1 included demographic data and four closed-ended questions concerning numerical data about procedures that they had already performed or observed, section 2 included four questions concerning their self-perceived competence to perform basic surgical techniques, and section 3 included 10 clinical case scenarios. One hundred and twenty-seven students participated in the study. Among the basic surgical skills, students were most confident with suturing, and they were least confident with bone removal. Students from the Aristotle University of Thessaloniki (AUTH) tend to show higher level of confidence compared with students from the National and Kapodistrian University of Athens (NKUA) in most questions. Greek graduate dental students report moderate levels of self-confidence in oral surgery. A realistic approach in increasing self-confidence and competence in oral surgery would be the focus on preclinical training in generic elementary surgical skills, in combination with increased observational sessions of oral surgery procedures or outreach training.

Technology, Pedagogy, and Content Knowledge: An Australian Case Study

Teacher Education students, at the bachelor’s and post-graduate level, complete programs that expose them to educational theories and best teaching practices. However, the extant literature has repeatedly demonstrated that many preservice teachers (PST) are unprepared to apply such knowledge to real-world educational settings. The problem may be particularly acute when it comes to the use of technology in classrooms. Given increasing government investment in technology and the burgeoning digital industries, teachers can play a critical role in demonstrating the effective use of technology in the course of teaching and learning. This study used a survey based on the Technological Pedagogical Content Knowledge (TPACK) model to evaluate PSTs self-perceived competencies in integrating technology into their teaching practices. Over a span of two years, PSTs enrolled in a unit offering six weeks’ professional experience were invited to respond to the survey and rate their cognizance of relevant teaching practices. Respondents indicated some familiarity with TPACK, but significant gaps were also evident. Moreover, despite the lack of significant differences among age groups in PSTs perceived ability to apply the TPACK model, noticeable differences were observed in their experiences regarding gender and prior employment.

Self-Perceived Competency Assessment among Dietetics Students in Universiti Sultan Zainal Abidin (UniSZA)

This study aimed to assess the self-perceived competency among dietetics students in Universiti Sultan Zainal Abidin (UniSZA). The self-perceived competency of the students was evaluated using the Nutrition Competence (NUTCOMP) questionnaire, a validated tool designed to measure the self-perceived competence of healthcare professionals, including dietitians, in providing nutrition care to patients with chronic diseases. A total of 54 dietetics students from UniSZA participated in the study, all enrolled in Year 4 Semester 2 during their clinical training. They completed the NUTCOMP questionnaire, which consists of various domains and items related to nutrition care practice, including communication skills, critical thinking, evidence-based practice, and professionalism. The results showed that the students perceived themselves to have a high level of competency, with a mean score of 140.1 and a standard deviation of 26.83. Specifically, the students reported high levels of confidence in their ability to interact with clients and stakeholders, interpret nutritional information into lay language, and apply critical thinking skills to research and evaluate nutrition practices. The findings indicate that the students felt well-prepared to enter the field of dietetics upon graduation, reflecting a positive perception of their competence in nutrition care. However, it is essential to acknowledge that self-perceived competency may not always align with actual performance, and objective assessments are needed to validate these self-perceptions. In conclusion, the findings of this study contribute valuable insights into the self-perceived competency of dietetics students in UniSZA. The results suggest that the students have confidence in their knowledge and skills related to nutrition care, indicating a positive outlook on their future roles as dietitians. Further research could explore the relationship between self-perceived competency and actual performance in dietetics practice, as well as investigate the factors influencing the development of competency among dietetics students. Understanding and enhancing competency among future dietitians are crucial for improving the quality of nutrition care and ultimately promoting better health outcomes for patients.

Resilience and quality of life in a group of older adults displaced by violence in Colombia

Introduction: Resilience is an element that promotes the psychological well-being of people displaced by violence. The quality of life related to health focuses on an individual’s assessment of their quality of life, which becomes essential in evaluating health outcomes in the displaced population. Methodology: This is a qualitative study with a narrative-interpretive design that aims to understand the factors that generate psychological resilience and some connotations or perceptions of quality of life in a group of older adults displaced by violence in Colombia that belong to a support program called “income generation”. Results: Living conditions, such as physical and social-spiritual well-being, affected the groups’ quality of life. Resilience processes favour coping and tolerance to conditions of social vulnerability caused by displacement. Conclusions: The phenomena that help explain psychological resilience in the participants mainly correspond to individual differences, with self-perception of competence, positive perspectives, and projection towards the future as the factors that most boldly explain the resilience characteristics of older adults.

Familiarity and Self-Perceived Competence to Communicate in a Second Language

Communicating in English as a second language spoken inside classroom, among friends and schoolmates, relies on comfort and proficiency. Viewed from an autoethnographic lens, this paper aims to explore and analyze pressing issues besetting a student from communicating fluidly in English as a second language in a classroom context. The methodology of the study consists of the autoethnographer’s self-reflections of classroom learning, analyzed using the interpretive paradigm of the self as located within the culture. The paper reveals that speaking in English as a second language largely depends on self-motivation, economic status, social background, and technological capacity. Moreover, self-perceived competence to communicate manifests in a person’s readiness and openness to communicate a foreign language that impact one’s individual and cultural identity.

A longitudinal analysis of communication traits: communication apprehension, willingness to communicate, and self-perceived communication competence

ABSTRACT This longitudinal study assessed the communication apprehension, willingness to communicate, and self-perceived communication competence for a group of participants across a 15-year span. In total, 220 of 237 participants completed the 15-year project. The data represent six time points, with data collections happening once every three years. The results show that meeting communication apprehension, dyadic communication apprehension, public communication apprehension, willingness to communicate, and self-perceived communication competence all changed across time, indicating these traditionally thought of trait-like variables behaved more as state-like characteristics. Group communication apprehension did not change over time, indicating it may be more trait-like than state like. Results are limited by evidence of poor temporal stability for the public communication apprehension, self-perceived communication competence, and willingness to communicate measures.

P5: Anesthesia Nurses’ Self-Perceived Roles and Competences and Their Recognition of Anesthesia Specialist Nurses' Roles and Competencies

Objective:Older adults are vulnerable to postoperative delirium after surgery and anesthesia, which may affect their cognitive function and increase depressive symptoms. Anesthesia nurses are dominant in the number of anesthesia medical teams. This study aimed to examine the differences between anesthesia nurses' self- perceived roles and competencies and their recognition of the roles and competencies of anesthesia specialty nurses.Methods:A cross-sectional study was conducted. A structured questionnaire based on a guideline of the International Council of Nurses was designed.Results:The participated anesthesia nurses’ (N=200) scale scores and mean scores for each question on the self-perceived role and competency scales were lower than the scores on their recognition of the roles and competencies of anesthesia specialty nurse scales. Regarding the self-perceived roles, the scholar domain received the lowest score (Mean= 2.99, SD= 1.00), while the self-perceived competencies, the management domain received the lowest score (Mean = 3.81, SD = 0.67). Similarly, the scholar domain received the lowest score (mean = 3.34, SD = 1.068) in recognition of the roles of an anesthetic specialist nurse, while the management domain received the lowest score (mean = 4.18, SD = 0.58) in the recognition of the competencies of an anesthesia specialist nurse. Anesthesia nurses' self-perceived roles were affected by their nursing ladder and the hospital level at which anesthesia nurses work. Their self-perceived competencies were affected by their nursing ladder and salary. In addition, their recognition of the roles as anesthesia specialist nurses was affected by the hospital level at which anesthesia nurses work. The nursing ladder affected their recognition of the competencies of an anesthesia specialist nurse.Conclusion:This study has demonstrated that anesthesia nurses must improve their self-perceptions of their roles and competencies to satisfy the expectations of their roles and competencies as anesthesia specialty nurses. The findings of this study could be used to develop future anesthesia nurse education and training programs to provide better care to elderly patients.

Education Research: Neuroradiology Curriculum and Competencies Among Canadian Adult Neurology Residency Programs: A Cross-Sectional Study.

While benefitting from neuroradiologists' reports, neurologists use their own image interpretation to guide clinical decisions, especially in acute care settings. This calls for robust neuroradiology training in neurology residency, informed by current educational gaps and practices. This study aims to (1) characterize the formal neuroradiology curriculum among Canadian neurology residency programs; (2) assess neurology residents' neuroimaging interpretation competencies; and (3) define neurology residents' and program directors' (PDs) attitudes toward the current curriculum and future directions. Anonymous surveys were sent to Canadian neurology residents and PDs, querying neuroradiology learning activities, imaging modalities covered, assessment modalities, perceived residents' competencies to interpret different modalities, and attitudes regarding neuroradiology training. Residents were asked to interpret 15 neuroimaging cases. Descriptive and inferential analyses were performed. Potential differences in residents' interpretation success rates by seniority, self-perceived proficiency, and perception of curriculum sufficiency were examined using 2-tailed Welch tests with a 95% CI and Holm-Bonferroni comparison adjustment. Statistics were computed using Excel. Seventy-eight (32.6%) residents and 11 (68.8%) PDs participated. Ten of 11 PDs reported including a mandatory neuroradiology rotation, and 9/11 offered a formal neuroradiology curriculum covering head CT, head and neck CT angiography (CTA), spine MRI, and head MRI. Programs predominantly offered additional didactic lectures (9/11), teaching cases (8/11), and imaging websites (8/11). Most of the residents agreed with a minimum 1-month long rotation and desired regular didactics from neuroradiologists. Residents favored learning about head MRI (88.5%), head and neck CTA (76.9%), and spine MRI (69.2%). Senior residents' self-perceived competencies were highest for head CT, head MRI, and head and neck CTA, but lower than PDs' perception. Senior residents had greater interpretation scores than juniors (84.5% ± 13.2% vs 69.1% ± 19.9%; p < 0.0001). Most PDs (7/11, 63.6%) expressed satisfaction with current curricula vs 32.1% of residents. PDs identified time and educator shortages as main barriers to increased training. Neuroradiology training varies among programs. Residents expressed strong interest in commonly taught modalities, for which they also expressed high self-perceived competencies. However, PDs expressed greater satisfaction than residents with the current training. Leveraging interactions with neuroradiologists and online case-based learning while emphasizing trainees' interests can enhance postgraduate neuroradiology training for this useful skill.

Examining Willingness to Communicate in the English Language Classroom

Although graduates are skilled in their fields, many now face problems getting employment relevant to their specialisations. One reason for this is the lack of good communication skills in English, which is now the international business language. Students in higher education institutions need to have a high propensity of Willingness to Communicate (WTC) in order to gain fluency in English language skills. WTC is seen as an indicator to measure students’ propensity in learning English effectively. WTC is also said to be related to confidence, which is an essential variable in communication. However, research shows that WTC among undergraduates in Malaysia is low. This paper examines the relationship between WTC and communication confidence (CC, and the relationship between WTC and self-perceived communicative competence among undergraduates in a public university. This study uses survey to collect data on WTC. 187 undergraduates in a public university in Malaysia were involved in this study. These respondents were selected using stratified sampling and systemic random sampling technique. The correlation analysis was done using the Pearson bivariate correlation analysis. The findings showed that WTC was positively correlated with CC and self-perceived communication competence. The findings also revealed that WTC was negatively correlated with communication apprehension. The implications of this study suggest it is necessary to increase students’ WTC as it is related to students’ CC and communication competence. Increasing students’ WTC enhances the effectiveness of English language learning. In the long run this will help with developing a more competent workforce that has effective and relevant communication abilities.

Family-centered approach in Early Childhood Intervention of a vulnerable population from an Ecuadorian rural context.

Studies about the implementation of the Family Centered Practices approach in Early Childhood Intervention refer as outcomes that have an impact on the Quality of Family Life, on children's development, and also on family empowerment. In Ecuador, despite an absence of Early Childhood Intervention policies and programs, a university has developed training in Family Centered Practices for graduate students. A formative component is to implement a Routines Based Model with families of children with disabilities. The aim of the study is to analyze the impact on the Family Quality of Life, children's development and self-perceived competence of families after the Routines Based Model has been implemented in their natural environment. Eight families from a rural area and their children with disabilities were included in the study. The Family Quality of Life Scale-Early Childhood Intervention and the Screening of the Battelle Developmental Inventory were applied at the beginning and end of the process. A qualitative interview established the family perspective upon the outcomes in their family and their children. There is evidence of a significant increase in the families' Quality of Life and in the children's development at the end of the process. At the interview the families declared themselves more competent to understand and contribute to the development of their children. The results provide knowledge of the implementation of a Routine Based Model in vulnerable contexts. Also contributes in the understanding of the family perspective on the outcomes and perceived benefits for the children and the family itself as a measure of quality of the intervention and training. Implications of the results for initial and ongoing training of early care professionals with vulnerable populations are discussed.

A research instrument to monitor people's competence to sustain insect biodiversity: the Self-Perceived Action Competence for Insect Conservation scale (SPACIC)

ABSTRACT The loss of insect biodiversity is a major global sustainability issue that is highly relevant to science education. Science education can support and develop learners’ competence to take actions to sustain insect biodiversity and empower learners to deal actively with this sustainability issue. However, we currently lack an instrument to assess these aspects of individual competence. This paper aims to fill this gap by introducing the Self-Perceived Action Competence for Insect Conservation scale (SPACIC). This scale allows for investigating learners’ action competence by focusing on self-perceived knowledge, confidence, and willingness to take insect conservation actions. The scale is grounded in theory and face-validated by external experts. The piloting with 180 secondary school students showed a good quality of the instrument in terms of reliability and validity, as the reliability analyses and confirmatory factor analysis show. The SPACIC scale is applicable to various formal and informal educational settings. Applying the scale can yield information about the effects of educational approaches and inform learners, educators, and researchers about changes in self-perceived competence. In this way, the SPACIC scale can contribute to the evaluation and design of educational approaches and eventually boost learners’ development into becoming active environmental citizens.

Effectiveness of Cross-Platform Online Activities to Reinforce Physician Competence Around BCMA-Directed Therapies in Multiple Myeloma

Background: Multiple myeloma (MM) treatments have grown more complex in the past 5 years, with several approved treatment options targeting B-cell maturation antigen (BCMA) and emerging data around soluble BCMA and sequencing BCMA-directed therapies. Understanding these new diagnostic and treatment paradigms is important to inform rational clinical decision making in MM. Video platforms such as YouTube and VuMedi can provide a convenient and costless method to deliver content, but their ability to reach and teach US physicians has not been studied extensively for MM. We investigated usage and pre/post survey data from viewers of a continuing medical education (CME) video activity about BCMA in MM, which was available on several online platforms. Methods: We developed a CME-approved lecture with Hematology/Oncology Fellows as a target audience. The video entitled Leveraging BCMA-Directed Therapies for Improved Patient Outcomes in Relapsed/Refractory Multiple Myeloma discussed BCMA-targeting therapies and soluble BCMA in the context of a larger framework around risk assessment and treatment decision making in MM. The 1.00-hour streaming video lecture was made accessible as a CME-approved enduring webinar archive starting on May 23, 2023, on the i3 Health website, YouTube, and VuMedi. Viewers could receive CME credit by completing assessments and evaluations on the i3 Health website, which included repeated-pairs pre- and post-activity case-based questions and self-perceived gains in confidence and competence using 5-point Likert scale questions. Responses were analyzed descriptively, with Fisher's exact test used to compare responses to questions. Results: At the 2-month follow-up date of July 23, 2023, the video has been viewed 211 times, with 55 views on i3 Health, 139 views on YouTube, and 17 views on VuMedi, representing viewers from across the US and internationally. Baseline assessment data revealed gaps in knowledge in all areas that were addressed by the activity (Table 1). For learners who completed the assessments in the enduring activity, the mean score for all topics combined rose by 52% (37% vs 89%). The activity resulted in significant gains in knowledge and competence related to these topics, with P &amp;lt; 0.001 for all learning gains (Table 1). Upon completion of the activity, 96% of learners self-reported that knowledge acquired from this activity would be utilized to improve the outcomes of their patients, and 96% of learners self-reported that based on the information learned during the activity, they felt more confident in treating patients with MM. Conclusion: Over 200 US viewers from both rural and urban areas have viewed this lecture, primarily on YouTube but also on other platforms. Based on viewership of i3 Health's accredited activities from the past year, more than 1,200 viewers from 30 countries are expected to be represented by the end of the 12-month period. The post-activity assessment demonstrates notable areas of knowledge gains around BCMA-directed therapies in MM. The improvements in competence seen on the case-based assessment questions, as well as gains in self-perceived competence and confidence in treating patients with cancer, show significant impact and the educational benefits of online video viewing.

The Mediating Role Played by Perceived Motor Competence in the Relationship between Motor Competence and Physical Activity in Spanish Adolescents

The promotion of regular physical activity (PA) is becoming one of the main tools applied in developed countries to address health and obesity problems, particularly in view of the proven benefits of PA on a physical, psychological, and social level. Indeed, childhood and adolescence are crucial periods for an active lifestyle can be established, with the prospect of prolonging it in adulthood. The conceptual model propounded by Stodden provides a theoretical underpinning for the relationship between motor competence (MC) and PA. This study’s objective was to explore the predictive value of motor competence (MC) regarding physical activity (PA), along with the mediating role played by self-perceived motor competence (SPMC) and comparatively perceived motor competence (CPMC), with the purpose of confirming the theoretical model propounded by Stodden, as well as the relationships among variables in our own conceptual model. To this end, we tested a random sample of 925 adolescents (53.6% males; 46.3% females, age 13.75 years, SD = 1.28). Participants completed the Multidimensional Sportcomp Battery to evaluate MC and the Achievement Motivation in Physical Education test (AMPET4) to evaluate their perception of their competence; moreover, to evaluate PA, we used three indicators from the WHO Health Behaviour in Schoolchildren survey in the Spanish version. Our final theoretical model explains 19.9% of the variance of sport practice in boys and 24.2% in girls; moreover, it ascribes an important role to self-perceived motor competence (SPMC) and to comparatively perceived motor competence (CPMC) as mediating variables in the relationship between MC and PA in both sexes. Notably, we found a direct relationship between motor coordination/control tests and PA. Overall, this study underscores the degree to which adolescents’ perceived motor competence affects their actual motor competence.

Physicians' Self-Perceived Competence on Breaking Bad News to Parents of Children with Neurodisabilities.

Delivering difficult news to parents of children with neurodisabilities, often involving new diagnoses, prognosis changes, or declines in function or health, presents a complex task. Our aim was to assess physicians' self-perceived competence in breaking bad news (BBN) within this context. An online survey was administered to neuropediatricians and developmental and rehabilitation pediatricians in Switzerland. Among 247 invited physicians, 62 (25.1%) responded (age of 51 ± 11 years; M/F ratio of 2:3). They rated their BBN competence at 7.5 ± 1.6 out of 10. Factors significantly associated with self-perceived competence in uni- and multivariate analyses included years of professional experience (≤10 years: 6.2 ± 1.8; >10 years: 8.2 ± 0.8), and region of pregraduate training (Switzerland: 7.3 ± 1.6; European Union: 8.3 ± 0.9). The respondents highlighted the positive roles of professional and personal experience, quality relationships with families, and empathy in BBN. In summary, physicians generally expressed a sense of competence in delivering difficult news to parents of children with neurodisabilities. They underscored the significance of life experiences and certain individual qualities in their effectiveness. These findings provide valuable insights into enhancing professional training and support in this crucial yet underexplored aspect of medical practice.

Predictors of L2 Willingness to Communicate in Saudi Context

L2 Willingness to Communicate (L2WTC) is an important precursor of L2 behavior and actual use of L2. Associations between L2WTC and other L2 concepts, such as foreign language anxiety and self-perceived L2 competence, have been studied for some time. L2 learning is likely associated with other, broader psychological concepts, such as personality, and it is the aim of this study to explore the associations between L2WTC, foreign language anxiety, self-perceived L2 competence, openness to experience and extraversion, in the Saudi context. Being the first study to explore these associations in this context, this study has the potential to contribute to understanding of relatively low English competence among Saudi students by seeking to understand predictors of L2WTC. After conducting factor analyses (principal axis factoring with direct oblimin) of raw scores, two separate multiple regression analyses were conducted, with L2WTC outside classroom (L2WTC-OC) and L2WTC inside classroom (L2WTC-IC) factors as dependent variables, and factors relating to foreign language anxiety, self-perceived L2 competence, extraversion, and openness to experience entered as predictors. The addition of openness to experience improved prediction of L2WTC-IC above and beyond other factors (R square change = .025; p=.001), while addiction of extraversion improved prediction of L2WTC-OC (R square change = .032; p=.025).

Self-perceived competence in managing obstetric emergencies among recently graduated physicians from Lima, Peru

ObjectiveThis study aimed to examine the self-perception of competencies in obstetric emergencies among recently graduated physicians from universities in Lima, Peru; and to identify its associated factors.MethodsAn analytical study was conducted, with the study population comprising newly graduated doctors who attended the “VI SERUMS National Convention” in 2017. We used Poisson regressions to assess the factors associated with the self-perception of competencies in obstetric emergencies, calculating prevalence ratios (PR) and their 95% confidence intervals (95% CI).ResultsWe analyzed a population of 463 newly graduated physicians (mean age: 25.9 years), of which 33.3% reported feeling competent in obstetric emergencies. In the adjusted analyses, we found that having a previous health career (PR: 1.77, 95% CI: 1.12—2.81), having completed the internship in EsSalud hospitals (PR: 1.48, 95% CI: 1.31—1.68), and completing a university externship (PR: 1.62, 95% CI: 1.34—1.96) were associated with a higher prevalence of self-perceived competence in obstetric emergencies.ConclusionOur findings suggest that certain academic factors, such as completing an externship and internship in specific hospital settings, may enhance the competencies or competence self-perception of recently graduated physicians in obstetric emergencies. Further studies are needed to confirm these results and identify other factors that may impact physicians’ competencies in this field.

Ode to joy: The impact of enjoyment on pre-service teacher persistence

Persistence in teaching is a crucial matter all around the world, as teaching is related to a high level of attrition. In this paper, we are interested in how persistence in teaching may be predicted by 1) teacher emotions and 2) their self-perceived competence as well as the value placed on the teaching profession. Using self-reported questionnaires, we collected data on 655 pre-service teachers. Results revealed that value allowed to teaching and teaching self-perceived competence significantly predict emotions felt when teaching. Moreover, results highlight that value and enjoyment are positively related to the propensity to persist in teaching.

Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence.

Background: Technology plays a fundamental role to achieve higher education key learning objectives. Digital competence (DC) is defined as a set of skills, knowledge, abilities, and attitudes in technological aspects. It is necessary to employ an effective training action plan in higher education institutions to advance towards a level of teaching digital competence (TDC). The objective of this study was to validate the COMDID A instrument to assess Teaching Digital Competence (TDC) of active teachers, through a confirmatory factor and internal reliability analysis. Methods: The research was developed within a descriptive-correlational scope and a non-experimental-cross-sectional design to validate the dimensionality and reliability of the COMDID A instrument and evaluate the self-perceived digital competence of active teachers. The population was made up of 690 professors who were part of the teaching staff of the National University of Chimborazo, Ecuador, in the first academic period of the year 2021. The sample was probabilistic, in a simple random scheme, the percentage of potential error admitted was 3%. The representativeness of the sample was 50%, and the confidence level was 97%. A total of 511 teachers completed the questionnaire compared to the 452 individuals needed. Results: The instrument was robust, and it was reliable for the calculated sample. There were correlations between the variables, and the statistical calculation ensured the development of the multivariate analysis to validate the dimensionality of the instrument. Moreover, the correct dimensionality was determined through a confirmatory analysis and high reliability of the instrument. Conclusions: The calculated factorial scores were defined in order for further studies to be carried out. It is important to apply confirmatory factor analysis in educational technology research to validate the dimensionality of data collection instruments.

Examining Self-Perceived Competence in Biology Among Junior High School Students: A Descriptive Analysis

Students' self-perceived competence refers to students own perception of their level of competence or ability in a particular area or skill. This study aimed to provide a comprehensive understanding of the self-perceived competencies of Grade 10 students in the field of biology education, specifically focusing on Biology 7, 8, 9, and 10. The study was conducted in a public junior high school in the Philippines. Using a descriptive quantitative research design, data were collected from 76 Grade 10 students through a Rapid Competency Assessment Questionnaire. The questionnaire consisted of a comprehensive list of learning competencies in Biology, based on the K to 12 Science Curriculum outlined by the Department of Education. Participants assessed their understanding of each competency using a defined scale ranging from "Excellent" to "Poor." The results of the study revealed the Grade 10 students' perception of their competence in achieving the Grade 7, 8, 9, and 10 Biology competencies. Students believed they performed satisfactorily in the areas of Parts and Function: Animals and Plants, Biodiversity and Evolution, and Ecosystems. However, they perceived their performance to be fair in the domain of Heredity: Inheritance and Variation. The findings of this study have implications for educational interventions and teacher training programs. The results suggest the need to develop interventions that enhance students' interest and motivation in Biology, as well as improve teaching strategies to address the areas where students perceive their competence to be fair. Additionally, the study supports the Department of Education's efforts to create a favorable learning environment for students by identifying areas for improvement in biology education. Future research may focus on investigating the actual competencies of students in Biology and exploring the factors that contribute to students' perceived competencies. By understanding these factors, educators can better tailor their instructional approaches to enhance students' learning experiences in Biology.