Effects of Nurses' Perceptions of Actual and Demanded Competence on Turnover Intentions.

PubMed

Takase, Miyuki; Yamamoto, Masako; Sato, Yoko; Imai, Takiko; Kawamoto, Mitsuko

2017-10-01

With the growing focus on continuous professional development, demands placed on nurses to uphold nursing competence have been increasing. This study examined how nurses with different lengths of clinical experience perceived the relationship between their actual competence and the competence they felt was demanded of them, and how this relationship was related to their turnover intentions. Survey questionnaires were distributed to 1,377 nurses, of whom 765 returned usable completed forms. The results showed that across all the groups of clinical experience, nurses perceived the demanded competence levels to be higher than their actual competence levels. However, turnover intentions were not related to nurses' perceptions of demanded competence and were negatively related to perceptions of actual competence. The levels of competence demanded should not be considered as threats for nurses. Improving nurses' competence may reduce their turnover intentions.

Differences in Perceived Competence and Physical Activity Levels during Single-Gender Modified Basketball Game Play in Middle School Physical Education

ERIC Educational Resources Information Center

Slingerland, Menno; Haerens, Leen; Cardon, Greet; Borghouts, Lars

2014-01-01

Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a…

Relation of Perceived Health Competence to Physical Activity in Patients With Coronary Heart Disease.

PubMed

Bachmann, Justin M; Mayberry, Lindsay S; Wallston, Kenneth A; Huang, Shi; Roumie, Christianne L; Muñoz, Daniel; Patel, Niral J; Kripalani, Sunil

2018-05-01

Physical inactivity is highly associated with mortality, especially in patients with coronary heart disease. We evaluated the effect of perceived health competence, a patient's belief in his or her ability to achieve health-related goals, on cumulative physical activity levels in the Mid-South Coronary Heart Disease Cohort Study. The Mid-South Coronary Heart Disease Cohort Study consists of 2,587 outpatients (32% were female) with coronary heart disease at an academic medical center network in the United States. Cumulative physical activity was quantified in metabolic equivalent (MET)-minutes per week with the International Physical Activity Questionnaire. We investigated associations between the 2-item Perceived Health Competence Scale (PHCS-2) and MET-minutes/week after adjusting for co-morbidities and psychosocial factors with linear regression. Nearly half of participants (47%) exhibited low physical activity levels (<600 MET-minutes/week). Perceived health competence was highly associated with physical activity after multivariable adjustment. A nonlinear relation was observed, with the strongest effect on physical activity occurring at lower levels of perceived health competence. There was effect modification by gender (p = 0.03 for interaction). The relation between perceived health competence and physical activity was stronger in women compared with men; an increase in the PHCS-2 from 3 to 4 was associated with a 73% increase in MET-minutes/week in women (95% confidence interval 43% to 109%, p <0.0001) compared with a 53% increase in men (95% confidence interval 27% to 84%, p <0.0001). In conclusion, low perceived health competence was strongly associated with less physical activity in patients with coronary heart disease and may represent a potential target for behavioral interventions. Published by Elsevier Inc.

Osteogenesis imperfecta in childhood: effects of spondylodesis on functional ability, ambulation and perceived competence.

PubMed

Tolboom, N; Cats, E A; Helders, P J M; Pruijs, J E H; Engelbert, R H H

2004-03-01

We studied the effects of spondylodesis on spinal curvature, functional outcome, level of ambulation and perceived competence in 11 children with osteogenesis imperfecta (OI). Mean age at surgical intervention was 13.1 years (SD 2.5 years) and follow-up amounted to 3.4 years (SD 2.3 years). Spinal curvature was measured according to Cobb. The level of ambulation was scored according to the modified criteria of Bleck. Functional abilities and the amount of parental assistance were scored using the Dutch version of the Pediatric Evaluation of Disability Inventory (PEDI). Perceived competence was measured using the Harter Self-Perception Profile for Children. The amount of fatigue, spinal pain and presence of subjective dyspnea were scored with a visual analog scale. The median progression per year before spondylodesis was 6.1 degrees (interquartile range 2.9 degrees -12.9 degrees ) and after the spondylodesis it was 5.0 degrees (interquartile range 1.6 degrees -11.0 degrees ). No significant progression or regression in the level of ambulation was found. Perceived competence improved slightly. In the total score of the perceived competence, a borderline significant increase was found ( P-value 0.068). We concluded that spinal fusion in children with OI does not materially influence functional ability and level of ambulation. Self-perceived competence seemed to improve after surgery. The amount of pain, fatigue and subjective dyspnea seemed to diminish after spinal surgery. Progression of scoliosis proceeded, as did development of spinal curvature at the junction of the spondylodesis. Therefore, oral or intravenous bisphosphonates before and after spinal surgery should be considered.

Development of a Digital-Based Instrument to Assess Perceived Motor Competence in Children: Face Validity, Test-Retest Reliability, and Internal Consistency

PubMed Central

Palmer, Kara K.

2017-01-01

Assessing children’s perceptions of their movement abilities (i.e., perceived competence) is traditionally done using picture scales—Pictorial Scale of Perceived Competence and Acceptance for Young Children or Pictorial Scale of Perceived Movement Skill Competence. Pictures fail to capture the temporal components of movement. To address this limitation, we created a digital-based instrument to assess perceived motor competence: the Digital Scale of Perceived Motor Competence. The purpose of this study was to determine the validity, reliability, and internal consistency of the Digital-based Scale of Perceived Motor Skill Competence. The Digital-based Scale of Perceived Motor Skill Competence is based on the twelve fundamental motor skills from the Test of Gross Motor Development-2nd Edition with a similar layout and item structure as the Pictorial Scale of Perceived Movement Skill Competence. Face Validity of the instrument was examined in Phase I (n = 56; Mage = 8.6 ± 0.7 years, 26 girls). Test-retest reliability and internal consistency were assessed in Phase II (n = 54, Mage = 8.7 years ± 0.5 years, 26 girls). Intra-class correlations (ICC) and Cronbach’s alpha were conducted to determine test-retest reliability and internal consistency for all twelve skills along with locomotor and object control subscales. The Digital Scale of Perceived Motor Competence demonstrates excellent test-retest reliability (ICC = 0.83, total; ICC = 0.77, locomotor; ICC = 0.79, object control) and acceptable/good internal consistency (α = 0.62, total; α = 0.57, locomotor; α = 0.49, object control). Findings provide evidence of the reliability of the three level digital-based instrument of perceived motor competence for older children. PMID:29910408

The Relationship of Self-Concept and Perceived Athletic Competence to Physical Activity Level and Gender among Turkish Early Adolescents.

ERIC Educational Resources Information Center

Kosar, F. Hulya Asci S. Nazan; Isler, Ayse Kin

2001-01-01

Examined self-concept and perceived athletic competence of Turkish early adolescents in relation to physical activity level and gender. Multivariate analysis of variance revealed significant main effects for gender and physical activity level but no significant gender by physical activity interaction. Univariate analysis demonstrated significant…

The relationship between parental perceptions of diabetes and glycaemic control.

PubMed

Pattison, H M; Moledina, S; Barrett, T G

2006-06-01

To measure the relationship between perceived child competence, parental self-efficacy, and children's glycaemic control. Cross-sectional outpatient based questionnaire survey of 78 parents of children aged 6-12 years with insulin dependent diabetes mellitus, diagnosed for at least one year. Parental perceptions of their child's competence were assessed, together with parental perceptions of their own self-efficacy in managing their child's diabetes. Glycaemic control was assessed by the average annual HbA1C level. The response rate was 64.5% (51 parents); 82% were mothers and the socioeconomic class and ethnicity spread was representative of the general population. The mean age of the children was 10 years and duration of diabetes 4.4 years. Poorer glycaemic control was associated with higher perceived child competence, together with lower perceived age of responsibility, lower perceived seriousness, and less frequent blood tests. Higher parental self-efficacy and higher perceived child competence predicted a higher level of normalisation, as did lower perceived seriousness, a lower perceived parental responsibility for management, and a less protective style of parenting. Parents' perceptions of their children's diabetes are significantly related to glycaemic control; however, those who appear more competent at managing diabetes may overestimate their child's capabilities, leading to poorer glycaemic control.

The relation between children's accuracy estimates of their physical competence and achievement-related characteristics.

PubMed

Weiss, M R; Horn, T S

1990-09-01

The relationship between perceptions of competence and control, achievement, and motivated behavior in youth sport has been a topic of considerable interest. The purpose of this study was to examine whether children who are under-, accurate, or overestimators of their physical competence differ in their achievement characteristics. Children (N = 133), 8 to 13 years of age, who were attending a summer sport program, completed a series of questionnaires designed to assess perceptions of competence and control, motivational orientation, and competitive trait anxiety. Measures of physical competence were obtained by teachers' ratings that paralleled the children's measure of perceived competence. Perceived competence and teachers' ratings were standardized by grade level, and an accuracy score was computed from the difference between these scores. Children were then categorized as underestimators, accurate raters, or overestimators according to upper and lower quartiles of this distribution. A 2 x 2 x 3 (age level by gender by accuracy) MANCOVA revealed a significant gender by accuracy interaction. Underestimating girls were lower in challenge motivation, higher in trait anxiety, and more external in their control perceptions than accurate or overestimators. Underestimating boys were higher in perceived unknown control than accurate and overestimating boys. It was concluded that children who seriously underestimate their perceived competence may be likely candidates for discontinuation of sport activities or low levels of physical achievement.

Perceived Levels of Cultural Competence for School Social Workers: A Follow-up Study

ERIC Educational Resources Information Center

Teasley, Martell L.; Archuleta, Adrian; Miller, Christina

2014-01-01

The purpose of this article is to report on findings from a follow-up study that examined the relationship among social work education programs, postgraduate professional development, and school social workers' perceived levels of cultural competence in practice with urban minority youth. The initial study demonstrated that African Americans…

Coaches' Coaching Competence in Relation to Athletes' Perceived Progress in Elite Sport

ERIC Educational Resources Information Center

Moen, Frode; Federici, Roger A.

2013-01-01

This article looks at whether higher levels of perceived coaching competencies focusing on relational issues, were associated with higher satisfaction among elite athletes with their progress in sport. In order to explore this, we investigated elite athletes' perceptions of their coaches' coaching competence (CCS) and how these perceptions related…

Improving Prevention Programs: First Results on the Relation between Subjectively Perceived Levels of Usefulness and Social Competencies

ERIC Educational Resources Information Center

Grumm, Mandy; Hein, Sascha; Fingerle, Michael

2013-01-01

School-based aggression prevention programs have been implemented in many educational institutions, and fostering the development of social competencies is one of the central aspects of many approaches. The aim of the present study was to assess the level of subjectively perceived usefulness of the prevention program "Faustlos" in…

The Impact of Intercultural Competency Training on Perceived Levels of Conflict among Multicultural Student Groups

ERIC Educational Resources Information Center

Miller, Tate

2014-01-01

The purpose of this study, based on a quasi-experimental static group comparison design, was to determine the extent to which intercultural competency (ICC) training might be related to perceived levels of conflict (i.e., disagreements related to cultural misunderstandings and perceptions) among multicultural groups of students who participated in…

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students

PubMed Central

Banda, Sekelani

2016-01-01

Objectives To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. Methods The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Results Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Conclusions Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training. PMID:27132255

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students.

PubMed

Katowa-Mukwato, Patricia; Banda, Sekelani

2016-04-30

To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training.

LEVEL OF COMPETENCIES OF FAMILY PHYSICIANS IN KOSOVO FROM DIFFERENT PERSPECTIVES.

PubMed

Bojaj, Gazmend; Skeraj, Fitim; Czabanowska, Katarzyna; Burazeri, Genc

2016-10-01

The aim of this analysis was to compare the level of self-perceived competencies of primary health care physicians in Kosovo with patients' viewpoint, as well as the necessary (required) level of such competencies from decision-makers' standpoint. Three cross-sectional studies were carried out in Kosovo in 2013 including: i) a representative sample of 1340 primary health care users aged ≥18 years (49% men; overall mean age: 50.5±17.9 years; response rate: 89%); ii) a representative sample of 597 primary health care physicians (49% men; overall mean age: 46.0±9.4 years; response rate: 90%), and; iii) a nationwide representative sample of 100 decision-makers operating at different primary health care institutions or public health agencies in Kosovo (63% men; mean age: 47.7±5.7 years). A structured self-administered questionnaire (consisting of 37 items) was used in the three surveys in order to assess physicians' competencies regarding different domains of the quality of health care. There was a significant gap in the level of self-perceived physicians' competencies and patients' perspective in transitional Kosovo. Furthermore, there was a gap in the level of self-perceived physicians' competencies and the necessary (required) level of physicians' competencies from decision-makers perspective which was less evident in Prishtina, but considerable in the other regions of Kosovo. Our analysis provides valuable evidence about the level of competencies of primary health care physicians in Kosovo from different stakeholders' perspectives. There is an urgent need for continuous professional development of family physicians in post-war Kosovo.

Developing gerontological competency: a curriculum approach.

PubMed

Galambos, Colleen; Curl, Angela

2013-01-01

This study describes a competency-based educational approach to course development, implementation, and evaluation. The course model is presented, including its philosophical base. The authors hypothesized that student participation in a competency-based graduate gerontology course would increase their perceived competency level. Results indicate that students (N = 74 students; 2008-2011) rated their competency skill level as higher at posttest than at the pretest (paired t-tests, p < .01), as measured by the Geriatric Social Work Competency Scale II. In addition, pretest/posttest results on the Myths of Aging checklist and Expectations Regarding Aging survey supported increases of perceived knowledge of older adults at posttest (p < .01). This project illustrates the benefits of organizing and implementing competency-based curriculum so that students are better prepared to work with older adults when they graduate.

The Role of Perceived and Actual Motor Competency on Children's Physical Activity and Cardiorespiratory Fitness during Middle Childhood

ERIC Educational Resources Information Center

Gu, Xiangli; Thomas, Katherine Thomas; Chen, Yu-Lin

2017-01-01

Purpose: Guided by Stodden et al.'s (2008) conceptual model, the purpose of this study was to examine the associations among perceived competence, actual motor competence (MC), physical activity (PA), and cardiorespiratory fitness in elementary children. The group differences were also investigated as a function of MC levels. Methods: A…

Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness?

PubMed

Ihm, Jung-Joon; Seo, Deog-Gyu

2016-02-01

The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.

Promoting medical students' reflection on competencies to advance a global health equities curriculum.

PubMed

Mullan, Patricia B; Williams, Joy; Malani, Preeti N; Riba, Michelle; Haig, Andrew; Perry, Julie; Kolars, Joseph C; Mangrulkar, Rajesh; Williams, Brent

2014-05-03

The move to frame medical education in terms of competencies - the extent to which trainees "can do" a professional responsibility - is congruent with calls for accountability in medical education. However, the focus on competencies might be a poor fit with curricula intended to prepare students for responsibilities not emphasized in traditional medical education. This study examines an innovative approach to the use of potential competency expectations related to advancing global health equity to promote students' reflections and to inform curriculum development. In 2012, 32 medical students were admitted into a newly developed Global Health and Disparities (GHD) Path of Excellence. The GHD program takes the form of mentored co-curricular activities built around defined competencies related to professional development and leadership skills intended to ameliorate health disparities in medically underserved settings, both domestically and globally. Students reviewed the GHD competencies from two perspectives: a) their ability to perform the identified competencies that they perceived themselves as holding as they began the GHD program and b) the extent to which they perceived that their future career would require these responsibilities. For both sets of assessments the response scale ranged from "Strongly Disagree" to "Strongly Agree." Wilcoxon's paired T-tests compared individual students' ordinal rating of their current level of ability to their perceived need for competence that they anticipated their careers would require. Statistical significance was set at p < .01. Students' ratings ranged from "strongly disagree" to "strongly agree" that they could perform the defined GHD-related competencies. However, on most competencies, at least 50 % of students indicated that the stated competencies were beyond their present ability level. For each competency, the results of Wilcoxon paired T-tests indicate - at statistically significant levels - that students perceive more need in their careers for GHD-program defined competencies than they currently possess. This study suggests congruence between student and program perceptions of the scope of practice required for GHD. Students report the need for enhanced skill levels in the careers they anticipate. This approach to formulating and reflecting on competencies will guide the program's design of learning experiences aligned with students' career goals.

Perceived hospital managerial competency in Tehran, Iran: is there a difference between public and private hospitals?

PubMed

Kalhor, Rohollah; Tajnesaei, Mahsa; Kakemam, Edris; Keykaleh, Mesam Safi; Kalhor, Leila

2016-12-01

Hospital managers should have enough managerial competencies to coordinate the complex environment. The underlying assumption is that there is a potential gap in management capacity between public and private hospitals in Iran. This study aims to evaluate competency level of hospital managers and to compare their competencies in public and private hospitals. This study was descriptive-analytic, carried out in 2015. A survey using a self-administered questionnaire was conducted among 127 public and private hospitals managers in Tehran Province, Iran. Respondents were asked to rate their competencies in a five-key subscale that included people-related skills, health delivery, self-management, task-related skills, and strategic planning and management. Ratings were based on a five-point Likert scale ranging from very low to excellent competency level. Self-assessment of competencies level showed that managers in all state hospitals evaluate their competency at a low level. Managers felt most competent in health-delivery skills (3.71), people-related skills (3.61), and strategic planning and management (3.57), relatively less competent in self-management (3.54) and task-related skills (3.49). While being the mean total competency levels were significantly higher among male managers, those who participated in the healthcare/hospital management training courses, and those whose primary formal qualification was management in healthcare/hospital management (P<0.05). Similarly, managers who had more experience in their current position were more likely to report higher competencies level (P<0.05). Managers in private hospitals perceived themselves to be significantly more competent than their public hospitals colleagues in most of the management facets (P<0.001). There is a perceived lack of management capacity by managers of both public and private hospitals and the gap between public and private hospitals is small. There is widespread need for management training to be made available in Iran.

Assessing Pharmacy Students’ Self-Perception of Cultural Competence

PubMed Central

Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen

2014-01-01

Pharmacists play an increasingly important role in medication therapy management, which requires communicating effectively with patients. Pharmacy students completed the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire, and their results were used to identify patterns in self-assessment of cultural competence. In general, students rated their knowledge as less than their skills and attitudes. Important differences were found by race, comparing each group with its counterparts: African American students rated their perceived competencies regarding patient discrimination and barriers to health care at a significantly higher level; Asian American students rated their attitudes to engaging in self-reflection and their knowledge in multicultural issues at significantly lower level; and White students rated their awareness regarding racial dynamics at a significantly lower level. It is recommended to consider the students’ cultural, racial, and ethnic backgrounds before developing curriculum in cultural competence and, perhaps, to develop targeted educational interventions for specific groups. PMID:23395945

Role of Baby-Friendly Hospital Care in Maternal Role Competence.

PubMed

Barabach, Lynn; Ludington-Hoe, Susan M; Dowling, Donna; Lotas, Marilyn

The objective of this pilot study was to determine women's perceptions of their levels of maternal role competence at discharge from a Baby-Friendly hospital. A convenience sample of 30 women completed two self-report questionnaires: a demographic questionnaire and the Perceived Maternal Parenting Self-Efficacy scale. Women report that they perceived high levels of maternal role competence with a mean total score of 69.80 (standard deviation = 6.86) out of 80. As women experience breastfeeding in Baby-Friendly hospitals, maternal role competence may develop with appropriate support. © 2017 AWHONN, the Association of Women’s Health, Obstetric and Neonatal Nurses.

Actual competence, rather than perceived competence, is a better predictor of physical activity in children aged 6-9 years.

PubMed

McIntyre, Fleur; Parker, Helen; Chivers, Paola; Hands, Beth

2018-07-01

There is a limited understanding about the relative importance of perceived and actual competence on emergent physical activity levels in children and whether there is a difference in their development and strength between boys and girls. This study used a single-cohort, multiple age group design to monitor physical activity, actual motor competence (AMC) and perceived competence (PC) on four occasions over 18 months in 6-to 9-year-old boys and girls (N = 201). Physical activity was measured by 7-day daily step counts (pedometer) and activity diary. AMC was assessed by mastery of skill criteria for 4 motor skills; run, overhand throw, standing broad jump, and line walk. PC was measured with the Self Description Questionnaire-I. Linear Mixed Model analysis revealed that AMC, Gender and School significantly impacted physical activity levels longitudinally in these children. AMC made a greater contribution (9-30%) to physical activity levels than PC (0-5%), and at an earlier age in boys (7 years) than girls (9 years). The need to acknowledge these developing distinctions in considering emergent physical activity levels has important implications for childhood learning environments and physical activity interventions.

Associations between behavior regulation, competence, physical activity, and health for adolescent females.

PubMed

Craike, Melinda Jane; Polman, Remco; Eime, Rochelle; Symons, Caroline; Harvey, Jack; Payne, Warren

2014-02-01

This study investigated the association between the different types of behavior regulation and competence on sport and physical activity (PA) and perceived health, and the influence of school year level (ie, year 7 and year 11) and setting (ie, metropolitan and rural) on these relationships. A cross sectional self-complete survey was conducted. Competence was measured using the 5-item perceived competence subscale of the 21-item Athletic Identity Questionnaire (AIQ); behavior regulation was measured using a modified version of the Behavior Regulation in Exercise Questionnaire (BREQ-2); PA was measured using an item to assess if adolescents are meeting recommended levels of PA; and perceived health was measured using the Short Form 1 (SF-1). This study included 732 participants, 71.2% from metropolitan schools, and 66.8% in year 7. Self-determined behavior regulation and competence were positively associated with PA and health. Intrinsic motivation was more strongly related to older adolescents' PA than it was for younger adolescents. Behavior regulators and competence were more strongly associated with health than PA. The findings of this study suggest that strategies that enhance intrinsic motivation and PA competence may improve the health of adolescent females; enhancing these may lead to greater health regardless of level of PA.

Perceptions of perioperative nursing competence: a cross-country comparison.

PubMed

Gillespie, Brigid M; Harbeck, Emma B; Falk-Brynhildsen, Karin; Nilsson, Ulrica; Jaensson, Maria

2018-01-01

Throughout many countries, professional bodies rely on yearly self-assessment of competence for ongoing registration; therefore, nursing competence is pivotal to safe clinical practice. Our aim was to describe and compare perioperative nurses' perceptions of competence in four countries, while examining the effect of specialist education and years of experience in the operating room. We conducted a secondary analysis of cross-sectional surveys from four countries including; Australia, Canada, Scotland, and Sweden. The 40-item Perceived Perioperative Competence Scale-Revised (PPCS-R), was used with a total sample of 768 respondents. We used a factorial design to examine the influence of country, years of experience in the operating room and specialist education on nurses' reported perceived perioperative competence. Regardless of country origin, nurses with specialist qualifications reported higher perceived perioperative competence when compared to nurses without specialist education. However, cross-country differences were dependent on nurses' number of years of experience in the operating room. Nurses from Sweden with 6-10 years of experience in the operating room reported lower perceived perioperative competence when compared to Australian nurses. In comparing nurses with > 10 years of experience, Swedish nurses reported significantly lower perceived perioperative competence when compared to nurses from Australia, Canada and Scotland. Researchers need to consider educational level and years of experience in the perioperative context when examining constructs such as competence.

Children's perceived cost for exercise: application of an expectancy-value paradigm.

PubMed

Chiang, Evelyn S; Byrd, Sandra P; Molin, Ashley J

2011-04-01

Expectancy-value models of motivation have been applied to understanding children's choices in areas such as academics and sports. Here, an expectancy-value paradigm is applied to exercising (defined as engaging in physical activity). The notion of perceived cost is highlighted in particular. Two hundred twenty children in third, fourth, and fifth grades were surveyed on their competence beliefs, perceived importance, interest, and perceived cost of being physically active. Results indicated that perceived cost is empirically distinct from competence beliefs and other types of value, that perceived cost is marginally related to children's self-reported level of physical activity, and children's beliefs and other values are related to their self-reported level of physical activity. Children's perceptions of cost vary depending on grade and gender. Interventions based on these findings are proposed.

Graduates' perceptions of their clinical competencies in allergy and immunology: results of a survey.

PubMed

Li, James T-C; Stoll, Doris A; Smith, June E; Lin, John J; Swing, Susan R

2003-09-01

The Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS) have identified six areas of general competency. This study surveyed graduates of allergy and immunology training programs about their perceived clinical competency and the adequacy of their subspecialty training. In August 2000 and May 2001, a questionnaire was mailed to 373 physicians who had completed a fellowship in allergy and immunology in the United States between 1995 and 2001. Physicians were asked to rate the perceived importance and adequacy of their training in, and their level of competency for, 57 general competencies and subspecialty-specific competencies and procedures. A total of 253 physicians responded (68%). All items in the six ACGME/ABMS general competencies had high ratings (>/= 90%) for perceived importance. One item in the practice-based learning area had low ratings for adequacy of training (57%) and intermediate for competency (75%). Two items in the system-based practice area had low ratings for training (65% and 67%) and intermediate for competency (86% and 88%). Generally, core specialty-specific items (allergic rhinitis, asthma, and urticaria) had high ratings (>/= 90%) for importance, training, and competency. Without exception, items with ratings of less than 70% for adequacy of training also had ratings of less than 90% for competency. The general competencies were considered important, but training in system-based practice and practice-based learning may be deficient. Although self-perceived competency in core areas of allergy and immunology was high, weaknesses in training and self-perceived competency in selected areas were identified.

The Investigation of the Relation between Physical Activity and Academic Success

ERIC Educational Resources Information Center

Iri, Ruchan; Ibis, Serkan; Aktug, Zait Burak

2017-01-01

The purpose of the study is to investigate the interaction among Physical Activity Levels (PAL), academic successes, perceived academic competency and Motor Skills (MS) of male and female students at the age of 14-17 in terms of gender variable. The PALs, perceived academic competency and academic successes were determined through International…

Maternal Overcontrol and Child Anxiety: The Mediating Role of Perceived Competence

ERIC Educational Resources Information Center

Affrunti, Nicholas W.; Ginsburg, Golda S.

2012-01-01

Previous research has shown that maternal overcontrol is related to higher levels of child anxiety. It has been theorized, though not empirically tested, that maternal overcontrol decreases child perceived competence and mastery, which increases child anxiety. The present study investigated this theory using a sample of 89 mother-child dyads…

Longitudinal changes in physical self-perceptions and associations with physical activity during adolescence.

PubMed

Inchley, Jo; Kirby, Jo; Currie, Candace

2011-05-01

The purpose of this study was to examine adolescents' physical self-perceptions and their associations with physical activity using a longitudinal perspective. Utilizing data from the Physical Activity in Scottish Schoolchildren (PASS) study, changes in exercise self-efficacy, perceived competence, global self-esteem and physical self-worth were assessed among a sample of 641 Scottish adolescents from age 11-15 years. Girls reported lower levels of perceived competence, self-esteem and physical self-worth than boys at each age. Furthermore, girls' physical self-perceptions decreased markedly over time. Among boys, only perceived competence decreased, while global self-esteem increased. Baseline physical activity was a significant predictor of later activity levels for both genders. Findings demonstrate the importance of physical self-perceptions in relation to physical activity behavior among adolescents. Among older boys, high perceived competence increased the odds of being active by 3.8 times. Among older girls, high exercise self-efficacy increased the odds of being active by 5.2 times. There is a need for early interventions which promote increased physical literacy and confidence, particularly among girls.

Promoting medical students’ reflection on competencies to advance a global health equities curriculum

PubMed Central

2014-01-01

Background The move to frame medical education in terms of competencies – the extent to which trainees “can do” a professional responsibility - is congruent with calls for accountability in medical education. However, the focus on competencies might be a poor fit with curricula intended to prepare students for responsibilities not emphasized in traditional medical education. This study examines an innovative approach to the use of potential competency expectations related to advancing global health equity to promote students’ reflections and to inform curriculum development. Methods In 2012, 32 medical students were admitted into a newly developed Global Health and Disparities (GHD) Path of Excellence. The GHD program takes the form of mentored co-curricular activities built around defined competencies related to professional development and leadership skills intended to ameliorate health disparities in medically underserved settings, both domestically and globally. Students reviewed the GHD competencies from two perspectives: a) their ability to perform the identified competencies that they perceived themselves as holding as they began the GHD program and b) the extent to which they perceived that their future career would require these responsibilities. For both sets of assessments the response scale ranged from “Strongly Disagree” to “Strongly Agree.” Wilcoxon’s paired T-tests compared individual students’ ordinal rating of their current level of ability to their perceived need for competence that they anticipated their careers would require. Statistical significance was set at p < .01. Results Students’ ratings ranged from “strongly disagree” to “strongly agree” that they could perform the defined GHD-related competencies. However, on most competencies, at least 50 % of students indicated that the stated competencies were beyond their present ability level. For each competency, the results of Wilcoxon paired T-tests indicate – at statistically significant levels - that students perceive more need in their careers for GHD-program defined competencies than they currently possess. Conclusion This study suggests congruence between student and program perceptions of the scope of practice required for GHD. Students report the need for enhanced skill levels in the careers they anticipate. This approach to formulating and reflecting on competencies will guide the program’s design of learning experiences aligned with students’ career goals. PMID:24886229

Perceived core competency achievements of fellowship and non-fellowship-trained early career pediatric hospitalists.

PubMed

Librizzi, Jamie; Winer, Jeffrey C; Banach, Laurie; Davis, Aisha

2015-06-01

The pediatric hospital medicine (PHM) core competencies were established in 2010 to identify the specific knowledge base and skill set needed to provide the highest quality of care for hospitalized children. The objectives of this study were to examine the perceived core competency achievements of fellowship-trained and non-fellowship-trained early career pediatric hospitalists and identify perceived gaps in our current training models. An anonymous Web-based survey was distributed in November 2013. Hospitalists within 5 years of their residency graduation reported their perceived competency in select PHM core competencies. χ(2) and multiprobit regression analyses were utilized. One hundred ninety-seven hospitalists completed the survey and were included; 147 were non-fellowship-trained and 50 were PHM fellowship graduates or current PHM fellows. Both groups reported feeling less than competent in sedation and aspects of business practice. Non-fellowship-trained hospitalists also reported mean scores in the less than competent range in intravenous access/phlebotomy, technology-dependent emergencies, performing Plan-Do-Study-Act process and root cause analysis, defining basic statistical terms, and identifying research resources. Non-fellowship-trained hospitalists reported mean competency scores greater than fellowship-trained hospitalists in pain management, newborn care, and transitions in care. Early career pediatric hospitalists report deficits in several of the PHM core competencies, which should be considered when designing PHM-specific training in the future. Fellowship-trained hospitalists report higher levels of perceived competency in many core areas. © 2015 Society of Hospital Medicine.

Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

PubMed

Crane, Jeff R; Naylor, Patti J; Cook, Ryan; Temple, Viviene A

2015-07-01

Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children's perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome. Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation. The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA. The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children's participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

A Comparison of Senior Student Affairs Officer and Student Affairs Preparatory Program Faculty Expectations of Entry-Level Professionals' Competencies

ERIC Educational Resources Information Center

Dickerson, Amy M.; Hoffman, John L.; Anan, Baramee Peper; Brown, Kelsey F.; Vong, Linda K.; Bresciani, Marilee J.; Monzon, Reynaldo; Oyler, Jessica

2011-01-01

This survey research project compared and contrasted faculty and SSAO expectations for discrete new professional competencies. Findings revealed few significant differences. This study further examined differences between expected and perceived levels of new professional competency. Significant gaps emerged for fiscal management, planning,…

Social Phobia as a Predictor of Social Competence Perceived by Teenagers

ERIC Educational Resources Information Center

Ates, Bünyamin

2016-01-01

In this research, it was analyzed to what extent the variables of social avoidance, concern for being criticized and sense of individual worthlessness as sub-dimensions of social phobia predicted the perceived social competence levels of teenagers. The study group of this study included totally 648 students including 301 (46.5%) female and 347…

Dental Students' Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem-Based Learning Methodologies.

PubMed

Montero, Javier; Dib, Abraham; Guadilla, Yasmina; Flores, Javier; Santos, Juan Antonio; Aguilar, Rosa Anaya; Gómez-Polo, Cristina

2018-02-01

The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.

Psychosocial correlates of physical activity in school children aged 8-10 years.

PubMed

Seabra, Ana C; Seabra, André F; Mendonça, Denisa M; Brustad, Robert; Maia, José A; Fonseca, António M; Malina, Robert M

2013-10-01

Understanding correlates of physical activity (PA) among children in different populations may contribute to fostering active lifestyles. This study considered gender differences in relationships between biologic (body mass index, BMI), demographic (socioeconomic sport status, SES) and psychosocial correlates of PA and level of PA in Portuguese primary school children. 683 children, aged 8-10 years, from 20 different elementary schools in northern Portugal were surveyed. Weight status was classified using International Obesity Task Force (IOTF) criteria for the BMI. Family SES was estimated from school records. PA level and psychosocial correlates (attraction to PA, perceived physical competence and parental socialization) were obtained with interview and standardized questionnaires, respectively. Sex-specific hierarchical multiple regression analyses (SPSS 18.0) were conducted and included two blocks of predictor variables (biologic and demographic, and psychosocial). Level of PA was significantly higher in boys than girls. Enjoyment of participation in vigorous PA was positively associated with level of PA. Perceived acceptance by peers in games and sports and parental encouragement were positively and significantly related to PA in girls. Perceived physical competence was positively and significantly related to PA in boys. Weight status and SES were not associated with PA. Boys and girls differed in perceived attractiveness of PA and perceived physical competence, both of which influenced level of PA. Differences in perceptions may be important aspects of motivation for PA in school children.

Perceived Maternal Role Competence among the Mothers Attending Immunization Clinics of Dharan, Nepal.

PubMed

Shrooti, Shah; Mangala, Shrestha; Nirmala, Pokharel; Devkumari, Shrestha; Dharanidhar, Baral

2016-04-01

Being a mother is considered by many women as their most important role in life. Women's perceptions of their abilities to manage the demands of parenting and the parenting skills they posses are reflected by perceived maternal role competence. The present study was carried out to assess the perceived maternal role competence and its associated factors among mothers. A descriptive cross-sectional research study was carried out on 290 mothers of infant in four immunization clinics of Dharan, Nepal. Data were collected using a standardized predesigned, pretested questionnaire (Parent sense of competence scale, Rosenberg's self esteem scale, Maternity social support scale). The data were analyzed using descriptive and inferential statistics and multiple regression analysis at 0.05 level of significance. The mean score of the perceived maternal role competence obtained by mothers was 64.34±7.90 and those of knowledge/skill and valuing/comfort subscale were 31±6.01 and 33±3.75, respectively. There was a significant association between perceived maternal role competence and factors as the age of the mother (P<0.001), educational status (P=0.015), occupation (P=0.001) and readiness for pregnancy (P=0.022). The study findings revealed a positive correlation between perceived maternal role competence and age at marriage (r=0.132, P=0.024), per capita income (r=0.118, P=0.045), self esteem (r=0.379, P<0.001), social support (r=0.272, P<0.001), and number of support persons (r=0.119, P=0.043). The results of the step wise multiple regression analysis revealed that the major predictor of perceived maternal role competence was self esteem. The factors associated with perceived maternal role competence were age, education, occupation, per capita income, self esteem, social support, and the number of support persons.

Cultural and Intellectual Openness Differentially Relate to Social Judgments of Potential Work Partners.

PubMed

Porter, Caitlin M; Parrigon, Scott E; Woo, Sang Eun; Saef, Rachel M; Tay, Louis

2017-10-01

This study investigates the differential functioning of cultural and intellectual openness (the two aspects of Openness to Experience) in relation to social cognitive processes by examining how they influence people's perceptions and interpretations of social information when deciding to initiate working relationships. Using a policy-capturing design, 681 adult participants were asked to rate their similarity to and preference to work with potential work partners characterized by varying nationalities and levels of work-related competence. Multilevel moderated mediation was conducted to simultaneously evaluate whether the indirect effects of potential work partners' characteristics (i.e., nationalities and levels of work-related competence) on work partner preference through perceived similarity were moderated by cultural and intellectual openness. Perceived similarity mediated the relationships between work partner nationality and work-related competence and participants' work partner preferences. Furthermore, the negative indirect effect of work partner nationality on work partner preference via perceived similarity was attenuated by cultural openness, and the positive indirect effect of work partner work-related competence on work partner preference via perceived similarity was strengthened by intellectual openness. Cultural and intellectual openness may have distinct functions that influence how people perceive, evaluate, and appreciate social information when making social judgments. © 2016 Wiley Periodicals, Inc.

The development and validation of the Perceived Health Competence Scale.

PubMed

Smith, M S; Wallston, K A; Smith, C A

1995-03-01

A sense of competence or self-efficacy is associated with many positive outcomes, particularly in the area of health behavior. A measure of a sense of competence in the domain of health behavior has not been developed. Most measures are either general measures of a general sense of self-efficacy or are very specific to a particular health behavior. The Perceived Health Competence Scale (PHCS), a domain-specific measure of the degree to which an individual feels capable of effectively managing his or her health outcomes, was developed to provide a measure of perceived competence at an intermediate level of specificity. Five studies using three different types of samples (students, adults and persons with a chronic illness) provide evidence for the reliability and validity of the PHCS. The eight items of the PHCS combine both outcome and behavioral expectancies. Results from the five studies indicate that the scale has good internal consistency and test-retest reliability. The construct validity of the scale is demonstrated through the support obtained for substantive hypotheses regarding the correlates of perceived health competence, such as health behavior intentions, general sense of competence and health locus of control.

Perceived competence in computer use as a moderator of musculoskeletal strain in VDU work: an ergonomics intervention case.

PubMed

Tuomivaara, S; Ketola, R; Huuhtanen, P; Toivonen, R

2008-02-01

Musculoskeletal strain and other symptoms are common in visual display unit (VDU) work. Psychosocial factors are closely related to the outcome and experience of musculoskeletal strain. The user-computer relationship from the viewpoint of the quality of perceived competence in computer use was assessed as a psychosocial stress indicator. It was assumed that the perceived competence in computer use moderates the experience of musculoskeletal strain and the success of the ergonomics intervention. The participants (n = 124, female 58%, male 42%) worked with VDU for more than 4 h per week. They took part in an ergonomics intervention and were allocated into three groups: intensive; education; and reference group. Musculoskeletal strain, the level of ergonomics of the workstation assessed by the experts in ergonomics and amount of VDU work were estimated at the baseline and at the 10-month follow-up. Age, gender and the perceived competence in computer use were assessed at the baseline. The perceived competence in computer use predicted strain in the upper and the lower part of the body at the follow-up. The interaction effect shows that the intensive ergonomics intervention procedure was the most effective among participants with high perceived competence. The interpretation of the results was that an anxiety-provoking and stressful user-computer relationship prevented the participants from being motivated and from learning in the ergonomics intervention. In the intervention it is important to increase the computer competence along with the improvements of physical workstation and work organization.

Medical students' clerkship experiences and self-perceived competence in clinical skills.

PubMed

Katowa-Mukwato, P; Andrews, B; Maimbolwa, M; Lakhi, S; Michelo, C; Mulla, Y; Banda, S S

2014-01-01

In a traditional curriculum, medical students are expected to acquire clinical competence through the apprenticeship model using the Halstedian "see one, do one, and teach one, approach". The University of Zambia School of Medicine used a traditional curriculum model from 1966 until 2011 when a competence-based curriculum was implemented. To explore medical students' clerkships experiences and self-perceived competence in clinical skills. A cross-sectional survey was conducted on 5th, 6 th , and 7 th year medical students of the University of Zambia, School of Medicine two months prior to final examinations. Students were asked to rate their clerkship experiences with respect to specific skills on a scale of 1 to 4 and their level of self-perceived competence on a scale of 1 to 3. Skills evaluated were in four main domains: history taking and communication, physical examination, procedural, and professionalism, team work and medical decision making. Using Statistical Package for Social Scientist (SPSS), correlations were performed between experiences and self-perceived competence on specific skills, within domains and overall. Out of 197 clinical students 138 (70%) participated in the survey. The results showed significant increase in the proportion of students performing different skills and reporting feeling very competent with each additional clinical year. Overall correlations between experience and self-perceived competence were moderate (0.55). On individual skills, the highest correlation between experience and self-perceived competence were observed on mainly medical and surgical related procedural skills with the highest at 0.82 for nasal gastric tube insertion and 0.76 for endotracheal intubation. Despite the general improvement in skills experiences and self-perceived competence, some deficiencies were noted as significant numbers of final year students had never attempted common important procedures especially those performed in emergency situations. Deficiencies in certain skills may call for incorporation of teaching/learning methods that broaden students' exposure to such skills.

A Phenomenological Exploration of School Counselors' Conceptualization and Implementation of Multicultural Competence

ERIC Educational Resources Information Center

Knight, Jasmine

2010-01-01

School counselors need multicultural competence to implement comprehensive school counseling programs that promote the academic achievement of all students. Prior research demonstrates that school counselors have reported high levels of multicultural competence. However, there is no evidence that this self-perceived competence translates into…

Assessment of Pharmacists' Perception of Patient Care Competence and Need for Training in Rural and Urban Areas in North Dakota

ERIC Educational Resources Information Center

Scott, David M.

2010-01-01

Context: Few studies have examined pharmacists' level of patient care competence and need for continuous professional development in rural areas. Purpose: To assess North Dakota pharmacists' practice setting, perceived level of patient care competencies, and the need for professional development in urban and rural areas. Methods: A survey was…

Sport ability beliefs, 2 x 2 achievement goals, and intrinsic motivation: the moderating role of perceived competence in sport and exercise.

PubMed

Wang, C K John; Liu, Woon Chia; Lochbaum, Marc R; Stevenson, Sarah J

2009-06-01

We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals.

Self-worth, perceived competence, and behaviour problems in children with cerebral palsy.

PubMed

Schuengel, Carlo; Voorman, Jeanine; Stolk, Joop; Dallmeijer, Annet; Vermeer, Adri; Becher, Jules

2006-10-30

To examine the relevance of physical disabilities for self-worth and perceived competence in children with cerebral palsy (CP), and to examine associations between behaviour problems and self-worth and perceived competence. The Harter scales for self-worth and perceived competence and a new scale for perceived motor competence were used in a sample of 80 children with CP. Their motor functioning was assessed with the Gross Motor Functioning Measure (GMFM) and behaviour problems with the Child Behaviour Check List administered to parents. Self-worth and perceived competence for children with CP were comparable to the Dutch norm sample, except for perceived athletic competence. Within the CP sample, the GMFM showed a domain-specific effect on perceived motor competence. In the multivariate analysis, internalizing problems were associated negatively with all perceived competence scales and self-worth, whereas aggression was positively associated with perceived motor competence, physical appearance, and self-worth. Children with CP appear resilient against challenges posed to their self-worth caused by their disabilities. The relevance of the physical disability appears to be domain-specific. For internalizing problems and aggression, different theoretical models are needed to account for their associations with self-worth and perceived competence.

Taiwan HRD Practitioner Competencies: An Application of the ASTD WLP Competency Model

ERIC Educational Resources Information Center

Chen, Angela Shin-yih; Bian, Min-dau; Hom, Yi-ming

2005-01-01

This paper aims to identify Taiwan HRD practitioners' perceived competency levels, and to evaluate the importance of 52 workplace learning and performance (WLP) competencies. The conceptual framework is adapted from the American Society of Training and Development (ASTD) models for WLP conducted by Rothwell, Sanders and Soper (1999). The survey…

Applying generalizability theory to examine the antecedents of perceived coach support.

PubMed

Coussens, Adam Howard; Rees, Tim; Freeman, Paul

2015-02-01

Although social support is integral to the coaching process, there is only a limited understanding of the antecedents of perceived coach support. We applied generalizability theory to examine perceived coach support and its antecedents at perceiver, provider, and relational levels of analysis. Two studies were conducted in which athletes rated the degree to which they identified with a selection of coaches, and the personality, competency, and supportiveness of those coaches. Univariate analyses demonstrated that the relational component accounted for a significant amount of variance in perceived coach support in both studies. Multivariate analyses demonstrated that when athletes perceive specific coaches to be highly agreeable, competent, and individuals with whom they share a common identity, they also perceive these same coaches to be particularly supportive in comparison with other coaches.

Friendship quality, social preference, proximity prestige, and self-perceived social competence: interactive influences on children's loneliness.

PubMed

Zhang, Fengjuan; You, Zhiqi; Fan, Cuiying; Gao, Chuang; Cohen, Robert; Hsueh, Yeh; Zhou, Zongkui

2014-10-01

The purpose of this study was to test an integrative model in which peer relations at different levels of social complexity (friendship quality, social preference, and proximity prestige) are associated with children's loneliness, with children's self-perceived social competence acting as a mediator of these associations. A middle childhood sample of 509 Chinese children (233 girls and 276 boys; 3rd to 6th grade) completed a battery of sociometric and self-report questionnaires. Bootstrap analysis showed that self-perceived social competence mediated the relations between each peer variable and loneliness. In the integrative model tested with SEM, the mediating effect of self-perceived social competence in the relation between friendship quality and loneliness and between social preference and loneliness remained significant. However, self-perceived social competence no longer mediated the association between proximity prestige and loneliness, when considering the simultaneous influences of the three peer variables (friendship quality, social preference, and proximity prestige). The whole model accounted for 56% of the variance in loneliness. These findings suggest that self-perceived social competence played an important role in children's loneliness, that the quality and the quantity of direct peer relations (friendship quality, social preference, and part of proximity prestige) were associated with loneliness, and that indirect friends had a relatively lower but significant influence on children's loneliness. The results are discussed in terms of their implications for preventing children's loneliness. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Nine Constructs of Cultural Competence for Curriculum Development

PubMed Central

Brookover, Cecile; Kennedy, Kathleen

2010-01-01

Objective To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. Methods The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Results Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. Conclusions The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs. PMID:21436922

Palliative and end-of-life educational practices in US pulmonary and critical care training programs.

PubMed

Richman, Paul S; Saft, Howard L; Messina, Catherine R; Berman, Andrew R; Selecky, Paul A; Mularski, Richard A; Ray, Daniel E; Ford, Dee W

2016-02-01

To describe educational features in palliative and end-of-life care (PEOLC) in pulmonary/critical care fellowships and identify the features associated with perceptions of trainee competence in PEOLC. A survey of educational features in 102 training programs and the perceived skill and comfort level of trainees in 6 PEOLC domains: communication, symptom control, ethical/legal, community/institutional resources, specific syndromes, and ventilator withdrawal. We evaluated associations between perceived trainee competence/comfort in PEOLC and training program features, using regression analyses. Fifty-five percent of program directors (PDs) reported faculty with training in PEOLC; 30% had a written PEOLC curriculum. Neither feature was associated with trainee competence/comfort. Program directors and trainees rated bedside PEOLC teaching highly. Only 20% offered PEOLC rotations; most trainees judged these valuable. Most PDs and trainees reported that didactic teaching was insufficient in communication, although sufficient teaching of this was associated with perceived trainee competence in communication. Perceived trainee competence in managing institutional resources was rated poorly. Program directors reporting significant barriers to PEOLC education also judged trainees less competent in PEOLC. Time constraint was the greatest barrier. This survey of PEOLC education in US pulmonary/critical care fellowships identified associations between certain program features and perceived trainee skill in PEOLC. These results generate hypotheses for further study. Copyright © 2015 Elsevier Inc. All rights reserved.

Prioritization in medical school simulation curriculum development using survey tools and desirability function: a pilot experiment.

PubMed

Ingrassia, Pier Luigi; Barozza, Ludovico Giovanni; Franc, Jeffrey Michael

2018-01-01

In Italy, there is no framework of procedural skills that all medical students should be able to perform autonomously at graduation. The study aims at identifying (1) a set of essential procedural skills and (2) which abilities could be potentially taught with simulation. Desirability score was calculated for each procedure to determine the most effective manner to proceed with simulation curriculum development. A web poll was conducted at the School of Medicine in Novara, looking at the level of expected and self-perceived competency for common medical procedures. Three groups were enrolled: (1) faculty, (2) junior doctors in their first years of practice, and (3) recently graduated medical students. Level of importance of procedural skills for independent practice expressed by teachers, level of mastery self-perceived by learners (students and junior doctors) and suitability of simulation training for the given technical skills were measured. Desirability function was used to set priorities for future learning. The overall mean expected level of competency for the procedural skills was 7.9/9. Mean level of self reported competency was 4.7/9 for junior doctors and 4.4/9 for recently graduated students. The highest priority skills according to the desirability function were urinary catheter placement, nasogastric tube insertion, and incision and drainage of superficial abscesses. This study identifies those technical competencies thought by faculty to be important and assessed the junior doctors and recent graduates level of self-perceived confidence in performing these skills. The study also identifies the perceived utility of teaching these skills by simulation. The study prioritizes those skills that have a gap between expected and observed competency and are also thought to be amenable to teaching by simulation. This allows immediate priorities for simulation curriculum development in the most effective manner. This methodology may be useful to researchers in other centers to prioritize simulation training.

Competence and Burnout in Family Child Care Providers.

ERIC Educational Resources Information Center

Thornburg, Kathy R; Crompton, Dwayne; Townley, Kimberly

1998-01-01

Examined the relationship between competence and burnout in 226 family child care providers. Identified the combination of variables that contribute to competence and burnout in caregivers, including age and educational level, use of lesson plans, perceived adequacy of space, and satisfaction with equipment and materials. Findings posed…

Psychiatric Residents' Views of Quality of Psychotherapy Training and Psychotherapy Competencies: A Multisite Survey

ERIC Educational Resources Information Center

Calabrese, Christina; Sciolla, Andres; Zisook, Sidney; Bitner, Robin; Tuttle, Jeffrey; Dunn, Laura B.

2010-01-01

Objective: Few studies of residents' attitudes toward psychotherapy training exist. The authors examined residents' perceptions of the quality of their training, support for training, their own competence levels, and associations between self-perceived competence and perceptions of the training environment. Methods: An anonymous, web-based…

Scottish Visitor Attractions: Managerial Competence Requirements

ERIC Educational Resources Information Center

Watson, Sandra; McCracken, Martin; Hughes, Moira

2004-01-01

This paper presents the findings from a study into managerial competence in the Scottish visitor attraction sector. It provides an insight into the range, diversity and perceived importance of current and future competences highlighting differences based on gender, age, size, level of training and location. Although the main findings reveal a…

A multi-modal training programme to improve physical activity, physical fitness and perceived physical ability in obese children.

PubMed

Morano, Milena; Colella, Dario; Rutigliano, Irene; Fiore, Pietro; Pettoello-Mantovani, Massimo; Campanozzi, Angelo

2014-01-01

Actual and perceived physical abilities are important correlates of physical activity (PA) and fitness, but little research has explored these relationships over time in obese children. This study was designed: (a) to assess the feasibility of a multi-modal training programme promoting changes in PA, fundamental motor skills and real and perceived physical abilities of obese children; and (b) to explore cross-sectional and longitudinal relationships between real and perceived physical competence in boys and girls. Forty-one participants (9.2 ± 1.2 years) were assessed before and after an 8-month intervention with respect to body composition, physical fitness, self-reported PA and perceived physical ability. After treatment, obese children reported improvements in the body mass index, PA levels, gross motor performance and actual and perceived physical abilities. Real and perceived physical competence was correlated in boys, but not in girls. Results indicate that a multi-modal programme focused on actual and perceived physical competence as associated with the gradual increase in the volume of activity might be an effective strategy to improve adherence of the participants and to increase the lifelong exercise skills of obese children.

Perceived Competency and Resolution of Homelessness Among Women with Substance Abuse Problems

PubMed Central

Finfgeld-Connett, Deborah; Bloom, Tina L.; Johnson, E. Diane

2011-01-01

Using a metasynthesis approach, our aim was to articulate new insights relating to the most efficient and effective means of helping homeless women with substance abuse problems to enhance their well-being and become more stably housed. Distorted perceptions of competency, which are shaped by dysfunctional relationships and mental health problems, make it challenging for women with substance abuse problems to resolve homelessness. Women with particularly low or high levels of perceived competency tend to grapple with challenges related to structure and control, trust, and hopelessness. Therapeutic strategies for approaching these women include careful assessment, caring, personalized structure and control, development of interpersonal trust, instillation of hope, and the targeted use of psychotherapeutic agents and counseling. Framing care for homeless women within the context of perceived competency offers a new way of understanding their plight and shaping interventions to more expeditiously move them toward healthy and stable lives. PMID:21890717

Perceived competency and resolution of homelessness among women with substance abuse problems.

PubMed

Finfgeld-Connett, Deborah; Bloom, Tina L; Johnson, E Diane

2012-03-01

Using a metasynthesis approach, our aim was to articulate new insights relating to the most efficient and effective means of helping homeless women with substance abuse problems to enhance their well-being and become more stably housed. Distorted perceptions of competency, which are shaped by dysfunctional relationships and mental health problems, make it challenging for women with substance abuse problems to resolve homelessness. Women with particularly low or high levels of perceived competency tend to grapple with challenges related to structure and control, trust, and hopelessness. Therapeutic strategies for approaching these women include careful assessment, caring, personalized structure and control, development of interpersonal trust, instillation of hope, and the targeted use of psychotherapeutic agents and counseling. Framing care for homeless women within the context of perceived competency offers a new way of understanding their plight and shaping interventions to more expeditiously move them toward healthy and stable lives.

Guiding Young Children's Digital Media Use: SES-Differences in Mediation Concerns and Competence.

PubMed

Nikken, Peter; Opree, Suzanna J

2018-01-01

Previous research about parents' mediation of their young children's (digital) media use has predominantly focused on the different types, determinants, and effectiveness of parental mediation strategies. Although research on parents' perceived mediation concerns and competences is scarce, it is known that, compared to mothers and high-educated parents, fathers and low-educated parents experience greater insecurity (i.e., higher concern and lower competence) when applying media mediation. Based on Bourdieu's theory of social capital it may be expected that-in addition to educational level-marital status and family income predict parents' perceived mediation concerns and competences: Family demographics may predict parents' media proficiency and adoption of new media technologies and these media ecological factors may, in turn, affect perceived concerns and competences. To test this assumption, survey data were collected among 1029 parents of children between the ages of 1 to 9 years. We found that parents' basic media proficiency was lower in low income, low educated, and single-parent families, whereas parents' advanced media proficiency was only lower in low educated and single-parent families. As expected, parents' ease of active co-use was positively associated with parents' basic proficiency, ease of restrictive mediation by basic and advanced proficiency, and ease of imposing technical restrictions by advanced media proficiency. Parents' perceived mediation concerns were, however, unrelated to parents' media proficiency. Also, as expected, low educated parents were less inclined to adopt new media technologies. Adoption of new media was negatively related to perceived mediation concerns, yet did not predict parents' perceived competence.

Parenting Practices and Perceived Social Support: Longitudinal Relations with the Social Competence of Mexican-origin Children.

PubMed

Taylor, Zoe E; Conger, Rand D; Robins, Richard W; Widaman, Keith F

2015-11-01

Social bonds and supportive relationships are widely recognized as being indispensable to healthy psychological functioning and well-being. Social support is a psychological resource that is expected to also contribute positively to parenting practices. The present study longitudinally examined the relations between mothers' ( N = 674) and fathers' ( N = 430) perceived social support and parenting behaviors, and their relations with children's social competence during early adolescence in Mexican-origin single and two-parent families. Our constructs of interest (warm parenting, monitoring, perceived social support, and children's social competence) were significantly correlated at T1, and demonstrated significant stability across time for both parental models. Parental warmth (as reported by the child, and opposite parent) and parental monitoring (self-reported by mothers and fathers) were correlated and also showed bidirectional associations across time. Parental monitoring at T2 positively predicted change in children's social competence at T3 (controlling for T1 social competence) for mothers. Parental warmth at T2 positively predicted change in children's social competence at T3 (controlling for T1 social competence) for fathers. For mothers, the indirect effect of social support at T1 on children's social competence at T3 via parental monitoring at T2 (and controlling for prior levels) was significant. Findings suggest that maternal perceived social support contributes to children's social competence due to its positive relation to maternal monitoring. Results may also suggest that mothers' and fathers' parenting behaviors differentially relate to children's social competence in Latino families, although additional work focused on comparing parenting behaviors in two-parent families is needed.

Employees' Perceptions of the Opportunities to Utilize Their Competences: Exploring the Role of Perceived Competence Mobilization

ERIC Educational Resources Information Center

Lai, Linda

2011-01-01

Perceived competence mobilization is the degree to which employees perceive that they have adequate opportunities to utilize their competences in their current jobs. The findings of the research reported here suggest that employees' perceived competence mobilization is associated with a number of favourable employee attitudes, including intrinsic…

Perceived and actual academic competence in maltreated children.

PubMed

Kinard, E M

2001-01-01

The aims were twofold: 1) to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement; and 2) to determine whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers. A sample of 195 maltreated children known to a state protective service agency was compared to a control group of 179 nonmaltreated children. The groups were matched on child's gender, age, ethnicity, and birth order; socioeconomic ranking of neighborhood; and family structure. Although maltreated children had significantly lower achievement scores than did nonmal-treated children, the two groups did not differ on perceived academic competence. With regard to discrepancies between perceived and actual competence, maltreated children were more likely than nonmaltreated children to overestimate their level of competence, particularly for reading and arithmetic. Overall, children who reported low maternal support were more likely to overestimate reading competence than were those who reported average or high maternal support. When maltreatment status was considered, maltreated children with low support seemed likely to overestimate abilities, whereas nonmaltreated children with low support seemed likely to underestimate competence. Maltreated children may overestimate their academic abilities in order to compensate for self-perceptions of low self-worth. Efforts to improve academic performance in maltreated children should focus not only on increasing academic skills but also on enhancing self-esteem.

Perceived and actual competence among overweight and non-overweight children.

PubMed

Jones, Rachel A; Okely, Anthony D; Caputi, Peter; Cliff, Dylan P

2010-11-01

Child overweight and obesity continues to be a global public health concern. The aim of this study was to investigate whether children's actual and perceived physical competence and parental perception's of their child's competence differ by weight status. Understanding these differences is important because physical activity levels are significantly lower among overweight children than their lean counterparts and children's motivation to participate in physical activity is influenced by their perceived and actual competence and their parents perceptions of their competence. Cross-sectional data were collected from 1414 9- and 11-year-old children and their parents from 20 primary schools in New South Wales, Australia. Outcomes measured included child and parental perceptions of physical competence and children's actual physical competence. Parents of overweight boys perceived them to be significantly less competent than parents of non-overweight boys. For 11-year-old girls, parent's perception of their daughter's ability to run (mean diff=1.06 [95% CI 0.73, 1.40]), jump (mean diff=0.54 [95% CI 0.15, 0.93]) and leap (mean diff=0.78 [95% CI 0.41, 1.17]) was lower among parents of overweight children. Overweight children also reported lower perceived physical competence than non-overweight children. 9- and 11-year-old overweight boys had lower actual physical competence than non-overweight boys (mean diff=1.32 [95% CI 0.29, 2.35]; mean diff=1.26 [95% CI 0.37, 2.15], respectively). Overweight 11-year-old girls had lower actual competence than non-overweight 11-year-old girls (mean diff=1.14 [95% CI 0.70, 2.12]). This study highlighted several differences between overweight and non-overweight children. Better understanding these differences at different stages of development may lead to identifying more specific and appropriate intervention points to promote physical activity in overweight children. Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved.

An Investigation into the Perceived Level of Personal Subject Knowledge and Competence of a Group of Pre-Service Physical Education Teachers towards the Teaching of Secondary School Gymnastics

ERIC Educational Resources Information Center

Sloan, Stephen

2007-01-01

The future of physical education (PE) depends on the quality of emerging committed professionals and their ability to teach across the different activity areas contained within the National Curriculum for Physical Education (NCPE). It is a role that requires extensive subject knowledge and perceived competence in the ability to use it effectively.…

Self-Perceived Competence and Social Acceptance of Young Children Who Stutter: Initial Findings

PubMed Central

Hertsberg, Naomi; Zebrowski, Patricia M.

2016-01-01

Purpose The goals of this study were to determine whether young children who stutter (CWS) perceive their own competence and social acceptance differently than young children who do not stutter (CWNS), and to identify the predictors of perceived competence and social acceptance in young speakers. Method We administered the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA; Harter & Pike, 1984) to 13 CWS and 14 CWNS and examined group differences. We also collected information on the children's genders, temperaments, stuttering frequencies, language abilities, and phonological skills to identify which of these factors predicted PSPCSA scores. Results CWS, as a group, did not differ from CWNS in their perceived general competence or social acceptance. Gender predicted scores of perceived general competence, and stuttering frequency predicted perceived social acceptance. Temperament, language abilities, and phonological skills were not significant predictors of perceived competence or social acceptance in our sample. Conclusions While CWS did not significantly differ from CWNS in terms of perceived competence and social acceptance, when both talker groups were considered together, girls self-reported greater perceived competence than boys. Further, lower stuttering frequency was associated with greater perceived social acceptance. These preliminary findings provide motivation for further empirical study of the psychosocial components of childhood stuttering. PMID:27614314

The effect of an integrated perceived competence and motor intervention in children with developmental coordination disorder.

PubMed

Noordstar, Johannes J; van der Net, Janjaap; Voerman, Lia; Helders, Paul J M; Jongmans, Marian J

2017-01-01

Children with DCD have lower self-perceptions and are less physically active than typically developing children. The aim of this quasi-experimental study was to investigate whether an integrated perceived competence and motor intervention affects DCD children's motor performance, self-perceptions, and physical activity compared with a motor intervention only. The intervention group consisted of 20 children and the care-as-usual group consisted of 11 children, all aged 7-10 years. The perceived competence component of the intervention focused primarily on providing positive, specific, and progress feedback to enhance self-perceptions. We assessed children at baseline, after 12 treatment sessions (trial end-point), and at 3-month follow-up. Mixed linear models revealed no differences between the intervention and the care-as-usual group on any of the outcome measures. Children improved their motor performance and increased their perceived athletic competence, global self-esteem, and perceived motor competence after 12 treatment sessions. This improvement was maintained at 3-month follow-up. Motor task values and physical activity remained unchanged for all children. A perceived competence and motor intervention is as effective as care-as-usual in children with DCD. Future research should focus on improving physical activity in children with DCD. This is the first study that has investigated the effect of an integrated perceived competence and motor intervention (intervention group) on motor performance, self-perceptions, and physical activity compared with a motor intervention (care-as-usual group) in children with DCD. We made the perceived competence component explicit by providing positive, specific, and progress feedback to enhance children's self-perceptions. Also, this is one of the first studies that has investigated the effect after both 12 treatment sessions (trial end-point) and after 3 months of no intervention (3-month follow-up). We found no differences between the intervention and the care-as-usual group, but children improved their motor performance and increased (most) of their self-perceptions after 12 treatment sessions, while physical activity remained the same. The improvement was still present at the 3-month follow-up. We also benchmarked our results about self-perceptions and physical activity to a group of typically developing children. Self-perceptions in children with DCD had improved to the level of typically developing children after 12 treatment sessions, but their physical activity levels remained significantly lower. This result was the same at the 3-month follow-up, except for perceived athletic competence, which was lower in children with DCD at the 3-month follow-up. In accordance with previous intervention studies that have investigated children with DCD, we found large intra-group variability in the change in motor performance and self-perceptions in children with DCD. We argue that we need to better understand why some children with DCD improve and others do not after a motor intervention. Copyright © 2016 Elsevier Ltd. All rights reserved.

Do competence skills moderate the impact of social influences to drink and perceived social benefits of drinking on alcohol use among inner-city adolescents?

PubMed

Epstein, Jennifer A; Zhou, Xi Kathy; Bang, Heejung; Botvin, Gilbert J

2007-03-01

Only a few studies have found competence skills to be a protective factor against adolescent alcohol use; others did not find a direct effect on alcohol. A possible reason for this is that competence skills may moderate the effects of risk factors for alcohol use and that aspect has not been examined often or in a longitudinal design. This study tested whether several competence skills served either as direct protective factors against alcohol use or moderators of the impact of social risk factors on alcohol use. Participants (N = 1318) completed questionnaires that included measures of decision-making skills, refusal skill techniques, resisting media influences, friends' drinking and perceived social benefits of drinking, as well as current drinking amount and future drinking at baseline, one-year follow-up and two-year follow-up. Data analyses were conducted using multi-level mixed effects generalized linear models with random intercept. All the competence skills and the risk factors predicted current and future drinking. Several significant interactions were found between (1) perceived social benefits of drinking and decision-making skills, (2) perceived social benefits of drinking and refusal skill techniques and (3) friends' drinking and refusal skill techniques. Competence skills served as protective factors, as well as moderators. One possible reason that competence enhancement approaches to alcohol prevention are effective may be due to the inclusion of the competence skills component.

Perceived incompetence moderates the relationship between maladaptive perfectionism and disordered eating.

PubMed

Ferrier-Auerbach, Amanda G; Martens, Matthew P

2009-01-01

Maladaptive perfectionism and perceived incompetence are two factors associated with disordered eating. In this study, we examined whether perceived incompetence moderated the relationship between maladaptive perfectionism and disordered eating. Three hundred fifteen college women completed surveys assessing eating habits and levels of perceived incompetence and perfectionism. Results supported a moderating effect of perceived incompetence such that as levels of perceived incompetence increased, the relationship between maladaptive perfectionism and disordered eating became increasingly strong. These results imply that clinicians may want to focus efforts on helping clients learn to set healthy goals and improve their perception of competence in life domains.

Self-perceived competence and social acceptance of young children who stutter: Initial findings.

PubMed

Hertsberg, Naomi; Zebrowski, Patricia M

The goals of this study were to determine whether young children who stutter (CWS) perceive their own competence and social acceptance differently than young children who do not stutter (CWNS), and to identify the predictors of perceived competence and social acceptance in young speakers. We administered the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA; Harter & Pike, 1984) to 13 CWS and 14 CWNS and examined group differences. We also collected information on the children's genders, temperaments, stuttering frequencies, language abilities, and phonological skills to identify which of these factors predicted PSPCSA scores. CWS, as a group, did not differ from CWNS in their perceived general competence or social acceptance. Gender predicted scores of perceived general competence, and stuttering frequency predicted perceived social acceptance. Temperament, language abilities, and phonological skills were not significant predictors of perceived competence or social acceptance in our sample. While CWS did not significantly differ from CWNS in terms of perceived competence and social acceptance, when both talker groups were considered together, girls self-reported greater perceived competence than boys. Further, lower stuttering frequency was associated with greater perceived social acceptance. These preliminary findings provide motivation for further empirical study of the psychosocial components of childhood stuttering. Readers will be able to describe the constructs of perceived competence and social acceptance in young children, and whether early stuttering plays a role in the development of these constructs. Copyright © 2016 Elsevier Inc. All rights reserved.

Self-Perceived and Actual Motor Competence in Young British Children.

PubMed

Duncan, Michael J; Jones, Victoria; O'Brien, Wesley; Barnett, Lisa M; Eyre, Emma L J

2018-04-01

Children's perception of their own motor competence is an important correlate of their actual motor competence. The current study is the first to examine this association in British children and the first to use both product and process measures of actual motor competence. A total of 258 children (139 boys and 119 girls; aged 4 to 7 years, Mean = 5.6, SD = .96) completed measures of self-perceived motor competence using the Pictorial Scale for Perceived Movement Competence in Young Children. Children were classified as "Low," "Medium," or "High" perceived competence based on tertile analysis. Actual motor competence was assessed with the Test of Gross Motor Development-2 (a process measure) and a composite of 10-m sprint run time, standing long jump distance, and 1-kg seated medicine ball throw (collectively, a product measure). Data for process and product measures were analyzed using a 2 (sex) × 3 (high, medium, low perceived competence) analysis of covariance, with body mass index, calculated from height and mass, and age controlled. Boys obtained significantly higher scores than girls for both the process ( p = .044) and product ( p = .001) measures of actual motor competence. Boys had significantly ( p = .04) higher scores for perceived competence compared to girls. Compared to children classified as medium and high self-perceived competence, children classified as low self-perceived competence had lower process ( p = .001) and product scores (i.e., medium, p = .009 and high, p = .0001) of actual motor competence. Age ( p = .0001) and body mass index ( p = .0001) were significantly associated with product motor competence. Strategies to enhance actual motor competence may benefit children's self-perceived motor competence.

Motivational Profiles for Physical Activity Practice in Adults with Type 2 Diabetes: A Self-Determination Theory Perspective.

PubMed

Gourlan, Mathieu; Trouilloud, David; Boiché, Julie

2016-01-01

Drawing on Self-Determination Theory, this study explored the motivational profiles toward Physical Activity (PA) among adults with type 2 diabetes and the relationships between motivational profile, perceived competence and PA. Participants were 350 men and women (Mean age 62.77 years) who were interviewed on their motivations toward PA, perceived level of competence to practice, and PA practice. Cluster analyses reveal the existence of three distinct profiles: "High Combined" (ie, high scores on motivations ranging from intrinsic to external regulation, moderate level on amotivation), "Self-Determined" (ie, high scores on intrinsic, integrated, and identified regulations; low scores on other regulations), and "Moderate" (ie, moderate scores on all regulations). Participants with "High Combined" and "Self-Determined" profiles reported higher perceived competence and longer leisure-time PA practice in comparison to those with a "Moderate" profile. This study highlights the necessity of adopting a person-centered approach to better understand motivation toward PA among type 2 diabetics.

Global-Mindedness and Intercultural Competence: A Quantitative Study of Pre-Service Teachers

ERIC Educational Resources Information Center

Cui, Qi

2013-01-01

This study assessed pre-service teachers' levels of global-mindedness and intercultural competence using the Global-Mindedness Scale (GMS) and the Cultural Intelligence Scale (CQS) and investigated the correlation between the two. The study examined whether the individual scale factors such as gender, perceived competence in non-native language or…

Assessing the Competency of Bachelor-Level Behavioral Health Professionals: Implications for Training or Supervision?

ERIC Educational Resources Information Center

Newman, Paula Sanders

2013-01-01

Governmental organizations, community agencies, and behavioral health consumers are concerned about the competency of behavioral healthcare workers. Studies indicate that education is needed to improve the quality of the behavioral health workforce. The purpose of this study was to examine the competencies workers perceive they need to develop and…

Research Note-Testing for Gerontological Competencies: A Pilot Study

ERIC Educational Resources Information Center

Galambos, Colleen; Curl, Angela L.; Woodbury, Karen

2014-01-01

This article reports on the pilot delivery of an evaluation method to gauge student learning of gerontological competencies. Using a pretest and posttest design, data were collected on 46 students over 3 classes. Results indicated significant improvement in how students rated or perceived their competencies skill level between pretest and posttest…

The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

ERIC Educational Resources Information Center

Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

2012-01-01

Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control

ERIC Educational Resources Information Center

Aldalalah, Osamah Ahmad; Gasaymeh, Al-Mothana M.

2014-01-01

The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students' perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the…

Cultural Competence and Related Factors Among Taiwanese Nurses.

PubMed

Lin, Chin-Nu; Mastel-Smith, Beth; Alfred, Danita; Lin, Yu-Hua

2015-12-01

Taiwan is a multicultural and multiethnic society with a growing number of immigrants who have diverse ethnic, racial, and cultural needs. Although this diversity highlights the pressing need for culturally competent healthcare providers, cultural competence is a concept that is little understood and implemented only sporadically in Taiwan. This study investigates the cultural competence of Taiwanese nurses and the related factors of influence. An online self-report survey was used to collect data from 221 Taiwanese nurses from December 2012 through January 2013. Data from the demographic questionnaire, the Nurses' Cultural Competence Scale, and the Perceived Nurses' Cultural Competence Rating were analyzed using descriptive statistics, Pearson correlation, independent sample t tests, and multiple regressions. The cultural competence of the participants was in the "low to moderate" range, with relatively higher mean scores for the subscales of cultural awareness and cultural sensitivity and relatively lower scores for the subscales of cultural knowledge and cultural skills. Participants generally perceived themselves as being "not culturally competent." Variables found to predict cultural competence included years of work experience, hours of continuing education related to cultural nursing care, and frequency of caring for clients from culturally and ethnically diverse backgrounds. Participating Taiwanese nurses rated their level of cultural competence as in the low-to-moderate range and self-perceived as being not culturally competent. These findings support the need to further expand and enhance cultural-competence-related continuing education and to address the topic of cultural care in the nursing curricula.

Exercise Experiences and Changes in Affective Attitude: Direct and Indirect Effects of In Situ Measurements of Experiences

PubMed Central

Sudeck, Gorden; Schmid, Julia; Conzelmann, Achim

2016-01-01

Objectives: The purpose of this study was to examine the relationship between exercise experiences (perceptions of competence, perceived exertion, acute affective responses to exercise) and affective attitudes toward exercise. This relationship was analyzed in a non-laboratory setting during a 13-weeks exercise program. Materials and Methods: 56 women and 49 men (aged 35–65 years; Mage = 50.0 years; SD = 8.2 years) took part in the longitudinal study. Affective responses to exercise (affective valence, positive activation, calmness) as well as perceptions of competence and perceived exertion were measured at the beginning, during, and end of three exercise sessions within the 13-weeks exercise program. Affective attitude toward exercise were measured before and at the end of the exercise program. A two-level path analysis was conducted. The direct and indirect effects of exercise experiences on changes in affective attitude were analyzed on the between-person level: firstly, it was tested whether perceptions of competence and perceived exertion directly relate to changes in affective attitude. Secondly, it was assessed whether perceptions of competence and perceived exertion indirectly relate to changes in affective attitudes—imparted via the affective response during exercise. Results and Conclusion: At the between-person level, a direct effect on changes in affective attitude was found for perceptions of competence (β = 0.24, p < 0.05). The model revealed one significant indirect pathway between perceived exertion and changes in affective attitude via positive activation: on average, the less strenuous people perceive physical exercise to be, the more awake they will feel during exercise (β = -0.57, p < 0.05). Those people with higher average levels of positive activation during exercise exhibit more improvements in affective attitudes toward exercise from the beginning to the end of the 13-weeks exercise program (β = 0.24, p < 0.05). Main study results have revealed that in situ experiences predicted changes in affective attitude during multi-week exercise programs. These relevant in situ experiences encompass cognitive factors, the sensation of interoceptive cues, and affective responses to exercise. Considering the predictive role of affective attitudes for exercise behavior, these findings suggest that exercise interventions should put greater emphasis on specific exercise experiences. PMID:27378992

Coaches’ Perceptions of Competence and Acknowledgement of Training Needs Related to Professional Competences

PubMed Central

Santos, Sofia; Mesquita, Isabel; GRAÇA, Amândio; Rosado, António

2010-01-01

The purpose of the present study was to examine coaches’ perceptions of competence and acknowledgement of training needs related to professional competences according to the professional experience and academic education. The participants were 343 coaches from several sports, who answered to a questionnaire that includes a scale focused on perceptions of competence and another scale on acknowledgment of training needs. An exploratory factor analysis with Maximum Likelihood Factoring was used with Oblimin rotation for the identification of emergent factors. Comparison on coaches’ perceptions in function of coaching experience and coaches’ academic background were made applying One-way ANOVA and Tukey’s post hoc multiple comparisons. Factor analysis on coaches’ perceptions of competence and acknowledgement of training needs made apparent three main areas of competences, i.e. competences related to annual and multi-annual planning; competences related to orientation towards practice and competition; and personal and coaching education competences. Coaches’ perceptions were influenced by their experience, as low experienced coaches rated themselves at lower levels of competence and with more training needs; also coaches with high education, in Physical Education or others, perceived themselves as more competent than coaches with no higher education. Finally, the majority of the coaches perceived themselves to be competent but, nevertheless, they indicated to have training needs, which brings an important feedback to coach education. This suggests that coaches are interested in increasing their knowledge and competence in a broad range of areas which should be considered in future coach education programs. Key points Coaches’ perceptions of competence and acknowledgement of training needs resulted in three main areas: competences related to annual and multi-annual planning, competences related to practice and competition orientation and, finally, personal and coaching education competences. The professional tasks that coaches had the most need in performing were related to the training orientation. Coaches with higher education degrees (P.E. or others) perceive themselves as more competent than coaches with no higher education. Low experienced coaches perceived themselves less competent than high experienced coaches. Also, they pointed out more training needs in issues related to practice and competition orientation, and annual and multi-annual planning. PMID:24149387

Voice Disorder Management Competencies: A Survey of School-Based Speech-Language Pathologists in Nebraska

ERIC Educational Resources Information Center

Teten, Amy F.; DeVeney, Shari L.; Friehe, Mary J.

2016-01-01

Purpose: The purpose of this survey was to determine the self-perceived competence levels in voice disorders of practicing school-based speech-language pathologists (SLPs) and identify correlated variables. Method: Participants were 153 master's level, school-based SLPs with a Nebraska teaching certificate and/or licensure who completed a survey,…

Students' Outcome Expectation on Spiritual and Religious Competency: A Hierarchical Regression Analysis

ERIC Educational Resources Information Center

Lu, Junfei; Woo, Hongryun

2017-01-01

In this study, 74 master's-level counseling students from various programs completed a questionnaire inquiring about their perceived program environment in relation to the topics of spirituality and religion (S/R), program emphasis on nine specific S/R competencies, as well as their outcome expectations toward being S/R competent through training.…

Associations between young children's perceived and actual ball skill competence and physical activity.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Salmon, Jo

2015-03-01

The relationship between actual and perceived object control competence (ball skills) and the contribution to young children's physical activity is not known. Cross sectional study. The Test Gross Motor Development-2 assessed actual object control competence and a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children assessed perceived object control competence. Moderate- to vigorous-intensity physical activity was measured via accelerometry. Three mixed regression models were performed: (i) object control competence as the predictor and the outcome as perceived object control, (ii) perceived object control competence as the predictor and the outcome moderate to vigorous physical activity and (iii) actual object control as the predictor and the outcome moderate to vigorous physical activity. Models adjusted for school clustering, monitor wear time, sex and age. Interactions between respective predictor variables and sex were performed if warranted. A total of 102 children (56% boys, 44% girls) aged 4-8 years (M 6.3, SD 0.92) completed assessments. Girls had lower perceived and actual object control competence and were less active than boys. Actual object control competence was positively associated with perceived object control competence (B=0.11, t(96)=2.25, p<0.001, p=0.027) and this relationship did not differ by sex (p=0.449); however, neither actual (p=0.092) nor perceived object control competence (p=0.827) were associated with moderate to vigorous physical activity. Young children's perceived ball skill abilities appear to relate to actual competence; however, these measures were not associated with physical activity. In older children, object control skill is associated with physical activity so targeting young children's object control skills is an intervention priority. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Relationships between organizational and individual support, nurses' ethical competence, ethical safety, and work satisfaction.

PubMed

Poikkeus, Tarja; Suhonen, Riitta; Katajisto, Jouko; Leino-Kilpi, Helena

2018-03-12

Organizations and nurse leaders do not always effectively support nurses' ethical competence. More information is needed about nurses' perceptions of this support and relevant factors to improve it. The aim of the study was to examine relationships between nurses' perceived organizational and individual support, ethical competence, ethical safety, and work satisfaction. A cross-sectional questionnaire survey was conducted. Questionnaires were distributed to nurses (n = 298) working in specialized, primary, or private health care in Finland. Descriptive statistics, multifactor analysis of variance, and linear regression analysis were used to test the relationships. The nurses reported low organizational and individual support for their ethical competence, whereas perceptions of their ethical competence, ethical safety, and work satisfaction were moderate. There were statistically significant positive correlations between both perceived individual and organizational support, and ethical competence, nurses' work satisfaction, and nurses' ethical safety. Organizational and individual support for nurses' ethical competence should be strengthened, at least in Finland, by providing more ethics education and addressing ethical problems in multiprofessional discussions. Findings confirm that organizational level support for ethical competence improves nurses' work satisfaction. They also show that individual level support improves nurses' sense of ethical safety, and both organizational and individual support strengthen nurses' ethical competence. These findings should assist nurse leaders to implement effective support practices to strengthen nurses' ethical competence, ethical safety, and work satisfaction.

The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children.

ERIC Educational Resources Information Center

Harter, Susan; Pike, Robin

1984-01-01

Describes two versions of a new pictorial scale of perceived competence and social acceptance, a downward extension of the Perceived Competence Scale for Children. Both versions, one for preschoolers/kindergarteners and one for first/second graders, tap four domains: cognitive competence, physical competence, peer acceptance, and maternal…

Perceived Competence of Juvenile Delinquents and Nondelinquents.

ERIC Educational Resources Information Center

Cole, Peter G.; And Others

1989-01-01

Thirty male juvenile delinquents and 90 male high achievers, low achievers, and students with behavior problems were compared using an adapted version of Harter's Perceived Competence Scale for Children. The Australian students (aged 12-15) were compared on 4 different domains of perceived competence--cognitive competence, social competence,…

Gender and motor competence affects perceived likelihood and importance of physical activity outcomes among 14 year olds.

PubMed

Hands, B; Parker, H E; Rose, E; Larkin, D

2016-03-01

Perceptions of the effects of physical activity could facilitate or deter future participation. This study explored the differences between gender and motor competence at 14 years of age in the perceptions of likelihood and importance of physical activity outcomes. The sample comprised 1582 14-year-old adolescents (769 girls) from the Western Australian Pregnancy Cohort (Raine) Study. Four motor competence groups were formed from a standardized Neuromuscular Developmental Index score (McCarron 1997). Perceptions of the likelihood and the importance of 15 physical activity outcomes were measured by a questionnaire developed for the NSW Schools Fitness and Physical Activity Survey (Booth et al. 1997). Gender (two) × motor competence (four) analyses of variance and Tukey post hoc were conducted on outcome scores (P < 0.02) using SPSS version 17. Gender differences were found in the perceived likelihood and importance of physical activity outcomes within competition, social friendships and injury domains. Motor competence was significant in the perceived likelihood of physical health (P < 0.001), psychosocial (P < 0.009) and competition (P < 0.002) outcomes, with lower perceptions by the least competent groups. Significantly lower importance was perceived for academic outcomes for 14 year olds categorized with low compared with high motor competence (P < 0.005). Regardless of motor competence and gender, the same health and fun outcomes were ranked the highest in likelihood and the highest in importance. Although level of motor competence at 14 years affected the perceived likelihood of health, social and fun outcomes from future participation in physical activity, adolescents highly valued these outcomes, whereas gender affected competition and winning, outcomes that were less valued. Physical activity that promotes these key and valued outcomes may encourage young people's ongoing involvement in physical activity, especially for those at risk of low participation. © 2015 John Wiley & Sons Ltd.

The Perceived Competence Scale for Children.

ERIC Educational Resources Information Center

Harter, Susan

1982-01-01

A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of on viewing perceived competence as a unitary construct. (Author/RH)

Effect of hippotherapy on perceived self-competence and participation in a child with cerebral palsy.

PubMed

Frank, Alana; McCloskey, Sandra; Dole, Robin L

2011-01-01

This case report highlights changes in self-competence and social acceptance, along with changes in functional skills, after an 8-week program of hippotherapy. A 6-year-old girl with mild ataxic cerebral palsy, level I Gross Motor Functional Classification System, exhibited typical impairments in body systems and functions that affected her participation in age-appropriate functional and leisure activities. The child's performance on the Gross Motor Function Measure-66, the Pediatric Outcomes Data Collection Instrument, and the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children were examined at baseline, after the 8-week intervention, and at a 2-month follow-up session. Data at 8 weeks demonstrated positive changes in all areas, with improvements continuing for 2 months after the program's completion. Hippotherapy not only may be an effective intervention to improve functional gross motor development but also may affect perceived self-competence and social acceptance, which may lead to increases in participation for children with mild cerebral palsy.

Motivation and perceived competence for healthy eating and exercise among overweight/obese adolescents in comparison to normal weight adolescents.

PubMed

Mokhtari, Suzanne; Grace, Benjamin; Pak, Youngju; Reina, Astrid; Durand, Quinn; Yee, Jennifer K

2017-01-01

The current literature on determinants of behavior change in weight management lacks sufficient studies on type of motivation among children/adolescents, on perceived competence, and in relation to healthy eating. This study aimed to investigate type of motivation and levels of perceived competence for healthy diet and exercise, as well as general self efficacy among adolescents. We hypothesized that overweight/obese adolescents would demonstrate lower autonomous motivation and perceived competence regarding diet and exercise, and lower self-efficacy in general, and that the scores would be influenced by socioeconomic factors. Normal weight ( n  = 40, body mass index < 85% for age and gender) and overweight or obese adolescents ( n  = 60, body mass index ≥ 85% for age and gender) aged 13-18 years were recruited from pediatric ambulatory clinics. Information was collected about demographics, socioeconomic factors, and lifestyle behaviors. The study subjects completed a survey including the Treatment Self-Regulation Questionnaire (TSRQ) and the Perceived Competence Scale (PCS) for healthy eating and exercise, and the General Self-Efficacy Scale (GSES). Composite scores for the three scales were compared between the two groups using the using the two-sample t-test (for normal data) or the Mann-Whitney U test (for non-parametric data). Relationships between the composite scores and patient characteristics were determined using Pearson or Spearman's correlations. The average age of the total cohort was 15.9 ± 1.9 years. 54% were female, and 82% identified as Latino/Hispanic. In comparison to normal weight subjects, overweight/obese adolescents exhibited higher scores for controlled motivation (mean ± standard deviation 28.3 ± 9.3 vs 18.1 ± 8.1) and higher perceived competence [median and 25-75% interquartile range 22.5 (19.0-26.0) vs 20.0 (15.5-25.0)] in relation to eating a healthy diet. These differences persisted after adjustment for age, sex, paternal education, and family income. Overweight/obese adolescents did not lack autonomous motivation but demonstrated higher controlled motivation and perceived competence for healthy eating in comparison to normal weight adolescents, independent of socioeconomic factors. In the clinical practice of weight management, providers should carefully assess adolescents for type of motivation and perceived competence, while accounting for potential barriers to behavior change.

Does psychosocial competency training for junior physicians working in pediatric medicine improve individual skills and perceived job stress.

PubMed

Bernburg, Monika; Baresi, Lisa; Groneberg, David; Mache, Stefanie

2016-12-01

Pediatricians' job performance, work engagement, and job satisfaction are essential for both the individual physician and quality of care for their little patients and parents. Therefore, it is important to maintain or possibly augment pediatricians' individual and professional competencies. In this study, we developed and implemented a psychosocial competency training (PCT) teaching different psychosocial competencies and stress coping techniques. We investigated (1) the influence of the PCT on work-related characteristics: stress perception, work engagement, job satisfaction and (2) explored pediatricians' outcomes and satisfaction with PCT. Fifty-four junior physicians working in pediatric hospital departments participated in the training and were randomized in an intervention (n = 26) or a control group (n = 28). In the beginning, at follow-up 1 and 2, both groups answered a self-rated questionnaire on perceived training outcomes and work-related factors. The intervention group showed that their job satisfaction significantly increased while perceived stress scores decreased after taking part in the PCT. No substantial changes were observed with regard to pediatricians' work engagement. Participating physicians evaluated PCT with high scores for training design, content, received outcome, and overall satisfaction with the training. Professional psychosocial competency training could improve junior pediatricians' professional skills, reduce stress perception, increase their job satisfaction, and psychosocial skills. In addition, this study indicates that the PCT is beneficial to be implemented as a group training program for junior pediatricians at work. What is Known: • Junior pediatricians often report experiencing high levels of job strain and little supervisory support. • High levels of job demands make pediatricians vulnerable for mental health problems and decreased work ability. What is New: • Development, implementation, and evaluation of a psychosocial competency training for junior pediatricians working in clinical settings • Psychosocial competency training has the potential to improve pediatricians' psychosocial skills and perceptions of perceived work-related stress and job satisfaction.

[Competence of triage nurses in hospital emergency departments].

PubMed

Martínez-Segura, Estrella; Lleixà-Fortuño, Mar; Salvadó-Usach, Teresa; Solà-Miravete, Elena; Adell-Lleixà, Mireia; Chanovas-Borrás, Manel R; March-Pallarés, Gemma; Mora-López, Gerard

2017-06-01

To identify associations between sociodemographic characteristics variables and competence levels of triage nurses in hospital emergency departments. Descriptive, cross-sectional, multicenter study of triage nurses in hospital emergency departments in the southwestern area of Catalonia (Ebre River territory). We used an instrument for evaluating competencies (the COM_VA questionnaire) and recording sociodemographic variables (age, sex, total work experience, emergency department experience, training in critical patient care and triage) and perceived confidence when performing triage. We then analyzed the association between these variables and competency scores. Competency scores on the COM_VA questionnaire were significantly higher in nurses with training in critical patient care (P=.001) and triage (P=0.002) and in those with longer emergency department experience (P<.0001). Perceived confidence when performing triage increased with competency score (P<.0001) and training in critical patient care (P<.0001) and triage (P=.045). The competence of triage nurses and their perception of confidence when performing triage increases with emergency department experience and training.

Sport Ability Beliefs, 2 x 2 Achievement Goals, and Intrinsic Motivation: The Moderating Role of Perceived Competence in Sport and Exercise

ERIC Educational Resources Information Center

Wang, C. K. John; Liu, Woon Chia; Lochbaum, Marc R.; Stevenson, Sarah J.

2009-01-01

We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the…

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

The relationship between perceived physical competence and fundamental motor skills in preschool children.

PubMed

Robinson, Leah E

2011-07-01

The purpose of this investigation had two folds. First, it aimed to discover the relationship between perceived physical competence and fundamental motor skills in preschoolers. Secondly, it examined the effect of sex on perceived physical competence and fundamental motor skills within the sample. A total of 119 children (mean age 4.00, SD 0.55 years) participated in this study. The Test of Gross Motor Development--2nd Edition was used to assess fundamental motor skills and the Pictorial Scale of Perceived Competence and Social Acceptance was used to assess perceived physical competence. The results show a moderate and significant correlation between perceived physical competence and fundamental motor skills. Sex differences were also found with boys demonstrating more proficient motor skills and reporting higher perceived physical competence compared with girls. The findings provide relevant information to the child development literature and suggest that a positive relationship exist between preschoolers' self-perceptions of the physical ability and fundamental motor skills. © 2010 Blackwell Publishing Ltd.

Mothers' Expectancies and Young Adolescents' Perceived Physical Competence: A Yearlong Study.

ERIC Educational Resources Information Center

Bois, Julien E.; Sarrazin, Philippe G.; Brustad, Robert J.; Trouilloud, David O.; Cury, Francois

2002-01-01

Investigated the role of mothers' expectancies in shaping their child's perceived physical competence. Structural equation modeling revealed that mothers' perceptions of their child's physical competence predicted their child's own perceived physical competence 1 year later, independent of the child's previously demonstrated physical ability and…

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

PubMed Central

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Performing well in an evaluative situation: the roles of perceived competence and task-irrelevant interfering thoughts.

PubMed

Van Yperen, Nico W

2007-12-01

This research expands on previous research by arguing and demonstrating that high perceived competence buffers the detrimental effects of an evaluative situation. In Study 1 (n=75, 38.7% male), the situation (evaluative vs. non-evaluative) and perceived competence (high vs. low) were manipulated, whereas in Study 2 (n=42, 33.3% male), perceived competence relied on naturally occurring differences in perceived competence. The results of Study 1 indicate that people may underachieve in an evaluative situation. More importantly, in Study 2 it was demonstrated that such an evaluative situation had only a negative effect on test performance among individuals low in perceived competence. The occurrence of task-irrelevant interfering thoughts during task completion accounted for this inimical effect of an evaluative situation on test performance among these individuals.

Improving Attitudes and Perceived Competence in Caring for Dying Patients: An End-of-Life Simulation.

PubMed

Lippe, Megan Pfitzinger; Becker, Heather

2015-01-01

The aim of this study was to assess learning outcomes from a simulation on providing care to a critically ill patient from whom care is ultimately withdrawn. Nursing students have anxiety and low perceived competence for caring for dying patients. Effective strategies for teaching communication, assessment, and basic nursing skills are needed. A pretest-posttest design compared perceived competence and attitudes in caring for dying patients with three separate cohorts of undergraduate nursing students performing the simulation. The cohorts had significantly improved scores on the perceived competence (p < .001) and attitude (p < .01) measures following the simulation. Reliability for a new instrument to assess perceived competence in caring for dying patients was also established. This study's simulation offers a robust teaching strategy for improving nursing students' attitudes and perceived competence in caring for dying patients.

Self-Perceived Stability and Change in Children's Competence

ERIC Educational Resources Information Center

Vandenplas-Holper, Christiane; Roskam, Isabelle; Fontaine, Anne-Marie

2010-01-01

Using Harter's ("Child Dev" 53(1):87-97, 1982) perceived competence scale, this study integrates several paradigms related to the issues of self-perceived competence, stability or change and attributional theory. It examines how 268 Belgian and Portuguese fifth graders consider their scholastic, social and physical competence at present…

Breaking bad news in clinical setting - health professionals' experience and perceived competence in Southwestern Nigeria: a cross sectional study.

PubMed

Adebayo, Philip Babatunde; Abayomi, Olukayode; Johnson, Peter O; Oloyede, Taofeeq; Oyelekan, Abimbola A A

2013-01-01

Communication skills are vital in clinical settings because the manner in which bad news is delivered could be a huge determinant of responses to such news; as well as compliance with beneficial treatment option. Information on training, institutional guidelines and protocols for breaking bad news (BBN) is scarce in Nigeria. We assessed the training, experience and perceived competence of BBN among medical personnel in southwestern Nigeria. The study was a cross-sectional descriptive study conducted out among doctors and nurses in two healthcare institutions in southwestern Nigeria using an anonymous questionnaire (adapted from the survey by Horwitz et al.), which focused on the respondents training, awareness of protocols in BBN; and perceived competence (using a Five-Point Likert Scale) in five clinical scenarios. We equally asked the respondents about an instance of BBN they have recently witnessed. A total of 113 of 130 selected (response rate 86.9%) respondents were studied. Eight (7.1%) of the respondents knew of the guidelines on BBN in the hospital in which they work. Twenty-three (20.3%) respondents claimed knowledge of a protocol. The median perceived competence rating was 4 out of 5 in all the clinical scenarios. Twenty-five (22.1%) respondents have had a formal training in BBN and they generally had significant higher perceived competence rating (P = 0.003-0.021). There is poor support from fellow workers during instances of BBN. It appears that the large proportion of the respondents in this study were unconsciously incompetent in BBN in view of the low level of training and little or no knowledge of well known protocols for BBN even though self-rated competence is high. Continuous medical education in communication skills among health personnel in Nigeria is advocated.

How students perceive medical competences: a cross-cultural study between the medical course in Portugal and African Portuguese speaking countries.

PubMed

Barbosa, Joselina; Severo, Milton; Fresta, Mário; Ismail, Mamudo; Ferreira, Maria Amélia; Barros, Henrique

2011-05-25

A global effort has been made in the last years to establish a set of core competences that define the essential professional competence of a physician. Regardless of the environment, culture or medical education conditions, a set of core competences is required for medical practice worldwide. Evaluation of educational program is always needed to assure the best training for medical students and ultimately best care for patients. The aim of this study was to determine in what extent medical students in Portugal and Portuguese speaking African countries, felt they have acquired the core competences to start their clinical practice. For this reason, it was created a measurement tool to evaluate self-perceived competences, in different domains, across Portuguese and Portuguese-speaking African medical schools. The information was collected through a questionnaire that defines the knowledge, attitudes and skills that future doctors should acquire. The Cronbach's Alpha and Principal Components Analysis (PCA) were used to evaluate the reliability of the questionnaire. In order to remove possible confounding effect, individual scores were standardized by country. The order of the domain's scores was similar between countries. After standardization, Personal Attitudes and Professional Behavior showed median scores above the country global median and Knowledge alone showed median score below the country global median. In Portugal, Clinical Skills showed score below the global median. In Angola, Clinical Skills and General Skills showed a similar result. There were only significant differences between countries in Personal Attitudes (p < 0.001) and Professional Behavior (p = 0.043). The reliability of the instrument in Portuguese and Portuguese-speaking African medical schools was confirmed. Students have perceived their level of competence in personal attitudes in a high level and in opposite, knowledge and clinical skills with some weaknesses.

Competence in pediatric urology upon graduation from residency: perceptions of residents, program directors and pediatric urologists.

PubMed

Mickelson, Jennifer J; Macneily, Andrew E; Samarasekera, Dinesh; Beiko, Darren; Afshar, Kourosh

2008-06-01

We aimed to clarify the scope of pediatric urological procedures that Canadian urology residents are perceived to be competent to perform upon graduation. We conducted a survey from April 2005 to June 2006 of urology residency program directors (UPDs), senior urology residents (SURs) and Pediatric Urologists of Canada (PUC) members from all 12 Canadian training programs. Questions focused on which of 23 pediatric urological procedures the 3 study groups perceived urology residents would be competent to perform upon completion of residency without further fellowship training. Procedures were based on the "A," "B" and "C" lists of procedures (least complex to most complex) as outlined in the Royal College of Physicians and Surgeons of Canada Objectives of Training in Urology. Response rates were 12/12 (100%), 41/53 (77%) and 17/23 (74%) for UPDs, SURs and PUC members, respectively. Average exposure to pediatric urology during residency was 5.4 (range 3-9) months and considered sufficient by 75% of UPDs and 69% of SURs, but only 41% of PUC members (p = 0.05). Overall, the 3 groups disagreed on the level of competence for performing level "A" and "B" procedures, with significant disagreement between PUC members and UPDs as well as SURs (p < 0.005). PUC members perceive Canadian urology residents' exposure to pediatric urology as insufficient and their competence for procedures of low to moderate complexity as inadequate. Further investigation regarding exposure to and competence in other emerging subspecialty spheres of urology may be warranted. Ongoing assessment of the objectives for training in pediatric urology is required.

Effects of attributional retraining on writing performance and perceived competence of Taiwanese university nursing students.

PubMed

Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

2016-09-01

Attributional retraining (AR) has been applied in various professional fields. The application of AR in nursing education is rarely seen. This study explores the effects of AR on university nursing students' writing performance, perceived competence, and the relationship between writing performance and perceived competence using a blended platform of online and face-to-face approaches. A single-group experimental study was used. A total of 187 students participated in this study. The setting was the two-year vocational nursing course in a university. The Scale for Rating Composition Tasks and the Perceived Competence Scale were used before and after the AR intervention. The students' writing performance showed significant improvement after the intervention. AR had effectively influenced the students' perceived competence. The perceived competence of the students interacted with the writing performance improvements after the AR intervention. The AR intervention suggests an alternative teaching approach that can help enhance students' English writing performance as well as perceived competence. The AR programme may be applied in English language teaching and professional courses. Copyright © 2016 Elsevier Ltd. All rights reserved.

Strengths and weaknesses of Problem Based Learning from the professional perspective of registered nurses.

PubMed

Cónsul-Giribet, María; Medina-Moya, José Luis

2014-10-01

To identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups. An intrinsic case study method was used, which analyzes this innovation through former students (from the first class) with three years of professional experience. The data were collected through a questionnaire and discussion groups. The results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice. The teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.

Strengths and weaknesses of Problem Based Learning from the professional perspective of registered nurses 1

PubMed Central

Cónsul-Giribet, María; Medina-Moya, José Luis

2014-01-01

OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups. METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class) with three years of professional experience. The data were collected through a questionnaire and discussion groups. RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice. CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life. PMID:25493666

Effects of Web-Based Support for the Construction of Competence Maps

ERIC Educational Resources Information Center

Stoof, Angela; Martens, Rob L.; van Merrienboer, Jeroen J. G.

2006-01-01

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality…

Evaluating the Relationship of Computer Literacy Training Competence and Nursing Experience to CPIS Resistance

ERIC Educational Resources Information Center

Reese, Dorothy J.

2012-01-01

The purpose of this quantitative, descriptive/correlational project was to examine the relationship between the level of computer literacy, informatics training, nursing experience, and perceived competence in using computerized patient information systems (CPIS) and nursing resistance to using CPIS. The Nurse Computerized Patient Information…

Perceived Cultural Competence Levels in Undergraduate Athletic Training Students

ERIC Educational Resources Information Center

Volberding, Jennifer L.

2013-01-01

Context: As the patient population continues to diversify, it is essential that athletic training students (ATSs) are educated to provide culturally competent care. This high-quality health care within the context of a patient's race, ethnicity, language, religious beliefs, or behaviors is a foundation of professional practice. Objective:…

Validity of the Perceived Health Competence Scale in a UK primary care setting.

PubMed

Dempster, Martin; Donnelly, Michael

2008-01-01

The Perceived Health Competence Scale (PHCS) is a measure of self-efficacy regarding general health-related behaviour. This brief paper examines the psychometric properties of the PHCS in a UK context. Questionnaires containing the PHCS, the SF-36 and questions about perceived health needs were posted to 486 patients randomly selected from a GP practice list. Complete questionnaires were returned by 320 patients. Analyses of these responses provide strong evidence for the validity of the PHCS in this setting. Consequently, we conclude that the PHCS is a useful addition to measures of global self-efficacy and measures of self-efficacy regarding specific behaviours in the toolkit of health psychologists. This range of self-efficacy assessment tools will ensure that psychologists can match the level of specificity of the measure of expectancy beliefs to the level of specificity of the outcome of interest.

Agronomic Competencies: A Comparison of Their Use and Perceived Importance.

ERIC Educational Resources Information Center

Scanlon, D. C.; Pennock, R., Jr.

1987-01-01

Reported is a survey designed to assess the relationship between essential competencies as perceived by faculty, and job needs as perceived by graduates of the agronomy department at Pennyslvania State University. Results indicated that while various competencies were valued differently, raters did not disagree on what were important competencies.…

Effect on motivation, perceived competence, and activation after participation in the ''Ready to Act'' programme for people with screen-detected dysglycaemia: a 1-year randomised controlled trial, Addition-DK.

PubMed

Maindal, Helle Terkildsen; Sandbæk, Annelli; Kirkevold, Marit; Lauritzen, Torsten

2011-05-01

To investigate the reach of the ''Ready to Act'' programme and the 1-year effects on psychological determinants of healthy behaviour: motivation, perceived competence, and activation level. A total of 509 adults with dysglycaemia were recruited from general practioners (GPs) in the intensive arm of the Danish Anglo-Danish-Dutch Study of Intensive Treatment in People with Screen-Detected Diabetes in Primary Care (ADDITION) study, a type 2 diabetes screening programme. The participants were randomised to the ''Ready to Act'' programme added on top of GP care (n = 322) or to GP care (n = 187). The core components of the programme were motivation, action experience, informed decision-making, and social involvement conducted in two one-to-one sessions and eight group-meetings (18 hours). The reach of the programme was measured by the proportion of people who signed up. Outcomes were changes in treatment motivation (Treatment Self-Regulation Questionnaire, TSRQ), perceived competence (Perceived Competence Scale, PCS), and activation in chronic care (Patient Activation Measure, PAM). Effect size was the difference between 1-year changes in the randomisation groups analysed by intention-to-treat. A total of 142 (44%) of 322 signed up and 123 (87%) of these completed. At 1 year, the difference in autonomous motivation for behavioural treatment (TSRQ) between the randomisation groups was 1.0 (95% CI 0.1 to 2.0), and the difference in perceived competence changes in healthy diet (PCS-d) was 1.5 (95% CI 0.2 to 2.7). No differences were observed for activation (PAM) between the groups. Subgroup analysis revealed men to benefit more from the intervention than women. The programme is a promising health-promoting component in prevention and care for people with screen-detected dysglycaemia, as it attracted four of 10 people and had effects on motivation and perceived competence.

Measuring Perceived Competence and Social Acceptance in Individuals with Intellectual Disabilities

ERIC Educational Resources Information Center

Vermeer, Adri; Lijnse, Margot; Lindhout, Marleen

2004-01-01

The results of a study examining the psychometric quality of a pictorial scale to measure perceived physical competence, perceived cognitive competence and perceived social acceptance by peers and caregivers in individuals with intellectual disabilities are reported. The scale was administered twice to 100 subjects. The stability of the scale…

Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations

ERIC Educational Resources Information Center

Cho, YoonJung; Weinstein, Claire Ellen; Wicker, Frank

2011-01-01

The primary purpose of this study was to investigate the roles of two moderators--perceived competence and perceived autonomy--in the relationships of achievement goal orientations with a broad range of learning-related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played…

Identifying profiles of actual and perceived motor competence among adolescents: associations with motivation, physical activity, and sports participation.

PubMed

De Meester, An; Maes, Jolien; Stodden, David; Cardon, Greet; Goodway, Jacqueline; Lenoir, Matthieu; Haerens, Leen

2016-11-01

The present study identified adolescents' motor competence (MC)-based profiles (e.g., high actual and low perceived MC), and accordingly investigated differences in motivation for physical education (PE), physical activity (PA) levels, and sports participation between profiles by using regression analyses. Actual MC was measured with the Körperkoordinationstest für Kinder. Adolescents (n = 215; 66.0% boys; mean age = 13.64 ± .58 years) completed validated questionnaires to assess perceived MC, motivation for PE, PA-levels, and sports participation. Actual and perceived MC were only moderately correlated and cluster analyses identified four groups. Two groups of overestimators (low - overestimation, average - overestimation) were identified (51%), who particularly displayed better motivation for PE when compared to their peers who accurately estimated themselves (low - accurate, average - accurate). Moreover, adolescents with low actual MC, but high perceived MC were significantly more active than adolescents with low actual MC who accurately estimated themselves. Results pointed in the same direction for organised sports participation. Underestimators were not found in the current sample, which is positive as underestimation might negatively influence adolescents' motivation to achieve and persist in PA and sports. In conclusion, results emphasise that developing perceived MC, especially among adolescents with low levels of actual MC, seems crucial to stimulate motivation for PE, and engagement in PA and sports.

Leadership Competencies of Tennessee Extension Agents: Implications for Professional Development

ERIC Educational Resources Information Center

Hall, John L.; Broyles, Thomas W.

2016-01-01

The study's purpose was to determine Extension agents' (n= 111) perceived level of importance, knowledge, and training needs for leadership skills. Mean Weighted Discrepancy Scores were calculated to determine training needs. Participants' perceived responses were average to above average importance for all skills; however, the participants'…

Calibrating perceived understanding and competency in probability concepts: A diagnosis of learning difficulties based on Rasch probabilistic model

NASA Astrophysics Data System (ADS)

Mahmud, Zamalia; Porter, Anne; Salikin, Masniyati; Ghani, Nor Azura Md

2015-12-01

Students' understanding of probability concepts have been investigated from various different perspectives. Competency on the other hand is often measured separately in the form of test structure. This study was set out to show that perceived understanding and competency can be calibrated and assessed together using Rasch measurement tools. Forty-four students from the STAT131 Understanding Uncertainty and Variation course at the University of Wollongong, NSW have volunteered to participate in the study. Rasch measurement which is based on a probabilistic model is used to calibrate the responses from two survey instruments and investigate the interactions between them. Data were captured from the e-learning platform Moodle where students provided their responses through an online quiz. The study shows that majority of the students perceived little understanding about conditional and independent events prior to learning about it but tend to demonstrate a slightly higher competency level afterward. Based on the Rasch map, there is indication of some increase in learning and knowledge about some probability concepts at the end of the two weeks lessons on probability concepts.

Links Between Sibling Experiences and Romantic Competence from Adolescence Through Young Adulthood.

PubMed

Doughty, Susan E; Lam, Chun Bun; Stanik, Christine E; McHale, Susan M

2015-11-01

Although previous research has linked sibling relationship experiences to youth's social competencies with peers, we know little about the role of siblings in youth's romantic relationship experiences. Drawing on data from a longitudinal sample of 190 families, this study examined the links between sibling experiences and the development of perceived romantic competence from early adolescence into young adulthood (ages 12-20). The data were collected from 373 youth (50.7 % female) in home interviews on up to five annual occasions. Multi-level models tested the moderating role of sibling gender constellation in romantic competence development and the links between (changes in) sibling intimacy and conflict, and romantic competence. The results revealed that youth with same-sex siblings showed no change in their perceived romantic competence, but those with opposite-sex siblings exhibited increases in romantic competence over time. Controlling for parent-child intimacy, at times when youth reported more sibling intimacy, they also reported greater romantic competence, and youth with higher cross-time average sibling conflict were lower in romantic competence, on average. This study illustrates that sibling experiences remain important in social development into early adulthood and suggests directions for application and future research.

Links between Sibling Experiences and Romantic Competence from Adolescence through Young Adulthood

PubMed Central

Doughty, Susan E.; Lam, Chun Bun; Stanik, Christine E.; McHale, Susan M.

2014-01-01

Although previous research has linked sibling relationship experiences to youth’s social competencies with peers, we know little about the role of siblings in youth’s romantic relationship experiences. Drawing on data from a longitudinal sample of 190 families, this study examined the links between sibling experiences and the development of perceived romantic competence from early adolescence into young adulthood (ages 12 to 20). The data were collected from 373 youth (50.7% female) in home interviews on up to 5 annual occasions. Multi-level models tested the moderating role of sibling gender constellation in romantic competence development and the links between (changes in) sibling intimacy and conflict, and romantic competence. The results revealed that youth with same-sex siblings showed no change in their perceived romantic competence, but those with opposite-sex siblings exhibited increases in romantic competence over time. Controlling for parent-child intimacy, at times when youth reported more sibling intimacy, they also reported greater romantic competence, and youth with higher cross-time average sibling conflict were lower in romantic competence, on average. This study illustrates that sibling experiences remain important in social development into early adulthood and suggests directions for application and future research. PMID:25183625

Perceived competence in children and adolescents with haemophilia: an explorative study.

PubMed

Hegeman, A K; Van Genderen, F R; Meijer, S; Van Den Briel, M M; Tamminga, R Y J; Van Weert, E

2011-01-01

With the introduction of prophylaxis, restricting children with haemophilia to participate in physical activities was no longer necessary. Subsequently, many studies report on improved physical functioning in children and adolescents with haemophilia. However, little is known about psychological aspects such as perceived competence and impact of disease. Therefore, the aims of this study were to explore: (i) perceived competence, (ii) perceived impact of illness, and (iii) analyse associations between perceived competence and demographic factors, disease-related factors and joint status in young haemophiliacs in the Netherlands. Fifty-four children (age 8-12 years) and 72 adolescents (12-18 years) with haemophilia participated in this cross-sectional, multi-centre, explorative study. Measurements included perceived competence (Self Perception Profile for Children/Adolescents; range 6-24/5-20), impact of disease (Revised Perception Illness Experience; range 1-5), demographic factors, disease-related factors, joint status and functional status. Mean (SD) scores for perceived competence in the children ranged from 17.3 (±4.0) to 19.6 (±4.0), and for adolescents from 13.3 (±2.4) to 15.7 (±2.8) points. In general, scores were comparable with those of healthy peers, but children with haemophilia had a lower global self-worth score and competence in close friendship was lower for adolescents when compared with those of healthy peers. Mean (SD) scores for impact of disease ranged from 1.2 (±0.4) to 2.3 (±0.8) in children and from 1.3 (±0.4) to 2.0 (±0.8) in adolescents. Severe haemophilia, prophylactic medication, high impact of disease and a shorter walking distance showed a weak to moderate association with perceived competence. Children and adolescents with haemophilia in general have a perceived competence that is nearly comparable with that of healthy peers, with the exception of a lower global self-worth in children and a lower competence for close friendship in adolescents. Haemophiliacs seem to perceive their disease as having relatively low impact on their life. Severe disease, prophylactic treatment and low functional status seemed to be associated with lower perceived competence. © 2010 Blackwell Publishing Ltd.

Can Source Triangulation Be Used to Overcome Limitations of Self-Assessments? Assessing Educational Needs and Professional Competence of Pharmacists Practicing in Qatar.

PubMed

Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem

2017-01-01

Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional educational needs of pharmacists in Qatar and to compare these with observations of pharmacy students undergoing experiential training in pharmacies (students) and pharmacy academics, directors, and managers (managers). Three questionnaires were developed and administered to practicing pharmacists, undergraduate pharmacy students who have performed structured experiential training rotations in multiple pharmacy outlets in Qatar and pharmacy managers. The questionnaires used items extracted from the National Association of Pharmacy Regulatory Authorities (NAPRA) Professional competencies for Canadian pharmacists at entry to practice and measured self- and observed pharmacists' competency and satisfaction with competency level. Training and educational needs were similar between the pharmacists and observers, although there was trend for pharmacists to choose more fact-intensive topics compared with observers whose preferences were toward practice areas. There was no association between the competency level of pharmacists as perceived by observers and as self-assessed by pharmacists (P ≤ .05). Pharmacists' self-assessed competency level was consistently higher than that reported by students (P ≤ .05). The results suggest that the use of traditional triangulation might not be sufficient to articulate the professional needs and competencies of practicing pharmacists as part of a strategy to build continuing professional development programs. Pharmacists might have a limited ability to accurately self-assess, and observer assessments might be significantly different from self-assessments which present a dilemma on which assessment to consider closer to reality. The processes currently used to evaluate competence may need to be enhanced through the use of well-designed rubrics or other strategies to empower and to better inform respondents and subsequently improve their ability to self-assess their competencies.

Competence, achievement goals, motivational climate, and pleasant psychobiosocial states in youth sport.

PubMed

Bortoli, Laura; Bertollo, Maurizio; Comani, Silvia; Robazza, Claudio

2011-01-01

We examined the three-way interactions among competence (actual and perceived), individuals' dispositional goal orientation (task/ego), and perceived sport motivational climate (mastery/performance) in the prediction of pleasant psychobiosocial states (i.e. emotion, cognition, motivation, bodily reaction, movement, performance, and communication) as conceptualized by the Individual Zones of Optimal Functioning model. The sample consisted of 320 Italian youths (160 girls and 160 boys) aged 13-14 years who were involved in individual or team sports. The assessment included a perceived competence scale, a goal orientation questionnaire, a motivational climate inventory, and pleasant psychobiosocial descriptors. An actual competence scale was also administered to coaches asking them to assess their youngsters. Moderated hierarchical regression analysis showed that perceived competence, actual competence, and task orientation were the strongest predictors of pleasant psychobiosocial states. Moreover, actual competence and perceived competence interacted in different ways with dispositional goal orientations and motivational climate perceptions in the prediction of psychobiosocial states. It is therefore recommended that both constructs be included in motivational research.

The Influence of Communicative Competence on Perceived Task, Social and Physical Attraction.

ERIC Educational Resources Information Center

Duran, Robert L.; Kelly, Lynne

1988-01-01

Examines whether communicative competence influences perceived task, social, and physical attractiveness. Results indicated that communicative competence accounted for 17 percent, 14 percent and 8 percent of the variance in perceived task, social, and physical attractiveness, respectively. (MM)

Perceived competence and attitudes towards patients with suicidal behaviour: a survey of general practitioners, psychiatrists and internists

PubMed Central

2014-01-01

Background Competence and attitudes to suicidal behaviour among physicians are important to provide high-quality care for a large patient group. The aim was to study different physicians’ attitudes towards suicidal behaviour and their perceived competence to care for suicidal patients. Methods A random selection (n = 750) of all registered General Practitioners, Psychiatrists and Internists in Norway received a questionnaire. The response rate was 40%. The Understanding of Suicidal Patients Scale (USP; scores < 23 = positive attitude) and items about suicide in case of incurable illness from the Attitudes Towards Suicide Questionnaire were used. Five-point Likert scales were used to measure self-perceived competence, level of commitment, empathy and irritation felt towards patients with somatic and psychiatric diagnoses. Questions about training were included. Results The physicians held positive attitudes towards suicide attempters (USP = 20.3, 95% CI: 19.6–20.9). Internists and males were significantly less positive. There were no significant differences in the physicians in their attitudes toward suicide in case of incurable illness according to specialty. The physicians were most irritated and less committed to substance misuse patients. Self perceived competence was relatively high. Forty-three percent had participated in courses about suicide assessment and treatment. Conclusions The physicians reported positive attitudes and relatively high competence. They were least committed to treat patients with substance misuse. None of the professional groups thought that patients with incurable illness should be given help to commit suicide. Further customized education with focus on substance misuse might be useful. PMID:24886154

Perceived competence and attitudes towards patients with suicidal behaviour: a survey of general practitioners, psychiatrists and internists.

PubMed

Grimholt, Tine K; Haavet, Ole R; Jacobsen, Dag; Sandvik, Leiv; Ekeberg, Oivind

2014-05-08

Competence and attitudes to suicidal behaviour among physicians are important to provide high-quality care for a large patient group. The aim was to study different physicians' attitudes towards suicidal behaviour and their perceived competence to care for suicidal patients. A random selection (n = 750) of all registered General Practitioners, Psychiatrists and Internists in Norway received a questionnaire. The response rate was 40%. The Understanding of Suicidal Patients Scale (USP; scores < 23 = positive attitude) and items about suicide in case of incurable illness from the Attitudes Towards Suicide Questionnaire were used. Five-point Likert scales were used to measure self-perceived competence, level of commitment, empathy and irritation felt towards patients with somatic and psychiatric diagnoses. Questions about training were included. The physicians held positive attitudes towards suicide attempters (USP = 20.3, 95% CI: 19.6-20.9). Internists and males were significantly less positive. There were no significant differences in the physicians in their attitudes toward suicide in case of incurable illness according to specialty. The physicians were most irritated and less committed to substance misuse patients. Self perceived competence was relatively high. Forty-three percent had participated in courses about suicide assessment and treatment. The physicians reported positive attitudes and relatively high competence. They were least committed to treat patients with substance misuse. None of the professional groups thought that patients with incurable illness should be given help to commit suicide. Further customized education with focus on substance misuse might be useful.

Gender, weight status and socioeconomic differences in psychosocial correlates of physical activity in schoolchildren.

PubMed

Seabra, Ana; Mendonça, Denisa; Maia, José; Welk, Gregory; Brustad, Robert; Fonseca, António M; Seabra, André F

2013-07-01

This study sought to assess differences in attraction to physical activity, perceived physical competence and parental socialization influences across gender, body mass index and socioeconomic status in Portuguese children. Cross-sectional study. 683 children, aged 8-10 years, from elementary schools were participants. Attraction to physical activity, perceived physical competence, parental socialization influences and socioeconomic status were assessed via standardized questionnaires. The prevalence of overweight and obesity was calculated using body mass index, based on the international cut-off points. MANOVA and ANOVA models were conducted. Boys reported greater enjoyment of games and sports participation than did girls. Boys and normal-weight children perceived themselves as being more successful and physically competent than did girls and obese children. Normal-weight girls enjoyed participation in vigorous physical activity more than did overweight and obese girls. Obese children felt less accepted by their peers in games and sports than did normal-weight and overweight children. High and medium socioeconomic status children perceived physical activity participation as of greater importance than did low-socioeconomic status children. High-socioeconomic status girls reported greater liking of the exertional aspects of physical activity compared to low socioeconomic status girls. High socioeconomic status children were more likely to perceive their parents as positive role models and perceived that they had greater enjoyment of physical activity than did lower socioeconomic status children. These results suggest that physical activity promotion interventions should focus on girls, obese children and lower socioeconomic status children as these individuals tend to have lower levels of attraction to physical activity, lower perceived physical competence and less parent physical activity support, which puts them at greater risk of being physically inactive. Copyright © 2012 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Distinguishing perceived competence and self-efficacy: an example from exercise.

PubMed

Rodgers, Wendy M; Markland, David; Selzler, Anne-Marie; Murray, Terra C; Wilson, Philip M

2014-12-01

This article examined the conceptual and statistical distinction between perceived competence and self-efficacy. Although they are frequently used interchangeably, it is possible that distinguishing them might assist researchers in better understanding their roles in developing enduring adaptive behavior patterns. Perceived competence is conceived in the theoretical framework of self-determination theory and self-efficacy is conceived in the theoretical framework of social-cognitive theory. The purpose of this study was to empirically distinguish perceived competence from self-efficacy for exercise. Two studies evaluated the independence of perceived competence and self-efficacy in the context of exercise. Using 2 extant instruments with validity and reliability evidence in exercise contexts, the distinctiveness of the 2 constructs was assessed in 2 separate samples (n = 357 middle-aged sedentary adults; n = 247 undergraduate students). Confirmatory factor analysis supported the conceptual and empirical distinction of the 2 constructs. This study supports the conceptual and statistical distinction of perceived competence from perceived self-efficacy. Applications of these results provide a rationale for more precise future theorizing regarding their respective roles in supporting initiation and maintenance of health behaviors.

Current Parental Depression and Offspring Perceived Self-Competence: A Quasi-Experimental Examination

PubMed Central

Class, Quetzal A.; D’Onofrio, Brian M.; Singh, Amber L.; Ganiban, Jody M.; Spotts, E. L.; Lichtenstein, Paul; Reiss, David; Neiderhiser, Jenae M.

2013-01-01

A genetically-informed, quasi-experimental design was used to examine the genetic and environmental processes underlying associations between current parental depressive symptoms and offspring perceived self-competence. Participants, drawn from a population-based Swedish sample, were 852 twin pairs and their male (52%) and female offspring aged 15.7 ± 2.4 years. Parental depressive symptoms were measured using the Center for Epidemiological Studies Depression scale. Offspring perceived self-competence was measured using a modified Harter Perceived Competence Scale. Cousin comparisons and Children of Twins (CoT) designs suggested that associations between maternal depressive symptoms and offspring perceived self-competence were due to shared genetic/environmental liability. The mechanism responsible for father-offspring associations, however, was independent of genetic factors and of extended-family environmental factors, supporting a causal inference. Thus, mothers and fathers may impact offspring perceived self-competence via different mechanisms and unmeasured genetic and environmental selection factors must be considered when studying the intergenerational transmission of cognitive vulnerabilities for depression. PMID:22692226

Current parental depression and offspring perceived self-competence: a quasi-experimental examination.

PubMed

Class, Quetzal A; D'Onofrio, Brian M; Singh, Amber L; Ganiban, Jody M; Spotts, E L; Lichtenstein, Paul; Reiss, David; Neiderhiser, Jenae M

2012-09-01

A genetically-informed, quasi-experimental design was used to examine the genetic and environmental processes underlying associations between current parental depressive symptoms and offspring perceived self-competence. Participants, drawn from a population-based Swedish sample, were 852 twin pairs and their male (52 %) and female offspring aged 15.7 ± 2.4 years. Parental depressive symptoms were measured using the Center for Epidemiological Studies Depression scale. Offspring perceived self-competence was measured using a modified Harter Perceived Competence Scale. Cousin comparisons and Children of Twins designs suggested that associations between maternal depressive symptoms and offspring perceived self-competence were due to shared genetic/environmental liability. The mechanism responsible for father-offspring associations, however, was independent of genetic factors and of extended family environmental factors, supporting a causal inference. Thus, mothers and fathers may impact offspring perceived self-competence via different mechanisms and unmeasured genetic and environmental selection factors must be considered when studying the intergenerational transmission of cognitive vulnerabilities for depression.

Handball Coaches’ Perceptions About the Value of Working Competences According to Their Coaching Background

PubMed Central

Mesquita, Isabel; Borges, Mario; Rosado, Antonio; Souza, Adriano De

2011-01-01

The purpose of this study was to analyze the value attributed to given working competences, by Portuguese handball coaches according to their coaching background, certification level, coaching experience, and level of education. A sample of 207 handball coaches responded to a questionnaire which included demographic characteristics and a scale focused on perceptions of the level of importance attributed to working competences. Data analysis included an exploratory factorial analysis applying Maximum Likelihood Factoring (MLF) and Oblimin rotation. These factors were submitted to a One-way ANOVA and Tukey’s post hoc multiple comparisons to analyse coaches’ perceptions according to their coaching background. A six factor solution was found where three major domains of competences were highlighted; the first one related to training and competition (e.g. planning and conducting the training, team administration in competition, annual and multi-annual planning, and coaching methodology); the second one related to social and cultural issues and management (e.g. implementation of youth sport development projects, team leadership and coach education) and the third one related to the cognitive background (meta-cognitive competences). The importance ascribed to some working competences was influenced by their coaching experience and certification level. Highly experienced and qualified coaches perceived competences of everyday practice, social, cultural and management issues related to training and competition as more important than the other coaches. This study suggests the need to consider some working competences, until now not explicitly present in the Portuguese coaching education curriculum which could enable coaches to choose the best way to practice/work in a manner that will foster and support their professional development. Key points Three major domains of competences were highlighted by Portuguese handball coaches. The first one related to training and competition, the second one related to social and cultural issues and management and the third one related to the cognitive background. The importance ascribed by Portuguese handball coaches to some working competences was influenced by their coaching experience and certification level, as high experienced coaches and coaches with higher certification levels perceived competences related to training and competition of the everyday practice and social, cultural issues and management as more important. The value attributed by Portuguese handball coaches to working competences did not vary according to the coaches’ academic education level. Portuguese handball coaches valued the meta-cognitive competences, the competences to implement sport development project and related to annual and multi-annual planning independently of their coaching background. PMID:24149314

Handball coaches' perceptions about the value of working competences according to their coaching background.

PubMed

Mesquita, Isabel; Borges, Mario; Rosado, Antonio; Souza, Adriano De

2011-01-01

The purpose of this study was to analyze the value attributed to given working competences, by Portuguese handball coaches according to their coaching background, certification level, coaching experience, and level of education. A sample of 207 handball coaches responded to a questionnaire which included demographic characteristics and a scale focused on perceptions of the level of importance attributed to working competences. Data analysis included an exploratory factorial analysis applying Maximum Likelihood Factoring (MLF) and Oblimin rotation. These factors were submitted to a One-way ANOVA and Tukey's post hoc multiple comparisons to analyse coaches' perceptions according to their coaching background. A six factor solution was found where three major domains of competences were highlighted; the first one related to training and competition (e.g. planning and conducting the training, team administration in competition, annual and multi-annual planning, and coaching methodology); the second one related to social and cultural issues and management (e.g. implementation of youth sport development projects, team leadership and coach education) and the third one related to the cognitive background (meta-cognitive competences). The importance ascribed to some working competences was influenced by their coaching experience and certification level. Highly experienced and qualified coaches perceived competences of everyday practice, social, cultural and management issues related to training and competition as more important than the other coaches. This study suggests the need to consider some working competences, until now not explicitly present in the Portuguese coaching education curriculum which could enable coaches to choose the best way to practice/work in a manner that will foster and support their professional development. Key pointsThree major domains of competences were highlighted by Portuguese handball coaches. The first one related to training and competition, the second one related to social and cultural issues and management and the third one related to the cognitive background.The importance ascribed by Portuguese handball coaches to some working competences was influenced by their coaching experience and certification level, as high experienced coaches and coaches with higher certification levels perceived competences related to training and competition of the everyday practice and social, cultural issues and management as more important.The value attributed by Portuguese handball coaches to working competences did not vary according to the coaches' academic education level.Portuguese handball coaches valued the meta-cognitive competences, the competences to implement sport development project and related to annual and multi-annual planning independently of their coaching background.

Evaluation of the Effects of Flipped Learning of a Nursing Informatics Course.

PubMed

Oh, Jina; Kim, Shin-Jeong; Kim, Sunghee; Vasuki, Rajaguru

2017-08-01

This study evaluated the effects of flipped learning in a nursing informatics course. Sixty-four undergraduate students attending a flipped learning nursing informatics course at a university in South Korea participated in this study in 2013. Of these, 43 students participated at University A, and 46 students participated at University B, as a comparison group. Three levels of Kirkpatrick's evaluation model were used: level one (the students' satisfaction), level two (achievement on the course outcomes), and level three (self-perceived nursing informatics competencies). Students of the flipped learning course reported positive effects above the middle degree of satisfaction (level one) and achieved the course outcomes (level two). In addition, self-perceived nursing informatics competencies (level three) of the flipped learning group were higher than those of the comparison group. A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [J Nurs Educ. 2017;56(8):477-483.]. Copyright 2017, SLACK Incorporated.

Distinguishing Perceived Competence and Self-Efficacy: An Example from Exercise

ERIC Educational Resources Information Center

Rodgers, Wendy M.; Markland, David; Selzler, Anne-Marie; Murray, Terra C.; Wilson, Philip M.

2014-01-01

This article examined the conceptual and statistical distinction between perceived competence and self-efficacy. Although they are frequently used interchangeably, it is possible that distinguishing them might assist researchers in better understanding their roles in developing enduring adaptive behavior patterns. Perceived competence is conceived…

Developing Intrinsic Motivation: Student Perceived Autonomy, Relatedness and Competence and the Relationship to Achievement

ERIC Educational Resources Information Center

Heck, DeAnn M.

2013-01-01

This mixed methods action study examines the relationship of students' three psychological needs of autonomy, relatedness and competence as presented in the Self-Determination Theory (Deci & Ryan, 1985) to the level of achievement of high school seniors at Litchfield High School. In the quantitative phase of the study, the quantitative…

Predictors and correlates of maternal role competence and satisfaction.

PubMed

Ngai, Fei-Wan; Wai-Chi Chan, Sally; Ip, Wan-Yim

2010-01-01

Developing a sense of competence and satisfaction in the maternal role enhances positive parenting and healthy development of the child. There is limited longitudinal research on the predictive factors influencing maternal role competence and satisfaction. The aim of this study was to determine the predictive and concurrent associations of prenatal perceived maternal role competence, learned resourcefulness, social support, stress, and depression to perceived maternal role competence and satisfaction at 6 weeks postpartum. A longitudinal, descriptive design was used. A convenience sample of 184 first-time pregnant women with a singleton and uneventful pregnancy were recruited from two regional public hospitals in Hong Kong. The Parenting Sense of Competence Scale, Self-control Schedule, Medical Outcomes Study Social Support Survey, Social Readjustment Rating Scale, and Edinburgh Postnatal Depression Scale were used to assess maternal role competence and satisfaction, learned resourcefulness, social support, stress, and depressive symptoms, respectively. Data were collected during pregnancy and at 6 weeks postpartum. Multiple regression analysis showed that perceived maternal role competence and satisfaction at 6 weeks postpartum were predicted by prenatal perceived maternal role competence and learned resourcefulness and were associated with postnatal learned resourcefulness and depression. Social support and stress were not associated directly with perceived maternal role competence and satisfaction at 6 weeks postpartum. The present findings suggest that maternal learned resourcefulness and depression are important factors affecting perceived maternal role competence and satisfaction at postpartum. Culturally competent healthcare should be developed to promote the psychological well-being of women and to equip women with the learned resourcefulness skills to facilitate maternal role taking and enhance women's sense of competence and satisfaction in the maternal role.

Is a decentralized continuing medical education program feasible for Chinese rural health professionals?

PubMed

Hu, Guijie; Yi, Yanhua

2016-01-01

Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational degrees. The decentralized CME program was perceived as feasible by health workers with positive attitudes about the benefit for license examination, and by those who intended to improve their clinical diagnosis and treatment skills. The target groups of such a program were those who expected to undertake a bachelor's degree and who rated themselves as "partially capable" in clinical competency. They reported that 160-400 USD annually would be an affordable fee for the program. A decentralized CME program was perceived feasible to upgrade rural health workers' education level to a bachelor's degree and improve their clinical competency.

Competence formation and post-graduate education in the public water sector in Indonesia

NASA Astrophysics Data System (ADS)

Kaspersma, J. M.; Alaerts, G. J.; Slinger, J. H.

2012-07-01

The water sector is dependent on effective institutions and organisations, and, therefore, on strong competences at the individual level. In this paper we describe competence formation and competence needs in a case study of the Directorate General of Water Resources (DGWR) in the Ministry of Public Works in Indonesia. A framework is introduced for the water sector comprising three aggregate competences for technical issues, management, and governance, and a meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence profile. Though DGWR professionals have a firmly "technical" orientation, both surveys and interviews reveal a strong perceived requirement for other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. Further, a discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that can be acquired during post-graduate water education. In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With low competence in these fields, it is difficult for professionals to communicate and collaborate effectively in a multidisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this is partially compensated by the attention to continuous learning and innovation. The exposure to a different culture and learning format is experienced as fundamentally formative.

More active pre-school children have better motor competence at school starting age: an observational cohort study.

PubMed

Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

The Impacts of a National Internship Program on Interns' Perceived Leadership, Critical Thinking, and Communication Skills

ERIC Educational Resources Information Center

Duncan, Dennis W.; Birdsong, Victoria; Fuhrman, Nicholas; Borron, Abigail

2017-01-01

At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns' leadership, critical thinking and communication competencies using the…

Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model.

PubMed

Rey, Lourdes; Extremera, Natalio; Pena, Mario

2016-01-01

This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed.

Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model

PubMed Central

Extremera, Natalio

2016-01-01

This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed. PMID:27280077

Iranian nurses' professional competence in spiritual care in 2014.

PubMed

Adib-Hajbaghery, Mohsen; Zehtabchi, Samira; Fini, Ismail Azizi

2017-06-01

The holistic approach views the human as a bio-psycho-socio-spiritual being. Evidence suggests that among these dimensions, the spiritual one is largely ignored in healthcare settings. This study aimed to evaluate Iranian nurses' perceived professional competence in spiritual care, the relationship between perceived competence and nurses' personal characteristics, and barriers to provide spiritual care. A cross-sectional study was conducted in the year 2014. Participants and research context: The study population consisted of nurses working in teaching hospitals in Kashan city. Using a stratified, systematic random method, 250 samples were selected from a total of 1400 nurses. An indigenous instrument was used to assess the nurses' competencies in spiritual care. Ethical considerations: A research ethics committee approved the study. All the participants were briefed on the study aims, were assured of the confidentiality of their personal information, and signed a written informed consent. Among a total of 250 nurses, 239 answered the questionnaire completely, and in total, 23%, 51%, and 26% had poor, moderate, and favorable competence in spiritual care, respectively. No significant differences were found between the mean competence scores of spiritual care in terms of gender, marital status, employment status, and level of qualification. Significant difference was found between nurses' overall score of competence in spiritual care and receiving training on spiritual care, nurses' position, and the ward they worked in. Confirming the findings of the international literature, this study puts light on the situation of nurses' perceived competence and barriers to providing spiritual care in Iran as an eastern and Islamic context. Three-quarters of the nurses had moderate or unfavorable competence in spiritual care. Due to the crucial role of spiritual care in quality of care and patient satisfaction, nurses should be trained and supported to provide spiritual care.

Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?

ERIC Educational Resources Information Center

Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit

2012-01-01

To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…

Perceived Competence Moderates the Relation between Performance-Approach and Performance-Avoidance Goals

ERIC Educational Resources Information Center

Law, Wilbert; Elliot, Andrew J.; Murayama, Kou

2012-01-01

In the present research, we conducted 4 studies designed to examine the hypothesis that perceived competence moderates the relation between performance-approach and performance-avoidance goals. Each study yielded supportive data, indicating that the correlation between the 2 goals is lower when perceived competence is high. This pattern was…

Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren.

PubMed

Bouffard, Thérèse; Marcoux, Marie-France; Vezeau, Carole; Bordeleau, Luce

2003-06-01

Children's perceived competence and intrinsic motivation are assumed to be very high at the outset of schooling. However, how they change and how they relate to each other and to academic achievement across early schooling years remain open to question. This 3-year longitudinal study was aimed at examining the following questions. Do children's perceived competence and intrinsic motivation about reading and mathematics change across the first 3 years of schooling? Do their perceived competence and intrinsic motivation differ according to academic domains? Do their perceived competence and intrinsic motivation relate to their academic achievement in each academic domain? A total of 115 elementary schoolchildren (63 boys and 52 girls) were examined in first grade (mean age = 84,5 months, SD =.67) and for the next 2 years. Children responded to questionnaires about their perceived competence and intrinsic motivation in reading and mathematics. Year-end grades in these two subjects were used as a measure of performance. Changes in perceived competence and intrinsic motivation, and between-year intercorrelations, were observed to differ according to academic domains and gender. Intrinsic motivation did not make a significant contribution to academic achievement at either school grade or in any academic domain, whereas perceived competence was significantly related to achievement at each school grade in both reading and mathematics. Differences between boys and girls observed in this study were not linked to a specific domain and cannot be attributed to gender-role stereotypes. Girls appeared to be more precocious in differentiating their competence and intrinsic motivation according to academic domain, as well as in being able to process and integrate information about their ability from past performances in a domain to judge their competence in the same domain.

Perceived competence and enjoyment in predicting students' physical activity and cardiorespiratory fitness.

PubMed

Gao, Zan

2008-10-01

This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants (N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment (R2 = 16.5) and perceived competence (R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance (R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

How students perceive medical competences: a cross-cultural study between the Medical Course in Portugal and African Portuguese Speaking Countries

PubMed Central

2011-01-01

Background A global effort has been made in the last years to establish a set of core competences that define the essential professional competence of a physician. Regardless of the environment, culture or medical education conditions, a set of core competences is required for medical practice worldwide. Evaluation of educational program is always needed to assure the best training for medical students and ultimately best care for patients. The aim of this study was to determine in what extent medical students in Portugal and Portuguese speaking African countries, felt they have acquired the core competences to start their clinical practice. For this reason, it was created a measurement tool to evaluate self-perceived competences, in different domains, across Portuguese and Portuguese-speaking African medical schools. Methods The information was collected through a questionnaire that defines the knowledge, attitudes and skills that future doctors should acquire. The Cronbach's Alpha and Principal Components Analysis (PCA) were used to evaluate the reliability of the questionnaire. In order to remove possible confounding effect, individual scores were standardized by country. Results The order of the domain's scores was similar between countries. After standardization, Personal Attitudes and Professional Behavior showed median scores above the country global median and Knowledge alone showed median score below the country global median. In Portugal, Clinical Skills showed score below the global median. In Angola, Clinical Skills and General Skills showed a similar result. There were only significant differences between countries in Personal Attitudes (p < 0.001) and Professional Behavior (p = 0.043). Conclusions The reliability of the instrument in Portuguese and Portuguese-speaking African medical schools was confirmed. Students have perceived their level of competence in personal attitudes in a high level and in opposite, knowledge and clinical skills with some weaknesses. PMID:21612609

The relationship between actual motor competence and physical activity in children: mediating roles of perceived motor competence and health-related physical fitness.

PubMed

Khodaverdi, Zeinab; Bahram, Abbas; Stodden, David; Kazemnejad, Anoshirvan

2016-08-01

The purpose of this study was to investigate whether perceived motor competence and components of health-related physical fitness mediated the relationship between actual motor competence and physical activity in 8- to 9-year-old Iranian girls. A convenience sample of 352 girls (mean age = 8.7, SD = 0.3 years) participated in the study. Actual motor competence, perceived motor competence and children's physical activity were assessed using the Test of Gross Motor Development-2, the physical ability sub-scale of Marsh's Self-Description Questionnaire and Physical Activity Questionnaire for Older Children, respectively. Body mass index, the 600 yard run/walk, curl-ups, push-ups, and back-saver sit and reach tests assessed health-related physical fitness. Preacher & Hayes (2004) bootstrap method was used to assess the potential mediating effects of fitness and perceived competence on the direct relationship between actual motor competence and physical activity. Regression analyses revealed that aerobic fitness (b = .28, 95% CI = [.21, .39]), as the only fitness measure, and perceived competence (b = .16, 95% CI = [.12, .32]) were measures that mediated the relationship between actual motor competence and physical activity with the models. Development of strategies targeting motor skill acquisition, children's self-perceptions of competence and cardiorespiratory fitness should be targeted to promote girls' moderate-to-vigorous physical activity.

Self-reported diabetes self-management competence and support from healthcare providers in achieving autonomy are negatively associated with diabetes distress in adults with Type 1 diabetes.

PubMed

Mohn, J; Graue, M; Assmus, J; Zoffmann, V; B Thordarson, H; Peyrot, M; Rokne, B

2015-11-01

To investigate the associations of self-perceived competence in diabetes management and autonomy support from healthcare providers with diabetes distress in adults with Type 1 diabetes mellitus that is not optimally controlled [HbA(1c) ≥ 64 mmol/mol (8.0%)]. This cross-sectional study comprised blood sampling and three self-report questionnaires, the Problem Areas in Diabetes scale, the Perceived Competence in Diabetes Scale and a measure of autonomy support by healthcare providers, the Health Care Climate Questionnaire. We fitted blockwise linear regression models to assess the associations between Problem Areas in Diabetes score and the variables of interest (autonomy support and perceived diabetes competence), controlling for clinical and sociodemographic variables. Of the study sample [n = 178; mean age 36.7 (±10.7) years], 31.5% had long-term complications and 43.2% reported elevated (≥40) Problem Areas in Diabetes scores. A significant negative association was found between autonomy support and Problem Areas in Diabetes score (B = -3.61, P = 0.001), indicating that lower autonomy support was associated with greater diabetes distress. When perceived competence was controlled, it mediated the association of autonomy support with diabetes distress, reducing it to non-significance. There was a significant negative association between perceived competence and Problem Areas in Diabetes score (B = -8.89, P < 0.001), indicating that lower perceived competence was associated with greater perceived distress. There was an indirect (fully mediated) relationship between autonomy support and diabetes distress; autonomy support was associated with increased perceived competence, which, in turn, was associated with reduced distress. Healthcare providers' communication styles enhancing perceived competence through autonomy support may contribute to effective treatment for people with Type 1 diabetes and suboptimum glycaemic control. © 2015 The Authors. Diabetic Medicine Published by John Wiley & Sons Ltd on behalf of Diabetes UK.

Association of Self-Perceived Physical Competence and Leisure-Time Physical Activity in Childhood-A Follow-Up Study.

PubMed

Hamari, Lotta; Heinonen, Olli J; Aromaa, Minna; Asanti, Riitta; Koivusilta, Leena; Koski, Pasi; Laaksonen, Camilla; Matomäki, Jaakko; Pahkala, Katja; Pakarinen, Anni; Suominen, Sakari; Salanterä, Sanna

2017-04-01

The basis of self-perceived physical competence is built in childhood and school personnel have an important role in this developmental process. We investigated the association between initial self-perceived physical competence and reported leisure-time physical activity (LTPA) longitudinally in 10-, 12-, and 15-year-old children. This longitudinal follow-up study comprises pupils from an elementary school cohort (N = 1346) in the city of Turku, Finland (175,000 inhabitants). The self-perceived physical competence (fitness and appearance) and LTPA data were collected with questionnaires. The full longitudinal data were available from 571 pupils based on repeated studies at the ages of 10, 12, and 15 years in 2004, 2006, and 2010. We analyzed the association of self-perceived physical competence and LTPA using regression models. Self-perceived physical competence was positively associated with LTPA at all ages (10 years p < .05, 12 years p < .0001, 15 years p < .0001). Increase in the self-perceived physical fitness scores was likely to associate with higher LTPA at each age point (10 years [odds ratio, OR] = 1.18, 95% confidence interval, CI: 1.09-1.27; 12 years [OR] = 1.27, 95% CI: 1.18-1.37; and 15 years [OR] = 1.28, 95% CI: 1.19-1.38). Self-perceived physical competence is associated with LTPA in children and adolescents, and the association is strengthened with age. © 2017, American School Health Association.

Defense mechanisms and psychological adjustment in childhood.

PubMed

Sandstrom, Marlene J; Cramer, Phebe

2003-08-01

The association between maturity of defense use and psychological functioning was assessed in a group of 95 elementary school children. Defense mechanisms were measured using a valid and reliable storytelling task, and psychological adjustment was assessed through a combination of parent and self-report questionnaires. Correlational analyses indicated that children who relied on the developmentally immature defense of denial reported higher levels of self-rated social anxiety and depression and received higher ratings of parent-reported internalizing and externalizing behavior problems. However, children who made use of the developmentally mature defense of identification exhibited higher scores on perceived competence in social, academic, conduct, athletic, and global domains. Significantly, there was no relationship between children's use of denial and their level of perceived competence or between children's use of identification and their degree of maladjustment.

Empirical links between instruction with teaching tools and the hierarchical model of intrinsic and extrinsic motivation in a Korean college tennis class.

PubMed

Shin, Myoungjin; Kwon, Sungho

2015-04-01

The objective of this study was to demonstrate the sequential process (i.e., social factors→mediators→motivation→consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by -0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

NASA Astrophysics Data System (ADS)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-11-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

Perceived Health Competence Predicts Health Behavior and Health-Related Quality of Life in Patients with Cardiovascular Disease

PubMed Central

Bachmann, Justin M.; Goggins, Kathryn M.; Nwosu, Samuel K.; Schildcrout, Jonathan S.; Kripalani, Sunil; Wallston, Kenneth A.

2017-01-01

Objective Evaluate the effect of perceived health competence, a patient’s belief in his or her ability to achieve health-related goals, on health behavior and health-related quality of life. Methods We analyzed 2063 patients hospitalized with acute coronary syndrome and/or congestive heart failure at a large academic hospital in the United States. Multivariable linear regression models investigated associations between the two-item perceived health competence scale (PHCS-2) and positive health behaviors such as medication adherence and exercise (Health Behavior Index) as well as health-related quality of life (5-item Patient Reported Outcome Information Measurement System Global Health Scale). Results After multivariable adjustment, perceived health competence was highly associated with health behaviors (p<0.001) and health-related quality of life (p<0.001). Low perceived health competence was associated with a decrease in health-related quality of life between hospitalization and 90 days after discharge (p<0.001). Conclusions Perceived health competence predicts health behavior and health-related quality of life in patients hospitalized with cardiovascular disease as well as change in health-related quality of life after discharge. Practice implications Patients with low perceived health competence may be at risk for a decline in health-related quality of life after hospitalization and thus a potential target for counseling and other behavioral interventions. PMID:27450479

Perceived health competence predicts health behavior and health-related quality of life in patients with cardiovascular disease.

PubMed

Bachmann, Justin M; Goggins, Kathryn M; Nwosu, Samuel K; Schildcrout, Jonathan S; Kripalani, Sunil; Wallston, Kenneth A

2016-12-01

Evaluate the effect of perceived health competence, a patient's belief in his or her ability to achieve health-related goals, on health behavior and health-related quality of life. We analyzed 2063 patients hospitalized with acute coronary syndrome and/or congestive heart failure at a large academic hospital in the United States. Multivariable linear regression models investigated associations between the two-item perceived health competence scale (PHCS-2) and positive health behaviors such as medication adherence and exercise (Health Behavior Index) as well as health-related quality of life (5-item Patient Reported Outcome Information Measurement System Global Health Scale). After multivariable adjustment, perceived health competence was highly associated with health behaviors (p<0.001) and health-related quality of life (p<0.001). Low perceived health competence was associated with a decrease in health-related quality of life between hospitalization and 90days after discharge (p<0.001). Perceived health competence predicts health behavior and health-related quality of life in patients hospitalized with cardiovascular disease as well as change in health-related quality of life after discharge. Patients with low perceived health competence may be at risk for a decline in health-related quality of life after hospitalization and thus a potential target for counseling and other behavioral interventions. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

On the factorial and construct validity of the Intrinsic Motivation Inventory: conceptual and operational concerns.

PubMed

Markland, D; Hardy, L

1997-03-01

The Intrinsic Motivation Inventory (IMI) has been gaining acceptance in the sport and exercise domain since the publication of research by McAuley, Duncan, and Tammen (1989) and McAuley, Wraith, and Duncan (1991), which reported confirmatory support for the factorial validity of a hierarchical model of intrinsic motivation. Authors of the present study argue that the results of these studies did not conclusively support the hierarchical model and that the model did not accurately reflect the tenets of cognitive evaluation theory (Deci & Ryan, 1985) from which the IMI is drawn. It is also argued that a measure of perceived locus of causality is required to model intrinsic motivation properly. The development of a perceived locus of causality for exercise scale is described, and alternative models, in which perceived competence and perceived locus of causality are held to have causal influences on intrinsic motivation, are compared with an oblique confirmatory factor analytic model in which the constructs are held at the same conceptual level. Structural equation modeling showed support for a causal model in which perceived locus of causality mediates the effects of perceived competence on pressure-tension, interest-enjoyment, and effort-importance. It is argued that conceptual and operational problems with the IMI, as currently used, should be addressed before it becomes established as the instrument of choice for assessing levels of intrinsic motivation.

The Mediator Effect of Loneliness between Perceived Social Competence and Cyber Bullying in Turkish Adolescents

ERIC Educational Resources Information Center

Sariçam, Hakan; Yaman, Erkan; Çelik, Ismail

2016-01-01

The purpose of this research was to examine whether loneliness might play a mediating role between perceived social competence and cyberbullying in Turkish adolescents. The participants were 326 high school students who completed a questionnaire package that included the Cyberbullying Scale, the Perceived Social Competence Scale, and the UCLA…

Association of Self-Perceived Physical Competence and Leisure-Time Physical Activity in Childhood--A Follow-Up Study

ERIC Educational Resources Information Center

Hamari, Lotta; Heinonen, Olli J.; Aromaa, Minna; Asanti, Riitta; Koivusilta, Leena; Koski, Pasi; Laaksonen, Camilla; Matomäki, Jaakko; Pahkala, Katja; Pakarinen, Anni; Suominen, Sakari; Salanterä, Sanna

2017-01-01

Background: The basis of self-perceived physical competence is built in childhood and school personnel have an important role in this developmental process. We investigated the association between initial self-perceived physical competence and reported leisure-time physical activity (LTPA) longitudinally in 10-, 12-, and 15-year-old children.…

Dimensional Comparisons: An Experimental Approach to the Internal/External Frame of Reference Model.

ERIC Educational Resources Information Center

Moller, Jens; Koller, Olaf

2001-01-01

Three experimental studies investigated psychological processes underlying the effects of achievement in one domain and on self-perceived competence in another. In Study 1, high achievement in one domain led to lower self-perceived competence in the other. Study 2 showed inverse effects on self-perceived competence based on achievement feedback.…

The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty.

ERIC Educational Resources Information Center

Schwab, Jacqueline; Kulin, Howard E.; Susman, Elizabeth J.; Finkelstein, Jordan W.; Chinchilli, Vernon M.; Kunselman, Susan J.; Liben, Lyye S.; D'Arcangelo, M. Rose; Demers, Lawrence M.

2001-01-01

Examined role of sex steroids in development of self-perceived competence among adolescents receiving hormone therapy for delayed puberty. Found that hormone treatments had a significant positive effect for both males and females in perceived job competence. Significant positive effects were also obtained for perceptions of romantic appeal and…

Relations between Perceived Competence, Importance Ratings, and Self-Worth among African American School-Age Children

ERIC Educational Resources Information Center

Grier, Leslie K.

2013-01-01

The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for…

The Effect of Teachers Trained in a Fundamental Movement Skills Programme on Children's Self-Perceptions and Motor Competence

ERIC Educational Resources Information Center

Breslin, Gavin; Murphy, Marie; McKee, David; Delaney, Brian; Dempster, Martin

2012-01-01

Perceived and actual motor competence are hypothesized to have potential links to children and young people's physical activity (PA) levels with a potential consequential link to long-term health. In this cross-sectional study, Harter's (1985, "Manual for the Self-perception Profile for Children." Denver, CO: University of Denver)…

Nurses' competencies in disaster nursing: implications for curriculum development and public health.

PubMed

Loke, Alice Yuen; Fung, Olivia Wai Man

2014-03-20

The purpose of this study was to explore Hong Kong nurses' perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses' perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses' (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses' perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public.

Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health

PubMed Central

Loke, Alice Yuen; Fung, Olivia Wai Man

2014-01-01

The purpose of this study was to explore Hong Kong nurses’ perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses’ perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses’ (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses’ perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public. PMID:24658409

An Investigation of the Interaction Effects of Acute Self-Esteem and Perceived Competence on Conformity.

DTIC Science & Technology

1978-12-22

a demonstration of the interaction effects of acute self - esteem and perceived competence. Acute self - esteem manipulations (high, low or no) were...On the basis of previous research on conformity it was predicted that subjects who were subjected to acute self - esteem manipulations and perceived...role in conformity. The main effect of self - esteem and the interaction of self - esteem and perceived competence did not prove significant. Results were

Competency Development and Career Success: The Mediating Role of Employability

ERIC Educational Resources Information Center

De Vos, Ans; De Hauw, Sara; Van der Heijden, Beatrice I. J. M.

2011-01-01

The present study aims to unravel the relationship between competency development, employability and career success. To do so, we tested a model wherein associations between employee participation in competency development initiatives, perceived support for competency development, self-perceived employability, and two indicators of subjective…

Influence of a health-related physical fitness model on students' physical activity, perceived competence, and enjoyment.

PubMed

Fu, You; Gao, Zan; Hannon, James; Shultz, Barry; Newton, Maria; Sibthorp, Jim

2013-12-01

This study was designed to explore the effects of a health-related physical fitness physical education model on students' physical activity, perceived competence, and enjoyment. 61 students (25 boys, 36 girls; M age = 12.6 yr., SD = 0.6) were assigned to two groups (health-related physical fitness physical education group, and traditional physical education group), and participated in one 50-min. weekly basketball class for 6 wk. Students' in-class physical activity was assessed using NL-1000 pedometers. The physical subscale of the Perceived Competence Scale for Children was employed to assess perceived competence, and children's enjoyment was measured using the Sport Enjoyment Scale. The findings suggest that students in the intervention group increased their perceived competence, enjoyment, and physical activity over a 6-wk. intervention, while the comparison group simply increased physical activity over time. Children in the intervention group had significantly greater enjoyment.

Mediated Effects of Perceived Competence on Youth Physical Activity and Sedentary Behavior.

PubMed

Bai, Yang; Chen, Senlin; Vazou, Spyridoula; Welk, Gregory J; Schaben, Jodee

2015-01-01

This study evaluates whether physical activity (PA) and sedentary behavior (SB) are influenced by a common mediating relationship. A total of 1,552 participants in 3rd to 12th grade completed an online survey that included assessments of PA at school (PAS), PA at home (PAH), and SB as well as a battery of psychosocial variables (i.e., attraction to PA and perceived competence). Perceived competence had a direct positive effect on PA and a negative effect on SB. These associations were consistently (but partially) mediated by attraction to PA; however, the indirect effect (IE) of perceived competence was stronger for PAH (IE = .27, p < .05) than for PAS (IE = .07, p < .05), or SB (IE = .13, p < .05). This study revealed some direct effects and IEs of perceived competence on PAS, PAH, and SB through attraction to PA as the mediator. PA and SB may be influenced by some common underlying psychosocial mediators.

Investigating the Impact of Personality Factors on Perceived Communication Mobility of Non-Native English Speaking Thai Professionals in International Companies

ERIC Educational Resources Information Center

Marina, Olga A.; Rajprasit, Krich

2014-01-01

Communication mobility has been suggested as an element of the complex construct of professional communicative competence, with a shared core of English in the oral mode, for professional international communication. This study aims (1) to investigate the possible correlation between the perceived level of communication mobility, and the influence…

Improving quality in healthcare: What makes a satisfied patient?

PubMed

Más, A; Parra, P; Bermejo, R M; Hidalgo, M D; Calle, J E

2016-01-01

To update the metric properties of a perceived quality questionnaire for patients admitted to hospital medical departments, to determine the level of patient satisfaction achieved, and to identify the variables which predict satisfaction. Self-administered questionnaire completed at home following patient discharge, using a questionnaire prepared by the authors on a sample of 7207 users of medical departments in 9 public hospitals during the years 2006-2009. A principal component analysis with varimax rotation was performed. Reliability was assessed using internal consistency coefficient. An analysis was made of the compliance with each indicator reported by respondents. A logistic regression analysis was performed to determine the perceived quality dimensions which predicted overall patient satisfaction. The results of the reliability analysis indicated good coefficients for interpersonal manner (0.94) and professional competence (0.85) dimensions, and moderate values for the other dimensions (comfort 0.55, information 0.38, and organisation 0.37). Factor analyses showed single factors in each of the perceived quality dimensions, with a percentage of explained variance greater than 35% for information, interpersonal manner, professional competence, and comfort, and less than 30% for organisation. The dimensions which predicted satisfaction were interpersonal manner of healthcare staff, professional competence, and information. The metric properties of the questionnaire used have been updated, yielding a valid and reliable questionnaire for assessing patient satisfaction in quality management programmes, both for internal purposes and for conducting external comparisons. A positive relationship was obtained between the level of patient satisfaction and level of professional competence, interpersonal manner of healthcare staff, and information received. Copyright © 2016 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.

A students' survey of cultural competence as a basis for identifying gaps in the medical curriculum.

PubMed

Seeleman, Conny; Hermans, Jessie; Lamkaddem, Majda; Suurmond, Jeanine; Stronks, Karien; Essink-Bot, Marie-Louise

2014-10-11

Assessing the cultural competence of medical students that have completed the curriculum provides indications on the effectiveness of cultural competence training in that curriculum. However, existing measures for cultural competence mostly rely on self-perceived cultural competence. This paper describes the outcomes of an assessment of knowledge, reflection ability and self-reported culturally competent consultation behaviour, the relation between these assessments and self-perceived cultural competence, and the applicability of the results in the light of developing a cultural competence educational programme. 392 medical students, Youth Health Care (YHC) Physician Residents and their Physician Supervisors were invited to complete a web-based questionnaire that assessed three domains of cultural competence: 1) general knowledge of ethnic minority care provision and interpretation services; 2) reflection ability; and 3) culturally competent consultation behaviour. Additionally, respondents graded their overall self-perceived cultural competence on a 1-10 scale. 86 medical students, 56 YHC Residents and 35 YHC Supervisors completed the questionnaire (overall response rate 41%; n= 177). On average, respondents scored low on general knowledge (mean 46% of maximum score) and knowledge of interpretation services (mean 55%) and much higher on reflection ability (80%). The respondents' reports of their consultation behaviour reflected moderately adequate behaviour in exploring patients' perspectives (mean 64%) and in interaction with low health literate patients (mean 60%) while the score on exploring patients' social contexts was on average low (46%). YHC respondents scored higher than medical students on knowledge of interpretation services, exploring patients' perspectives and exploring social contexts. The associations between self-perceived cultural competence and assessed knowledge, reflection ability and consultation behaviour were weak. Assessing the cultural competence of medical students and physicians identified gaps in knowledge and culturally competent behaviour. Such data can be used to guide improvement efforts to the diversity content of educational curricula. Based on this study, improvements should focus on increasing knowledge and improving diversity-sensitive consultation behaviour and less on reflection skills. The weak association between overall self-perceived cultural competence and assessed knowledge, reflection ability and consultation behaviour supports the hypothesis that measures of sell-perceived competence are insufficient to assess actual cultural competence.

Perceived Competence of Children with Visual Impairments

ERIC Educational Resources Information Center

Shapiro, Deborah R.; Moffett, Aaron; Lieberman, Lauren; Dummer, Gail M.

2005-01-01

This study examined the perceptions of competence of 43 children with visual impairments who were attending a summer sports camp. It found there were meaningful differences in the perceived competence of the girls, but not the boys, after they attended the camp, and no differences in the perceptions of competence with age.

Comparing Students' Perceived and Actual Competence in Higher Vocational Education

ERIC Educational Resources Information Center

Baartman, Liesbeth; Ruijs, Lotte

2011-01-01

This article studies the relationship between students' perceived competence--operationalised in self-efficacy beliefs--and their competence as assessed by the educational institute. Contrary to previous studies, the current study focuses on competence instead of on isolated knowledge and skills. Students (N = 169) in four subsequent years of a…

The Effect of Solution-Focused Brief Group Counseling upon the Perceived Social Competences of Teenagers

ERIC Educational Resources Information Center

Ates, Bünyamin

2016-01-01

In this study, the effect of solution-focused brief group counseling upon the perceived social competences of teenagers was investigated. The study group included 24 volunteer students who took lower scores rather than the ones obtained from perceived social competence scale pre-test measurements out of 227 students studying at a high school in…

Influence of a Training Program on Camp Counselors' Perceived Competency When Accounting for Prior Camp Experience

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Howell, Steven; Richards, K. Andrew R.

2017-01-01

The purpose of this study was to evaluate summer camp counselors' perceived competency prior to and after an 8-day training at an independent for-profit overnight camp. The participants in this study were 101 camp counselors who were employed at an overnight summer camp in the northeastern United States. Counselors' perceived competency was…

Sport commitment among competitive female gymnasts: a developmental perspective.

PubMed

Weiss, Windee M; Weiss, Maureen R

2007-03-01

The purpose of this study was to examine age and competitive level differences in the relationship between determinants and level of sport commitment. Gymnasts (N = 304) comprised three age groups (8-11, 11-14.5, and 14.5-18 years) and two competitive levels (Levels 5-6 and 8-10). Multiple regression analyses revealed: (a) perceived costs and social constraints from parents and best friends were the strongest predictors of commitment for the youngest gymnasts, (b) perceived costs, personal investments, and parent social constraints predicted commitment for 11-14.5-year-old gymnasts, and (c) perceived competence and costs predicted commitment for the oldest gymnasts. Competitive level differences also emerged; for Level 5-6 gymnasts, personal investments, perceived costs, coach social support, and social constraints by coach, best friend, and teammates were predictors of commitment. Personal investments and teammate social constraints were significant predictors for Level 8-10 gymnasts. Developmental factors and additional determinants are important to consider in further studies of the sport commitment model.

Predictors of self-perceived cultural competence among children's mental health providers.

PubMed

Keyser, Victoria; Gamst, Glenn; Meyers, Lawrence S; Der-Karabetian, Aghop; Morrow, Gloria

2014-07-01

Based on empirical research and predictions from the Multicultural Assessment-Intervention Process model, the racial attitudes, ethnic identity, and acculturation of a national sample of 371 child mental health service providers were assessed as possible predictors of practitioner self-perceived cultural competence. It was hypothesized that ethnic identity and racial attitudes would each directly affect self-perceived cultural competence and that acculturation and racial attitudes would mediate the effect of ethnic identity. The results indicated that ethnic identity exerted a direct effect on self-perceived cultural competence and that this effect was partially mediated by respondents' racial attitudes; however, acculturation had no significant role as a mediator. The results are discussed within the context of the Multicultural Assessment-Intervention Process model and implications for providing culturally competent services to children.

Exploring perceptions of occupational competence among participants in Individual Placement and Support (IPS).

PubMed

Nygren, Ulla; Sandlund, Mikael; Bernspång, Birgitta; Fisher, Anne G

2013-11-01

The purpose of this study was to explore perceptions of occupational competence and occupational value among a group of clients engaged in Individual Placement and Support (IPS). The Occupational Self-Assessment (OSA), based on the Model of Human Occupation, was used with 65 men and women with mental illness, and 45 of these completed the study. Rasch analyses showed that the participants perceived "Managing my finances", "Managing my basic needs", and "Doing activities I like" as the most valued occupations. Most competence was perceived in "Taking care of myself". Among the occupations where the participants perceived least competence, "Getting done what I need to do" and "Accomplishing what I set out to do" were the occupations that most stand out. Significant differences were also found between perceived competence and value in most of the occupations. Beyond those occupations valued as most important among the participants, it is essential also to pay attention to those in which they perceived least competence, as they are important for being able to achieve a desired occupation. Support related to perceptions of occupational competence can contribute to enabling clients in IPS to master a desired working life.

Hospital competition and patient-perceived quality of care: Evidence from a single-payer system in Taiwan.

PubMed

Chen, Chi-Chen; Cheng, Shou-Hsia

2010-11-01

To examine the effects of market competition on patient-perceived quality of care under a single-payer system in Taiwan. Data came from two nationwide surveys conducted on discharged patients and National Health Insurance (NHI) hospital claim datasets in 2002 and 2004. Competition was measured by the Herfindahl-Hirschman Index (HHI). Quality of care was measured by patient-rated hospital performance including interpersonal skills and clinical competence domains. We used the instrumental variable approach to address the endogeneity between competition and patient-perceived quality of care. The results showed that HHI was significantly associated with a decrease in the perceived interpersonal skills (coefficient of -0.460; p<0.001), indicating that the interpersonal skill level increases in competition. A similar association was found for the perceived clinical competence (coefficient of -0.457; p=0.001). Quality of care from the patients' perspective is sensitive to the degree of competition. By using patient-reported data, this study provides new evidence concerning competition and quality of care. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Development and Initial Validation of Perceived Competence and Satisfaction Measures for Racquet Sports.

ERIC Educational Resources Information Center

Aguilar, Teresita E.; Petrakis, Elizabeth

1989-01-01

The development and initial validation of the Racquet Sports Competence-Satisfaction Scale for measuring perceived competence and satisfaction in badminton, racquetball, and tennis is described. Results of a review panel and two field tests (with 168 and 208 university students) support the validity of the competence and satisfaction measures.…

A Study of Family Nurse Practitioners: Perceived Competencies and Some of Their Implications for Nursing Education.

ERIC Educational Resources Information Center

Ward, Mary Jane Morrow

This study was designed to determine the most common health needs and problems that family nurse practitioners (FNP) deal with, to determine how competent FNPs judge themselves to be, to determine what sources in nursing education FNPs judge to be most valuable, and to determine whether or not there were significant differences in the level of…

Identification of Skills Standards for Entry Level Legal Office Support Staff in Urban Oklahoma: A Delphi Study

ERIC Educational Resources Information Center

Reese Ward, Tonya Maria

2010-01-01

Scope and Method of Study: The purpose of this study was to use industry experts to identify critical skills or competencies perceived by the legal profession to be required by competent team members in the legal office environment. Specifically, this study focused on fulfilling this purpose in the context of urban Oklahoma, where a large number…

The operating theatre as classroom: a qualitative study of learning and teaching surgical competencies.

PubMed

Kieu, Violet; Stroud, Leanne; Huang, Paul; Smith, Mitchell; Spychal, Robert; Hunter-Smith, David; Nestel, Debra

2015-01-01

There has been a worldwide movement toward competency-based medical education and training. However, this is the first qualitative study to analyze the perceptions of surgical trainees and surgeons toward competency-based education in the operating theatre. We aim to examine views toward the specific learning and teaching of the nine competencies of the Royal Australasian College of Surgeons (RACS) and to explore perceived ideal conditions and challenges for learning and teaching these competencies in the operating theatre. Individual semi-structured interviews with surgical trainees and surgeons in the specialty of General Surgery. Ten surgical trainees and surgeons who worked together were purposively sampled, for maximum variation, from an outer metropolitan public hospital in Melbourne, Australia, to identify emergent themes relating to learning and teaching surgical competencies in the operating theatre. Five themes were identified as: (1) Learning and teaching specific surgical competencies is through relationship based mentoring and experiential learning; (2) Ideal conditions and challenges in the operating theatre are availability of time and personal attitude; (3) Level of pre-operative briefing was variable; (4) Intra-operative teaching is perceived as structured; and, (5) Post-operative debriefing is recognized as ideal but not consistently performed. Professional relationships are important to both surgical trainees and surgeons in the process of learning and teaching competencies. Ad hoc apprenticeship style learning is perceived to remain prominent in the operating theatre. Sufficient time for training is valued by both groups. The surgical competencies are inherently different to each other. Some appear more difficult to learn and teach in the operating theatre, with technical expertise most readily identified and health advocacy least so. Elements of guided discovery learning and other educational models are described. Further emphasis on structured competency-based teaching methods may be beneficial for surgical trainees, surgeons and other specialties, both in Australia and worldwide.

On-the-job training makes the difference: healthcare assistants' perceived competence and responsibility in the care of patients with home mechanical ventilation.

PubMed

Swedberg, Lena; Michélsen, Hans; Chiriac, Eva Hammar; Hylander, Ingrid

2015-06-01

To describe and analyse perceived competence and perceived responsibility among healthcare assistants (HC assistants), caring for patients with home mechanical ventilation (HMV) and other advanced caring needs, adjusted for socio-demographic and workplace background factors. A cross-sectional study was conducted including 128 HC assistants employed in Stockholm County, Sweden. The HC assistants responded to a study-specific questionnaire on perceived competence and perceived responsibility, provided socio-demographic and workplace background data, as well as information on the patient characteristics for the understanding of their work situations. Descriptive statistics and logistic regression analyses were performed. Eighty per cent of the HC assistants rated their perceived competence as high, and fifty-nine per cent rated their perceived responsibility as high. Fifty-five per cent lacked formal healthcare training, and only one in five of the HC assistants had a formal training equivalent with a licensed practical nurse (LPN) examination. Males lacked formal training to a greater extent than females and rated their competence accordingly. On-the-job training was significantly associated with high ratings on both perceived competence and perceived responsibility, and clinical supervision was associated with high rating on perceived responsibility. HC assistants with limited formal training self-reported their competence as high, and on-the-job training was found to be important. Also, clinical supervision was found important for their perception of high responsibility. In Sweden, HC assistants have a 24-hour responsibility for the care and safety of their patient with HMV and other advanced caring needs. The study results point out important issues for further research regarding formal training requirements as well as the needs for standardised workplace training and supervision of HC assistants. The consequences of transfer of responsibility by delegation from healthcare professionals to paraprofessionals within advanced home care also need further study. © 2014 Nordic College of Caring Science.

Athletes' perceptions of role ambiguity and coaching competency in sport teams: a multilevel analysis.

PubMed

Bosselut, Grégoire; Heuzé, Jean-Philippe; Eys, Mark A; Fontayne, Paul; Sarrazin, Philippe

2012-06-01

The purpose of this study was to examine the relationship between athletes' perceptions of role ambiguity and two theoretically derived dimensions of coaching competency (i.e., game strategy and technique competencies). A total of 243 players from 26 teams representing various interdependent sports completed French versions of the Role Ambiguity Scale and the Coaching Competency Scale. Multilevel analyses supported the existence of relationships between the four dimensions of role ambiguity and the two dimensions of coaching competency at both individual and team levels. When the levels were considered jointly, athletes perceiving greater ambiguity in their role in both offensive and defensive contexts were more critical of their coach's capacities to lead their team during competitions and to diagnose or formulate instructions during training sessions. The results also indicated that the dimension of scope of responsibilities was the main contributor to the relationship with coaching competency at an individual level, whereas role evaluation was the main contributor to this relationship at a group level. Findings are discussed in relation to the role episode model, the role ambiguity dimensions involved in the relationships according to the level of analysis considered, and the salience of ambiguity perceptions in the offensive context.

Physical activity counseling intervention at a federally qualified health center: improves autonomy-supportiveness, but not patients' perceived competence.

PubMed

Carroll, Jennifer K; Fiscella, Kevin; Epstein, Ronald M; Sanders, Mechelle R; Winters, Paul C; Moorhead, S Anne; van Osch, Liesbeth; Williams, Geoffrey C

2013-09-01

To assess the effect of a pilot intervention to promote clinician-patient communication about physical activity on patient ratings of their perceived competence for physical activity and their clinicians' autonomy-supportiveness. Family medicine clinicians (n=13) at two urban community health centers were randomized to early or delayed (8 months later) communication training groups. The goal of the training was to teach the 5As (Ask, Advise, Agree, Assist, Arrange) for physical activity counseling. Outcome measures were changes in patient perceptions of autonomy support (modified Health Care Climate Questionnaire, mHCCQ) and perceived competence (Perceived Competence Scale for physical activity, PCS) completed via surveys at baseline, post-intervention and six-month follow-up. Patients (n=326) were mostly female (70%) and low income. Using a generalized estimating equations model (GEE) with patients nested within clinician, patient perceived autonomy support increased at post-intervention compared to baseline (mean HCCQ scores 3.68-4.06, p=0.03). There was no significant change in patient perceived competence for physical activity. A clinician-directed intervention increased patient perceptions of clinician autonomy support but not patient perceived competence for physical activity. Clinicians working with underserved populations can be taught to improve their autonomy supportiveness, according to patient assessments of their clinicians. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The effect of voice quality and competing speakers in a passage comprehension task: perceived effort in relation to cognitive functioning and performance in children with normal hearing.

PubMed

von Lochow, Heike; Lyberg-Åhlander, Viveka; Sahlén, Birgitta; Kastberg, Tobias; Brännström, K Jonas

2018-04-01

The study investigates the effect of voice quality and competing speakers on perceived effort in a passage comprehension task in relation to cognitive functioning. In addition, it explores if perceived effort was related to performance. A total of 49 children (aged 7:03 to 12:02 years) with normal hearing participated. The children performed an auditory passage comprehension task presented with six different listening conditions consisting of a typical voice or a dysphonic voice presented in quiet, with one competing speaker, and with four competing speakers. After completing the task, they rated their perceived effort on a five-grade scale. The children also performed tasks measuring working memory capacity (WMC) and executive functioning. The results show that voice quality had no direct effect on perceived effort but the children's ratings of perceived effort were related to their executive functioning. A significant effect was seen for background listening condition indicating higher perceived effort for background listening conditions with competing speakers. The effects of background listening condition were mainly related to the children's WMC but also their executive functioning. It can be concluded that the individual susceptibility to the effect of the dysphonic voice is related to the child's executive functioning. The individual susceptibility to the presence of competing speakers is related to the child's WMC and executive functioning.

Is a decentralized continuing medical education program feasible for Chinese rural health professionals?

PubMed Central

2016-01-01

Purpose: Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. Methods: A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. Results: The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational degrees. The decentralized CME program was perceived as feasible by health workers with positive attitudes about the benefit for license examination, and by those who intended to improve their clinical diagnosis and treatment skills. The target groups of such a program were those who expected to undertake a bachelor’s degree and who rated themselves as “partially capable” in clinical competency. They reported that 160-400 USD annually would be an affordable fee for the program. Conclusion: A decentralized CME program was perceived feasible to upgrade rural health workers’ education level to a bachelor’s degree and improve their clinical competency. PMID:27134005

Breast cancer survivors' perceived medical communication competence and satisfaction with care at the end of treatment.

PubMed

Brédart, Anne; Kop, Jean-Luc; Fiszer, Chavie; Sigal-Zafrani, Brigitte; Dolbeault, Sylvie

2015-12-01

Information is a care priority in most breast cancer survivors (BCS). We assessed whether BCS information needs at 8 months after hospital cancer treatment could be related to their age, education level, perceived medical communication competence, satisfaction with care, attachment style, and self-esteem. Of 426 BCS approached during the last week of treatment (T1), 85% completed the Medical Communication Competence Scale, European Organisation for Research and Treatment of Cancer Satisfaction with Care Questionnaire, Rosenberg's Self-Esteem Scale and Experiences in Close Relationships Scale. The Hospital Anxiety and Depression Scale and the Supportive Care Needs Survey were completed at T1 and again 8 months later (T2) with a 66% (n = 283) response rate. Baseline respondents' median (range) age was 56 years (23-86 years). Information needs decreased over time, although some persisted. Multivariate regression analyses evidenced overall higher information needs at T2 in younger BCS and in those dissatisfied with the information provided at T1. Specifically, in younger BCS, higher information needs were related to lower satisfaction with doctors' availability, and in older BCS, they were related to higher self-perceived competence in information giving, lower self-perceived competence in information seeking, and lower satisfaction with doctors' information provision. Psychological distress was strongly related to information needs. Education, BCS attachment style, and self-esteem were not associated with information needs. In order to enhance supportive care for BCS, younger BCS should be provided with more time to address all their concerns and older BCS should be encouraged to express their specific desires for information. Copyright © 2015 John Wiley & Sons, Ltd.

Are All Competencies Equal in the Eyes of Residents? A Multicenter Study of Emergency Medicine Residents' Interest in Feedback.

PubMed

Bentley, Suzanne; Hu, Kevin; Messman, Anne; Moadel, Tiffany; Khandelwal, Sorabh; Streich, Heather; Noelker, Joan

2017-01-01

Feedback, particularly real-time feedback, is critical to resident education. The emergency medicine (EM) milestones were developed in 2012 to enhance resident assessment, and many programs use them to provide focused resident feedback. The purpose of this study was to evaluate EM residents' level of interest in receiving real-time feedback on each of the 23 competencies/sub-competencies. This was a multicenter cross-sectional study of EM residents. We surveyed participants on their level of interest in receiving real-time on-shift feedback on each of the 23 competencies/sub-competencies. Anonymous paper or computerized surveys were distributed to residents at three four-year training programs and three three-year training programs with a total of 223 resident respondents. Residents rated their level of interest in each milestone on a six-point Likert-type response scale. We calculated average level of interest for each of the 23 sub-competencies, for all 223 respondents and separately by postgraduate year (PGY) levels of training. One-way analyses of variance were performed to determine if there were differences in ratings by level of training. The overall survey response rate across all institutions was 82%. Emergency stabilization had the highest mean rating (5.47/6), while technology had the lowest rating (3.24/6). However, we observed no differences between levels of training on any of the 23 competencies/sub-competencies. Residents seem to ascribe much more value in receiving feedback on domains involving high-risk, challenging procedural skills as compared to low-risk technical and communication skills. Further studies are necessary to determine whether residents' perceived importance of competencies/sub-competencies needs to be considered when developing an assessment or feedback program based on these 23 EM competencies/sub-competencies.

Perceived Competence and Comfort in Respiratory Protection

PubMed Central

Burgel, Barbara J.; Novak, Debra; Burns, Candace M.; Byrd, Annette; Carpenter, Holly; Gruden, MaryAnn; Lachat, Ann; Taormina, Deborah

2015-01-01

In response to the Institute of Medicine (2011) report Occupational Health Nurses and Respiratory Protection: Improving Education and Training, a nationwide survey was conducted in May 2012 to assess occupational health nurses’ educational preparation, roles, responsibilities, and training needs in respiratory protection. More than 2,000 occupational health nurses responded; 83% perceived themselves as competent, proficient, or expert in respiratory protection, reporting moderate comfort with 12 respiratory program elements. If occupational health nurses had primary responsibility for the respiratory protection program, they were more likely to perceive higher competence and more comfort in respiratory protection, after controlling for occupational health nursing experience, highest education, occupational health nursing certification, industry sector, Association of Occupational Health Professionals in Healthcare membership, taking a National Institute for Occupational Safety and Health spirometry course in the prior 5 years, and perceiving a positive safety culture at work. These survey results document high perceived competence and comfort in respiratory protection. These findings support the development of targeted educational programs and interprofessional competencies for respiratory protection. PMID:23429638

Development and validation of the Perceived Game-Specific Soccer Competence Scale.

PubMed

Forsman, Hannele; Gråstén, Arto; Blomqvist, Minna; Davids, Keith; Liukkonen, Jarmo; Konttinen, Niilo

2016-07-01

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.

Cross-cultural Adaptation of a Questionnaire on Self-perceived Level of Skills, Abilities and Competencies of Family Physicians in Albania.

PubMed

Alla, Arben; Czabanowska, Katarzyna; Kijowska, Violetta; Roshi, Enver; Burazeri, Genc

2012-01-01

Our aim was to validate an international instrument measuring self-perceived competency level of family physicians in Albania. A representative sample of 57 family physicians operating in primary health care services was interviewed twice in March-April 2012 in Tirana (26 men and 31 women; median age: 46 years, inter-quartile range: 38-56 years). A structured questionnaire was administered [and subsequently re-administered after two weeks (test-retest)] to all family physicians aiming to self-assess physicians' level of abilities, skills and competencies regarding different domains of quality of health care. The questionnaire included 37 items organized into 6 subscales/domains. Answers for each item of the tool ranged from 1 ("novice" physicians) to 5 ("expert" physicians). An overall summary score (range: 37-185) and a subscale summary score for each domain were calculated for the test and retest procedures. Cronbach's alpha was used to assess the internal consistency for both the test and the retest procedures, whereas Spearman's rho was employed to assess the stability over time (test-retest reliability) of the instrument. Cronbach's alpha was 0.87 for the test and 0.86 for the retest procedure. Overall, Spearman's rho was 0.84 (P<0.001). The overall summary score for the 37 items of the instrument was 96.3±10.0 for the test and 97.3±10.1 for the retest. All the subscale summary scores were very similar for the test and the retest procedure. This study provides evidence on cross-cultural adaptation of an international instrument taping self-perceived level of competencies of family physicians in Albania. The questionnaire displayed a satisfactory internal consistency for both test and retest procedures in this sample of family physicians in Albania. Furthermore, the high test-retest reliability (stability over time) of the instrument suggests a good potential for wide scale application to nationally representative samples of family physicians in Albanian populations.

Rater Wealth Predicts Perceptions of Outgroup Competence

PubMed Central

Chan, Wayne; McCrae, Robert R.; Rogers, Darrin L.; Weimer, Amy A.; Greenberg, David M.; Terracciano, Antonio

2011-01-01

National income has a pervasive influence on the perception of ingroup stereotypes, with high status and wealthy targets perceived as more competent. In two studies we investigated the degree to which economic wealth of raters related to perceptions of outgroup competence. Raters’ economic wealth predicted trait ratings when 1) raters in 48 other cultures rated Americans’ competence and 2) Mexican Americans rated Anglo Americans’ competence. Rater wealth also predicted ratings of interpersonal warmth on the culture level. In conclusion, raters’ economic wealth, either nationally or individually, is significantly associated with perception of outgroup members, supporting the notion that ingroup conditions or stereotypes function as frames of reference in evaluating outgroup traits. PMID:22379232

How Dutch medical specialists perceive the competencies and training needs of medical residents in healthcare management.

PubMed

Berkenbosch, L; Bax, M; Scherpbier, A; Heyligers, I; Muijtjens, A M M; Busari, J O

2013-04-01

The Dutch postgraduate medical training has been revised to focus on seven competencies. The role as manager is one of these competencies. Recent studies show that this competency receives little attention during the residency training. In an earlier study, we discovered that residents perceived their competency as managers to be moderate. In this study, we investigated how medical specialists perceived the managerial competencies of medical residents and their need for management education. In September 2010, a 46-item questionnaire was designed which examined medical specialists' perceptions of the competency and needs of residents in the field of medical management. Two hundred ninety-eight specialists were invited via email to participate. Hundred twenty-nine specialists (43.3%) responded to our survey. They rated the residents' competencies in contract negotiating skills, knowledge of the healthcare system, and specialist department poorly. They felt that residents were competent in updating their medical knowledge. Ninety-four percent reported a need for training in management among residents. Preferred topics were time management and healthcare organization. The preferred training method was a workshop given during residency by an extramural expert. Dutch medical specialists perceive the management competencies of residents in some areas to be inadequate. They feel that training in medical management during residency is necessary.

Big data in medical informatics: improving education through visual analytics.

PubMed

Vaitsis, Christos; Nilsson, Gunnar; Zary, Nabil

2014-01-01

A continuous effort to improve healthcare education today is currently driven from the need to create competent health professionals able to meet healthcare demands. Limited research reporting how educational data manipulation can help in healthcare education improvement. The emerging research field of visual analytics has the advantage to combine big data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognise visual patterns. The aim of this study was therefore to explore novel ways of representing curriculum and educational data using visual analytics. Three approaches of visualization and representation of educational data were presented. Five competencies at undergraduate medical program level addressed in courses were identified to inaccurately correspond to higher education board competencies. Different visual representations seem to have a potential in impacting on the ability to perceive entities and connections in the curriculum data.

Prediction of enjoyment in school physical education.

PubMed

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

Achieving progress through clinical governance? A national study of health care managers' perceptions in the NHS in England

PubMed Central

Freeman, T; Walshe, K

2004-01-01

Background: A national cross sectional study was undertaken to explore the perceptions concerning the importance of, and progress in, aspects of clinical governance among board level and directorate managers in English acute, ambulance, and mental health/learning disabilities (MH/LD) trusts. Participants: A stratified sample of acute, ambulance, and mental health/learning disabilities trusts in England (n = 100), from each of which up to 10 board level and 10 directorate level managers were randomly sampled. Methods: Fieldwork was undertaken between April and July 2002 using the Organisational Progress in Clinical Governance (OPCG) schedule to explore managers' perceptions of the importance of, and organisational achievement in, 54 clinical governance competency items in five aggregated domains: improving quality; managing risks; improving staff performance; corporate accountability; and leadership and collaboration. The difference between ratings of importance and achievement was termed a shortfall. Results: Of 1916 individuals surveyed, 1177 (61.4%) responded. The competency items considered most important and recording highest perceived achievement related to corporate accountability structures and clinical risks. The highest shortfalls between perceived importance and perceived achievement were reported in joint working across local health communities, feedback of performance data, and user involvement. When aggregated into domains, greatest achievement was perceived in the assurance related areas of corporate accountability and risk management, with considerably less perceived achievement and consequently higher shortfalls in quality improvement and leadership and collaboration. Directorate level managers' perceptions of achievement were found to be significantly lower than those of their board level colleagues on all domains other than improving performance. No differences were found in perceptions of achievement between different types of trusts, or between trusts at different stages in the Commission for Health Improvement (CHI) review cycle. Conclusions: While structures and systems for clinical governance seem well established, there is more perceived progress in areas concerned with quality assurance than quality improvement. This study raises some uncomfortable questions about the impact of CHI review visits. PMID:15465936

Achieving progress through clinical governance? A national study of health care managers' perceptions in the NHS in England.

PubMed

Freeman, T; Walshe, K

2004-10-01

A national cross sectional study was undertaken to explore the perceptions concerning the importance of, and progress in, aspects of clinical governance among board level and directorate managers in English acute, ambulance, and mental health/learning disabilities (MH/LD) trusts. A stratified sample of acute, ambulance, and mental health/learning disabilities trusts in England (n = 100), from each of which up to 10 board level and 10 directorate level managers were randomly sampled. Fieldwork was undertaken between April and July 2002 using the Organisational Progress in Clinical Governance (OPCG) schedule to explore managers' perceptions of the importance of, and organisational achievement in, 54 clinical governance competency items in five aggregated domains: improving quality; managing risks; improving staff performance; corporate accountability; and leadership and collaboration. The difference between ratings of importance and achievement was termed a shortfall. Of 1916 individuals surveyed, 1177 (61.4%) responded. The competency items considered most important and recording highest perceived achievement related to corporate accountability structures and clinical risks. The highest shortfalls between perceived importance and perceived achievement were reported in joint working across local health communities, feedback of performance data, and user involvement. When aggregated into domains, greatest achievement was perceived in the assurance related areas of corporate accountability and risk management, with considerably less perceived achievement and consequently higher shortfalls in quality improvement and leadership and collaboration. Directorate level managers' perceptions of achievement were found to be significantly lower than those of their board level colleagues on all domains other than improving performance. No differences were found in perceptions of achievement between different types of trusts, or between trusts at different stages in the Commission for Health Improvement (CHI) review cycle. While structures and systems for clinical governance seem well established, there is more perceived progress in areas concerned with quality assurance than quality improvement. This study raises some uncomfortable questions about the impact of CHI review visits.

Long-Term Simultaneous Localization and Mapping in Dynamic Environments

DTIC Science & Technology

2015-01-01

core competencies required for autonomous mobile robotics is the ability to use sensors to perceive the environment. From this noisy sensor data, the...and mapping (SLAM), is a prerequisite for almost all higher-level autonomous behavior in mobile robotics. By associating the robot???s sensory...distributed stochastic neighbor embedding x ABSTRACT One of the core competencies required for autonomous mobile robotics is the ability to use sensors

Autonomy Support and Its Links to Physical Activity and Competitive Performance: Mediations through Motivation, Competence, Action Orientation and Harmonious Passion, and the Moderator Role of Autonomy Support by Perceived Competence

ERIC Educational Resources Information Center

Halvari, Hallgeir; Ulstad, Svein Olav; Bagoien, Tor Egil; Skjesol, Knut

2009-01-01

The purpose of the present study was to test a Self-Determination Theory (SDT) process model in relation to involvement in physical activity and competitive performance among students (N = 190). In this model, perceived autonomy support from teachers and coaches was expected to be positively related to autonomous motivation, perceived competence,…

Through the Eyes of Nurse Managers in Long-Term Care: Identifying Perceived Competencies and Skills.

PubMed

Dever, Kathleen H

2018-05-01

Nurse managers (NMs) in long-term care supervise health care services for individuals with high acuity levels and numerous comorbidities. There is minimal research identifying NMs' skills and competencies as unit leaders within the long-term care environment. The current mixed-methods study identified NMs' leadership skills and competencies. Nineteen NMs with ≥5 years' long-term care management experience completed the Nurse Manager Inventory Tool and were individually interviewed. They rated their clinical skills at the competent level and their financial/strategic management skills at the novice level. All other skill categories, including leadership reflective practice, diversity, human resource leadership/management, relationship management, performance improvement, and problem solving, were rated at a competent level. Emergent interview qualitative themes included their visibility on the unit, trial and error learning, a sense of "aloneness" due to the absence of other RNs, NM position being a tough job, need for peer support, role modeling, and importance of supporting the resident through their "final journey." [Journal of Gerontological Nursing, 44(5), 32-38.]. Copyright 2018, SLACK Incorporated.

The Role of Students' Personality Characteristics, Self-Perceived Competence and Learning Conceptions in the Acquisition and Development of Social Communicative Competence: A Longitudinal Study

ERIC Educational Resources Information Center

Bakx, A. W. E. A.; Van der Sanden, J. M. M.; Sijtsma, K.; Croon, M. A.; Vermetten, Y. J. M.

2006-01-01

An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students' personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of…

The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation.

PubMed

Cox, Anne; Williams, Lavon

2008-04-01

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

Evaluation of perceived and actual competency in a family medicine objective structured clinical examination

PubMed Central

Graves, Lisa; Lalla, Leonora; Young, Meredith

2017-01-01

Abstract Objective To examine the relationship between objective assessment of performance and self-rated competence immediately before and after participation in a required summative family medicine clerkship objective structured clinical examination (OSCE). Design Learners rated their competence (on a 7-point Likert scale) before and after an OSCE along 3 dimensions: general, specific, and professional competencies relevant to family medicine. Setting McGill University in Montreal, Que. Participants All 168 third-year clinical clerks completing their mandatory family medicine rotation in 2010 to 2011 were invited to participate. Main outcome measures Self-ratings of competence and objective performance scores were compared, and were examined to determine if OSCEs could be a “corrective” tool for self-rating perceived competence (ie, if the experience of undergoing an assessment might assist learners in recalibrating their understanding of their own performance). Results A total of 140 (83%) of the third-year clinical clerks participated. Participating in an OSCE decreased learners’ ratings of perceived competence (pre-OSCE score = 4.9, post-OSCE score = 4.7; F1,3192 = 4.2; P < .05). Learners’ mean self-rated competence for all categories of behaviour (before and after) showed no relationship to OSCE performance (r < 0.12 and P > .08 for all), nor did ratings of station-relevant competence (before and after) (r < 0.19 and P > .09 for all). Ratings of competence before and after the OSCE were correlated for individual students (r > 0.40 and P < .001 for all). Conclusion After the OSCE, students’ self-ratings of perceived competence had decreased, and these ratings had little relationship to actual performance, regardless of the specificity of the rated competency. Discordance between perceived and actual competence is neither novel nor unique to family medicine. However, this discordance is an important consideration for the development of competency-based curricula. PMID:28404722

Evaluation of perceived and actual competency in a family medicine objective structured clinical examination.

PubMed

Graves, Lisa; Lalla, Leonora; Young, Meredith

2017-04-01

To examine the relationship between objective assessment of performance and self-rated competence immediately before and after participation in a required summative family medicine clerkship objective structured clinical examination (OSCE). Learners rated their competence (on a 7-point Likert scale) before and after an OSCE along 3 dimensions: general, specific, and professional competencies relevant to family medicine. McGill University in Montreal, Que. All 168 third-year clinical clerks completing their mandatory family medicine rotation in 2010 to 2011 were invited to participate. Self-ratings of competence and objective performance scores were compared, and were examined to determine if OSCEs could be a "corrective" tool for self-rating perceived competence (ie, if the experience of undergoing an assessment might assist learners in recalibrating their understanding of their own performance). A total of 140 (83%) of the third-year clinical clerks participated. Participating in an OSCE decreased learners' ratings of perceived competence (pre-OSCE score = 4.9, post-OSCE score = 4.7; F 1,3192 = 4.2; P  < .05). Learners' mean self-rated competence for all categories of behaviour (before and after) showed no relationship to OSCE performance ( r < 0.12 and P > .08 for all), nor did ratings of station-relevant competence (before and after) ( r < 0.19 and P > .09 for all). Ratings of competence before and after the OSCE were correlated for individual students ( r > 0.40 and P < .001 for all). After the OSCE, students' self-ratings of perceived competence had decreased, and these ratings had little relationship to actual performance, regardless of the specificity of the rated competency. Discordance between perceived and actual competence is neither novel nor unique to family medicine. However, this discordance is an important consideration for the development of competency-based curricula. Copyright© the College of Family Physicians of Canada.

Developmental Climate: A Cross-level Analysis of Voluntary Turnover and Job Performance

PubMed Central

Spell, Hannah B.; Eby, Lillian T.; Vandenberg, Robert J.

2014-01-01

This research investigates the influence of shared perceptions of developmental climate on individual-level perceptions of organizational commitment, engagement, and perceived competence, and whether these attitudes mediate the relationship between developmental climate and both individual voluntary turnover and supervisor-rated job performance. Survey data were collected from 361 intact employee-supervisory mentoring dyads and matched with employee turnover data collected one year later to test the proposed framework using multilevel modeling techniques. As expected, shared perceptions of developmental climate were significantly and positively related to all three individual work attitudes. In addition, both organizational commitment and perceived competence were significant mediators of the positive relationship between shared perceptions of developmental climate and voluntary turnover, as well as shared perceptions of developmental climate and supervisor-rated job performance. By contrast, no significant mediating effects were found for engagement. Theoretical implications, limitations, and future research are discussed. PMID:24748681

The Impact of Prospective Teachers' Perceived Competence on Subsequent Perceptions as Schoolteachers

ERIC Educational Resources Information Center

Hatlevik, Ida Katrine Riksaasen

2017-01-01

This longitudinal study examines connections between 110 teachers' perceived professional competence acquired during professional preparation and later perceptions as schoolteachers in Norway. The results indicate that theoretical understanding plays an important role in schoolteachers' professional competence development and that prospective and…

Perceived Multicultural Counseling Competence of Malaysian Counselors: An Exploratory Study

ERIC Educational Resources Information Center

Aga Mohd Jaladin, Rafidah

2017-01-01

This study investigated the nature and extent of perceived multicultural counseling competence (MCC) of 508 professional counselors in Malaysia using a national survey approach. Differences in counselors' perceived MCC pertaining to gender, ethnicity, highest education, and multicultural training were examined. Results revealed 5 factors as…

The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence

PubMed Central

Williams, Geoffrey C.; Niemiec, Christopher P.; Patrick, Heather; Ryan, Richard M.; Deci, Edward L.

2010-01-01

Background The Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence (1) recommends supporting autonomy and perceived competence to facilitate tobacco abstinence. Purpose To evaluate the effectiveness of an intensive tobacco-dependence intervention based on self-determination theory (SDT) and intended to support autonomy and perceived competence in facilitating long-term tobacco abstinence. Methods One thousand and six adult smokers were recruited into a randomized cessation-induction trial. Community care participants received cessation pamphlets and information on local treatment programs. Intervention participants received the same materials and were asked to meet four times with counselors over six months to discuss their health in a manner intended to support autonomy and perceived competence. The primary outcome was 24-month prolonged abstinence from tobacco. The secondary outcome was 7-day point prevalence tobacco abstinence at 24 months post-intervention. Results Smokers in the intervention were more likely to attain both tobacco abstinence outcomes and these effects were partially mediated by change in both autonomous self-regulation and perceived competence from baseline to six months. Structural equation modeling confirmed the SDT model of health-behavior change in facilitating long-term tobacco abstinence. Conclusions An intervention based on SDT and consistent with the PHS Guideline, which was intended to support autonomy and perceived competence, facilitated long-term tobacco abstinence. PMID:19373517

The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence.

PubMed

Williams, Geoffrey C; Niemiec, Christopher P; Patrick, Heather; Ryan, Richard M; Deci, Edward L

2009-06-01

The Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence (Fiore et al. 2000) recommends supporting autonomy and perceived competence to facilitate tobacco abstinence. The aim of the study was to evaluate the effectiveness of an intensive tobacco-dependence intervention based on self-determination theory (SDT) and intended to support autonomy and perceived competence in facilitating long-term tobacco abstinence. One thousand and six adult smokers were recruited into a randomized cessation-induction trial. Community care participants received cessation pamphlets and information on local treatment programs. Intervention participants received the same materials and were asked to meet four times with counselors over 6 months to discuss their health in a manner intended to support autonomy and perceived competence. The primary outcome was 24-month prolonged abstinence from tobacco. The secondary outcome was 7-day point prevalence tobacco abstinence at 24 months postintervention. Smokers in the intervention were more likely to attain both tobacco abstinence outcomes and these effects were partially mediated by change in both autonomous self-regulation and perceived competence from baseline to 6 months. Structural equation modeling confirmed the SDT model of health-behavior change in facilitating long-term tobacco abstinence. An intervention based on SDT and consistent with the PHS Guideline, which was intended to support autonomy and perceived competence, facilitated long-term tobacco abstinence.

Preadolescents' Daily Peer Victimization and Perceived Social Competence: Moderating Effects of Classroom Aggression.

PubMed

Morrow, Michael T; Hubbard, Julie A; Sharp, Marissa K

2018-01-29

Few studies have assessed children's daily peer experiences, and even fewer have considered their daily self-perceptions. This daily diary study examined relations between preadolescents' daily reports of peer victimization and perceived social competence, along with moderating effects of classroom aggression. A racially diverse sample of 182 children in 5th grade (105 boys; M age = 10.64 years; 35% White, 31% Black, 17% Hispanic, 17% other or not reported) completed daily measures of peer victimization and perceived social competence, with most children completing measures on 8 school days. Teachers completed measures of aggression for each participating pupil. Four types of peer victimization (verbal victimization, social manipulation, social rebuff, and property attacks) predicted decreased daily perceived social competence. Daily social rebuff predicted decreased daily perceived social competence beyond the effects of the other types of victimization. Classroom aggression moderated the relation of verbal victimization with perceived social competence, such that this relation was significant in classrooms with lower aggression and nonsignificant in classrooms with higher aggression. Results indicate that preadolescents' daily self-perceptions fluctuate with daily victimization by peers, particularly with social rebuff. Findings also suggest that the impact of verbal victimization on children's self-views could be exacerbated in classrooms that better manage peer-to-peer aggression. Accordingly, targeted interventions appear critical for children who continue to experience peer victimization in schools with highly effective aggression prevention programs.

Initial Reliability and Validity of the Perceived Social Competence Scale

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Iachini, Aidyn L.; Amorose, Anthony J.

2008-01-01

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also…

Measuring Students' Self-Perceived Competence in Home Economics Core Areas.

ERIC Educational Resources Information Center

Smith, Frances M.

1990-01-01

Using the self-efficacy concept from Bandura's social learning theory, researchers developed an instrument to measure students' self-perceived competence in home economics core areas. Administration to all graduate students at a midwestern university during 1982-88 verified eight original competence areas and added a ninth. (SK)

Occupational therapy practitioners' perceptions of important competencies for handwriting evaluation and intervention in school-aged children.

PubMed

Giroux, Peter; Woodall, William; Weber, Mark; Bailey, Jessica

2012-02-01

The primary purpose of this study was to identify the practitioner competencies that occupational therapists perceive as important for handwriting evaluation and intervention in school-aged children. A secondary purpose was to compare the practitioner perceptions of those in school-based practice with those from other primary practice settings. A stratified random sample of 376 occupational therapists recruited from a national professional organization database participated by completing a survey instrument containing 80 competency items. A majority of the 80 practitioner competency items were perceived to be of high importance to the respondent groups. A significance difference in perception when comparing the school-based practitioners to all other practitioners was revealed in only 3-12 competency summary categories. Practitioner competency survey items were perceived to be of high importance to the participants. School-based practitioner perceptions of competency were, for the most part, mainly similar to those in other primary practice settings.

The effects of autonomy-supportive coaching, need satisfaction, and self-perceptions on initiative and identity in youth swimmers.

PubMed

Coatsworth, J Douglas; Conroy, David E

2009-03-01

This study tested a sequential process model linking youth sport coaching climates (perceived coach behaviors and perceived need satisfaction) to youth self-perceptions (perceived competence and global self-esteem) and youth development outcomes (initiative, identity reflection, identity exploration). A sample of 119 youth between the ages of 10 and 18 who participated in a community-directed summer swim league completed questionnaires over the course of the 7-week season. Results indicated that coaches' autonomy support, particularly via process-focused praise, predicted youth competence need satisfaction and relatedness need satisfaction in the coaching relationship. Youth competence need satisfaction predicted self-esteem indirectly via perceived competence. Finally, self-esteem predicted identity reflection, and perceived competence predicted both identity reflection and initiative. Effects of age, sex, and perceptions of direct contact with the coach were not significant. Findings suggest that the quality of the coaching climate is an important predictor of the developmental benefits of sport participation and that one pathway by which the coaching climate has its effect on initiative and identity reflection is through developing youth self-perceptions.

The Effects of Autonomy-supportive Coaching, Need Satisfaction and Self-Perceptions on Initiative and Identity in Youth Swimmers

PubMed Central

Coatsworth, J. Douglas; Conroy, David E.

2015-01-01

This study tested a sequential process model linking youth sport coaching climates (perceived coach behaviors and perceived need satisfaction) to youth self-perceptions (perceived competence and global self-esteem) and youth development outcomes (initiative, identity reflection, identity exploration). A sample of 119 youth between the ages 10–18 who participated in a community-directed summer swim league completed questionnaires over the course of the seven-week season. Results indicated that coaches’ autonomy support, particularly via process-focused praise, predicted youth competence and relatedness need satisfaction in the coaching relationship. Youth competence need satisfaction predicted self-esteem indirectly via perceived competence. Finally, self-esteem predicted identity reflection and perceived competence predicted both identity reflection and initiative. Effects of age, sex, and perceptions of direct contact with the coach were not significant. Findings suggest that the quality of the coaching climate is an important predictor of the developmental benefits of sport participation and that one pathway by which the coaching climate has its effect on initiative and identity reflection is through developing youth self-perceptions. PMID:19271821

An Examination of the Relationship between Self-Perceived Physical Attractiveness and Social Competence.

ERIC Educational Resources Information Center

Steward, Robbie J.; Sobczak, Joan

This study investigated the relationship between self-perceived physical attractiveness and self-perceived social competence. Subjects were 157 male and 215 female college students who completed a consent form, demographic questionnaire, the Texas Social Behavior Inventory, and the Body Parts/Physical Attractiveness Scale. Significant correlations…

Perceived Competence and Depressive Symptoms among Adolescents: The Moderating Role of Attributional Style

ERIC Educational Resources Information Center

Kim-Spoon, Jungmeen; Ollendick, Thomas H.; Seligman, Laura D.

2012-01-01

This longitudinal study examined the interactive effects of depressive attributional style and multiple domains of perceived competence on depressive symptoms among 431 adolescents. Our structural equation modeling with latent factor interactions indicated that (1) for girls with a higher depressive attributional style, lower perceived competence…

Self-Perceived Competence as a Mediator between Maternal Feedback and Depressive Symptoms in Adolescents

ERIC Educational Resources Information Center

Jacquez, Farrah; Cole, David A.; Searle, Barbara

2004-01-01

Self-report, other-report, clinical interview, and behavioral observations of evaluative maternal feedback (e.g., positive feedback, criticism), adolescent depressive symptoms, and self-perceived competence were obtained from 72 adolescents and their mothers. Most path analyses supported the hypothesis that adolescent self-perceived competence…

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.

PubMed

Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan

2014-03-01

The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.

The impact of structural empowerment and psychological capital on competence among Chinese baccalaureate nursing students: A questionnaire survey.

PubMed

Liao, Rui-xue; Liu, Yan-hui

2016-01-01

Competence in nursing has been increasingly addressed. However, studies from the international literature have demonstrated that graduate nurses are not ready and they are not competent to provide safe and effective nursing care. Therefore, it is important to assess nursing students' competence and to explore the relevant factors for improving nursing students' competence and the quality of nursing care. The purpose of this paper is to investigate the influence of structural empowerment (an environmental resource) and psychological capital (an intrapersonal resource) on baccalaureate nursing students' competence. The study was designed as a cross-sectional survey. A total of 300 senior baccalaureate nursing students in China practicing in five major tertiary teaching hospitals were invited to participate in the current survey. A total of 286 students completed the survey and were evaluated statistically. Thus, the response rate was 95.3%. The results of the study indicate that nursing students have medium-high levels of competence, and medium-high levels of structural empowerment and psychological capital. Students with perceived higher levels of structure empowerment and psychological capital were more likely to achieve higher levels of competence. Structural empowerment and psychological capital were significantly and positively correlated with students' competence. The findings implicate that nursing managers and educators should not only promote interventions to enhance competence of baccalaureate nursing students but also focus on creating a supportive clinical learning environment and strengthen their positive intrapersonal resource. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Role of Esteem and Coping in Response to a Threat Communication.

ERIC Educational Resources Information Center

Rosen, T. John; And Others

1982-01-01

Examined the relations among self-esteem, perceived competency to cope, and actual coping behaviors following a threat communication. Manipulated threat level of a tetanus communication and fear level of an antismoking film. Results indicated low-esteem subjects showed coping deficits in both experiments, with positive feedback reversing the…

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

PubMed Central

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. PMID:28382012

Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model.

PubMed

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 ( Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.

Engagement, enjoyment, and energy expenditure during active video game play

PubMed Central

Lyons, Elizabeth J.; Tate, Deborah F.; Ward, Dianne S.; Ribisl, Kurt M.; Bowling, J. Michael; Kalyanaraman, Sriram

2014-01-01

Objective Playing active video games can produce moderate levels of physical activity, but little is known about how these games motivate players to be active. Several psychological predictors, such as perceptions of competence, control, and engagement, may be associated with enjoyment of a game, which has in turn been hypothesized to predict energy expended during play. However, these relationships have yet to be tested in active video games. Methods Young adults aged 18–35 (N = 97, 50 female) < 300 pounds played a Dance Dance Revolution game for 13 minutes while energy expenditure was measured using indirect calorimetry. Self-reported measures of engagement, perceived competence, perceived control, and enjoyment were taken immediately afterwards. Mediation was analyzed using path analysis. Results A path model in which enjoyment mediated the effects of engagement, perceived competence, and perceived control on energy expenditure and BMI directly affected energy expenditure was an adequate fit to the data, χ2(1, N = 97) = .199, p = .655; CFI = 1.00; RMSEA < .001; 90% CI = .000 - .206; p = .692. Enjoyment mediated the relationship between engagement and energy expenditure (indirect effect = .138, p = .028), but other mediated effects were not significant. Conclusion Engagement, enjoyment, and BMI affect energy expended during active video game play. Games that are more enjoyable and engaging may produce greater intensity activity. Developers, practitioners, and researchers should consider characteristics that influence these predictors when creating or recommending active video games. PMID:23527520

A reverse pathway? Actual and perceived skill proficiency and physical activity.

PubMed

Barnett, Lisa M; Morgan, Philip J; Van Beurden, Eric; Ball, Kylie; Lubans, David R

2011-05-01

Motor skills are considered a prerequisite to physical activity, yet the relationship may be reciprocal and perceived sports competence might mediate associations. In 2006/2007, 215 adolescents completed motor skill proficiency (Get Skilled Get Active), perceived sport competence (Physical Self-Perception Profile) and physical activity assessments (Adolescent Physical Activity Recall Questionnaire) as part of the Physical Activity and Skills Study. Using AMOS (Version 7.0), reciprocal relationships were examined between motor skill (object control and locomotor) and moderate to vigorous physical activity (MVPA). Both models were then run in different versions to understand the role of perceived sports competence as a potential mediator. Mean age was 16.4 yr (SD=0.6), 51.6% (111/215) were females. A reciprocal relationship between object control and MVPA and a one-way relationship from MVPA to locomotor skill was found. When perceived sports competence was examined as a mediator, the best-fitting model versions explained 16% (R=0.16) MVPA variation, and 30% object control (R=0.30), and 12% locomotor skill variation (R=0.12) (reverse relationship). Perceived sports competence partially mediates the relationship between object control proficiency and physical activity for both directions and fully mediates the relationship between physical activity and locomotor skill; but only when locomotor skill is the outcome. If the relationship between object control skill and physical activity is viewed as a "positive feedback loop," skill development and increasing physical activity should simultaneously be targeted in physical activity interventions. Increasing perceived sport competence should also be an intervention focus. © 2011 by the American College of Sports Medicine

The impact of relational norms on the effectiveness of health and human service teams.

PubMed

Amundson, Susan J

2005-01-01

This investigation examined the relationship between relational norms with the perceived effectiveness of an infrequently studied team-the health care and human service team. Twenty health care and human service teams and their team supervisors from 11 medical and social service centers participated. In separate team sessions, 85 health care and human service professionals completed the Group Emotional Intelligence Questionnaire, a team effectiveness scale, and a demographic form. Each team's supervisor also rated the team's performance. Based on a Model of Group Emotional Intelligence (ie, group interaction levels, relational norms), significant correlations were found between group emotional competence and member-perceived team effectiveness. No correlations were found between supervisor-perceived team effectiveness and team group emotional competence. The relational norms of creating an affirmative environment, demonstrating a caring orientation, and building relationships beyond the team predicted member-perceived team effectiveness. This study makes an important contribution to the theory and practice of teams in health care and human service organizations. The results of the study suggest that a positive, caring, and supportive work environment impacts a team's effectiveness within such an organization.

Perceived self-competence and relationship experiences in inpatient psychotherapy - a pilot study

PubMed Central

Sammet, Isa; Häfner, Steffen; Leibing, Eric; Lüneburg, Tim; Schauenburg, Henning

2007-01-01

Objective: The patient’s sense of capability in mastering future challenges (“self-competence”) represents an important therapeutic target. To date, empirical findings concerning the influence of the therapeutic relationship on perceived self-competence remain scarce. Against this backdrop, mutual associations between perceived self-competence, symptom distress and various relationship experiences within inpatient psychotherapy are investigated. Methods: 219 inpatients with heterogeneous diagnoses completed the SCL-90-R, the Relationship Questionnaire RQ1 and the Inventory of Interpersonal Problems IIP prior to therapy. Self-competence and relationships to the individual therapist, therapeutic team and fellow patients were assessed weekly using an inpatient questionnaire (SEB). Results: As expected, there were significant negative correlations between self-competence and symptom distress. Patients with more “fearfully avoidant” behavior upon admission experienced relationships during therapy as significantly more negative. Conversely, the quality of relationships to the individual therapist and fellow patients was predictive of a significant part of variance in self-competence upon discharge. Conclusions: A model of mutual interactions is proposed for the variables under investigation. Results suggest that the positive association between the therapeutic relationship and symptom reduction could partly be explained by an improvement in perceived self-competence. PMID:19742295

Intellectual Ability, Self-Perceived Social Competence, and Depressive Symptomatology in Children with High-Functioning Autistic Spectrum Disorders

ERIC Educational Resources Information Center

Vickerstaff, Sandy; Heriot, Sandra; Wong, Michelle; Lopes, Ana; Dossetor, David

2007-01-01

Although social competence deficits in children with high-functioning autistic spectrum disorders (HFASD) are well documented, there is little research investigating self-perceptions of social limitations. This study replicated research showing a negative association between self-perceived social competence and intellectual ability and…

Development and Validation of the Perceived Social Work Competence Scale in China

ERIC Educational Resources Information Center

Wang, Yean; Chui, Ernest

2017-01-01

Objective: This article reports a study that developed and validated the Perceived Social Work Competence Scale (PSWCS) for assessing social work students' competence in Mainland China. Method: The indicators were generated by a broad empirical review of recent literature, confirmed by experts, and indigenized by means of two focus groups of…

Fostering Students' Moderation Competence: The Interplay between Social Relatedness and Perceived Competence

ERIC Educational Resources Information Center

Bürgermeister, Anika; Ringeisen, Tobias; Raufelder, Diana

2016-01-01

Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students' self-determination affected students' sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students' performance during a moderation…

Stress and Fathers' Parental Competence: Implications for Family Life and Parent Educators.

ERIC Educational Resources Information Center

McBride, Brent A.

1989-01-01

Examined the relationship between fathers' parental stress and their perceived sense of competence in parenting roles. Regression analyses of data from 94 fathers suggest that fathers' depression in their parental role and perceptions of their children's demandingness are the best predictors of their perceived parental competence. (Author/TE)

The Case for the Perceived Social Competence Scale II

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Amorose, Anthony J.; Lower, Leeann M.; Riley, Allison; Gibson, Allison; Ruch, Donna

2016-01-01

Objective: This study examines the psychometric properties of the revised Perceived Social Competence Scale (PSCS), a brief, user-friendly tool used to assess social competence among youth. Method: Confirmatory factor analyses (CFAs) examined the factor structure and invariance of an enhanced scale (PSCS-II), among a sample of 420 youth.…

Investigating Variables Predicting Turkish Pre-service Teachers' Integration of ICT into Teaching Practices

ERIC Educational Resources Information Center

Aslan, Aydin; Zhu, Chang

2017-01-01

Pre-service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT-related variables--such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT…

Key Competencies and Characteristics for Innovative Teaching among Secondary School Teachers: A Mixed-Methods Research

ERIC Educational Resources Information Center

Zhu, Chang; Wang, Di

2014-01-01

This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers' views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and…

Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes

ERIC Educational Resources Information Center

Robertson, Dylan L.; Farmer, Thomas W.; Fraser, Mark W.; Day, Steven H.; Duncan, Tisha; Crowther, Amity; Dadisman, Kimberly A.

2010-01-01

Social relations of second grade students (247 boys, 290 girls) were examined in rural elementary classrooms. Cluster analysis of teacher ratings was used to identify interpersonal competence configurations including perceived unpopular-aggressive (i.e., "Troubled") and perceived popular-aggressive (i.e., "Tough") subtypes for…

Is Self-Perceived Competency in Food Management a Reliable Indicator of Knowledge or Performance among Caucasian and Asian Students?

ERIC Educational Resources Information Center

Sim, Janet M.

1992-01-01

Reports a study of possible relationships among Caucasian and Asian college students' self-perceived competency, knowledge, performance, and ethnicity. Students enrolled in meal management classes completed questionnaires regarding food service management skills. Results indicated knowledge was a stronger determinant of self-perceived competency…

Intrinsic Motivation, Perceived Competence, and Gender in a Controlling Situation.

ERIC Educational Resources Information Center

Farabee, David; And Others

Deci and Ryan's (1975, 1980) cognitive evaluation theory viewed intrinsic motivation as a function of perceived competence and personal causation. Deci and Ryan also proposed that people tend to perceive competitive situations as controlling. Gender differences were used by Deci and Olson (1989) to explain the findings by Ryan and Deci (1986) that…

Effect of Concentrated Psychiatric Education on Perceived Competence to Care for Behavioral Health Patients.

PubMed

Winokur, Elizabeth J; Loucks, Jeannine; Rutledge, Dana N

2017-09-01

ABSTRACT INTRODUCTION: Increasing numbers of behavioral patients are presenting to emergency departments, where competency of staff to care for this group is unknown. This pre-post study measured the effects of a 7-hour conference on perceived competency of nurses and allied health professionals to care for behavioral health (BH) patients, as measured by the 23-item Behavioral Health Care Competency (BHCC) survey. Of 102 participants, most were emergency nurses (72%), acute care nurses and case managers (20%), and allied health personnel (trauma technicians and paramedics) (8%). Before the conference, participants had moderate average perceived competency in caring for BH patients. BHCC scores differed significantly by job category, with emergency nurses scoring higher than did nonemergency nurses and allied health personnel. Overall competence of participants increased significantly after the conference. The effect size, as reflected by partial eta squared, was 0.265. Significant increases in scores from before to after the conference occurred for the total BHCC and 2 competencies: practice/intervention and resource adequacy. This study provides needed research demonstrating improved perceived competency of nurses and allied health professionals to care for BH patients in emergency departments after brief concentrated education. Improvements occurred despite the fact that participants had initial baseline competencies that were higher than those of general hospital nurses from a historical sample. Copyright © 2017 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.

The educational environment and self-perceived clinical competence of senior medical students in a Malaysian medical school.

PubMed

Lai, N; Nalliah, S; Jutti, R C; Hla, Y; Lim, V K E

2009-08-01

The educational environment is widely considered to be a major factor affecting students' motivation and learning outcomes. Although students' perceptions of their educational environment are often reported, we are unaware of any published reports that relate this information to students' clinical competence, either self-perceived or objectively measured. We aimed to correlate students' perceptions of their learning environment and their self-perceived competence in clinical, practical and personal skills, using validated scales. Subjects included a cohort of 71 final-year medical students who were posted to a peripheral campus affiliated with a district hospital. Two questionnaires were administered concurrently: a modified DREEM (50 items) to assess the learning environment and an abbreviated IMU Student Competency Survey (29 items) to examine self-perceived competence across a wide range of skills and work-readiness. We correlated the major domains in both surveys using Spearman's Correlation. Fifty-nine students (83%) completed the questionnaires. Comparing correlations of the five major domains of the modified DREEM questionnaire ("Perception of learning", "Perception of teachers", "Academic self-perception", "Perception of atmosphere" and "Social self-perception") with all subscales in the abbreviated IMU Student Competency Survey (clinical, practical, personal skills and overall work-readiness), we found that academic self-perception domain had the strongest correlations (r:0.405 to 0.579, p:0.002 to < 0.001) and perception of teachers bears the weakest correlations (r:0.171 to 0.284, p:0.254 to 0.031). Self-perceived competence in practical skills in the IMU Student Competency Survey correlated the weakest with all domains of the modified DREEM (r:0.206 to 0.405, p:0.124 to 0.002). The overall weak-to-moderate correlations between perceptions of learning environment and self-perceived clinical competence suggest that other factors might interact with the learning environment to determine students' confidence and achievements.

Perceptions of the use of critical thinking teaching methods.

PubMed

Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

2012-01-01

To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

NASA Astrophysics Data System (ADS)

Lavadia, Linda

Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Perceived Social Support and Maternal Competence in Primipara Women during Pregnancy and After Childbirth.

PubMed

Esmaelzadeh Saeieh, Sara; Rahimzadeh, Mitra; Yazdkhasti, Mansooreh; Torkashvand, Shoukofeh

2017-10-01

Developing maternal competence in first time mothers has a significant impact on neonate's growth psychosocial development and neonates growth and psychological development. Social support can be an important element for becoming a new mother. We aimed to investigate how social support and maternal competence change during pregnancy and 4 months after it and examine the relationships among social support and maternal competence. This longitudinal study was conducted on 100 first time mothers attending health centers in Alborz city, Alborz Province, between February 2015 and January 2016. Data were collected through perceived social support questionnaire that consisted of 12 questions and Parenting Sense of Competence Scale consisting of 17 items scored based on Likert's scale. The collected data were analyzed by SPSS software, version 16. Repeated-measure test and Pearson's correlation coefficient were used. P<0.05 was considered significant. Maternal competence significantly reduced during the study (P=0.008), while perceived social support did not show any significant reduction (P=0.286). A direct relationship was found between social support and maternal competent six weeks after childbirth (r=0.19, P=0.049), and also social support and maternal competence sixteen weeks after childbirth (r=0.23, P=0.01). Considering the reduction of maternal competency during the study, social support by healthcare providers may be helpful for the mothers' transition to motherhood, and midwives must design specific interventions to promote the sense of maternal competence and perceived social support in first time mothers.

Are All Competencies Equal in the Eyes of Residents? A Multicenter Study of Emergency Medicine Residents’ Interest in Feedback

PubMed Central

Bentley, Suzanne; Hu, Kevin; Messman, Anne; Moadel, Tiffany; Khandelwal, Sorabh; Streich, Heather; Noelker, Joan

2017-01-01

Introduction Feedback, particularly real-time feedback, is critical to resident education. The emergency medicine (EM) milestones were developed in 2012 to enhance resident assessment, and many programs use them to provide focused resident feedback. The purpose of this study was to evaluate EM residents’ level of interest in receiving real-time feedback on each of the 23 competencies/sub-competencies. Methods This was a multicenter cross-sectional study of EM residents. We surveyed participants on their level of interest in receiving real-time on-shift feedback on each of the 23 competencies/sub-competencies. Anonymous paper or computerized surveys were distributed to residents at three four-year training programs and three three-year training programs with a total of 223 resident respondents. Residents rated their level of interest in each milestone on a six-point Likert-type response scale. We calculated average level of interest for each of the 23 sub-competencies, for all 223 respondents and separately by postgraduate year (PGY) levels of training. One-way analyses of variance were performed to determine if there were differences in ratings by level of training. Results The overall survey response rate across all institutions was 82%. Emergency stabilization had the highest mean rating (5.47/6), while technology had the lowest rating (3.24/6). However, we observed no differences between levels of training on any of the 23 competencies/sub-competencies. Conclusion Residents seem to ascribe much more value in receiving feedback on domains involving high-risk, challenging procedural skills as compared to low-risk technical and communication skills. Further studies are necessary to determine whether residents’ perceived importance of competencies/sub-competencies needs to be considered when developing an assessment or feedback program based on these 23 EM competencies/sub-competencies. PMID:28116012

A Study of the Pre-Licensure Nursing Students' Perception of the Simulation Learning Environment as Helpful in Achieving Clinical Competencies and Their Perception of the Impact of the Level of Fidelity

ERIC Educational Resources Information Center

Crary, Wendy M.

2012-01-01

The research question of this study was: to what degree do nursing students perceive using the High Fidelity Simulation (HFS) learning environment to be helpful in their ability to achieve clinical competency. The research sub-questions (7) explored the students' demographics as an influence on rating of reality and helpfulness and the…

What Leads to Player's Enjoyment and Achievement in a Mobile Learning Game?

ERIC Educational Resources Information Center

Touati, Achraf; Baek, Youngkyun

2018-01-01

This study investigated students' perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The…

Gross Motor Performance and Self-Perceived Motor Competence in Children with Emotional, Behavioural, and Pervasive Developmental Disorders: A Review

ERIC Educational Resources Information Center

Emck, Claudia; Bosscher, Ruud; Beek, Peter; Doreleijers, Theo

2009-01-01

Aims: Motor performance and self-perceived motor competence have a great impact on the psychosocial development of children in general. In this review, empirical studies of gross motor performance and self-perception of motor competence in children with emotional (depression and anxiety), behavioural, and pervasive developmental disorders are…

Perceived Growth versus Actual Growth in Executive Leadership Competencies: An Application of the Stair-Step Behaviorally Anchored Evaluation Approach

ERIC Educational Resources Information Center

McCormick, Michael J.; Dooley, Kim E.; Lindner, James R.; Cummins, Richard L.

2007-01-01

The purpose of this study was to describe student learning in executive leadership core competencies after being engaged in a two-semester leadership education sequence. The researchers used evaluative research techniques to compare perceived and actual growth in learning of executive leadership competencies. Data collection consisted of a…

Influencing Factors and Integration of ICT into Teaching Practices of Pre- Service and Starting Teachers

ERIC Educational Resources Information Center

Aslan, Aydin; Zhu, Chang

2016-01-01

Teachers need to be competent in integrating ICT into education to support teaching and learning process. This study aims to investigate both the pre-service and starting teachers' perceptions for ICT-related variables--perceived ICT competence, perceived competence in ICT integration, attitudes towards ICT, anxiety around ICT usage, external…

Associations among Attitudes, Perceived Difficulty of Learning Science, Gender, Parents' Occupation and Students' Scientific Competencies

ERIC Educational Resources Information Center

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-01-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and…

Does Having a Culturally Competent Health Care Provider Affect the Patients' Experience or Satisfaction? A Critically Appraised Topic.

PubMed

Brunett, Miranda; Shingles, René Revis

2018-04-23

Clinical Scenario: The level of cultural competence of health care providers has been studied. However, limited scholarship has examined whether the cultural competence of the health care provider affects patient satisfaction. Focused Clinical Question: Does cultural competence of health care providers influence patient satisfaction with their experience with their provider? Summary of Key Findings: Having a culturally competent health care provider, or one who a patient perceives as culturally competent, does increase patient satisfaction. Clinical Bottom Line: Cultural competence in health care plays an important role in patients being satisfied with their providers, as well as patients willingly and actively participating in their treatment. Strength of Recommendation: Questions 1 to 5 and 9 of the critical appraisal skills program were answered "yes" for all studies in the critically appraised topic. Thus, the authors strongly support the findings.

The motivating role of positive feedback in sport and physical education: evidence for a motivational model.

PubMed

Mouratidis, Athanasios; Vansteenkiste, Maarten; Lens, Willy; Sideridis, Georgios

2008-04-01

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: a longitudinal study.

PubMed

Papaioannou, Athanasios; Bebetsos, Evaggelos; Theodorakis, Yannis; Christodoulidis, Triantafyllos; Kouli, Olga

2006-04-01

Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence.

How important is young children's actual and perceived movement skill competence to their physical activity?

PubMed

Slykerman, Sarah; Ridgers, Nicola D; Stevenson, Christopher; Barnett, Lisa M

2016-06-01

To determine the associations between young children's actual and perceived object control and locomotor skills and physical activity and whether associations differ by sex. Cross sectional study. A total of 136 children consented. Children had actual skill (Test of Gross Motor Development-2), perceived skill (Pictorial Scale of Perceived Movement Skill Competence for Young Children), and moderate- to vigorous-intensity physical activity (MVPA) (accelerometers) assessed. Independent t-tests assessed sex differences. A regression (with MVPA as the outcome) was performed with all predictor variables (i.e. Actual Object Control, Actual Locomotor, Perceived Object Control, and Perceived Locomotor). Model 2 also adjusted for age, sex, accelerometer wear time and whether the child was from an English speaking background. Interaction terms between the respective actual or perceived skill factor and sex were added to assess sex differences. Analyses were conducted on 109 children (59 boys, 50 girls; mean age=6.5 years, SD=1.0). Boys had higher actual and perceived object control skill and were more active by an average of 19min per day. There were no sex differences in locomotor skills. There were no associations between skill factors and MVPA, except for girls, where locomotor skill was a significant predictor of MVPA (B=3.66, p=0.016). Actual rather than perceived skill competence was more important to MVPA in this sample. Locomotor skill competence may be more important than object control skill competence for girls as they may engage in types of physical activity that do not require object control mastery. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Current and desired competency levels of secondary agricultural teachers in Pennsylvania

NASA Astrophysics Data System (ADS)

Elbert, Chanda Dehron

The purpose of this study was to identify the competencies needed by secondary agricultural teachers in the Commonwealth of Pennsylvania. Specifically, this study identified competencies needed to help make teachers more effective while working with special needs students. The objectives of the study were to: (1) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with handicapped students enrolled in agricultural and vocational education programs; (2) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with economically disadvantaged students enrolled in agricultural and vocational education programs; (3) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with academically challenged students enrolled in agricultural and vocational programs; and (4) evaluate the self-perceived competency levels of secondary agricultural education teachers and their desired competency levels. A 50% simple random sample of secondary agricultural teachers from the Directory for Agricultural Education in Pennsylvania, 1999--2000 was used. The design for the study was a descriptive study. The data collection instrument used was divided into five different areas: personal characteristics, professional role and development, instructional role, knowledge statements, and student leadership and organization. Subjects were asked to rate their present and desired levels of competency in the categories using a Likert-type scale. The competency scale was as follows: 1 = not competent; 2 = slightly competent, 3 = competent; 4 = very competent; 5 = extremely competent. There were 153 questionnaires mailed to the secondary agricultural education teachers. A total of 96 teachers responded to the questionnaire. Frequencies and distributions were used to describe demographic variables. T-test and analysis of variance were used to determine relationships between nominal variables. A paired t-test was used to conduct an analysis of each competency area identified. Repeated measures were used to compare differences among categories. The data suggested that all teachers rated their desired level of competencies higher than their current competency levels. It was recommended that teachers be given the opportunity to attend additional professional development programs which will increase their knowledge base while working with special needs students.

Are we ready for terrorism? Emergency medical technicians' and paramedics' training and self-perceived competence since September 11.

PubMed

Clawson, Art; Menachemi, Nir; Kim, Unho; Brooks, Robert G

2007-01-01

The US continues to be a target for terrorist activities that threaten the lives of the populace. Training on preparedness and response for emergency medical technicians (EMTs) and paramedics is critical to the success of an early response to any such attack. Previous surveys have suggested that terrorism-specific training has been modest at best since September 11. In order to gain further insight into emergency personnel's level of training and competence, we sent surveys to 4,000 EMTs and paramedics in the state of Florida in late 2005 and early 2006. Results show a much higher level of training than previously reported from other states and suggest a direct correlation between the amount and type of training and self-reported competence. Our results suggest that most emergency personnel are receiving terrorism-specific training, but gaps in competencies exist and require the attention of educators and policymakers.

Dispositional Flow in Physical Education: Relationships with Motivational Climate, Social Goals, and Perceived Competence

ERIC Educational Resources Information Center

Gonzalez-Cutre, David; Sicilia, Alvaro; Moreno, Juan Antonio; Fernandez-Balboa, Juan Miguel

2009-01-01

The purpose of this study was to analyze the mediating effects of social goals and perceived competence on students' perceptions of motivational climates and dispositional flow in physical education. At the beginning of the physical education unit, 779 students, 12 to 16 years old, were asked to complete four questionnaires: Perceived Motivational…

Setting them up for lifetime activity: Play competence perceptions and physical activity in young children.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Hesketh, Kylie; Salmon, Jo

2017-09-01

Possessing positive physical perceived competence is important for physical activity in older children. Young children are primarily physically active through play-based behaviour rather than through organised sports and activities, so understanding how play perceptions might influence physical activity behaviour is important. The study purpose was to assess if perceived active play competence is associated with young children's physical activity. Cross sectional study. This paper uses two different samples drawn from the same Australian city, both collected in 2013. The first sample included 152 children (49% boys) aged 4-5 years (M=4.7, SD=0.47), the second sample included 78 children (55% boys) aged 5-8 years (M=6.6, SD=0.93). The Pictorial Scale of Perceived Movement Skill Competence was used to assess children's perceived competence in six skill-related play activities. Moderate- to vigorous-intensity physical activity (MVPA) was assessed for 8 consecutive days via accelerometers. A general linear model with the mean minutes in MVPA per day as the outcome, perceived play competence as the independent variable and adjusting for relevant confounders was performed in each sample. Perceived active play competence was not related to MVPA min/day (B=0.44, p=0.323) in the younger sample, but was in the older sample (B=1.53, p=0.026), explaining 24% of adjusted variance. Positive findings in the older sample show school-aged children need exposure to play based activities in order to develop the positive self-perception needed to engage in MVPA every day. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Nurses' competence in genetics: An integrative review.

PubMed

Wright, Helen; Zhao, Lin; Birks, Melanie; Mills, Jane

2018-01-29

The aim of this integrative review was to update a mixed method systematic review by Skirton, O'Connor, and Humphreys (2012) that reported on nurses' levels of competence in using genetics in clinical practice. Three electronic databases were searched using selected key words. Research studies published in English between January 2011 and September 2017 reporting levels of nurse competence in genetics or genomics were eligible for inclusion. The selected studies were subjected to thematic analysis. Three main themes were identified: (i) genomic knowledge and utilization, (ii) perceived relevance to practice, and (iii) genomic education. While the reviewed papers produced varied findings, many nurses were shown to have poor genomic knowledge and/or competency, and yet there was a consensus that most nurses believe genomics is important to their practice. The present review indicated that in the past 5 years nurses have made minimal progress toward achieving the core genomic competencies appropriate for clinical practice. © 2018 John Wiley & Sons Australia, Ltd.

Factors Influencing Intrinsic Motivation towards Physical Activity.

ERIC Educational Resources Information Center

Rutherford, William J.; And Others

1992-01-01

Study examined factors that influenced intrinsic motivation toward physical activity in 60 adult males who completed questionnaires and physical fitness tests. Results showed that performance information given immediately after task performance increased perceived competence and intrinsic motivation levels toward exercise of individuals with…

Promotion of health-enhancing physical activity in rheumatoid arthritis: a comparative study on healthcare providers in Italy, The Netherlands and Sweden.

PubMed

Brodin, Nina; Hurkmans, Emalie; DiMatteo, Luigi; Nava, Tiziana; Vliet Vlieland, Thea; Opava, Christina H

2015-10-01

The objectives of this study were to compare attitudes, practice of advice, perceived competencies and educational needs related to health-enhancing physical activity (HEPA) in rheumatoid arthritis (RA) among Dutch, Italian and Swedish healthcare providers (HCP) and to explore associations between these factors and age, gender and HEPA levels of HCP. Questionnaires were sent to 2939 HCP, members of their national rheumatology organizations. HEPA was assessed with the Short Questionnaire to Assess Health-Enhancing Physical Activity or the International Physical Activity Questionnaire; attitudes, practice of advice, perceived competencies and educational needs with a 23-item questionnaire. Overall response rate was 33 %. Ninety-five percent of HCP agreed that HEPA is an important health goal in RA. More Swedish HCP had positive attitudes to the attainability and safety of HEPA in RA. There were no differences between countries in practice of advice on HEPA to patients with RA in general or to those with recent onset disease, but more Italian HCP were reluctant to advise HEPA to patients with established disease. Of the total HCP, 36 to 60 % used public health guidelines to advise on HEPA, with Dutch HCP taking less advantage. Still they estimated a higher proportion of patients with RA to follow such advice. Italian HCP perceived their competencies the highest, but were also more interested in education to promote HEPA. Gender, age and HEPA performance had no association with attitudes toward HEPA, while a number of associations were found between these factors and practice of advice and perceived competencies. The differences found between HCP in the three countries might indicate the need for educational initiatives to improve HEPA promotion.

Service user satisfaction with cognitive behavioural therapy for psychosis: Associations with therapy outcomes and perceptions of the therapist.

PubMed

Lawlor, Caroline; Sharma, Bina; Khondoker, Mizanur; Peters, Emmanuelle; Kuipers, Elizabeth; Johns, Louise

2017-03-01

Few studies have investigated service user satisfaction with cognitive behavioural therapy for psychosis (CBTp). This study explored its associations with clinical presentation and outcomes, retrospective expectations of progress, perceptions of the therapist, and demographic variables. One hundred and sixty-five service users completed self-report questionnaires pre- and post-CBTp in relation to the constructs of interest. Regression analyses explored associations with (1) overall satisfaction with therapy and (2) perceived progress, skills, and knowledge gained. Ninety-six per cent of service users reported satisfaction with therapy. Higher levels of overall satisfaction with, and perceived benefit from, therapy were associated with positive therapy expectations, positive ratings of therapist's personal qualities, competence and trustworthiness, lower pre-therapy depression, and improvements in quality of life. Symptom improvements were not related to overall satisfaction with therapy; however, with the exception of voices, better clinical outcomes were associated with subjective ratings of having made more progress and gained more CBT skills and knowledge. Demographic factors were not associated with satisfaction or perceived progress. In multiple regression analyses, expectations of progress showed the strongest associations with both satisfaction and perceived benefits. Other remaining significant associations consisted of perceptions of the therapist for satisfaction, and both pre-therapy levels of, and changes in, depression for perceived benefits. Qualitative feedback emphasized the importance of the therapeutic relationship and developing new coping strategies. The findings provide preliminary evidence that high levels of satisfaction with therapy are not contingent on good clinical outcomes and are instead associated with positive therapy expectations and perceptions of the therapist. Therapy expectations represent a neglected area of research and may have implications for levels of satisfaction with therapy and perceived benefit. The findings reinforce the importance of cognitive behavioural therapy for psychosis (CBTp) therapists demonstrating that they are supportive, competent, and trustworthy. The findings suggest that positive experiences of therapy do not require changes in psychosis symptoms and are instead related to changes in quality of life. Depressive symptoms at the start of therapy may adversely influence the extent to which CBT skills and knowledge are gained and levels of perceived progress at the end of therapy. The present sample was restricted to service users who completed therapy. Satisfaction levels were high. Further research is needed to explore factors associated with dissatisfaction with therapy. © 2016 The British Psychological Society.

Motor Competence and its Effect on Positive Developmental Trajectories of Health.

PubMed

Robinson, Leah E; Stodden, David F; Barnett, Lisa M; Lopes, Vitor P; Logan, Samuel W; Rodrigues, Luis Paulo; D'Hondt, Eva

2015-09-01

In 2008, Stodden and colleagues took a unique developmental approach toward addressing the potential role of motor competence in promoting positive or negative trajectories of physical activity, health-related fitness, and weight status. The conceptual model proposed synergistic relationships among physical activity, motor competence, perceived motor competence, health-related physical fitness, and obesity with associations hypothesized to strengthen over time. At the time the model was proposed, limited evidence was available to support or refute the model hypotheses. Over the past 6 years, the number of investigations exploring these relationships has increased significantly. Thus, it is an appropriate time to examine published data that directly or indirectly relate to specific pathways noted in the conceptual model. Evidence indicates that motor competence is positively associated with perceived competence and multiple aspects of health (i.e., physical activity, cardiorespiratory fitness, muscular strength, muscular endurance, and a healthy weight status). However, questions related to the increased strength of associations across time and antecedent/consequent mechanisms remain. An individual's physical and psychological development is a complex and multifaceted process that synergistically evolves across time. Understanding the most salient factors that influence health and well-being and how relationships among these factors change across time is a critical need for future research in this area. This knowledge could aid in addressing the declining levels of physical activity and fitness along with the increasing rates of obesity across childhood and adolescence.

[Developing Perceived Competence Scale (PCS) for Adolescents].

PubMed

Özer, Arif; Gençtanirim Kurt, Dilek; Kizildağ, Seval; Demırtaş Zorbaz, Selen; Arici Şahın, Fatma; Acar, Tülin; Ergene, Tuncay

2016-01-01

In this study, Perceived Competence Scale was developed to measure high school students' perceived competence. Scale development process was verified on three different samples. Participants of the research are some high school students in 2011-2012 academic terms from Ankara. Participants' numbers are incorporated in exploratory factor analysis, confirmatory factor analysis and test-retest reliability respectively, as follows: 372, 668 and 75. Internal consistency coefficients (Cronbach's and stratified α) are calculated separately for each group. For data analysis Factor 8.02 and LISREL 8.70 package programs were used. According to results of the analyses, internal consistency coefficients (α) are .90 - .93 for academic competence, .82 - .86 for social competence in the samples that exploratory and confirmatory factor analysis performed. For the whole scale internal consistency coefficient (stratified α) is calculated as .91. As a result of test-retest reliability, adjusted correlation coefficients (r) are .94 for social competence and .90 for academic competence. In addition, to fit indexes and regression weights obtained from factor analysis, findings related convergent and discriminant validity, indicating that competence can be addressed in two dimensions which are academic (16 items) and social (14 items).

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

NASA Astrophysics Data System (ADS)

Painter, Jason

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother's education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students' perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement. Autonomy support had positive direct effects on students' perceived competence in science and intrinsic motivation and had indirect positive effects to science achievement. Results and implications for science education are discussed.

An assessment of palliative care beliefs and knowledge: the healthcare provider's perspective.

PubMed

Patten, Yvonne A; Ojeda, Maria M; Lindgren, Carolyn L

2016-09-02

Research shows that healthcare providers' palliative care training and their misconceptions impact the delivery of care. As a result, the need for continuing education with adequate training is paramount to improve their knowledge and confidence in addressing the needs of patients and families facing serious illnesses. A pre-experimental static-group comparison design was used to determine if there was a significant difference in perceived competency and knowledge between healthcare providers who participated in a palliative care training programme and those who did not. A non-randomised sample of healthcare providers were administered a questionnaire to assess perceived competence and knowledge. Responses from 388 participants revealed a significant association between perceived competency and knowledge scores. The authors concluded that participation in a palliative care programme makes a significant difference in the healthcare provider's knowledge. However, further exploration is necessary to deduce the underlying reason for the negative association between perceived competency and knowledge.

Therapeutic education among adults with type 2 diabetes: effects of a three-day intervention on perceived competence, self-management behaviours and glycaemic control.

PubMed

Trouilloud, David; Regnier, Jennifer

2013-06-01

The purpose of this study was to evaluate the impact of a three-day therapeutic education programme on perceived competence, self-management behaviours (i.e. physical activity, diet and medication) and glycaemic control among adults with type 2 diabetes. A total of 120 participants were included in this randomized, wait list control group trial. The results confirm that therapeutic education may be a powerful healthcare intervention to improve lifestyle and health status of people with type 2 diabetes. We observed that the education programme used in this study generated positive changes in glycaemic control and adherence to physical activity and diet after three months follow-up. Furthermore, the intervention positively impacted participants' perceived competence towards physical activity and diet. The latter finding is of particular importance, given that perceived competence has been found to be involved in long-term adherence to self-management behaviours.

[Needs assessment for developing teaching competencies of medical educators].

PubMed

Si, Jihyun

2015-09-01

This study conducted a needs assessment for developing teaching competencies of medical educators by assessing their perceived ability to perform teaching competencies as well as their perceived importance of these competencies. Additionally, this study examined whether there were any differences in needs assessments scores among three faculty groups. Hundred and eighteen professors from Dong-A University College of Medicine were surveyed, and the data from 44 professors who answered all the questions were analyzed using IBM SPSS 21. The needs assessment tool measured participants' perceived ability to perform teaching competencies and perceived importance of these competencies. The Borich formula was used to calculate needs assessment scores. The most urgent needs for faculty development were identified for the teaching competencies of "diagnosis and reflection," followed by "test and feedback," and "facilitation." Additionally, two, out of 51, items with the highest needs assessment scores were "developing a thorough course syllabus" and "introducing students to the course syllabus on the first day of class." The assistant professor group scored significantly higher on educational needs related to "facilitation," "affection and concern for students," and "respect for diversity" competencies than the professor group. Furthermore, the educational needs scores for all the teaching competencies except "diagnosis and reflection," "global mindset," and "instructional management" were higher for the assistant professor group than the other two faculty groups. Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.

Early Childhood Teachers' Perceived Competence during Transition from Teacher Education to Work: Results from a Longitudinal Study

ERIC Educational Resources Information Center

Mischo, Christoph

2015-01-01

The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means…

Able but unintelligent: including positively stereotyped black subgroups in the stereotype content model.

PubMed

Walzer, Amy S; Czopp, Alexander M

2011-01-01

The stereotype content model (SCM) posits that warmth and competence are the key components underlying judgments about social groups. Because competence can encompass different components (e.g., intelligence, talent) different group members may be perceived to be competent for different reasons. Therefore, we believe it may be important to specify the type of competence being assessed when examining perceptions of groups that are positively stereotyped (i.e., Black athletes and musical Blacks). Consistent with the SCM, these subgroups were perceived as high in competence-talent but not in competence-intelligence and low in warmth. Both the intelligence and talent frame of competence fit in the SCM's social structural hypothesis.

Self-Perceived End-of-Life Care Competencies of Health-Care Providers at a Large Academic Medical Center.

PubMed

Montagnini, Marcos; Smith, Heather M; Price, Deborah M; Ghosh, Bidisha; Strodtman, Linda

2018-01-01

In the United States, most deaths occur in hospitals, with approximately 25% of hospitalized patients having palliative care needs. Therefore, the provision of good end-of-life (EOL) care to these patients is a priority. However, research assessing staff preparedness for the provision of EOL care to hospitalized patients is lacking. To assess health-care professionals' self-perceived competencies regarding the provision of EOL care in hospitalized patients. Descriptive study of self-perceived EOL care competencies among health-care professionals. The study instrument (End-of-Life Questionnaire) contains 28 questions assessing knowledge, attitudes, and behaviors related to the provision of EOL care. Health-care professionals (nursing, medicine, social work, psychology, physical, occupational and respiratory therapist, and spiritual care) at a large academic medical center participated in the study. Means were calculated for each item, and comparisons of mean scores were conducted via t tests. Analysis of variance was used to identify differences among groups. A total of 1197 questionnaires was completed. The greatest self-perceived competency was in providing emotional support for patients/families, and the least self-perceived competency was in providing continuity of care. When compared to nurses, physicians had higher scores on EOL care attitudes, behaviors, and communication. Physicians and nurses had higher scores on most subscales than other health-care providers. Differences in self-perceived EOL care competencies were identified among disciplines, particularly between physicians and nurses. The results provide evidence for assessing health-care providers to identify their specific training needs before implementing educational programs on EOL care.

Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

ERIC Educational Resources Information Center

Sultan, Sarwat; Shafi, Muhammad

2014-01-01

The purpose of the present study was to explore the impact of perceived teachers' competence on students' performance moderated by perceived class environment. The sample consisted of 500 students (250 male & 250 female) taken from public and private schools from the rural areas of Dokota Town, Tibba Sultan Pur, and Mailsi. Participants' age…

Teacher Stress Related to Student Mental Health Promotion: The Match between Perceived Demands and Competence to Help Students with Mental Health Problems

ERIC Educational Resources Information Center

Ekornes, Stine

2017-01-01

The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K-12…

Antecedents of perceived coach autonomy supportive and controlling behaviors: coach psychological need satisfaction and well-being.

PubMed

Stebbings, Juliette; Taylor, Ian M; Spray, Christopher M

2011-04-01

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

Warm and touching tears: tearful individuals are perceived as warmer because we assume they feel moved and touched.

PubMed

Zickfeld, Janis H; Schubert, Thomas W

2018-01-31

Recent work investigated the inter-individual functions of emotional tears in depth. In one study (Van de Ven, N., Meijs, M. H. J., & Vingerhoets, A. (2017). What emotional tears convey: Tearful individuals are seen as warmer, but also as less competent. British Journal of Social Psychology, 56(1), 146-160. Https://doi.org/10.1111/bjso.12162) tearful individuals were rated as warmer, and participants expressed more intentions to approach and help such individuals. Simultaneously, tearful individuals were rated as less competent, and participants expressed less intention to work with the depicted targets. While tearful individuals were perceived as sadder, perceived sadness mediated only the effect on competence, but not on warmth. We argue that tearful individuals might be perceived as warm because they are perceived as feeling moved and touched. We ran a pre-registered extended replication of Van de Ven et al. Results replicate the warmth and helping findings, but not the competence and work effects. The increase in warmth ratings was completely mediated by perceiving feeling moved and touched. Possible functions of feeling moved and touched with regard to emotional tears are discussed.

Understanding physical (in-) activity, overweight, and obesity in childhood: Effects of congruence between physical self-concept and motor competence.

PubMed

Utesch, T; Dreiskämper, D; Naul, R; Geukes, K

2018-04-12

Both the physical self-concept and actual motor competence are important for healthy future physical activity levels and consequently decrease overweight and obesity in childhood. However, children scoring high on motor competence do not necessarily report high levels of physical self-concept and vice versa, resulting in respective (in-) accuracy also referred to as (non-) veridicality. This study examines whether children's accuracy of physical self-concept is a meaningful predictive factor for their future physical activity. Motor competence, physical self-concept and physical activity were assessed in 3 rd grade and one year later in 4 th grade. Children's weight status was categorized based on WHO recommendations. Polynomial regression with Response surface analyses were conducted with a quasi-DIF approach examining moderating weight status effects. Analyses revealed that children with higher motor competence levels and higher self-perceptions show greater physical activity. Importantly, children who perceive their motor competence more accurately (compared to less) show more future physical activity. This effect is strong for underweight and overweight/obese children, but weak for normal weight children. This study indicates that an accurate self-perception of motor competence fosters future physical activity beyond single main effects, respectively. Hence, the promotion of actual motor competence should be linked with the respective development of accurate self-knowledge.

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study.

PubMed

Schutte, Tim; Tichelaar, Jelle; Dekker, Ramon S; Thijs, Abel; de Vries, Theo P G M; Kusurkar, Rashmi A; Richir, Milan C; van Agtmael, Michiel A

2017-01-25

The Learner-Centered Student-run Clinic (LC-SRC) was designed to teach and train prescribing skills grounded in a real-life context, to provide students with early clinical experience and responsibility. The current studies' theoretical framework was based on the Self-determination Theory. According to the Self-determination Theory, early involvement in clinical practice combined with a high level of responsibility makes the LC-SRC an environment that can stimulate intrinsic motivation. We investigated the different types of motivation and the proficiency in CanMEDS competencies of the participating students. Type of motivation was measured using the Academic Motivation Scale and Intrinsic Motivation Inventory. CanMEDS competencies were evaluated by faculty using a mini-clinical examination and by the students themselves using a post-participation questionnaire. The 29 participating students were highly intrinsic motivated for this project on all subscales of the Intrinsic Motivation Inventory. Motivation for medical school on the Academic Motivation Scale was high before and was not significantly changed after participation. Students considered that their CanMEDS competencies "Collaborator", "Communicator", "Academic", and "Medical expert" had improved. Their actual clinical team competence was judged by faculty to be at a junior doctor level. Students showed a high level of intrinsic motivation to participate in the LC-SRC and perceived an improvement in competence. Furthermore their actual clinical competence was at junior doctor level in all CanMEDS competencies. The stimulating characteristics of the LC-SRC, the high levels of intrinsic motivation and the qualitative comments of the students in this study makes the LC-SRC an attractive place for learning.

Ready or not, here they come: acting interns' experience and perceived competency performing basic medical procedures.

PubMed

Coberly, LeAnn; Goldenhar, Linda M

2007-04-01

To assess acting interns' (AI's) experience with and perceived level of competency performing 6 basic medical procedures. Fourth-year medical students at the University of Cincinnati (UCCOM) are required to complete 2 AI rotations in Internal Medicine. All AIs in 2003-2004 (n = 150) and 2004-2005 (n = 151) were asked to complete a survey about whether during each of their rotations they had performed and felt competent performing the following procedures: phlebotomy, intravenous (IV) catheter insertion, arterial blood gas (ABG), nasogastric (NG) tube insertion, lumbar puncture (LP), and Foley catheter insertion. Four hundred sixty-seven of 601 possible surveys (across both years and both rotations) were completed (78% response rate). During both rotations, relatively few students performed the procedures, ranging from 9% for Foley catheter insertion (24/208) to 50% for both ABG and NG tube insertion (130/259). The two procedures most often performed were ABG (range 46-50%) and NG tube insertion (range 42-50%). Feelings of competency varied from 12% (LP) to 82% (Foley catheter). Except for LP, if students performed a procedure at least once, they reported feeling more competent (range 85% for ABG to 96% for Foley catheter insertion). Among the students who performed LP during a rotation, many still did not feel competent performing LPs: 23 (74%) in rotation 1 and 20 (40%) in rotation 2. Many fourth-year students at UCCOM do not perform basic procedures during their acting internship rotations. Procedural performance correlates with feelings of competency. Lumbar puncture competency may be too ambitious a goal for medical students.

Associations of Body Mass Index, Motor Performance, and Perceived Athletic Competence with Physical Activity in Normal Weight and Overweight Children

PubMed Central

Cairney, John; Eisenmann, Joe; Pfeiffer, Karin; Gould, Dan

2018-01-01

Children who are overweight and obese display lower physical activity levels than normal weight peers. Measures of weight status, perceived motor competence, and motor skill performance have been identified as potential correlates explaining this discrepancy. 1881 children (955 males; 926 females; 9.9 years) were assessed as part of the Physical Health Activity Study Team project. The age, habitual physical activity participation (PAP), body mass index (BMI), socioeconomic status (SES), motor performance (MP), and perceived athletic competence (PAC) of each child included were assessed. Gender-specific linear regression analyses (main effects model) were conducted to identify the percent variance in PAP explained by the following variables: BMI, MP, and PAC. For males, 18.3% of the variance in PAP was explained by BMI, MP, and PAC. PAC explained 17% of the variance, while MP, BMI, and SES only accounted for 0.6%, 0.7%, and 0.5%, respectively. PAC explained 17.5% of PAP variance in females; MP explained 0.8%. BMI, SES, and chronological age were not significant correlates of PAP in girls. An established repertoire of motor skill performance has been seen as a vehicle to PAP in children; however, this study indicates that PAC should not be overlooked in intervention strategies to promote increased PAP. PMID:29854437

Associations of Body Mass Index, Motor Performance, and Perceived Athletic Competence with Physical Activity in Normal Weight and Overweight Children.

PubMed

Morrison, Kyle M; Cairney, John; Eisenmann, Joe; Pfeiffer, Karin; Gould, Dan

2018-01-01

Children who are overweight and obese display lower physical activity levels than normal weight peers. Measures of weight status, perceived motor competence, and motor skill performance have been identified as potential correlates explaining this discrepancy. 1881 children (955 males; 926 females; 9.9 years) were assessed as part of the Physical Health Activity Study Team project. The age, habitual physical activity participation (PAP), body mass index (BMI), socioeconomic status (SES), motor performance (MP), and perceived athletic competence (PAC) of each child included were assessed. Gender-specific linear regression analyses (main effects model) were conducted to identify the percent variance in PAP explained by the following variables: BMI, MP, and PAC. For males, 18.3% of the variance in PAP was explained by BMI, MP, and PAC. PAC explained 17% of the variance, while MP, BMI, and SES only accounted for 0.6%, 0.7%, and 0.5%, respectively. PAC explained 17.5% of PAP variance in females; MP explained 0.8%. BMI, SES, and chronological age were not significant correlates of PAP in girls. An established repertoire of motor skill performance has been seen as a vehicle to PAP in children; however, this study indicates that PAC should not be overlooked in intervention strategies to promote increased PAP.

Exploring paraprofessional and classroom factors affecting teacher supervision.

PubMed

Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard

2018-02-01

Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

Parent-Adolescent Discrepancies in Perceived Parenting Characteristics and Adolescent Developmental Outcomes in Poor Chinese Families.

PubMed

Leung, Janet T Y; Shek, Daniel T L

2014-01-01

We examined the relationships between parent-adolescent discrepancies in perceived parenting characteristics (indexed by parental responsiveness, parental demandingness, and parental control) and adolescent developmental outcomes (indexed by achievement motivation and psychological competence) in poor families in Hong Kong. A sample of 275 intact families having at least one child aged 11-16 experiencing economic disadvantage were invited to participate in the study. Fathers and mothers completed the Parenting Style Scale and Chinese Parental Control Scale, and adolescents completed the Social-Oriented Achievement Motivation Scale and Chinese Positive Youth Development Scale in addition to paternal and maternal Parenting Style Scale and Chinese Parental Control Scale. Results indicated that parents and adolescents had different perceptions of parental responsiveness, parental demandingness, and paternal control, with adolescents generally perceived lower levels of parenting behaviors than did their parents. While father-adolescent discrepancy in perceived paternal responsiveness and mother-adolescent discrepancy in perceived maternal control negatively predicted adolescent achievement motivation, mother-adolescent discrepancy in perceptions of maternal responsiveness negatively predicted psychological competence in adolescents experiencing economic disadvantage. The present findings provided support that parent-child discrepancies in perceived parenting characteristics have negative impacts on the developmental outcomes of adolescents experiencing economic disadvantage. The present study addresses parent-child discrepancies in perceived parental behaviors as "legitimate" constructs, and explores their links with adolescent psychosocial development, which sheds light for researchers and clinical practitioners in helping the Chinese families experiencing economic disadvantage.

Active interprofessional education in a patient based setting increases perceived collaborative and professional competence.

PubMed

Hallin, Karin; Kiessling, Anna; Waldner, Annika; Henriksson, Peter

2009-02-01

Interprofessional competence can be defined as knowledge and understanding of their own and the other team members' professional roles, comprehension of communication and teamwork and collaboration in taking care of patients. To evaluate whether students perceived that they had achieved interprofessional competence after participating in clinical teamwork training. Six hundred and sixteen students from four undergraduate educational programs-medicine, nursing, physiotherapy and occupational therapy-participated in an interprofessional course at a clinical education ward. The students filled out pre and post questionnaires (96% response rate). All student groups increased their perceived interprofessional competence. Occupational therapy and medical students had the greatest achievements. All student groups perceived improved knowledge of the other three professions' work (p = 0.000000) and assessed that the course had contributed to the understanding of the importance of communication and teamwork to patient care (effect size 1.0; p = 0.00002). The medical students had the greatest gain (p = 0.00093). All student groups perceived that the clarity of their own professional role had increased significantly (p = 0.00003). Occupational therapy students had the greatest gain (p = 0.000014). Active patient based learning by working together in a real ward context seemed to be an effective means to increase collaborative and professional competence.

Children's Perceived Competence Scale: Reference values in Japan.

PubMed

Nagai, Yukiyo; Nomura, Kayo; Nagata, Masako; Ohgi, Shohei; Iwasa, Mitsuji

2015-12-01

To support children with chronic diseases, reference values to measure developmental changes in self-perception and self-esteem are considered a useful yardstick. To develop reference values to measure self-perceived competence and self-esteem in Japanese children, the Children's Perceived Competence Scale (CPCS) was administered to 768 children of elementary school grade 1 (6 years) to grade 6 (11 years) at four public schools in Japan, from November to December 2012. After excluding 74 with chronic diseases and/or incomplete responses, 694 children were included. CPCS measures children's self-perceived competence in cognitive, social, physical domains, and general self-worth, namely self-esteem. There was a tendency for scores of cognitive and general self-worth to decrease with increasing grade. Scores among grade 5 respondents were significantly lower than those among grade 4 respondents for both social and physical domains. Scores among boys and girls differed significantly, with boys scoring higher for physical domain in grades 3 and 6 and for general self-worth domain in grade 6. The CPCS reference values to measure self-perceived competence and self-esteem in Japanese children were developed in this study. These reference values are useful to inform practitioners supporting children with psychological or psychiatric problems or those with chronic diseases. © The Author(s) 2014.

Why Face a Challenge? The Reason behind Intrinsically Motivated Students' Spontaneous Choice of Challenging Tasks

ERIC Educational Resources Information Center

Inoue, Noriyuki

2007-01-01

In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They…

Investigating the adequacy of the Competence-Turnover Intention Model: how does nursing competence affect nurses' turnover intention?

PubMed

Takase, Miyuki; Teraoka, Sachiko; Kousuke, Yabase

2015-03-01

The aim of this study was to test the adequacy of the Competence-Turnover Intention Model, which was developed to identify how nursing competence could affect nurses' turnover intention (nurses' intention to voluntarily leave an organisation). Recent studies have suggested that the level of nursing competence is negatively related to nurses' intention to leave their jobs, suggesting that a lack of competence threatens both the quality and quantity of the nursing workforce. However, the mechanism of how nursing competence affects nurses' turnover intention has not been explored previously. A cross-sectional survey design was used. Surveys were distributed to 1337 Japanese registered nurses/midwives in October, 2013. The adequacy of the model was analysed using structural equation modelling. In total, 766 questionnaires were returned, with a return rate of 57%. The model fitted well with the data. The results showed that the level of nursing competence was related positively to the quantity of organisational rewards they felt they had received, and negatively related to the level of exhaustion they experienced. Moreover, the perceived organisational rewards and exhaustion were correlated with nurses' turnover intention through affective commitment. The Competence-Turnover Intention Model is useful for explaining how nursing competence impacts on their turnover intention. Clinical implications derived from the findings are that: promoting nursing competence is key to improving not only the quality of care provided by nurses, but also to retaining the nursing workforce, and the model can be used to develop strategies that would mitigate their turnover intention. © 2014 John Wiley & Sons Ltd.

Perceived diabetes task competence mediates the relationship of both negative and positive affect with blood glucose in adolescents with type 1 diabetes.

PubMed

Fortenberry, Katherine T; Butler, Jorie M; Butner, Jonathan; Berg, Cynthia A; Upchurch, Renn; Wiebe, Deborah J

2009-02-01

Adolescents dealing with type 1 diabetes experience disruptions in affect and diabetes management that may influence their blood glucose. A daily diary format examined whether daily fluctuations in both negative and positive affect were associated with adolescents' perceived diabetes task competence (DTC) and blood glucose, and whether perceived DTC mediated the relationship between daily affect and blood glucose. Sixty-two adolescents with type 1 diabetes completed a 2-week daily diary, which included daily measures of affect and perceived DTC, then recorded their blood glucose readings at the end of the day. We utilized hierarchical linear modeling to examine whether daily perceived DTC mediated the relationship between daily emotion and blood glucose. Daily perceived DTC mediated the relationship of both negative and positive affect with daily blood glucose. This study suggests that within the ongoing process of self-regulation, daily affect may be associated with blood glucose by influencing adolescents' perception of competence on daily diabetes tasks.

Perception of collaborative learning in associate degree students in Hong Kong.

PubMed

Shek, Daniel T L; Shek, Moses M W

2013-01-01

Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

Nurse leaders and the innovation competence gap.

PubMed

White, Kenneth R; Pillay, Rubin; Huang, Xuan

2016-01-01

Nurses are well-positioned for innovation in health care delivery, although innovation is not generally learned in formal educational programs. The purpose of this study was to assess critical competencies for innovation success among nurse leaders in academia and practice, the perceived gaps on those competencies, and teaching methods that would be helpful in developing competencies related to innovation. A Web-enabled descriptive survey design was used to capture nurse leaders' perceptions of important innovation competencies and how they assess their level of competence in the particular innovation domain. Preferred approaches for innovation pedagogy were also queried. Respondents indicated significant gaps in 18 of 19 innovation competencies. Implications are for inclusion of innovation competencies in formal and continuing nursing education. The most preferred innovation pedagogical approaches are case studies of failures and successes and project- and field-based approaches. Traditional lectures are the least preferred way to address innovation competency gaps. There is a significant gap in innovation competencies among nurse leaders in practice and academia. The way we teach innovation needs to involve closer collaboration between academia and practice. Copyright © 2015 Elsevier Inc. All rights reserved.

Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment.

PubMed

Barnett, Lisa M; Morgan, Philip J; van Beurden, Eric; Beard, John R

2008-08-08

The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competence (Physical Self-Perception Profile), physical activity (Adolescent Physical Activity Recall Questionnaire) and cardiorespiratory fitness (Multistage Fitness Test). Structural equation modelling techniques were used to determine whether perceived sports competence mediated between childhood object control skill proficiency (composite score of kick, catch and overhand throw), and subsequent adolescent self-reported time in moderate-to-vigorous physical activity and cardiorespiratory fitness. Of 928 original intervention participants, 481 were located in 28 schools and 276 (57%) were assessed with at least one follow-up measure. Slightly more than half were female (52.4%) with a mean age of 16.4 years (range 14.2 to 18.3 yrs). Relevant assessments were completed by 250 (90.6%) students for the Physical Activity Model and 227 (82.3%) for the Fitness Model. Both hypothesised mediation models had a good fit to the observed data, with the Physical Activity Model accounting for 18% (R2 = 0.18) of physical activity variance and the Fitness Model accounting for 30% (R2 = 0.30) of fitness variance. Sex did not act as a moderator in either model. Developing a high perceived sports competence through object control skill development in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Our findings highlight the need for interventions to target and improve the perceived sports competence of youth.

Improving student dentist competencies and perception of difficulty in delivering care to children with developmental disabilities using a virtual patient module.

PubMed

Kleinert, Harold L; Sanders, Carla; Mink, John; Nash, David; Johnson, Jeff; Boyd, Sara; Challman, Sandra

2007-02-01

An interactive, multimedia, virtual patient module was designed and developed on compact disc (CD-ROM) to address the need for student dentists to increase their competence and decrease their perception of difficulty in caring for children with developmental disabilities. A development team consisting of pediatric dentistry faculty members, parents of children with developmental disabilities, an individual with a developmental disability, and educational specialists developed an interactive virtual patient case. The case involved a ten-year-old child with Down syndrome presenting with a painful tooth. Student dentists were required to make decisions regarding proper interactions with the child, as well as appropriate clinical procedures throughout the case. Differences in perceived difficulty level and knowledge change were measured, as well as the student dentists' overall satisfaction with the learning experience. Significant results were obtained in both perceived difficulty level and knowledge-based measures for student dentists. Participants reported overall satisfaction with the modules. Preparing student dentists to provide sensitive and competent care for children with developmental disabilities is a critical need within dentistry. This study demonstrated that an interactive, multimedia (CD-ROM), virtual patient learning module for student dentists is potentially an effective tool in meeting this need.

Body mass index, perceived and actual physical competence: the relationship among young children.

PubMed

Spessato, B C; Gabbard, C; Robinson, L; Valentini, N C

2013-11-01

The purpose of this study was to examine the relationship between perceived physical competence (PPC), actual motor competence (MC) and body mass index (BMI) in young children. We assessed MC (Test of Gross Motor Development - 2nd Edition), PPC (Pictorial Scale of Perceived Competence and Social Acceptance) and BMI (CDC calculator) of 178 young children ages 4-7 years. The linear regression model for the overall sample showed that BMI was a better predictor of PPC than MC. Also, obese children had lower PPC, but showed no differences in MC compared with leaner peers. PPC of young obese children was lower than their leaner counterparts, yet their MC was similar. That outcome draws attention to the importance of promoting positive PPC in young children. © 2012 John Wiley & Sons Ltd.

Adolescent romance and depressive symptoms: the moderating effects of positive coping and perceived friendship competence.

PubMed

Szwedo, David E; Chango, Joanna M; Allen, Joseph P

2015-01-01

Youths' ability to positively cope with negative emotions and their self-perceived friendship competence were examined as potential moderators of links between multiple aspects of romantic relationships and residualized increases in depressive symptoms from late adolescence into early adulthood. Participants included 184 teens (46% male; 42% non-White) assessed at ages 15 to 19 and 21, as well as a subsample of 62 romantic partners of participants assessed when teens were 18. Results of hierarchical linear regressions showed that positive coping served as a buffer against depressive symptoms for romantically involved adolescents and also for teens receiving more intense emotional support from their romantic partners, but not for youth whose relationship had ended and had not been replaced by a new relationship. Higher perceived friendship competence served as a buffer against depressive symptoms for youth enduring the dissolution and nonreplacement of their romantic relationship. Greater use of positive coping skills and higher perceived friendship competence may help protect adolescents from depressive symptoms in different types of romantic experiences.

Self-assessment of competencies in dental education in Germany - a multicentred survey.

PubMed

Bitter, K; Rüttermann, S; Lippmann, M; Hahn, P; Giesler, M

2016-11-01

The aim was to assess the competencies of undergraduate dental students in Germany in the domains team competence, communicative competence, learning competence and scholarship. The survey was conducted at 11 dental schools that are equally distributed all over Germany. Competencies were assessed with the Freiburg Questionnaire to Assess Competencies in Medicine (FCM). A short version of the FCM was used in this study. This short form included the four domains: team competence (three items), communicative competence (eight items), learning competence (five items) and scholarship (four items). Students had to rate each item twice: first with regard to the respondent's current level of competence and second with regard to the level of competence that respondents think is required by their job. All items were rated on a five-point Likert scale (1 'very much' and 5 'not at all'). Responsible lecturers from all selected dental schools received another questionnaire to answer the questions whether the FCM domain corresponding learning objectives were taught at the respective dental school. A total of 317 undergraduate students from 11 dental schools in their last clinical year participated. The response rate varied between 48% and 92%. Cronbach's α for the FCM scales addressing the current level of competencies ranged from 0.70 to 0.89 and for the scales measuring the presumed level of competencies demanded by their job ranged from 0.72 to 0.82. The mean values of the scales for the assessment of the presumed level of competencies demanded by the job were significantly lower compared to the mean values of the scales for the current level of competencies (P < 0.001 in all analyses). We found large differences between the two levels - in terms of 'standardised response means' (SRM) - in the domains team competence (SRM 1.34), learning competence (SRM 1.27) and communicative competence (SRM 1.18). Overall, the learning objectives that correspond to the assessed domains of competencies were taught to 19.6% completely, to 55.4% partially and to 25% not at all at the participating dental schools. The results of the present survey revealed that the participating students perceived deficiencies in all domains of competencies. These results indicate that the assessed domains are still barely integrated into dental medicine curricula in Germany and that further research in this field is needed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Comparison of pharmacy students' perceived and actual knowledge using the Pharmacy Curricular Outcomes Assessment.

PubMed

Naughton, Cynthia A; Friesner, Daniel L

2012-05-10

To determine whether a correlation exists between third-year PharmD students' perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students' perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs.

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

ERIC Educational Resources Information Center

Cannon, John G.; Kitchel, Allen; Duncan, Dennis W.; Arnett, Sally E.

2011-01-01

This study's purpose was to identify the teaching and learning professional development needs of [state] secondary technology teachers. Teachers' perceived level of importance and competence for 35 teaching and learning items were used to calculate mean weighted discrepancy scores (MWDS). Approximately 63% (n = 46) of [state] secondary technology…

Business Graduate Skill Sets - Summary Report

ERIC Educational Resources Information Center

Jackson, Denise; Chapman, Elaine

2009-01-01

The purpose of this study was to evaluate the competencies required by industry in business graduates and the relative importance and current graduate proficiency levels in each skill area. A secondary purpose was to examine and compare the perceived role of contemporary business schools across different samples. The study was conducted during…

Perceived Density, Social Interaction and Morale in New South Wales Rural Communities

ERIC Educational Resources Information Center

Argent, Neil

2008-01-01

This paper explores the relationships between population density, social interaction patterns, and morale in rural communities. It tests two apparently competing hypotheses concerning rural population density, social interaction patterns and overall levels of morale: one, that low (and rapidly declining) rural densities lead to feelings of…

Undergraduate Education: An Essential Rung on the Rehabilitation Career Ladder

ERIC Educational Resources Information Center

Evenson, Tom; Holloway, Linda

2007-01-01

This article presents the historical pertinence of undergraduate education to developing a career ladder within the field of vocational rehabilitation. Support for the relevance is presented through the results of an investigation of baccalaureate-level competence and preparation as perceived by graduates of rehabilitation services programs. Job…

Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.

PubMed

Cortright, Ronald N; Lujan, Heidi L; Blumberg, Amanda J; Cox, Julie H; DiCarlo, Stephen E

2013-09-01

Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this goal requires an understanding of student attitudes, beliefs, characteristics, and motivations. To achieve this goal, we administered the intrinsic motivation inventory (IMI) to assess our students' interest and enjoyment, perceived choice, and perceived competence while taking our undergraduate exercise physiology class (46 students; 20 female students and 26 male students). The interest and enjoyment subscale is considered the self-reported measure of intrinsic motivation. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-reported and behavioral measures of intrinsic motivation. Our results documented a significant increase in course grade with an increase in survey score for the interest and enjoyment subscale of the IMI when female and male students were combined. Specifically, each increase in survey score for the interest and enjoyment subscale of the IMI was associated with a significant (P < 0.05) increase of 3.9% in course grade. However, the increase in survey score was associated with a significantly greater (P < 0.05) increase in course grade for male (6.1%) compared with female (0.3%) students. These results have implications for both classroom practice and educational reform policies.

Development and Testing of the Nurse Manager EBP Competency Scale.

PubMed

Shuman, Clayton J; Ploutz-Snyder, Robert J; Titler, Marita G

2018-02-01

The purpose of this study was to develop and evaluate the validity and reliability of an instrument to measure nurse manager competencies regarding evidence-based practice (EBP). The Nurse Manager EBP Competency Scale consists of 16 items for respondents to indicate their perceived level of competency on a 0 to 3 Likert-type scale. Content validity was demonstrated through expert panel review and pilot testing. Principal axis factoring and Cronbach's alpha evaluated construct validity and internal consistency reliability, respectively. Eighty-three nurse managers completed the scale. Exploratory factor analysis resulted in a 16-item scale with two subscales, EBP Knowledge ( n = 6 items, α = .90) and EBP Activity ( n = 10 items, α = .94). Cronbach's alpha for the entire scale was .95. The Nurse Manager EBP Competency Scale is a brief measure of nurse manager EBP competency with evidence of validity and reliability. The scale can enhance our understanding in future studies regarding how nurse manager EBP competency affects implementation.

Measuring the Impact of Cultural Competence Training for Dental Hygiene Students.

PubMed

Daugherty, Heather N; Kearney, Rachel C

2017-10-01

Purpose: The purpose of this study was to measure the change in levels of knowledge of providing culturally competent care and self-assessed cultural competence of senior level dental hygiene students after the implementation of an online cultural competence training module. Methods: Twenty-eight members of the senior class of 31 dental hygiene students (N=28) volunteered to participate in this IRB approved study at the Ohio State University School of Dentistry. The students took the online Inventory for Assessing the Process of Cultural Competence- Student Version (IAPCC-SV), to assess their self-perceived cultural competence. Upon completion of the pre-test, students then completed the United States Department of Health and Human Services (HHS) Office of Minority Health (OMH) Cultural Competency Program for Oral Health Professionals; a three-module online training program designed to measure increased knowledge of cultural competence. Three weeks following the initial pre-test and upon completion of the Cultural Competency Program for Oral Health Professionals online learning modules, students re-took the IAPCC-SV. Results: Twenty-eight senior dental hygiene students completed the IAPCC-SV pre-test, the OMH e-learning modules and the IAPCC-SV post-test. The average score on the pre-test was 55.14±7.54 and the average score on the post-test was 61.33±7.86. There was a significant difference in pre-test and post-test scores (p<0.001). There were also significant differences in the constructs of knowledge of cultural competence (p<0.001) and skill (p<0.001). Conclusion: The HHS OMH Cultural Competency Program for Oral Health Professionals was effective for increasing dental hygiene students' levels of knowledge of cultural competence. Copyright © 2017 The American Dental Hygienists’ Association.

Self-Concept of Children with Intellectual Disability in Mainstream Settings

ERIC Educational Resources Information Center

Huck, Sally; Kemp, Coral; Carter, Mark

2010-01-01

Background: Positive self-concept is an important educational outcome for individuals with disability. Method: Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and…

Self-Perceived Multicultural Competencies of African American and European American Vocational Rehabilitation Counselors.

ERIC Educational Resources Information Center

Granello, Darcy Haag; Wheaton, Joe E.

1998-01-01

Vocational-rehabilitation counselors (N=180) in one midwestern state completed the Multicultural Counseling Inventory (MCI) and the Marlowe-Crowne Social Desirability Scale. Overall, counselors perceived themselves most multiculturally competent in the area of multicultural skills. Significant differences appeared between European-American and…

Culturally competent library services and related factors among health sciences librarians: an exploratory study.

PubMed

Mi, Misa; Zhang, Yingting

2017-04-01

This study investigated the current state of health sciences libraries' provision of culturally competent services to support health professions education and patient care and examined factors associated with cultural competency in relation to library services and professional development. This was a cross-sectional study. Data were collected with a survey questionnaire that was distributed via SurveyMonkey to several health sciences librarian email discussion lists. Out of 176 respondents, 163 reported serving clients from diverse cultural backgrounds. Various services were provided to develop or support initiatives in cultural competency in health professions education and patient care. A considerable number of respondents were unsure or reported no library services to support initiatives in cultural competency, although a majority of respondents perceived the importance of providing culturally competent library services (156, 89.1%) and cultural competency for health sciences librarians (162, 93.1%). Those who self-identified as nonwhites perceived culturally competent services to be more important than whites ( p =0.04). Those who spoke another language in addition to English had higher self-rated cultural competency ( p =0.01) than those who only spoke English. These findings contribute to our knowledge of the types of library services provided to support cultural competency initiatives and of health sciences librarians' perceived importance in providing culturally competent library services and cultural competency for health sciences librarians. The results suggest implications for health sciences libraries in fostering professional development in cultural competency and in providing culturally competent services to increase library use by people from a wide range of cultures and backgrounds.

Culturally competent library services and related factors among health sciences librarians: an exploratory study

PubMed Central

Mi, Misa; Zhang, Yingting

2017-01-01

Objective This study investigated the current state of health sciences libraries’ provision of culturally competent services to support health professions education and patient care and examined factors associated with cultural competency in relation to library services and professional development. Methods This was a cross-sectional study. Data were collected with a survey questionnaire that was distributed via SurveyMonkey to several health sciences librarian email discussion lists. Results Out of 176 respondents, 163 reported serving clients from diverse cultural backgrounds. Various services were provided to develop or support initiatives in cultural competency in health professions education and patient care. A considerable number of respondents were unsure or reported no library services to support initiatives in cultural competency, although a majority of respondents perceived the importance of providing culturally competent library services (156, 89.1%) and cultural competency for health sciences librarians (162, 93.1%). Those who self-identified as nonwhites perceived culturally competent services to be more important than whites (p=0.04). Those who spoke another language in addition to English had higher self-rated cultural competency (p=0.01) than those who only spoke English. Conclusions These findings contribute to our knowledge of the types of library services provided to support cultural competency initiatives and of health sciences librarians’ perceived importance in providing culturally competent library services and cultural competency for health sciences librarians. The results suggest implications for health sciences libraries in fostering professional development in cultural competency and in providing culturally competent services to increase library use by people from a wide range of cultures and backgrounds. PMID:28377675

Perceived competence and school adjustment of hearing impaired children in mainstream primary school settings.

PubMed

Hatamizadeh, N; Ghasemi, M; Saeedi, A; Kazemnejad, A

2008-11-01

Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of 'adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1-4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups ('poor competence', 'low competence', 'moderate competence' and 'high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment.

Palliative care knowledge, attitudes and perceived self-competence of nurses working in Vietnam.

PubMed

Nguyen, Ly Thuy; Yates, Patsy; Osborne, Yvonne

2014-09-01

To explore palliative care knowledge, attitudes and perceived self-competence of nurses working in oncology settings in Hanoi, Vietnam. The study employed a cross-sectional descriptive survey design. The self-administered questionnaires consisted of three validated instruments: the Expertise and Insight Test for Palliative Care, the Attitude Toward Care of the Dying Scale B and the Palliative Care Nursing Self Competence Scale. The sample consisted of 251 nurses caring for cancer patients in three oncology hospitals in Vietnam. The responses identified low scores in nurses' palliative care knowledge related to pain and other symptom management and psychological and spiritual aspects. Nurses' responses reflected discomfort in communicating about death and establishing therapeutic relationship with oncology patients who require palliative care. Additionally, nurses reported low scores in perceived self-competence when providing pain management and addressing social and spiritual domains of palliative care. The findings also revealed that nurses who had higher palliative care knowledge scores demonstrated attitudes which were more positive and expressed greater perceived self-competence. Nurses working in oncology wards need more education to develop their knowledge and skills of palliative care, especially in the areas of pain management, psychological and spiritual care, and communication.

New Medicine for the U.S. Health Care System: Training Physicians for Structural Interventions.

PubMed

Hansen, Helena; Metzl, Jonathan M

2017-03-01

Structural competency provides a language and theoretical framework to promote institutional-level interventions by clinical practitioners working with community organizations, non-health-sector institutions, and policy makers. The special collection of articles on structural competency in this issue of Academic Medicine addresses the need to move from theory to an appraisal of core educational interventions that operationalize the goals of and foster structural competency. In this Commentary, the authors review the role of clinical practitioners in enhancing population-level health outcomes through collaborations with professionals in fields outside medicine, including the social sciences and law. They describe the core elements of structural competency in preclinical and clinical education, as illustrated by the articles of this special collection: perceiving the structural causes of patients' disease, envisioning structural interventions, and cultivating alliances with non-health-sector agencies that can implement structural interventions. Finally, the authors argue that preparing trainees to form partnerships will empower them to influence the social determinants of their patients' health and reduce health inequalities.

Associations between physical activity and motivation, competence, functioning, and apathy in inhabitants with mental illness from a rural municipality: a cross-sectional study.

PubMed

Farholm, Anders; Sørensen, Marit; Halvari, Hallgeir; Hynnekleiv, Torfinn

2017-11-06

There is increasing evidence for physical activity (PA) having a positive impact on physical and mental health as well as illness symptoms in individuals with severe mental illness (SMI). However, individuals with SMI experience several barriers that makes it difficult to take advantage of the benefits associated with PA. One barrier consistently reported to impede PA is motivational issues. Thus, the main aim of the present study was to examine associations between PA and motivation for PA, perceived competence for PA, functioning, apathy, and demographic variables among individuals with SMI. This was conducted within a larger study aiming at including all inhabitants with SMI in one particular small, rural municipality. A total of 106 participants were recruited to the study. Questionnaire-based interviews conducted by two mental health nurses assessed self-reported PA, motivation and competence for PA, functioning, and apathy. Additionally, 71 participants accepted to wear an accelerometer-equipped wristwatch yielding an objective assessment of PA. The participants engaged in little PA. However, they did not lack motivation, as over 90% stated that they would like to be more active, and participants across PA level displayed high scores of a motivation reflecting that they valued the benefits of PA. Results showed that higher self-reported PA level was associated with higher levels of integrated regulated motivation and perceived competence for PA while it was unrelated to functioning and apathy. In the subpopulation with objectively measured PA, integrated regulated motivation for PA remained significantly associated with PA level, whereas poor scores on functioning lowered the odds ratio for higher PA level. The results show that PA specific motivation is associated with PA even when controlling for functioning and apathy. This highlight the importance of facilitating context specific motivation (i.e., motivation for PA) and that health care practitioners should emphasise helping people with SMI develop more intrinsic forms of motivation.

Development of a Survey to Examine the Factors that Motivate Secondary Education Teachers' Use of Problem-based Learning (PBL)

NASA Astrophysics Data System (ADS)

Lao, Huei-Chen

In this quantitative study, a survey was developed and administered to middle and high school teachers to examine what factors motivated them to implement problem-based learning (PBL). Using Expectancy-Value Theory by Eccles et al. (1983) and Self-Determination Theory by Ryan and Deci (2000b) as the theoretical framework, this instrument measured respondents' perceived competence, support for autonomy and relatedness, and value and cost they placed on implementing PBL. Data analyses indicated that the instrument had good reliability. A 3-factor structure was established by exploratory factor analysis which confirmed the construct validity of the instrument. Value of PBL to teachers and their students was the most dominant factor that motivated teachers to implement it. The second most important factor was their self-efficacy and anxiety about failing this pedagogy, and the third factor was teachers' perceived autonomy, and support from schools and colleagues. Regression models showed the predictive power of the factors on teachers' intention to implement PBL, with their perceptions of the value of PBL being the strongest predictor. Results also indicate that teachers with PBL experience perceived significantly higher levels of competence and support from peers, and placed a higher level of value and perceived less cost in implementing PBL than teachers who had not implemented PBL. Teachers' formal training in PBL played a significant role in positively influencing their perceptions of competence and the value of PBL, and reduced their perceived cost of implementing PBL. This, in turn, enhanced teachers' intention of practicing PBL. For teachers who had previously taught with PBL, their responses to two open-ended questions in this instrument corresponded with the theoretical framework of this study and triangulated well with the quantitative data. These teachers highly valued PBL and they recognized the challenges associated with its implementation. These teachers also emphasized the importance of formal training and support from schools. This study provides a holistic view of motivational factors underlying teachers' intention to implement PBL and implications for successful implementation of PBL to enhance student engagement.

The Effect of Social Skills Training on Perceived Competence of Female Adolescents with Deafness

PubMed Central

Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah

2013-01-01

Background Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. Objectives This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. Patients and Methods A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the ‘Hearing Impaired Children Self-Image Test’. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. Results The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). Conclusions It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being. PMID:24693408

Perceived Motor Competence Differs From Actual Performance in 8-Year-Old Neonatal ECMO Survivors.

PubMed

Toussaint, Leontien C C; van der Cammen-van Zijp, Monique H M; Janssen, Anjo J; Tibboel, Dick; van Heijst, Arno F; IJsselstijn, Hanneke

2016-03-01

To assess perceived motor competence, social competence, self-worth, health-related quality of life, and actual motor performancein 8-year-old survivors of neonatal extracorporeal membrane oxygenation (ECMO). In a prospective nationwide study, 135 children completed the extended version of the "athletic competence" domain of the Self Perception Profile for Children (SPPC) called the m-CBSK (Motor supplement of the Competentie BelevingsSchaal voor Kinderen) to assess perceived motor competence, the SPPC, and the Pediatric Quality of Life Inventory (PedsQL), andwere tested with the Movement Assessment Battery for Children. SD scores (SDS) were used to compare with the norm. The mean (SD) SDS for perceived motor competence, social competence, and self-worth were all significantly higher than the norm: 0.18 (0.94), P = .03; 0.35 (1.03), P < .001; and 0.32 (1.08), P < .001, respectively. The total PedsQL score was significantly below the norm: mean (SD) SDS: -1.26 (1.53), P < .001. Twenty-two percent of children had actual motor problems. The SDS m-CBSK and actual motor performance did not correlate (r = 0.12; P = .17). The SDS m-CBSK significantly correlated with the athletic competence domain of the SPPC (r = 0.63; P < .001). Eight-year-old ECMO survivors feel satisfied with their motor- and social competence, despite impaired PedsQL scores and motor problems. Because motor problems in ECMO survivorsdeteriorate throughout childhood, clinicians should be aware that these patients may tend to "overrate" their actual motor performance. Education andstrict monitoring of actual motor performanceare important to enable timelyintervention. Copyright © 2016 by the American Academy of Pediatrics.

Prediction of Selected Fitness Indicators by Gender, Age, Alienation, and Perceived Competence.

ERIC Educational Resources Information Center

Burkhalter, Nancy A.; Wendt, Janice C.

2001-01-01

Examined relationships between physical factors, psychological factors, gender, and age in middle school physical education (PE) students. Data on PE alienation, perceived competency toward physical fitness (PCf) and physical activity (PCp), and various fitness and strength measures indicated that gender and PCf significantly predicted fitness.…

Relationships among Dispositional Ability Conceptions, Intrinsic Motivation, Perceived Competence, Experience, Persistance, and Performance

ERIC Educational Resources Information Center

Li, Weidong; Lee, Amelia M.; Solmon, Melinda A.

2005-01-01

This study was designed to explore the relationships among individuals' dispositional ability conceptions, intrinsic motivation, experience, perceived competence, persistence, and performance. Participants practiced a novel task, completed surveys before instruction and after practicing the task, and completed a skill test. The results indicated…

Affective Components Perceived to Be Important in Today's Global Society from a Cross-Cultural Perspective

ERIC Educational Resources Information Center

Wallenberg-Lerner, Helena

2013-01-01

Global competencies, with differences in terminology by various researchers, had been frequently investigated, primarily from an American-biased perspective. Little or no defining research existed that identified requisite, universally agreed upon global competencies, or identified what affective components were perceived to be important cross…

Perceived Competence Scale for Children: Testing for Factorial Validity and Invariance across Age and Ability.

ERIC Educational Resources Information Center

Byrne, Barbara M.; Schneider, Barry H.

1988-01-01

For 241 normal and 132 gifted fifth graders and 113 normal and 117 gifted seventh graders in Ottawa (Ontario), exploratory and confirmatory factor analyses investigated the factorial validity of the Perceived Competence Scale for Children (PCSC). Overall, the PCSC demonstrated sound psychometric properties. (SLD)

Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

ERIC Educational Resources Information Center

Froiland, John Mark; Oros, Emily

2014-01-01

This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

Aspects of Young Children's Perceptions of Gender-Typed Occupations.

ERIC Educational Resources Information Center

Levy, Gary D.; Sadovsky, Adrienne L.; Troseth, Georgene L.

2000-01-01

Investigated young children's perceived competencies of men and women in gender-typed occupations, perceptions about how much money they earn in gender-typed occupations, and affective reactions regarding growing up to have gender-typed occupations. Children perceived differential competencies of men and women regarding gender-typed occupations…

Race/Ethnicity and Self-Esteem in Families of Adolescents

ERIC Educational Resources Information Center

Phares, Vicky; Fields, Sherecce; Watkins-Clay, M. Monica; Kamboukos, Dimitra; Han, Sena

2005-01-01

Self-esteem and perceived competence have only been explored minimally in family studies with ethnically diverse samples. The current study explores self-esteem and perceived competence in a sample of adolescents, their mothers, and their fathers from three racial/ethnic groups: African American, Hispanic/Latino/Latina, and Caucasian. Results show…

Race/Ethnicity and Self-Esteem in Families of Adolescents

ERIC Educational Resources Information Center

Phares, Vicky; Fields, Sherecce; Watkins-Clay, M. Monica; Kamboukos, Dimitra; Han, Sena

2005-01-01

Self-esteem and perceived competence have only been explored minimally in family studies with ethnically diverse samples. The current study explores self-esteem and perceived competence in a sample of adolescents, their mothers, and their fathers from three racial/ ethnic groups: African American, Hispanic/Latino/Latina, and Caucasian. Results…

The Relationship between Self-Perceived Generic Competences and Entrepreneurial Intention

ERIC Educational Resources Information Center

Kakkonen, Marja-Liisa

2012-01-01

This paper reports on a qualitative study in Finland of the relationship between self-perceived generic competences and the entrepreneurial intentions of business students when they started their Bachelor's degree studies. The study was based on course-related written assignments of one international student group. The findings illustrated three…

Influences of Mastery Goal and Perceived Competence on Educational Outcomes

ERIC Educational Resources Information Center

Yeung, Alexander Seeshing; Craven, Rhonda G.; Kaur, Gurvinder

2014-01-01

Motivation research has shown significant relations of students' mastery goal orientation and perceived competence to educational outcomes, but has not simultaneously scrutinized their relative influences on various educational outcomes. In the present investigation, a sample of Australian students from 6 secondary schools in Western Sydney (N =…

The moderating role of emotional competence in suicidal ideation among Chinese university students.

PubMed

Kwok, Sylvia Y C L

2014-04-01

To explore the relationship among perceived family functioning, emotional competence and suicidal ideation and to examine the moderating role of emotional competence in suicidal ideation. Previous studies have highlighted that poor family relationships and emotional symptoms are significant predictors of suicidal ideation. However, the roles of perceived family functioning and emotional competence in predicting suicidal ideation have not been given adequate attention. A cross-sectional survey using convenience sampling. A questionnaire was administered to 302 university students from February-April in 2011 in Hong Kong. The means, standard deviations and Cronbach's alphas of the variables were computed. Pearson correlation analyses and hierarchical regression analyses were performed. Hierarchical regression analyses showed that perceived high family functioning and emotional competence were significant negative predictors of suicidal ideation. Further analyses showed that parental concern, parental control and creative use of emotions were significant predictors of suicidal ideation. Emotional competence, specifically creative use of emotions, was found to moderate the relationship between perceived family functioning and suicidal ideation. The findings support the family ecological framework and provide evidence for emotional competence as a resilience factor that buffers low family functioning on suicidal ideation. Suggested measures to decrease suicidal ideation include enhancing parental concern, lessening parental control, developing students' awareness, regulation and management of their own emotions, fostering empathy towards others' emotional expression, enhancing social skills in sharing and influencing others' emotions and increasing the positive use of emotions for the evaluation and generation of new ideas. © 2013 John Wiley & Sons Ltd.

Anger and shame as determinants of perceived competence.

PubMed

Hareli, Shlomo; Berkovitch, Nathan; Livnat, Liat; David, Shlomo

2013-01-01

Emotions are complex signals conveying a multitude of "messages" concomitantly. This idea is examined within the context of competence inferences drawn from the emotional expressions of another individual. In two studies, participants assuming the role of patients took part in a simulated medical consultation. They encountered a physician who had either a high or a standard professional status, and who responded with anger, shame, or emotional neutrality when asked to clarify the advice he dispensed. While a display of anger did not affect perceived competence, shame made the physician appear less competent. Three types of signals conveyed by the emotions were responsible for these effects: the physician's decisiveness and control over the situation, and the extent to which he felt professionally devalued by the patient's request, mediated the effects of the emotions on perceived competence. A priori information about the physician's professional status had little effect on the perception of competence. The research exemplifies the richness of information contained in emotions, and the complex way in which it allows observers to construe an impression of the expresser.

Does Competence Mediate the Associations between Puberty and Internalizing or Externalizing Problems in Adolescent Girls

PubMed Central

Negriff, Sonya; Hillman, Jennifer, B.; Dorn, Lorah D.

2011-01-01

Purpose To examine separate mediational models linking a) menarcheal status or b) pubertal timing to internalizing and externalizing problems through competence. Method Cross-sectional analyses of 262 adolescent girls (11–17 years; M=14.93, SD=2.17) enrolled in a longitudinal study examining the association of psychological functioning and smoking with reproductive and bone health. Measures of menarcheal status (pre/post), pubertal timing (early, on-time, or late), internalizing and externalizing behavior, and perceived competence (parent and adolescent report) were obtained. Structural Equation Modeling was used for analyses. Results Perceived competence was found to fully mediate the association between menarcheal status and parent report of internalizing and externalizing problems. For adolescent report, there was a full mediation effect for internalizing problems but a partial mediation effect for externalizing problems. Being menarcheal was related to lower competence which was related to higher internalizing and externalizing problems. Models including pubertal timing were not significant. Conclusions Perceived competence is important in understanding the associations between menarcheal status and internalizing and externalizing problems. Interventions targeting competence, particularly in post-menarcheal girls, may reduce or prevent problem behaviors. PMID:21939864

Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.

PubMed

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Järvinen, Liisa

2012-06-01

Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age on this association. We examined the effect of teacher's and student's gender and teacher's age on teacher-perceived temperament, EC, and teachability, and whether there is significant same gender or different gender association between teachers and students in this relationship. The participants were population-based sample of 3,212 Finnish adolescents (M= 15.1 years) and 221 subject teachers. Temperament was assessed with Temperament Assessment Battery for Children - Revised and Revised Dimensions of Temperament Survey batteries and EC with three subscales covering Cognitive ability, Motivation, and Maturity. Data were analyzed with multi-level modelling. Teachers perceived boys' temperament and EC more negatively than girls'. However, the differences between boys and girls were not as large when perceived by male teachers, as they were when perceived by female teachers. Males perceived boys more positively and more capable in EC and teachability than females. They were also stricter regarding their perceptions of girls' traits. With increasing age, males perceived boys' inhibition as higher and mood lower. Generally, the older the teacher, the more mature he/she perceived the student. Teachers' ratings varied systematically by their gender and age, and by students' gender. This bias may have an effect on school grades and needs be taken into consideration in teacher education. ©2011 The British Psychological Society.

Testing a self-determination theory intervention for motivating tobacco cessation: supporting autonomy and competence in a clinical trial.

PubMed

Williams, Geoffrey C; McGregor, Holly A; Sharp, Daryl; Levesque, Chantal; Kouides, Ruth W; Ryan, Richard M; Deci, Edward L

2006-01-01

A longitudinal randomized trial tested the self-determination theory (SDT) intervention and process model of health behavior change for tobacco cessation (N = 1006). Adult smokers were recruited for a study of smokers' health and were assigned to intensive treatment or community care. Participants were relatively poor and undereducated. Intervention patients perceived greater autonomy support and reported greater autonomous and competence motivations than did control patients. They also reported greater medication use and significantly greater abstinence. Structural equation modeling analyses confirmed the SDT process model in which perceived autonomy support led to increases in autonomous and competence motivations, which in turn led to greater cessation. The causal role of autonomy support in the internalization of autonomous motivation, perceived competence, and smoking cessation was supported. Copyright 2006 APA, all rights reserved.

Sports participation in adolescents and young adults with myelomeningocele and its role in total physical activity behaviour and fitness.

PubMed

Buffart, Laurien M; van der Ploeg, Hidde P; Bauman, Adrian E; Van Asbeck, Floris W; Stam, Henk J; Roebroeck, Marij E; van den Berg-Emons, Rita J G

2008-10-01

To assess sports participation in young adults with myelomeningocele and its association with personal, disease-related and psychosocial factors, physical activity and fitness. Cross-sectional study. Fifty-one persons (26 males) with myelomeningocele , mean age 21.1 (standard deviation 4.5) years. We assessed self-reported sports participation, ambulatory status, presence of hydrocephalus, functional independence, social support, perceived competence, exercise enjoyment, objective and self-reported physical activity, peak oxygen uptake, muscle strength and body fat. Associations were studied using regression analyses. Thirty-five subjects (69%) participated in sports. Sports participation was not associated with disease-related characteristics, but was associated with social support from family, perceived athletic competence and physical appearance (p < or = 0.05), and tended to be associated with global self-worth (p = 0.10). Sports participants had higher self-reported physical activity levels than non-participants (p < or = 0.05); objective results did not support this. Furthermore, sports participants tended to be less likely to have subnormal muscle strength (odds ratio = 0.26; p = 0.08) and their peak oxygen uptake was 0.19 l/min higher, but not statistically significantly (p = 0.13). Sports participation seems to be due to personal preferences rather than physical ability; it could benefit from improving social support and perceived competence, and is associated with higher self-reported physical activity.

Attitudes of Dental Hygienists towards Independent Practice and Professional Autonomy.

PubMed

Catlett, April

2016-08-01

The purpose of this cross-sectional, quantitative research was to examine if registered dental hygienists feel competent to work independently based on regulations of dental supervision. A stratified sample of 360 dental hygienists from 8 states completed the Dempster Practice Behaviors Scale survey. ANOVA and MANOVA analyses revealed how state dentist supervision level, age, degree of education, employment status, gender and years of clinical experience affect the perceived autonomy of professional dental hygienists. The response rate included 360 dental hygienists from 8 states. According to the findings age, education level and gender affected the hygienist's level of autonomy. In all 8 states, the registered dental hygienists have a high level of autonomy and feel competent to work independently. The DPBS scores of the sample registered dental hygienists suggest that they feel prepared and competent to perform preventive dental hygiene services without dentist supervision. The attitudes of the dental hygienist sample from each of the 4 state dentist supervision levels supports a move toward achieving professional jurisdiction of preventive dental care within the U.S. Copyright © 2016 The American Dental Hygienists’ Association.

What makes a child a 'competent' child?

PubMed

van Rooyen, Amanda; Water, Tineke; Rasmussen, Shayne; Diesfeld, Kate

2015-12-04

Competence is a vital component of the informed consent process. The perceived level of a child's competence may influence their degree of participation in health decisions that affect them. It is the responsibility of the health professional to gauge a child's level of competence. Child competence, however, is not a static attribute that is linked to age. Rather, it is dynamic, changing in nature and dependent on a child's previous experiences, personal attributes, network of relationships around them and cultural and environmental context. Consequently, there is no single verified assessment tool to assist in the recognition of competence for New Zealand children. Adding to this complexity are the unclear interpretations of New Zealand health legislation and policy regarding whether or not a child can legally consent or refuse healthcare advice and treatment without the consent of a legal guardian. Under the Care of Children Act 2004 and the Code of Health and Disability Services Consumers' Rights 1996, the Health and Disability Commissioner states "a child may consent themselves [to health treatment] if and when the child achieves sufficient understanding and maturity to understand fully what is proposed". This paper poses the question: What is 'competency' and how is this decided? For the purpose of this article, 'child' pertains to those under the age of 16 years.

Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective.

PubMed

Lauter, Jan; Branchereau, Sylvie; Herzog, Wolfgang; Bugaj, Till Johannes; Nikendei, Christoph

2017-05-01

In current medical curricula, the transfer of procedural skills has received increasing attention. Skills lab learning and tutor-led teaching have become an inherent part of all medical curricula at German medical faculties. In 2011, the initial basis for the classification of clinical skills in medical school was created by the German Association for Medical Education (GMA) Committee's consensus statement on procedural skills. As a recommendation for medical curricula, the National Competency-based Catalogue of Learning Objectives (NKLM, 2015) lists procedural skills according to their curriculum integration and competency level. However, classification in regard to the perceived complexity, relevance, or teaching competency is still lacking. The present study aimed to investigate procedural skills taught at the Medical Faculty of Heidelberg in regard to their complexity, relevance, and required teaching skills. To achieve this aim (1) the specific procedural skills in terms of complexity, that is, the degree of difficulty, and (2) the perceived relevance of taught procedural skills for studying and subsequent medical profession as well as (3) the personal preparation and required teaching skills were assessed in medical teachers, tutors and students. During the winter semester 2014/2015, the evaluations of all medical teachers, student tutors, and medical students in the skills lab teaching departments of internal medicine, surgery, pediatrics, gynecology, and otorhinolaryngology at the Medical Faculty of Heidelberg were assessed via a quantitative cross-sectional questionnaire survey using 7-point Likert scales. The questionnaire comprised four item sets concerning 1) demographic details, 2) procedural skill complexity, 3) practical relevance, and 4) required preparation and teaching skills. Descriptive, quantitative analysis was used for questionnaire data. The survey included the data from 17 of 20 physicians (return rate: 85 %), 10 of 10 student tutors (return rate: 100 %) and a total of 406 of 691 students (return rate: 58.8 %). In terms of complexity and relevance, no major differences between medical teachers, tutors, and students were found. Procedural skills, assigned to the competence level of final year medical education in the NKLM, were also perceived as more complex than other skills. All skills were considered equally relevant, and student tutors were seen to have equally competent teaching skills as experienced medical teachers. This study largely underpins the NKLM's classification of procedural skills. The complexity assessment allows for conclusions to be drawn as to which skills are perceived to require particularly intensive training. Finally, our study corroborates extant findings that student tutors are apt at teaching procedural skills if they have been properly trained. Copyright © 2017. Published by Elsevier GmbH.

Perceived neighborhood social resources as determinants of prosocial behavior in early adolescence.

PubMed

Lenzi, Michela; Vieno, Alessio; Perkins, Douglas D; Pastore, Massimiliano; Santinello, Massimo; Mazzardis, Sonia

2012-09-01

The present study aims to develop an integrative model that links neighborhood behavioral opportunities and social resources (neighborhood cohesion, neighborhood friendship and neighborhood attachment) to prosocial (sharing, helping, empathic) behavior in early adolescence, taking into account the potential mediating role of perceived support of friends. Path analysis was used to test the proposed theoretical model in a sample of 1,145 Italian early adolescents (6th through 8th graders). More perceived opportunities and social resources in the neighborhood are related to higher levels of adolescent prosocial behavior, and this relationship is partially mediated by perceived social support from friends. The results offer promising implications for future research and intervention programs that aim to modify social systems to improve child and adolescent social competencies.

The Perceived Efficacy and Goal Setting System (PEGS), part II: evaluation of test-retest reliability and differences between child and parental reports in the Swedish version.

PubMed

Vroland-Nordstrand, Kristina; Krumlinde-Sundholm, Lena

2012-11-01

to evaluate the test-retest reliability of children's perceptions of their own competence in performing daily tasks and of their choice of goals for intervention using the Swedish version of the perceived efficacy and goal setting system (PEGS). A second aim was to evaluate agreement between children's and parents' perceptions of the child's competence and choices of intervention goals. Forty-four children with disabilities and their parents completed the Swedish version of the PEGS. Thirty-six of the children completed a retest session allocated into one of two groups: (A) for evaluation of perceived competence and (B) for evaluation of choice of goals. Cohen's kappa, weighted kappa and absolute agreement were calculated. Test-retest reliability for children's perceived competence showed good agreement for the dichotomized scale of competent/non-competent performance; however, using the four-point scale the agreement varied. The children's own goals were relatively stable over time; 78% had an absolute agreement ranging from 50% to 100%. There was poor agreement between the children's and their parents' ratings. Goals identified by the children differed from those identified by their parents, with 48% of the children having no goals identical to those chosen by their parents. These results indicate that the Swedish version of the PEGS produces reliable outcomes comparable to the original version.

Actual motor performance and self-perceived motor competence in children with attention-deficit hyperactivity disorder compared with healthy siblings and peers.

PubMed

Fliers, Ellen A; de Hoog, Marieke L A; Franke, Barbara; Faraone, Stephen V; Rommelse, Nanda N J; Buitelaar, Jan K; Nijhuis-van der Sanden, Maria W G

2010-01-01

: Children with attention-deficit hyperactivity disorder (ADHD) frequently experience comorbid motor problems, developmental coordination disorder. Also, children with ADHD are said to overestimate their abilities in the cognitive and social domain, the so-called "Positive Illusory Bias." In this cross-sectional study, the relationship between actual motor performance and perceived motor competence was examined. Motor performance was assessed using the Movement Assessment Battery for Children in 100 children and adolescents (age 6-17 years), including 32 children with ADHD combined type, 18 unaffected siblings, and 50 healthy control children. ADHD was diagnosed using Parent and Teacher questionnaires and a clinical interview. Perceived motor competence and interest in the motor domain were rated with the Dutch supplement scale to Harters' Self-Perception Profile for Children, especially focusing on the motor domain (m-CBSK). Children with ADHD had poorer motor performance than unaffected siblings and control children, especially in the field of manual dexterity. However, no relationship was found between motor performance and perceived motor competence. Only children with the very lowest motor performance had a significantly lowered perception of their motor competence. Interest in the motor domain and motor self-perception was positively correlated. Children with ADHD performed poorer on the Movement Assessment Battery for Children, but generally overestimated their own motor competence.

Pharmacists' self-perceptions in relation to the 'Advanced Pharmacy Practice Framework'.

PubMed

Ali, A S; Fejzic, J; Grant, G D; Nissen, L M

2016-01-01

The Australian Pharmacy Practice Framework was developed by the Advanced Pharmacy Practice Steering Committee and endorsed by the Pharmacy Board of Australia in October 2012. The Steering Committee conducted a study that found practice portfolios to be the preferred method to assess and credential Advanced Pharmacy Practitioner, which is currently being piloted by the Australian Pharmacy Council. Credentialing is predicted to open to all pharmacists practising in Australia by November 2015. To explore how Australian pharmacists self-perceived being advanced in practice and how they related their level of practice to the Australian Advanced Pharmacy Practice Framework. This was an explorative, cross-sectional study with mixed methods analysis. Advanced Pharmacy Practice Framework, a review of the recent explorative study on Advanced Practice conducted by the Advanced Pharmacy Practice Framework Steering Committee and semi-structured interviews (n = 10) were utilized to create, refine and pilot the questionnaire. The questionnaire was advertised across pharmacy-organizational websites via a purposive sampling method. The target population were pharmacists currently registered in Australia. Seventy-two participants responded to the questionnaire. The participants were mostly female (56.9%) and in the 30-40 age group (26.4%). The pharmacists self-perceived their levels of practice as either entry, transition, consolidation or advanced, with the majority selecting the consolidation level (38.9%). Although nearly half (43.1%) of the participants had not seen the Framework beforehand, they defined Advanced Pharmacy Practice similarly to the definition outlined in the Framework, but also added specialization as a requirement. Pharmacists explained why they were practising at their level of practice, stating that not having more years of practice, lacking experience, or postgraduate/post-registration qualifications, and more involvement and recognition in practice were the main reasons for not considering themselves as an Advanced Pharmacy Practitioner. To be considered advanced by the Framework, pharmacists would need to fulfill at least 70% of the Advanced Practice competency standards at an advanced level. More than half of the pharmacists (64.7%) that self-perceived as being advanced managed to fulfill 70% or more of these Advanced Practice competency standards at the advanced level. However, none of the self-perceived entry level pharmacists managed to match at least 70% of the competencies at the entry level. Participants' self-perception of the term Advanced Practice was similar to the definition in the Advanced Pharmacy Practice Framework. Pharmacists working at an advanced level were largely able to demonstrate and justify their reasons for being advanced practitioners. However, pharmacists practising at the other levels of practice (entry, transition, consolidation) require further guidance regarding their advancement in practice. Copyright © 2016 Elsevier Inc. All rights reserved.

Perceived Self-Competency Among the Recently Bereaved

PubMed Central

Utz, Rebecca L.; Lund, Dale A.; Caserta, Michael S.; deVries, Brian

2011-01-01

This study identified personal resources, features of the marital relationship, and death circumstances that affected perceived self-competency among recently bereaved older adults. Data come from 328 widowed persons who participated in the “Living After Loss” project. Results suggested that those who had more personal resources - namely, income and good health – were the most competent in daily life tasks. Surprisingly, neither death forewarning nor marital quality improved competency after widowhood. Higher competency was associated with more positive mental health outcomes, suggesting that grief is complicated by the need to enhance and/or restore daily life activities as well as the need to deal with the sadness associated with the loss. PMID:21895436

Relations among early adolescents' parent-adolescent attachment, perceived social competence, and friendship quality.

PubMed

Boling, Melissa W; Barry, Carolyn McNamara; Kotchick, Beth A; Lowry, Jen

2011-12-01

To assess whether the relation between attachment and friendship quality may be explained by social competence, 113 students in Grades 7 and 8 from the Baltimore metropolitan area completed self-report questionnaires on the variables of interest. In hierarchical regression analyses, both maternal Affective Quality of Attachment and the interaction of School with paternal Affective Quality of Attachment predicted social competence. Also, the interaction of School with paternal Affective Quality of Attachment predicted negative friendship features, whereas social competence predicted positive friendship features. These findings provide support for a pathway between adolescents' attachment to both parents and adolescents' perceived social competence and, in turn, their friendship quality.

Makeup your mind: The impact of styling on perceived competence and warmth of female leaders.

PubMed

Klatt, Jennifer; Eimler, Sabrina C; Krämer, Nicole C

2016-01-01

Women are still underrepresented at the highest management levels. The think-manager-think-male phenomenon suggests that leadership is associated with male rather than female attributes. Although styling has been shown to influence the evaluation of women's leadership abilities, the relevant specific features have been left remarkably unaddressed. In a 2 × 2 × 2 × 2 (skirt/pants, with/without jewelry, loose hair/braid, with/without makeup) between-subjects design, 354 participants evaluated a woman in a photograph. Women with makeup, pants, or with jewelry were rated as more competent than women without makeup, with skirts, or without jewelry. A combination of loose hair and no makeup was perceived as warmest, and women with loose hair were more likely to be hired than those with braids. In sum, even subtle changes in styling have a strong impact on how women's leadership abilities are evaluated.

Comparison of Pharmacy Students’ Perceived and Actual Knowledge Using the Pharmacy Curricular Outcomes Assessment

PubMed Central

Friesner, Daniel L.

2012-01-01

Objective. To determine whether a correlation exists between third-year PharmD students’ perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). Methods. In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. Results. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students’ perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. Conclusion. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs. PMID:22611272

The Provision of Psychological Therapy to People with Intellectual Disabilities: An Investigation into Some of the Relevant Factors

ERIC Educational Resources Information Center

Mason, J.

2007-01-01

Background: Five factors are proposed as important in influencing the provision of psychological therapy to people with intellectual disabilities (IDs): the perceived effectiveness of psychological therapy, individual clinician competence, service resources (number of trained clinicians), the level of the clients disability and the diagnostic…

Counseling Transgender College Students: Perceptions of College Mental Health Clinicians' Preparedness

ERIC Educational Resources Information Center

Couture, Valerie

2017-01-01

The purpose of this study was to assess the perceived preparedness levels of college mental health clinicians to counsel transgender college students. Multicultural counseling competency is required of professional counselors and transgender individuals are considered to be part of the multicultural population. A survey was completed by college…

Underfunding of Federal University in Nigeria and Perceived Impact on Administration: An Exploratory Case Study

ERIC Educational Resources Information Center

Dimunah, Valentina Obioma

2017-01-01

Universities in Nigeria have historically faced underfunding, and at an operational level, compete for attracting the best pool of students, achieving the highest grades. Adequately funded universities not only ensure a higher standard of University curriculum, but also have the potential to result in competitive advantages over other…

The Effects of Self-Determination on Learning Outcomes in a Blended Learning

ERIC Educational Resources Information Center

Joo, Young Ju; Lim, Kyu Yon; Han, Sang Yoon; Ham, Yoo Kyoung; Kang, Aran

2013-01-01

The purpose of the paper is to examine whether the sub-constructs of self-determination, that is, learners' perceived level of autonomy, competence, and relatedness, predict learning flow, persistence, and achievement in a blended learning context. Participants are 102 adult learners who voluntarily registered for a Chinese language learning…

Pupils’ and teachers’ experiences of school-based physical education: a qualitative study

PubMed Central

Lewis, Kiara

2014-01-01

Objectives To explore pupils’ and teachers’ experiences of physical education (PE). Study design A qualitative investigation employing semistructured interviews. Self Determination Theory was used as a guiding theory and Template Analysis was used to analyse the data. Setting A secondary school in the North East of England. Participants 14 pupils (aged 13 and 14, boys and girls) with a range of self-perceived competencies regarding PE and four PE teachers of the pupils (3 male, 1 female). Primary and secondary outcomes (1) Attitudes and perceptions of PE pupils regarding their experiences of compulsory school PE lessons. (2) PE teachers’ experiences of teaching PE. Results Key results from pupils and teachers suggest pupils enjoy participation in PE when they feel competent, in control and supported by others. Feeling competent depended on (1) the activity within PE and (2) the pupils perceived physical capabilities/aptitude. Feeling in control related to (1) having a choice of activities, (2) being able to set exertion levels and (3) control over clothes worn while taking part. Relationships within pupil groups and between pupils and teachers were perceived as important. Teachers could positively influence their pupils’ enjoyment by understanding and supporting their personal goals, as opposed to dictating and controlling what they did and for how long, and by promoting a non-threatening atmosphere between pupils. Conclusions Rising obesity levels and concerns over the fitness of children and young people has returned the focus of PE to its potential as a vehicle for promoting health. This study suggests schools and PE teachers in particular can positively influence the PE experience of both boys and girls by providing more choice of activities and letting pupils make their own decisions based on their personal needs. PMID:25227625

The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective

NASA Astrophysics Data System (ADS)

Black, Aaron E.; Deci, Edward L.

2000-11-01

This prospective study applied self-determination theory to investigate the effects of students' course-specific self-regulation and their perceptions of their instructors' autonomy support on adjustment and academic performance in a college-level organic chemistry course. The study revealed that: (1) students' reports of entering the course for relatively autonomous (vs. controlled) reasons predicted higher perceived competence and interest/enjoyment and lower anxiety and grade-focused performance goals during the course, and were related to whether or not the students dropped the course; and (2) students' perceptions of their instructors' autonomy support predicted increases in autonomous self-regulation, perceived competence, and interest/enjoyment, and decreases in anxiety over the semester. The change in autonomous self-regulation in turn predicted students' performance in the course. Further, instructor autonomy support also predicted course performance directly, although differences in the initial level of students' autonomous self-regulation moderated that effect, with autonomy support relating strongly to academic performance for students initially low in autonomous self-regulation but not for students initially high in autonomous self-regulation.

Teacher-Perceived Temperament and Educational Competence as Predictors of School Grades

ERIC Educational Resources Information Center

Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Hirstio-Snellman, Paula; Alatupa, Saija; Keltikangas-Jarvinen, Liisa

2010-01-01

Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13-19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R…

Gifted Population and Adjustment: A Literature Review of Giftedness on Conduct, Family Adjustment, Emotional Functioning, Social Functioning and Perceived Competence.

ERIC Educational Resources Information Center

Lum, Mark Stephen

This review of research studies on the psychological adjustment of gifted persons focused on five dimensions: social/behavioral conduct, family adjustment, emotional functioning (personality characteristics, anxiety, depression), social functioning (interpersonal relationships, social skills), and perceived competence (self-concept, self-esteem,…

Perceived Competence in Addressing Student Substance Abuse: A National Survey of Middle School Counselors

ERIC Educational Resources Information Center

Burrow-Sanchez, Jason J.; Lopez, Adriana L.; Slagle, Clark P.

2008-01-01

Background: Student substance abuse is a serious concern for middle school personnel. School counselors are most likely to deliver mental health services, including substance abuse, in school settings. However, limited research is available on the perceived competence of middle school counselors for addressing student substance abuse concerns. The…

Perceived Racial Discrimination, Social Support, and Psychological Adjustment among African American College Students

ERIC Educational Resources Information Center

Prelow, Hazel M.; Mosher, Catherine E.; Bowman, Marvella A.

2006-01-01

The purpose of this study was to examine three competing models of the relations among perceived discrimination, social support, and indicators of psychological adjustment in a sample of 135 African American college students. The three competing models, social support buffering, social support mobilization, and social support deterioration, were…

Improving Communicative Competence with "Clickers": Acceptance/Attitudes among Nigerian Primary School Teachers

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2014-01-01

This study examined the predictive power of teachers' perceived usefulness (PU), perceived ease of use (PEU), behavioural intention (BI) to use personal response system (PRS) and computer experience (CE) on teachers' acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second…

Brief Report: Is Perceived Motor Competence a Constraint in Children's Action Planning?

ERIC Educational Resources Information Center

Gabbard, Carl; Cacola, Priscila; Cordova, Alberto

2009-01-01

A form of action representation of developmental interest is "reach estimation"--the perceptual and cognitive judgment of whether an object is within or out of reach. A common observation among children is overestimation, which, speculatively, has been linked to perceived motor competence (PMC). The authors examined the PMC effect on…

Adolescent Siblings' Daily Discussions: Connections to Perceived Academic, Athletic, and Peer Competency

ERIC Educational Resources Information Center

Tucker, Corinna Jenkins; Winzeler, Abby

2007-01-01

First- and second-born adolescent siblings from 21 families completed a daily diary on each of 7 days. The frequency and content of siblings' conversations are described and the relationship between the content of siblings' discussion and their perceived academic, athletic, and peer competency is explored. Siblings most often talked about…

Contribution of Self-Compassion to Competence and Mental Health in Social Work Students

ERIC Educational Resources Information Center

Ying, Yu-Wen

2009-01-01

This study examined the potential contribution of self-compassion to perceived competence and mental health in master's of social work students (N=65). It was hypothesized that the components of self-compassion (i.e., mindfulness, common humanity, self-kindness, overidentification, isolation, and self-judgment) would impact perceived competence…

Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children

ERIC Educational Resources Information Center

Boissicat, Natacha; Pansu, Pascal; Bouffard, Therese; Cottin, Fanny

2012-01-01

According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils' scholastic perceived competence. The aim of this study was…

Influence of Counselor Spirituality and Training on Treatment Focus and Self-Perceived Competence

ERIC Educational Resources Information Center

van Asselt, Kathryn Watkins; Senstock, Tracy D. Baldo

2009-01-01

Spirituality is a potential area of concern for counseling clients. This study presents the empirical results of a survey completed by 572 counselors to determine if counselors' spiritual beliefs, experiences, or training had an impact on their focus of therapy or self-perceived competence. A counselor's personal spirituality, spiritual…

Patient Safety Competence of Nursing Students in Saudi Arabia: A Self-Reported Survey

PubMed Central

Colet, Paolo C.; Cruz, Jonas P.; Cruz, Charlie P.; Al-otaibi, Jazi; Qubeilat, Hikmet; Alquwez, Nahed

2015-01-01

Objective With the growing recognition of the significance of patient safety (PS) in educational institutions and health organizations, it is essential to understand the perspective of nursing students on their own PS competence. This study analyzed the self-reported PS competence of nursing students at a government university in Saudi Arabia. Methodology A cross-sectional self-reported survey of 191 respondents, using the Health Professional Education in Patient Safety Survey (H-PEPSS) was conducted. The survey tool reflected 6 key socio-cultural dimensions assessing competence in classroom and clinical setting. Results Female nursing students reported higher PS competence in both the classroom and clinical settings along the dimensions ‘working in teams’ and ‘communicating effectively’ while males reported higher competence in both settings as to the ‘managing safety risks’ and ‘understanding human and environmental factors’ dimensions. The respondents’ academic level and self–reported PS competence have weak negative correlation in the classroom while a strong negative correlation between the 2 variables existed in the clinical setting. Self-reported PS competence for the dimensions ‘working in teams’, ‘recognize and respond to remove immediate risks of harm’, and ‘culture of safety’ is significantly higher in classroom than in the clinical setting. Conclusion Generally, the Saudi nursing students reported varying levels of competence in the six dimensions of patient safety. Significant gap between the perceived PS competence was observed between learning settings. Educational and training interventions are suggested for implementation to bridge this gap. PMID:26715921

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction.

PubMed

Guay, Frédéric; Roy, Amélie; Valois, Pierre

2017-06-01

An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation. In this study, we test a mediated moderation model that posits that teacher structure has a stronger positive effect on students' autonomous motivation (and a negative effect on controlled motivation) in French class when differentiated instruction is used, and that this moderation effect is mediated by perceived competence. To test this model, we used a sample of 27 elementary school teachers and 422 students from Quebec, a province of Canada. Data for teachers and students were collected with self-report measures. The method used was a correlational one with a single measurement time. Results revealed that (1) the effect of teacher structure on students' autonomous motivation was positive only when differentiated instruction strategies were frequently used, and this moderated effect was partially mediated by perceived competence, and (2) teacher structure was negatively associated with students' controlled motivation only when differentiated instruction was provided infrequently, and this moderated effect was not explained by perceived competence. These findings are discussed in the light of the literature on SDT and on differentiated instruction. © 2017 The British Psychological Society.

Psychometric Testing of the Persian Version of the Perceived Perioperative Competence Scale-Revised.

PubMed

Ajorpaz, Neda Mirbagher; Tafreshi, Mansoureh Zagheri; Mohtashami, Jamileh; Zayeri, Farid; Rahemi, Zahra

2017-12-01

The clinical competence of nursing students in operating room (OR) is an important issue in nursing education. The purpose of this study was to evaluate the psychometric properties of the Persian Perceived Perioperative Competence Scale-Revised (PPCS-R) instrument. This cross-sectional study was conducted across 12 universities in Iran. The psychometric properties and factor structure of the PPCS-R for OR students was examined. Based on the results of factor analysis, seven items were removed from the original version of the scale. The fitness indices of the Persian scale include comparative fit index (CFI) = .90, goodness-of-fit-index (GFI) = .86, adjusted goodness-of-fit index (AGFI) = .90, normed fit index (NFI) = .84, and root mean square error of approximation (RMSEA) = .04. High validity and reliability indicated the scale's value for measuring perceived perioperative competence of Iranian OR students.

Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

PubMed Central

Barnett, Lisa M; Morgan, Philip J; van Beurden, Eric; Beard, John R

2008-01-01

Background The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. Methods In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competence (Physical Self-Perception Profile), physical activity (Adolescent Physical Activity Recall Questionnaire) and cardiorespiratory fitness (Multistage Fitness Test). Structural equation modelling techniques were used to determine whether perceived sports competence mediated between childhood object control skill proficiency (composite score of kick, catch and overhand throw), and subsequent adolescent self-reported time in moderate-to-vigorous physical activity and cardiorespiratory fitness. Results Of 928 original intervention participants, 481 were located in 28 schools and 276 (57%) were assessed with at least one follow-up measure. Slightly more than half were female (52.4%) with a mean age of 16.4 years (range 14.2 to 18.3 yrs). Relevant assessments were completed by 250 (90.6%) students for the Physical Activity Model and 227 (82.3%) for the Fitness Model. Both hypothesised mediation models had a good fit to the observed data, with the Physical Activity Model accounting for 18% (R2 = 0.18) of physical activity variance and the Fitness Model accounting for 30% (R2 = 0.30) of fitness variance. Sex did not act as a moderator in either model. Conclusion Developing a high perceived sports competence through object control skill development in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Our findings highlight the need for interventions to target and improve the perceived sports competence of youth. PMID:18687148

Self-perception of children with autism spectrum disorders.

PubMed

Nagai, Yukiyo; Uemura, Osamu; Kaneko, Tetsuji; Kanda, Yasushi; Gotoh, Yoshimitsu; Nakagawa, Mayuko; Uzuyama, Shiho; Nomura, Kayo; Iwasa, Mitsuji

2018-02-01

We aimed to evaluate self-perceived competence and self-esteem of primary school children with autism spectrum disorder (ASD) in Japan and compare to those of children with other chronic physical diseases and healthy controls. Data were collected from 227 children: ASD (N.=91), nephrotic syndrome (NS) (N.=52) and asthma (N.=84), using Children's Perceived Competence Scale (CPCS) in 2012-2014. CPCS measures perceived competence in cognitive, social and physical domains, and a general self-worth domain as self-esteem. Scores in the social domain of the ASD group were lower than those of all other groups after adjusting for school age grades and gender. Scores of the ASD group negatively correlated with psychosomatic symptoms in all domains and IQ in the physical domain. These findings are the first data set in Japan on self-perceived competence and self-esteem in primary school children with ASD. Those results were comparable to previous researches in adolescents with ASD. Low social domain scores in the ASD group indicate the CPCS may be one of the useful tools to evaluate difficulty in social competence from the children's point of view. Correlations between CPCS scores and psychosomatic symptoms in the ASD group suggest development of psychosomatic symptoms may be addressed early by attention to low scores, especially in general self-worth.

Perceived physical competence towards physical activity, and motivation and enjoyment in physical education as longitudinal predictors of adolescents' self-reported physical activity.

PubMed

Timo, Jaakkola; Sami, Yli-Piipari; Anthony, Watt; Jarmo, Liukkonen

2016-09-01

The aim of the study was to investigate if adolescents' perceived physical competence towards physical activity (PA), and autonomous motivation and enjoyment in physical education (PE) during early adolescence can predict amount and intensity of self-reported physical activity six years later. This study utilized a 6-year longitudinal data set collected within Finnish school settings. Students responded to questionnaires measuring their perceived physical competence towards physical activity, and autonomous motivation and enjoyment in PE during their first year at middle school (Grade 7), and their PA engagement during their last year in high school (Grade 12). A sample of 333 students (200 girls, 133 boys; M age=12.41, years, SD=.27) participated in the study. Perceived physical competence in physical activity was assessed by the sport competence dimension of the Physical Self-Perception Profile, autonomous motivation in PE was assessed by the Sport Motivation Scale and enjoyment in PE by the Sport Enjoyment Scale. Students' self-reported metabolic equivalent (MET) and PA intensity (light [LPA], moderate [MPA], vigorous [VPA]) was calculated from the short form of International Physical Activity Questionnaire. Perceived physical competence towards physical activity significantly predicted total METs (β=.28), MPA (β=.18) and VPA (β=.29) six years later. Autonomous motivation and enjoyment in PE at Grade 7, however, were not significant predictors of later PA. The results of this study support the proposition that self-perception of an individual's abilities arising from interactions with the environment related to PA during early puberty has an influential effect on later PA behaviour. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Zask, Avigdor; Salmon, Jo

2015-01-01

To determine reliability and face validity of an instrument to assess young children's perceived fundamental movement skill competence. Validation and reliability study. A pictorial instrument based on the Test Gross Motor Development-2 assessed perceived locomotor (six skills) and object control (six skills) competence using the format and item structure from the physical competence subscale of the Pictorial Scale of Perceived Competence and Acceptance for Young Children. Sample 1 completed object control items in May (n=32) and locomotor items in October 2012 (n=23) at two time points seven days apart. Children were asked at the end of the test-retest their understanding of what was happening in each picture to determine face validity. Sample 2 (n=58) completed 12 items in November 2012 on a single occasion to test internal reliability only. Sample 1 children were aged 5-7 years (M=6.0, SD=0.8) at object control assessment and 5-8 years at locomotor assessment (M=6.5, SD=0.9). Sample 2 children were aged 6-8 years (M=7.2, SD=0.73). Intra-class correlations assessed in Sample 1 children were excellent for object control (intra-class correlation=0.78), locomotor (intra-class correlation=0.82) and all 12 skills (intra-class correlations=0.83). Face validity was acceptable. Internal consistency was adequate in both samples for each subscale and all 12 skills (alpha range 0.60-0.81). This study has provided preliminary evidence for instrument reliability and face validity. This enables future alignment between the measurement of perceived and actual fundamental movement skill competence in young children. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Exercisers' perceptions of their fitness instructor's interacting style, perceived competence, and autonomy as a function of self-determined regulation to exercise, enjoyment, affect, and exercise frequency.

PubMed

Puente, Rogelio; Anshel, Mark H

2010-02-01

The primary purpose of the present investigation was to test the hypothesis, derived from Self-Determination Theory (SDT), that an individual's perceived competence and autonomy mediate the relationship between the exercisers' perception of their instructor's interaction style and the exercisers' motivation to exercise. A secondary purpose was to identify the affective and behavioral outcomes derived from self-determined regulation. It was hypothesized that SDT would significantly explain and predict exercise behavior. Participants consisted of 238 college students, 103 males and 135 females (M age = 20.4 years, SD = 2.16), who volunteered to participate in the study. They were asked to complete a battery of questionnaires measuring instructor's interacting style, self-regulation to exercise, perceived autonomy and competence, enjoyment, positive and negative affect, and exercise frequency. Using structural equation modeling with observed variables, the results showed that perceived competence and autonomy mediated the relationship between perceived instructor's interacting style and self-determined regulation. It was also found that self-determined regulation was significantly related to exercise enjoyment, positive affect, and exercise frequency. It was concluded that understanding the motivational factors and emotional and behavioral consequences of physical activity will partially explain an individual's motives to engage regularly in exercise.

Perceived autonomy support, psychological needs satisfaction, depressive symptoms and apathy in French hospitalized older people.

PubMed

Souesme, Guillaume; Martinent, Guillaume; Ferrand, Claude

2016-01-01

Based on the self-determination theory, the aim of the present study was (1) to provide a better understanding of older people's psychological needs satisfaction in geriatric care units, then to link this information with depressive symptoms and apathy; (2) to examine whether the perceived autonomy support from health care professionals differs between needs satisfaction profiles; and (3) to investigate for all participants how each need satisfaction was related to depressive symptoms and apathy. Participants (N=100; Mage=83.33years, SD=7.78, 61% female) completed the measures of psychological needs satisfaction, perceived autonomy support, geriatric depression and apathy. Sociodemographic data were also collected. Cluster analyses showed three distinct profiles: one profile with low-moderate need satisfaction, one profile with high-moderate need satisfaction and one profile with high need satisfaction. These profiles are distinct, and did not differ in terms of participants' characteristics, except gender. Multivariate analysis of covariance (MANCOVA) revealed that participants with low-moderate need satisfaction profile have significantly higher level of depressive symptoms and apathy, and lower levels of perceived autonomy support than participants of the two other profiles. Moreover, for all participants, regression analyses revealed that both competence and relatedness needs satisfaction significantly and negatively explained 28% of the variance in depressive symptoms score and 44% of the variance in apathy score. Our results highlight the interest to examine more thoroughly the variables fostering autonomy-supportive environment in geriatric care units, and to deepen the relationship between competence and relatedness needs satisfaction and depressive symptoms and apathy. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

[Cultural Competence in Intervention with Immigrants: A Comparative Analysis Between Health Professionals, Social Workers and Police Officers].

PubMed

Gonçalves, Mariana; Matos, Marlene

2016-10-01

Cultural diversity places increased demands on services to multicultural populations, so the development of cultural competence by help professionals is currently a concern in institutional practices. This study evaluated the perception of cultural competence of help professional of three distinct areas: health services, social services and criminal police. Through an online questionnaire, we questioned the perception of cultural competence, at four dimensions: cultural awareness, cultural knowledge, technical skills, and organizational support. There were 610 participants, mostly female (58%), with a mean age of 39.74 years, developing activity in the social area (37%), health (33%) or the police (30%). The professionals showed, in general, a positive perception of their cultural competence. Those who had formative experiences on the subject and had more time service, perceived themselves, significantly, as more culturally competent. Significant differences were found between professionals from different areas: health professionals were more effective in terms of technical skills, the social workers at the level of cultural knowledge and polices at the level of cultural awareness. Health professionals were the ones that showed a lower perception at the level of organizational support. Despite the positive perception that technicians have about their awareness and knowledge of the values, norms and customs of immigrant communities, they realize technical aptitude as less positive, showing difficulty in practical application of their knowledge. Cultural competence has implications for good professional practice in serving multicultural populations, being urgent to invest in the development of culturally competent interventions to ensure more effective services, namely in hospitals and health centres.

Inferences of Others' Competence Reduces Anticipation of Pain When under Threat.

PubMed

Tedeschi, Ellen; Weber, Jochen; Prévost, Charlotte; Mischel, Walter; Mobbs, Dean

2015-10-01

On a daily basis, we place our lives in the hands of strangers. From dentists to pilots, we make inferences about their competence to perform their jobs and consequently to keep us from harm. Here we explore whether the perceived competence of others can alter one's anticipation of pain. In two studies, participants (Receivers) believed their chances of experiencing an aversive stimulus were directly dependent on the performance of another person (Players). We predicted that perceiving the Players as highly competent would reduce Receivers' anxiety when anticipating the possibility of an electric shock. Results confirmed that high competence ratings consistently corresponded with lower reported anxiety, and complementary fMRI data showed that increased competence perception was further expressed as decreased activity in the bilateral posterior insula, a region localized to actual pain stimulation. These studies suggest that inferences of competence act as predictors of protection and reduce the expectation of negative outcomes.

Does competence mediate the associations between puberty and internalizing or externalizing problems in adolescent girls?

PubMed

Negriff, Sonya; Hillman, Jennifer B; Dorn, Lorah D

2011-10-01

To examine separate mediational models linking (a) menarcheal status or (b) pubertal timing to internalizing and externalizing problems through competence. This study involved cross-sectional analyses of 262 adolescent girls (age: 11-17 years; mean = 14.93, standard deviation = 2.17) enrolled in a longitudinal study examining the association of psychological functioning and smoking with reproductive and bone health. Measures of menarcheal status (pre/post), pubertal timing (early, on-time, or late), internalizing and externalizing behavior, and perceived competence (parent and adolescent report) were obtained. Structural equation modeling was used for analyses. Perceived competence was found to fully mediate the association between menarcheal status and parent report of internalizing and externalizing problems. For adolescent report, there was a full mediation effect for internalizing problems but a partial mediation effect for externalizing problems. Being menarcheal was related to lower competence, which was in turn related to higher internalizing and externalizing problems. Models including pubertal timing were not significant. Perceived competence is important in understanding the associations between menarcheal status and internalizing and externalizing problems. Interventions targeting competence, particularly in postmenarcheal girls, may reduce or prevent problem behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

PubMed Central

Naylor, Patti-Jean

2017-01-01

As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten). Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.

Inaccuracy of perceived competence ratings is associated with problem behaviors in 5-year-old children.

PubMed

Klaver, Jacqueline M; Palo, Amanda D; DiLalla, Lisabeth F

2014-01-01

The authors examined problem behaviors in preschool children as a function of perceived competence. Prior research has demonstrated a link between inaccuracy of self-perceptions and teacher-reported externalizing behaviors in preschool aged boys. This study extended past research by adding data collected from observed behaviors in a laboratory setting, as well as parent reports of internalizing and externalizing behaviors. Five-year-old children completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) in the lab, participated in a 10-min puzzle interaction task with their cotwin and mother, and completed a short task assessing cognitive abilities. Children were grouped into 3 self-esteem categories (unrealistically low, realistic, and unrealistically high) based on comparisons of self-reported (PSPCSA) versus actual competencies for maternal acceptance, peer acceptance, and cognitive competence. Results showed that children who overreported their maternal acceptance and peer acceptance had significantly more parent-reported externalizing problems as well as internalizing problems. There were no significant differences in accuracy for cognitive competence. The findings from this study underscore the negative impact of unrealistically high self-appraisal on problem behaviors in young children.

Mothering and anxiety: Social support and competence as mitigating factors for first-time mothers.

PubMed

Chavis, Llena

2016-07-01

This study investigated anxiety as a phenomenon distinct from depression and evaluated several variables that influence anxiety in first-time mothers. This explored the relationship between maternal sense of competence (both of mothering and efficacy) and perceived social support (from family, friends, and significant others) and first-time mothers' postpartum anxiety, when depression, socioeconomic status (SES), and marital status were controlled for. The population studied were 86 first-time mothers made up of women with children 24 months or younger in two populations of Kentucky and Michigan. The constructs of maternal sense of competence and perceived social support were found to be significant in explaining first-time mothers' anxiety. The study concluded that a combined association of perceived social support and maternal sense of competence were associated with a 34% (change in R-squared = .339) decrease of a first-time mothers' anxiety. However, not all types of social support, or maternal competence appeared to be equally important with regards to maternal anxiety: social support from friends and family and maternal sense of competence in regard to productivity appeared to be most significant. Lastly, some recommendations for health practitioners who work with mothers are provided.

A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)

ERIC Educational Resources Information Center

Barnes, M. Elizabeth; Brownell, Sara E.

2017-01-01

Low acceptance of evolution among undergraduate students is common and is best predicted by religious beliefs. Decreasing students' perceived conflict between religion and evolution could increase their acceptance of evolution. However, college biology instructors may struggle with trying to decrease students' perceived conflict between religion…

Competency of Graduate Nurses as Perceived by Nurse Preceptors and Nurse Managers

ERIC Educational Resources Information Center

Wise, Vanessa

2013-01-01

As newly graduated associate degree nurses (ADN) and baccalaureate degree nurses (BSN) enter into the workforce, they must be equipped to care for a complex patient population; therefore, the purpose of this study was to address the practice expectations and clinical competency of new nurses as perceived by nurse preceptors and nurse managers.…

"How Do You Feel about Math?": Relationships between Competence and Value Appraisals, Achievement Emotions and Academic Achievement

ERIC Educational Resources Information Center

Peixoto, Francisco; Sanches, Cristina; Mata, Lourdes; Monteiro, Vera

2017-01-01

This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1,219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment,…

Early Adolescents' and Their Parents' Mental Imagery in Relation to Perceived Reading Competence

ERIC Educational Resources Information Center

Mol, Suzanne E.; Jolles, Jelle; Van Batenburg-Eddes, Tamara; Bult, Maureen K.

2016-01-01

This cross-sectional survey study examined the relation between mental imagery (i.e., seeing images of a story "in the mind's eye") and perceived self-competence in reading. The study was conducted with a group of seventh-grade to ninth-grade students in the prevocational educational track of secondary schools in the Netherlands and…

Career Choice Status among Undergraduates and the Influence of Career Management Competencies and Perceived Employability

ERIC Educational Resources Information Center

Jackson, Denise; Wilton, Nicholas

2017-01-01

This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to…

Development of a Tool to Assess Resident Physicians' Perceived Competence for Patient-Centered Obesity Counseling

ERIC Educational Resources Information Center

Burton, Amy M.; Brezausek, Carl M.; Hendricks, Peter S.; Agne, April A.; Hankins, Shirley L.; Cherrington, Andrea L.

2015-01-01

Physicians report a number of barriers to obesity counseling, among them low perceived competence in the ability to counsel. While there is increasing recognition of the need for resident training on counseling, implementation requires residency programs to have the necessary curricula and tools to evaluate training effectiveness. This study's…

Perceived Social Competence and Loneliness among Young Children with ASD: Child, Parent and Teacher Reports

ERIC Educational Resources Information Center

Zeedyk, Sasha M.; Cohen, Shana R.; Eisenhower, Abbey; Blacher, Jan

2016-01-01

Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the "Loneliness and Social Dissatisfaction Questionnaire" (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships,…

Faculty Feelings as Writers: Relationship with Writing Genres, Perceived Competences, and Values Associated to Writing

ERIC Educational Resources Information Center

del Pilar Gallego Castaño, Liliana; Castelló Badia, Montserrat; Badia Garganté, Antoni

2016-01-01

This study attempts to relate faculty feelings towards writing with writing genres, perceived competences and values associated to writing. 67 foreign languages faculty in Colombia and Spain voluntarily filled in a four-section on-line questionnaire entitled "The Writing Feelings Questionnaire." All the sections were Likert Scale type.…

Influences of Self-Perceived Competence in Mathematics and Positive Affect toward Mathematics on Mathematics Achievement of Adolescents in Singapore

ERIC Educational Resources Information Center

Areepattamannil, Shaljan; Kaur, Berinderjeet

2012-01-01

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2007, examined the influences of self-perceived competence in mathematics and positive affect toward mathematics on mathematics achievement of adolescents in Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences…

Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children

ERIC Educational Resources Information Center

Valentini, Nadia; Rudisill, Mary E.

2004-01-01

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the…

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

ERIC Educational Resources Information Center

Painter, Jason

2011-01-01

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in…

Development and Validation of an Instrument for Early Assessment of Management Potential in a Mid-Size Chemical Company

ERIC Educational Resources Information Center

Zehner, Robert L.; Holton, Elwood F., III

2004-01-01

This study reports on development and concurrent validation of a competency instrument to identify potential leaders in a mid-size chemical company. Four competencies were identified: courageous problem solving, perceived energy, networking, and perceived motivation. Four different comparison groups were examined in logistic regression analyses.…

Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

ERIC Educational Resources Information Center

Cheung, Cecilia S.; McBride-Chang, Catherine

2008-01-01

A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

Examining Cross-Cultural Affective Components of Global Competence from a Value Perspective

ERIC Educational Resources Information Center

Awaida-Nachabe, Nadia

2017-01-01

The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA…

Student Listening Gains in the Basic Communication Course: A Comparison of Self-Report and Performance-Based Competence Measures

ERIC Educational Resources Information Center

Johnson, Danette Ifert; Long, Kathleen M.

2007-01-01

Direct listening instruction is a frequent component of basic communication courses. Research has found changes in self-perceived listening competence during a basic communication course and only a minimal relationship between self-perceived and performance-based measures of listening and other communication behaviors. Results of the present study…

The Bonds That Remind Us: Maternal Reminiscing for Bonding Purposes in Relation to Children's Perceived Competence and Social Acceptance

ERIC Educational Resources Information Center

Kulkofsky, Sarah; Behrens, Kazuko Y.; Battin, David B.

2015-01-01

The present study investigated the relation between characteristics of mother-child reminiscing and children's perceived competence and social acceptance. We focused specifically on conversations for bonding purposes (i.e., conversations that serve the function of maintaining or strengthening the relationship between the child and the mother) as…

Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

ERIC Educational Resources Information Center

Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

2010-01-01

Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

Physical self-esteem--a ten-year follow-up study from early adolescence to early adulthood.

PubMed

Raustorp, Anders; Lindwall, Magnus

2015-02-01

One variable that has been consistently associated with adolescents' physical activity is perceived activity competence. Perceived physical (or sport) competence is considered a sub-domain to the physical self-esteem or self-worth (i.e., a person's valuation of what is good and worthy in their self-description). This study aimed to describe levels of and inter-correlations among physical self-esteem, physical activity, and body mass index in a longitudinal design spanning adolescence to early adulthood. At mean ages of 12.7, 15.7, 17.7 and 22.7 years, we measured perceived physical self-esteem in 39 (22 boys) Swedish adolescents. Physical activity (steps/day) for four consecutive schooldays, height, and weight were also measured. No significant difference between the four time points for any variable of perceived physical self-esteem was seen, neither in boys nor girls. In general, all physical self-variables revealed non-linear trajectories across time, where the general trend was an increase during the younger ages followed by a decrease during older ages. At ages 12 and 15 years in boys and girls physical condition and physical strength as well as body attractiveness and physical strength, respectively, had the strongest correlations to physical self-esteem. At age 17 and 22 years sports competence had the strongest correlation to self-esteem in girls, while body attractiveness and physical strength had the strongest correlation to self-esteem in boys. An overall stability in physical self-esteem was found. However the impact of a sub-domain upon physical self-esteem vary during adolescence and early adulthood. Such information may be useful when creating physical activity programs that support and develop physical self-esteem.

Student Physical Therapists' Competence and Self-Confidence in Basic Clinical Assessment and Musculoskeletal Differential Diagnosis.

PubMed

Alexander, Kathleen M; Olsen, Janette; Seiger, Cindy; Peterson, Teri S

2016-01-01

Student physical therapists are expected to learn and confidently perform technical skills while integrating nontechnical behavioral and cognitive skills in their examinations and interventions. The purpose of this study was to compare the self-confidence of entry-level doctoral student physical therapists during foundational assessment and musculoskeletal differential diagnosis courses and the students' competencies based on skills examinations. Methods using qualitative and quantitative procedures. Student physical therapists (n=27) participated in a basic assessment course followed by a musculoskeletal differential diagnosis course. The students completed confidence surveys prior to skills examinations in both courses. A random sample of students participated in focus groups, led by a researcher outside the physical therapy department. Student confidence did not correlate with competency scores. At the end of the basic clinical assessment course and the beginning of the differential diagnosis course, students' confidence was significantly below baseline. However, by the end of the differential diagnosis course, student confidence had returned to original baseline levels. Over three semesters, the students lost confidence and then regained confidence in their abilities. Additional experience and practice influenced perceived confidence. However, increased competence may have been associated with poor self-appraisal skills instead of increased competency.

Relationship between perceived competence and performance during real and virtual motor tasks by children with developmental coordination disorder.

PubMed

Engel-Yeger, Batya; Sido, Rotem; Mimouni-Bloch, Aviva; Weiss, Patrice L

2017-10-01

(i) To compare children with DCD and typically developing participants via standard motor assessments, two interactive virtual games, measures of physical, social and cognitive self-competence and feedback while playing the virtual games and (ii) To examine the contribution of age and each motor assessment to predict self-competence. Participants were 25 boys with DCD and 25 typically developing boys, aged 5-9 years. They completed the M-ABC-2, the Pictorial Scale of Perceived Competence, the 6-Minute Walk Test, and then played the two Kinect games and completed the Short Feedback Questionnaire for Children. Children with DCD showed lower physical competence and lower performance than the typical controls in all standard motor assessments. This performance significantly correlated with the children achievements in part of virtual games and with their self-perceived experience while performing within virtual environments. Among the DCD group, Kinect Running game significantly predicted physical and social competence. The significant correlations between the virtual games and standard motor assessments support the feasibility of using these games when evaluating children with DCD for the richer profile they provide. Implications for rehabilitation Clinicians should refer to the impacts of DCD on child's self-competence and daily life. Technological rehabilitation and the use of VR games have the potential to improve self-competence of children with DCD. By including VR games that simulate real life in the intervention for DCD, clinicians may raise child's enjoyment, self-competence and involvement in therapy.

Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement

ERIC Educational Resources Information Center

Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.

2008-01-01

Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…

Breaking the Barriers Between Middle School and High School: Developing a Transition Team for Student Success.

ERIC Educational Resources Information Center

Hertzog, C. Jay; Morgan, P. Lena

1998-01-01

Discusses results of a study examining self-perceptions of students moving from middle level to high schools. Kids reported a significant drop in perceived physical appearance, job competence, romantic appeal, conduct, and global self-worth. A transition team can help eighth graders develop an understanding of the academic rigors and cocurricular…

The Effects of Interaction Management and Background Similarity on Perceived Communication Competence and Attraction during Initial Interaction.

ERIC Educational Resources Information Center

Harris, Linda

Although most information exchanged in an initial interaction is superficial, relationships often develop or terminate depending on the evaluations made during the first three to four minutes of a conversation. In order to investigate the content and process levels of the information exchanged during the initial interactions, 90 subjects watched…

Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?

ERIC Educational Resources Information Center

Caprano, Mary Margaret; Caprano, Robert M.; Helfeldt, Jack

2010-01-01

Little research has been conducted to directly compare the effectiveness of different models of field-based learning experiences and little has been reported on the use of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards in establishing a formative assessment for teacher candidates (TCs). The current study used the…

Perfectionism, Achievement, and Affect in Children: A Comparison of Students from Gifted, Arts, and Regular Programs

ERIC Educational Resources Information Center

Stornelli, Deborah; Flett, Gordon L.; Hewitt, Paul L.

2009-01-01

The current study examined the association between dimensions of perfectionism and levels of academic achievement and affect in school-aged children. A sample of 223 students (90 boys, 133 girls) from regular, gifted, and arts programs completed measures of self-oriented and socially prescribed perfectionism, perceived academic competence, and…

Medical students' perceptions of the importance of exercise and their perceived competence in prescribing exercise to older people.

PubMed

Jadczak, Agathe Daria; Tam, Khai Loon; Yu, Solomon; Visvanathan, Renuka

2017-09-01

To determine the effects of a 4.5-week geriatric medicine course on fifth year medical students' perception of the importance of and their competence in prescribing exercise to older people. The modified Exercise and Physical Activity Competence Questionnaire was administered to 81 students before and after the course. Scores ranged from 0 to 6. One open-ended question about perceived barriers to exercise prescription was asked. Students' perceptions of the importance of designing an exercise prescription (P = 0.038), determining the training heart rate (P = 0.021), determining the body mass index (P > 0.001), referring an older person to an exercise program (P > 0.001) and identifying age-related limitations (P = 0.029) improved significantly after the course. Students' self-perceived competence improved significantly across all items (P > 0.001). Barriers to exercise prescription included lack of: knowledge (57%), patient compliance (39%) and time (33%). A geriatric medicine course contributes to improved senior medical students' perceptions of importance of and their competence in prescribing exercise to older people. © 2017 AJA Inc.

Perceived Competence of Women Managers in Public Human Service Organizations: A Comparative View.

ERIC Educational Resources Information Center

Ezell, Hazel F.; And Others

1980-01-01

Responses of male and female managers were analyzed for differences existing in perceptions of self-competence and differences in their evaluations of the competence of women managers generally. Findings suggest female managers see themselves as competent but see female managers in general as being less competent. (Author/RC)

Psychological well-being and metacognition in the fourth age: an explorative study in an Italian oldest old sample.

PubMed

Fastame, Maria Chiara; Penna, Maria Pietronilla

2014-07-01

The research largely aimed at exploring the impact of marital status, cognitive efficiency, gender, physical health and sociocultural context on self-rated emotional competence, depression, memory and cognitive measures. Ninety-four healthy adults aged 75-99 were recruited in the Sardinian province of Ogliastra, where a collectivistic culture prevails, and in northern Italy, which in turn is characterized by the prevalence of individualistic cultural traits. Participants were administered self-referent metacognitive efficiency, subjective wellness and depression measures. Sardinian elders self-rated lower levels of depression and cognitive failures and had greater levels of emotional competence. Perceived psychological well-being, metacognitive efficiency and depression seem to be affected by sociocultural context.

The effect of motivational interviewing on glycaemic control and perceived competence of diabetes self-management in patients with type 1 and type 2 diabetes mellitus after attending a group education programme: a randomised controlled trial.

PubMed

Rosenbek Minet, L K; Wagner, L; Lønvig, E M; Hjelmborg, J; Henriksen, J E

2011-07-01

The aim of this study was to measure the efficacy of motivational interviewing (MI) compared with usual care on changes in glycaemic control and competence of diabetes self-management in patients with diabetes mellitus. Patients were eligible if they had type 1 or 2 diabetes mellitus, were over 18 years of age and had participated in a 4 day group education programme offered at a diabetes clinic at a university hospital in Denmark. Exclusion criteria included pregnancy, severe debilitating disease and cognitive deficit. Out of 469 patients who attended the group education programme, 349 patients were randomised to either a usual care control group or an intervention group, which received up to five individual counselling sessions in 1 year based on MI, in addition to usual care. A randomised parallel design was used and open-label allocation was done by random permuted blocks, with allocation concealment by sequentially numbered, sealed, opaque envelopes. The primary outcome was glycated haemoglobin (HbA(1c)). Analysis regarding measurements of glycated haemoglobin (HbA(1c)) and competence of self-management (using the Problem Areas in Diabetes Scale [PAID] and Perceived Competence for Diabetes Scale [PCDS]) was based on 298 participants followed for a 24 month period. Data were collected at the Department of Endocrinology at Odense University Hospital. Our hypotheses were that MI could: (1) reduce HbA(1c) levels; (2) increase self-efficacy; and (3) increase diabetes self-care, compared with usual care. Out of the 176 included in the control group and 173 in the intervention group, 153 and 145 were analysed in the groups, respectively. When using the baseline value as covariate there were no significant differences in change score between the two study groups with regard to mean level of HbA(1c) (0.131, p = 0.221), PAID scores (-1.793, p = 0.191) or PCDS scores (0.017, p = 0.903) at the 24 month follow-up, using a mixed effects regression model. The patients in the intervention group showed significantly higher levels of perceived competence in dealing with diabetes compared with the control group (mean change score = -0.387, p = 0.002) following 1 year of intervention. We were unable to demonstrate any benefit, over or above usual care, of MI in patients with diabetes who have just completed a diabetes education programme, and who have well-regulated diabetes. Clinical Trials NCT00555854.

Executive Functioning, Metacognition, and Self-Perceived Competence in Elementary School Children: An Explorative Study on Their Interrelations and Their Role for School Achievement

ERIC Educational Resources Information Center

Roebers, Claudia M.; Cimeli, Patrizia; Rothlisberger, Marianne; Neuenschwander, Regula

2012-01-01

In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive…

The Transition from Middle Childhood to Early Adolescence: Sex Differences in the Social Networks and Perceived Self-Competence.

ERIC Educational Resources Information Center

Feiring, Candice; Lewis, Michael

1991-01-01

Examines the development of social networks from middle childhood to adolescence based on a longitudinal sample of 100 children. Age changes, sex differences, and the relation between network characteristics and self-perceived competence are considered. Adolescent girls' social networks are larger than boys' and are also more related to specific…

Confidence and Perceived Competence of Preservice Teachers to Implement Biodiversity Education in Primary Schools--Four Comparative Case Studies from Europe

ERIC Educational Resources Information Center

Lindemann-Matthies, Petra; Constantinou, Costas; Lehnert, Hans-Joachim; Nagel, Ueli; Raper, George; Kadji-Beltran, Chrysanthi

2011-01-01

This multinational research study was carried out between 2004 and 2006 in four teacher education institutions in Cyprus, England, Switzerland, and Germany. With the help of a written questionnaire, the confidence and perceived competence of preservice primary teachers (N = 690) to deliver biodiversity education in school were investigated. Data…

Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach

ERIC Educational Resources Information Center

Sorebo, Oystein; Haehre, Reidar

2012-01-01

The purpose of this study is to explain students' perceived relevance of playing an educational game as a means for development of discipline competence. Based on self-determination theory and the concept of personal interest, we propose that: Satisfying students' basic needs for competence, autonomy, and relatedness when playing educational games…

Relationships between Health-Related Fitness Knowledge, Perceived Competence, Self- Determination, and Physical Activity Behaviors of High School Students

ERIC Educational Resources Information Center

Haslem, Liz; Wilkinson, Carol; Prusak, Keven A.; Christensen, William F.; Pennington, Todd

2016-01-01

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school…

Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence

ERIC Educational Resources Information Center

Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D.

2009-01-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with…

Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?

ERIC Educational Resources Information Center

Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente

2011-01-01

The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…

The Relationship between Perceived Computer Competence and the Employment Outcomes of Transition-Aged Youths with Visual Impairments

ERIC Educational Resources Information Center

Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora

2013-01-01

Introduction: The study reported here explored the relationship between the self-perceived computer competence and employment outcomes of transition-aged youths with visual impairments. Methods: Data on 200 in-school youths and 190 out-of-school youths with a primary disability of visual impairment were retrieved from the database of the first…

Are Self-Perception Measures Used in School Library Research Transferable to the Context of Public Library Summer Reading Programs?

ERIC Educational Resources Information Center

Arnone, Marilyn P.; Small, Ruth V.; Weng, Shicheng

2016-01-01

Several instruments previously validated for use in school library research were tested for their appropriateness in the context of public libraries' summer reading programs for youth. The researchers were also interested in whether the connection between perceived competence in one's own information skills and perceived competence in one's own…

Dementia-Related Work Activities of Home Care Nurses and Aides: Frequency, Perceived Competence, and Continuing Education Priorities

ERIC Educational Resources Information Center

Morgan, Debra G.; Kosteniuk, Julie G.; O'Connell, Megan E.; Dal Bello-Haas, Vanina; Stewart, Norma J.; Karunanayake, Chandima

2016-01-01

An understanding of the specific dementia learning needs of home care staff is needed to plan relevant continuing education (CE) programs and supports. The study's objective was to examine frequency and perceived competence in performing 20 dementia-related work activities, and identify CE priorities among home care staff. A cross-sectional survey…

Psychological effects of dance-based group exergaming in obese adolescents.

PubMed

Wagener, T L; Fedele, D A; Mignogna, M R; Hester, C N; Gillaspy, S R

2012-10-01

In order to attract obese adolescents who are often reluctant to engage in traditional exercise, new forms of physical activity are needed. The purpose of the study was to investigate the impact of dance-based exergaming on a diverse sample of obese adolescents' perceived competence to exercise, psychological adjustment and body mass index (BMI). A diverse sample of 40 obese adolescents was randomized to either a 10-week group dance-based exergaming programme or a wait-list control condition. Baseline and follow-up measures included adolescent self-reported psychological adjustment and perceived competence to exercise, and maternal report of adolescent psychological adjustment and anthropometric measures. Compared with controls, participants in the dance-based exergaming condition significantly increased in self-reported perceived competence to exercise regularly and reported significant improvement in relations with parents from baseline to end-of-treatment. Maternal report of adolescent externalizing and internalizing symptomatology also decreased from baseline to end-of-treatment. No pre-post differences in BMI were seen within or between conditions. Results support the positive impact of dance-based exergaming on obese adolescents' psychological functioning and perceived competence to continue exercise. © 2012 The Authors. Pediatric Obesity © 2012 International Association for the Study of Obesity.

I know I can: a longitudinal examination of precursors and outcomes of perceived athletic competence among adolescent girls.

PubMed

Baker, Birgitta L; Davison, Kirsten K

2011-02-01

This study examined predictors of perceived athletic competence and subsequent physical activity in a longitudinal sample of adolescent girls. A sample of 149 girls was assessed at ages 9, 11, and 13. Perceived athletic competence (PAC) was measured at all ages. Nonaesthetic versus aesthetic sport participation, body fat percentage, and breast development were measured at age 9. Accelerometers were used to measure girls' moderate-to-vigorous physical activity (MVPA) at age 13. Girls who participated in nonaesthetic sports at age 9 reported higher PAC at age 11 than those who participated in only aesthetic sports, while more advanced breast development at age 9 was associated with greater relative declines in PAC between ages 11 and 13. Both age 11 PAC and the relative change in PAC between ages 11 and 13 were significant positive predictors of age 13 MVPA. Results were independent of age 9 socioeconomic status and self-reported physical activity. Perceived athletic competence is a suitable target for intervention efforts designed to increase adolescent girls' physical activity. Particular attention should be focused on girls who are overweight or experiencing puberty. Participation in nonaesthetic sports may be particularly important in the development of PAC.

Professional values, self-esteem, and ethical confidence of baccalaureate nursing students.

PubMed

Iacobucci, Trisha A; Daly, Barbara J; Lindell, Debbie; Griffin, Mary Quinn

2013-06-01

Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg's Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students' professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses.

Students' Perceptions and Faculty Measured Competencies in Higher Education

ERIC Educational Resources Information Center

Malechwanzi, J. Muthiani; Lei, Hongde; Wang, Lu

2016-01-01

This study aims to investigate whether there is significant relationship between students' perceived faculty competencies and faculty evaluated competencies. The study identified four main dimensions for measuring faculty competencies namely: teaching, research, additional services and advising. This study adopted a mixed method design. The study…

The Perceived Importance of Role-Specific Competencies for Health Care Leaders Establishes the Need to Expand Role Theory.

PubMed

Babinski, Paul J

2016-01-01

This cross-sectional quantitative study was undertaken to determine the extent to which individuals who have differing health care leadership roles perceived the importance of selected leadership competencies in their specific roles based on their experience. A total of 313 participants responded to the health care questionnaire. Principal component analysis identified factor structure and Cronbach α at .96 supported the reliability of the factor analysis. Multivariate analysis of variance tested the 4 health care leadership roles to determine if an effect was present among the competencies. A subsequent analysis of variance test was conducted on the competencies to confirm an effect was present, and a Games-Howell post hoc test followed. These tests indicated that there was a significant difference in rating the perceived importance of specific leadership competencies by the health care leaders in each competency domain. The participants included in this study consisted of the chief executive officer (CEO), director of nursing (DON), operating room director (ORD), and director of radiology (DOR). Based on the Games-Howell post hoc test, a commonality existed between the leaders. The CEOs and DONs often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception when compared with the ORDs and DORs. Similarly, the ORD and DOR variables often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception compared with the CEO and DON variables. This study positively indicated that health care leadership's perception of competencies does differ between the various leadership roles.

Coping and parental role competence of mothers of preterm infant.

PubMed

Perricone, G; Morales, M R; De Luca, F; Carollo, A; Maniscalco, F; Caldas Luzeiro, J; Polizzi, C

2014-06-01

The study was aimed at obtaining knowledge about mothers' experiences of preterm birth. The objective of the study is to explore coping strategies and self- perceived parental competence, in mothers of infant born moderately and severely preterm and admitted to the Neonatal Intensive Care Unit (NICU). The study involved a group of 16 mothers of moderately preterm children (weeks' gestational age: mean=34, SD=2 and birth weight: mean=2000 g, SD=200 g) and a group of 14 mothers of severely preterm children (weeks' gestational age: mean=29, SD=2 and birth weight: mean=1700 g, SD=350 g). The following instruments were used with mothers to investigate focus areas of research: Coping Orientation to the Problems Experienced-New Italian Version (COPE-NVI), to analyse coping strategies of mothers, and a Q-sort, a self report on maternal competence. Data did not show statistically significant differences between the two groups of mothers, both in regard to considered coping strategies (social support, avoidance, problem focused orientation, transcendent orientation, positive aptitude), and the indicators of maternal self-perceived competence (coping, scaffolding, caregiving) (Mann-Whitney U test(n1=16 and n2=14)>0.05). This study, highlighting the lack of differences between the two groups of mothers involved, seems to point out that, beyond the levels of prematurity, the condition of preterm birth itself is precisely the main stressor factor for mothers.

Moving the needle: a retrospective pre- and post-analysis of improving perceived abilities across 20 leadership skills.

PubMed

Fernandez, Claudia S P; Noble, Cheryl C; Jensen, Elizabeth; Steffen, David

2015-02-01

To assess the influence of intensive focused leadership training on self-evaluation of leadership skills among Maternal and Child Health (MCH) professionals enrolled in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI). Senior-level MCH leaders (n = 54) participated in the first two cohorts of the MCH PHLI, a senior-level training program funded through the Maternal and Child Health Bureau. Participants were asked to complete a retrospective pre- and post-test rating inventory at program completion. Participants self-identified their skill level across 20 leadership skills that were the focus of the training program. These skills were derived from the MCH Leadership Competencies, 3.0 and literature reviews, and then divided into two domains: Core leadership skills and Organizational/Institutional leadership skills. Data were analyzed to determine whether participants perceived skill level increased by the end of their training year. A one-sided (upper) paired T Test and a Wilcoxen Signed Rank Sum Test were used to determine statistical significance. Increases in perceived skill levels were found to be statistically significant at the alpha = .01 level for all 20 target skills. The MCH PHLI model of intensive leadership development, incorporating a hybrid approach of onsite and distance-based learning, was broadly effective in building targeted leadership skills as perceived by participants.

Acquiring and refining CBT skills and competencies: which training methods are perceived to be most effective?

PubMed

Bennett-Levy, James; McManus, Freda; Westling, Bengt E; Fennell, Melanie

2009-10-01

A theoretical and empirical base for CBT training and supervision has started to emerge. Increasingly sophisticated maps of CBT therapist competencies have recently been developed, and there is evidence that CBT training and supervision can produce enhancement of CBT skills. However, the evidence base suggesting which specific training techniques are most effective for the development of CBT competencies is lacking. This paper addresses the question: What training or supervision methods are perceived by experienced therapists to be most effective for training CBT competencies? 120 experienced CBT therapists rated which training or supervision methods in their experience had been most effective in enhancing different types of therapy-relevant knowledge or skills. In line with the main prediction, it was found that different training methods were perceived to be differentially effective. For instance, reading, lectures/talks and modelling were perceived to be most useful for the acquisition of declarative knowledge, while enactive learning strategies (role-play, self-experiential work), together with modelling and reflective practice, were perceived to be most effective in enhancing procedural skills. Self-experiential work and reflective practice were seen as particularly helpful in improving reflective capability and interpersonal skills. The study provides a framework for thinking about the acquisition and refinement of therapist skills that may help trainers, supervisors and clinicians target their learning objectives with the most effective training strategies.

Girls in Foster Care: Risk and Promotive Factors for School Adjustment Across the Transition to Middle School.

PubMed

Pears, Katherine C; Kim, Hyoun K; Leve, Leslie D

2012-01-01

Girls in foster care may face difficulties across the transition to middle school. Latent growth curve modeling was employed to examine trajectories and predictors of academic competence and aggression from and against peers for 75 girls in foster care from the end of elementary school to the 2(nd) year of middle school. Across the transition to middle school, academic competence increased. Poor self-regulation was associated with decreased academic competence, and higher caregiver support was associated with increased academic competence. Frequency of aggression from peers decreased across the transition, with perceived school competence predicting smaller decreases. Aggression against peers dropped initially and then increased to pretransition levels by the end of the 2(nd) year of middle school. Lower caregiver support was associated with higher rates of aggression against peers at the end of the 1(st) year of middle school. The results are discussed in terms of implications for interventions for girls in foster care.

Girls in Foster Care: Risk and Promotive Factors for School Adjustment Across the Transition to Middle School

PubMed Central

Pears, Katherine C.; Kim, Hyoun K.; Leve, Leslie D.

2011-01-01

Girls in foster care may face difficulties across the transition to middle school. Latent growth curve modeling was employed to examine trajectories and predictors of academic competence and aggression from and against peers for 75 girls in foster care from the end of elementary school to the 2nd year of middle school. Across the transition to middle school, academic competence increased. Poor self-regulation was associated with decreased academic competence, and higher caregiver support was associated with increased academic competence. Frequency of aggression from peers decreased across the transition, with perceived school competence predicting smaller decreases. Aggression against peers dropped initially and then increased to pretransition levels by the end of the 2nd year of middle school. Lower caregiver support was associated with higher rates of aggression against peers at the end of the 1st year of middle school. The results are discussed in terms of implications for interventions for girls in foster care. PMID:22389543

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

Instructional climates in preschool children who are at-risk. Part II: perceived physical competence.

PubMed

Robinson, Leah E; Rudisill, Mary E; Goodway, Jacqueline D

2009-09-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment x Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.

The Influence of a Model's Reinforcement Contingency and Affective Response on Children's Perceptions of the Model

ERIC Educational Resources Information Center

Thelen, Mark H.; And Others

1977-01-01

Assesses the influence of model consequences on perceived model affect and, conversely, assesses the influence of model affect on perceived model consequences. Also appraises the influence of model consequences and model affect on perceived model attractiveness, perceived model competence, and perceived task attractiveness. (Author/RK)

Management competencies: intrinsic or acquired? What competencies are required to move into speech pathology management and beyond?

PubMed

Pilling, Samantha; Slattery, Justine

2004-01-01

Speech pathology managers frequently move into careers beyond their clinical discipline. As practicing speech pathology managers and students of business leadership, we were curious about the nature of career transitions out of speech pathology management. We conducted an exploratory descriptive study investigating the perceived competencies that facilitate such career transitions and when further education is required to effectively equip one for such transition. The perceived skills related to a speech pathology background are identified along with the gaps in competence for moving into general management positions. Career management practices that facilitate this type of career transition are provided as recommendations for career planning.

Examining the importance of incorporating emergency preparedness and disaster training core competencies into allied health curricula.

PubMed

Curtis, Tammy

2015-01-01

Preparation for responding to emergency events that does not warrant outside help beyond the local community resources or responding to disaster events that is beyond the capabilities of the local community both require first responders and healthcare professionals to have interdisciplinary skills needed to function as a team for saving lives. To date, there is no core emergency preparedness and disaster planning competencies that have been standardized at all levels across the various allied health curricula disciplines. To identify if emergency preparedness and disaster training content are currently being taught in allied health program courses, to identify possible gaps within allied health curricula, and to explore the perceptions of allied health college educators for implementing emergency preparedness and disaster training core competencies into their existing curricula, if not already included. A quantitative Internet-based survey was conducted in 2013. Convenient sample. Fifty-one allied health college educators completed the survey. Descriptive statistics indicated that the majority of allied health college instructors do not currently teach emergency preparedness and disaster training core competency content within their current allied health discipline; however, their perceived level of importance for inclusion of the competencies was high. The results of this study supported the need for developing and establishing a basic national set of standardized core emergency preparedness and disaster planning competencies at all levels across various allied health curricula disciplines to ensure victims receive the best patient care and have the best possible chance of survival.

The effects of aerobic exercise on psychosocial functioning of adolescents who are overweight or obese.

PubMed

Goldfield, Gary S; Adamo, Kristi B; Rutherford, Jane; Murray, Marisa

2012-01-01

To evaluate effects of stationary cycling to music versus interactive video game cycling on psychosocial functioning in obese adolescents. 30 obese adolescents aged 12-17 years were randomized to twice weekly laboratory-based sessions of stationary cycling to music or interactive video game cycling for a 10-week trial. Participant's self-reported measures of scholastic competence, social competence, athletic competence, body image, and self-esteem were obtained. Aerobic fitness and body composition were directly measured. Although no differences emerged between exercise groups over time, when collapsed across exercise modality, significant pre-post improvements were found for body image, perceived scholastic competence and social competence. Changes in aerobic fitness, but not body composition, were positively associated with psychosocial functioning. Aerobic exercise was associated with improvements in body image, perceived academic performance, and social competence in obese adolescents, and these psychological benefits were related to improved aerobic fitness but not changes in body composition.

Perceptions of Physical Competence, Motor Competence, and Participation in Organized Sport: Their Interrelationships in Young Children.

ERIC Educational Resources Information Center

Ulrich, Beverly D.

1987-01-01

A sample of 250 children from grades K through four were given a confidence scale, a motor competence assessment, and a questionnaire regarding sport participation in order to examine the interrelationships among perceived physical competence, motor competence, and participation in organized sport in young children. Results are discussed.…

A longitudinal study of well-being, confidence and competence in junior doctors and the impact of emergency medicine placements.

PubMed

Mason, Suzanne; O'Keeffe, Colin; Carter, Angela; Stride, Chris

2016-02-01

To measure levels of, and change in junior doctor well-being, confidence and self-reported competence over their second postgraduate training year and the impact of emergency department (ED) placements on these outcomes. A longitudinal study using an online survey administered at four time points (2010-2011). 28 Acute Hospital Trusts, drawn from nine participating Postgraduate Deaneries in England. Junior doctors who had a placement in an ED as part of their second postgraduate training year. Levels of anxiety, depression, motivation, job satisfaction, confidence and self-reported competence, collected at four time points spread over the period of the doctor's second training year (F2). 217 junior doctors were recruited to the study. Over the year there was a significant increase in their overall job satisfaction, confidence and self-reported competence. Junior doctors also reported significantly increased levels of motivation and anxiety, and significantly decreased levels of extrinsic job satisfaction when working in ED compared with other specialties. There were also significant increases in both junior doctor confidence and self-reported competence after their placement in ED relative to other specialties. While elements of junior doctor well-being worsened in their ED placement compared with their time spent in other specialties, the increased levels of anxiety and reduced extrinsic job satisfaction were within the normal range for other healthcare workers. These deficits were also balanced by greater improvements in motivation, confidence in managing common acute clinical conditions and perceived competence in performing acute procedures compared with benefits offered by placements in other specialties. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

A longitudinal study of well-being, confidence and competence in junior doctors and the impact of emergency medicine placements

PubMed Central

Mason, Suzanne; O'Keeffe, Colin; Carter, Angela; Stride, Chris

2016-01-01

Objectives To measure levels of, and change in junior doctor well-being, confidence and self-reported competence over their second postgraduate training year and the impact of emergency department (ED) placements on these outcomes. Design A longitudinal study using an online survey administered at four time points (2010–2011). Setting 28 Acute Hospital Trusts, drawn from nine participating Postgraduate Deaneries in England. Participants Junior doctors who had a placement in an ED as part of their second postgraduate training year. Main outcome measures Levels of anxiety, depression, motivation, job satisfaction, confidence and self-reported competence, collected at four time points spread over the period of the doctor's second training year (F2). Results 217 junior doctors were recruited to the study. Over the year there was a significant increase in their overall job satisfaction, confidence and self-reported competence. Junior doctors also reported significantly increased levels of motivation and anxiety, and significantly decreased levels of extrinsic job satisfaction when working in ED compared with other specialties. There were also significant increases in both junior doctor confidence and self-reported competence after their placement in ED relative to other specialties. Conclusions While elements of junior doctor well-being worsened in their ED placement compared with their time spent in other specialties, the increased levels of anxiety and reduced extrinsic job satisfaction were within the normal range for other healthcare workers. These deficits were also balanced by greater improvements in motivation, confidence in managing common acute clinical conditions and perceived competence in performing acute procedures compared with benefits offered by placements in other specialties. PMID:26338523

Anxiety disorders in 8-11-year-old children: motor skill performance and self-perception of competence.

PubMed

Ekornås, Belinda; Lundervold, Astri J; Tjus, Tomas; Heimann, Mikael

2010-06-01

This study investigates motor skill performance and self-perceived competence in children with anxiety disorders compared with children without psychiatric disorders. Motor skills and self-perception were assessed in 329 children aged 8 to 11 years, from the Bergen Child Study. The Kiddie-SADS PL diagnostic interview was employed to define a group of children with an anxiety disorder without comorbid diagnosis, and a control group (no diagnosis) matched according to gender, age, and full-scale IQ. Children in the anxiety disorder group displayed impaired motor skills and poor self-perceived peer acceptance and physical competence compared with the control group. Two-thirds of the anxious boys scored on the Motor Assessment Battery for Children (MABC) as having motor problems. The present study demonstrated impaired motor skills in boys with "pure" anxiety disorders. Anxious children also perceived themselves as being less accepted by peers and less competent in physical activities compared with children in the control group.

Necessary Pre-Entry Competencies as Perceived by Florida Extension Agents

ERIC Educational Resources Information Center

Benge, Matt; Harder, Amy; Carter, Hannah

2011-01-01

It is important to focus attention on the pre-entry competencies of new organization members and to identify the competencies needed by Extension agents to determine adequate education curricula and training, and to improve retention. Current professional development models disregard the competencies needed by agents entering Extension. This…

Trainees' Perceptions of a Final Oral Competency Examination

ERIC Educational Resources Information Center

Goldberg, Robert W.; Young, Kevin R.

2016-01-01

Objective(s): The focus on competency attainment by professional psychology trainees obligates training programs to assess these competencies prior to completion of an internship. However, little is known about how trainees may perceive such testing. This study examines relationships between performance on an Oral Final Competency Examination of a…

Exploring School Counselors' Social Desirability, Multicultural Counseling Competence, and Demographics in the Midwest

ERIC Educational Resources Information Center

DeCino, Daniel A.; Strear, Molly M.; Olson, Seth

2018-01-01

Multicultural counseling competence is vital for school counselors to meet the diverse needs of school communities. Furthermore, school counselors are called upon to develop and maintain their multicultural counseling competencies throughout the course of their careers. This study explored perceived multicultural counseling competencies of school…

Local health department epidemiologic capacity: a stratified cross-sectional assessment describing the quantity, education, training, and perceived competencies of epidemiologic staff.

PubMed

O'Keefe, Kaitlin A; Shafir, Shira C; Shoaf, Kimberley I

2013-01-01

Local health departments (LHDs) must have sufficient numbers of staff functioning in an epidemiologic role with proper education, training, and skills to protect the health of communities they serve. This pilot study was designed to describe the composition, training, and competency level of LHD staff and examine the hypothesis that potential disparities exist between LHDs serving different sized populations. Cross-sectional surveys were conducted with directors and epidemiologic staff from a sample of 100 LHDs serving jurisdictions of varied sizes. Questionnaires included inquiries regarding staff composition, education, training, and measures of competency modeled on previously conducted studies by the Council of State and Territorial Epidemiologists. Number of epidemiologic staff, academic degree distribution, epidemiologic training, and both director and staff confidence in task competencies were calculated for each LHD size strata. Disparities in measurements were observed in LHDs serving different sized populations. LHDs serving small populations reported a smaller average number of epidemiologic staff than those serving larger jurisdictions. As size of population served increased, percentages of staff and directors holding bachelors' and masters' degrees increased, while those holding RN degrees decreased. A higher degree of perceived competency of staff in most task categories was reported in LHDs serving larger populations. LHDs serving smaller populations reported fewer epidemiologic staff, therefore might benefit from additional resources. Differences observed in staff education, training, and competencies suggest that enhanced epidemiologic training might be particularly needed in LHDs serving smaller populations. RESULTS can be used as a baseline for future research aimed at identifying areas where training and personnel resources might be particularly needed to increase the capabilities of LHDs.

Is variety a spice of (an active) life?: perceived variety, exercise behavior, and the mediating role of autonomous motivation.

PubMed

Sylvester, Benjamin D; Standage, Martyn; Ark, Tavinder K; Sweet, Shane N; Crocker, Peter R; Zumbo, Bruno D; Beauchamp, Mark R

2014-10-01

In this study, we examined whether perceived variety in exercise prospectively predicts unique variance in exercise behavior when examined alongside satisfaction of the three basic psychological needs (for competence, relatedness, and autonomy) embedded within self-determination theory (Ryan & Deci, 2002), through the mediating role of autonomous and controlled motivation. A convenience sample of community adults (N = 363) completed online questionnaires twice over a 6-week period. The results of structural equation modeling showed perceived variety and satisfaction of the needs for competence and relatedness to be unique indirect positive predictors of exercise behavior (through autonomous motivation) 6 weeks later. In addition, satisfaction of the need for autonomy was found to negatively predict controlled motivation. Perceived variety in exercise complemented satisfaction of the needs for competence, relatedness, and autonomy in predicting motivation and (indirectly) exercise behavior, and may act as a salient mechanism in the prediction of autonomous motivation and behavior in exercise settings.

Once Dishonest, Always Dishonest? The Impact of Perceived Pervasiveness of Moral Evaluations of the Self on Motivation to Restore a Moral Reputation

PubMed Central

Pagliaro, Stefano; Ellemers, Naomi; Barreto, Manuela; Di Cesare, Cecilia

2016-01-01

Four studies specify how moral evaluations of the self regulate behavior aimed at restoring a moral reputation. We propose that people care about evaluations of themselves as moral or immoral because these are perceived as more consequential than other types of information. Therefore people are more inclined to restore their image after being negatively evaluated in terms of morality rather than competence. Studies 1 and 2 revealed that moral information was perceived as having a more enduring impact on one’s reputation, and was more strongly related to anticipate intra-group respect and self-views, than competence and sociability information. This perceived pervasiveness of moral (vs. competence) evaluations mediated intentions to justify and explain one’s behavior (Study 3). Study 4 finally showed that being seen as lacking in morality elicited threat and coping responses, which induced subsequent tendencies to repair one’s moral reputation. PMID:27199821

Siblings in dyads: relationships among perceptions and behavior.

PubMed

Graham-Bermann, S A

1991-06-01

The ways in which middle-childhood siblings perceive themselves as similar or different was assessed with a sample of 40 pairs of 9- to 11-year-old (younger) and 12- to 14-year-old (older) siblings. Each child was interviewed and completed a card sort procedure and a measure of self-competence. Sibling pairs participated in three behavioral tasks coded for cooperation and conflict. Self-ratings, self-perceptions, and sibling behavior were analyzed for their association with the perceived similarity construct. Siblings perceived themselves as being more like one another than did their mothers. Forty-one percent of the variance in their perceived similarity was accounted for by paired self-cooperation ratings, social competence, and behavioral task scores.

Professional development in college science teaching

NASA Astrophysics Data System (ADS)

Thomas, Aimee Kathryn

Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4) GTAs can encourage or incite undergraduates' interest to choose a career in the sciences; and (5) make our graduates more marketable. Since 68% of current GTAs were interested in a teaching position, the University should allocate time to educate the GTAs who are currently teaching or plan to teach as a profession.

The Development and Validation of the Perceived Academic Underachievement Scale

ERIC Educational Resources Information Center

Snyder, Kate E.; Adelson, Jill L.

2017-01-01

Academic competence beliefs have been widely studied. However, conceptual and measurement efforts have not yet been directed toward understanding perceived underachievement (feeling that one's accomplishments fall below perceived capability). We conducted two studies in order to develop and examine validity evidence for the Perceived Academic…

A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)

PubMed Central

Barnes, M. Elizabeth; Brownell, Sara E.

2017-01-01

Low acceptance of evolution among undergraduate students is common and is best predicted by religious beliefs. Decreasing students’ perceived conflict between religion and evolution could increase their acceptance of evolution. However, college biology instructors may struggle with trying to decrease students’ perceived conflict between religion and evolution because of differences in the religious cultures and beliefs of instructors and students. Although a large percentage of undergraduate students in evolution courses are religious, most instructors teaching evolution are not. To consider differences between the secular culture of many college instructors and the religious culture of many students, we propose using a lens of cultural competence to create effective evolution education. Cultural competence is the ability of individuals from one culture (in this case, primarily secular instructors who are teaching evolution) to bridge cultural differences and effectively communicate with individuals from a different culture (in this case, primarily religious undergraduate biology students). We call this new framework Religious Cultural Competence in Evolution Education (ReCCEE). In this essay, we describe a suite of culturally competent practices that can help instructors reduce students’ perceived conflict between evolution and religion, increase students’ acceptance of evolution, and help create more inclusive undergraduate biology classrooms. PMID:29167225

Relationship between performance barriers and pharmacist competency towards the implementation of an expanded public health pharmacy role.

PubMed

Mathialagan, Amuthaganesh; Nagalinggam, Preesha; Mathialagan, Saravanabavan; Kirby, Brian P

2015-10-01

The objective of this study was to examine the relationship between performance barriers and competency, and implementation of an expanded public health role for community pharmacists. A validated questionnaire was utilised for this study whereby three variables of the study (performance barriers, competency and public health role) were measured using a 5-point Likert scale. Three hundred questionnaires were distributed to target respondents of registered community pharmacies in five states (Johor, Negeri Sembilan, Selangor, Perak and Penang) in Malaysia. The data were analysed utilising the principles of structural equation modelling. There were 191 completed and usable responses received, which represented a 66.7% response rate. This study showed perceived competency had a direct relationship with delivering a general public health role. A perceived lack of competency was shown to be a barrier to fulfilling a public health role. However, other factors, such as design of premises, IT infrastructure and pay, were not viewed as barriers to carrying out a public health role. Perceived competency is an obstacle for community pharmacists to undertake a public health role in Malaysia. Adequate training programmes in pharmaceutical public health have to be put in place to address this concern and this should therefore be a priority. © 2015 Royal Pharmaceutical Society.

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective

ERIC Educational Resources Information Center

Kalelioglu, Filiz; Gülbahar, Yasemin

2014-01-01

Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these…

Secondary School Agriculture Teachers' Perceived Competence Level toward Educating Students with Educational Challenges

ERIC Educational Resources Information Center

Bobbitt, Erica M.

2011-01-01

The passage of Public Law 94-142 (the Education of All Handicapped Children Act) in 1975 established the rights of children with disabilities to a public school education in the least restrictive environment. Fifteen years later, it was amended and renamed the Individuals with Disabilities Education Act (IDEA) (PL 101-476, 1990), still intended to…

Can Medical Students Accurately Predict Their Learning? A Study Comparing Perceived and Actual Performance in Neuroanatomy

ERIC Educational Resources Information Center

Hall, Samuel R.; Stephens, Jonny R.; Seaby, Eleanor G.; Andrade, Matheus Gesteira; Lowry, Andrew F.; Parton, Will J. C.; Smith, Claire F.; Border, Scott

2016-01-01

It is important that clinicians are able to adequately assess their level of knowledge and competence in order to be safe practitioners of medicine. The medical literature contains numerous examples of poor self-assessment accuracy amongst medical students over a range of subjects however this ability in neuroanatomy has yet to be observed. Second…

Autonomy-Supportive Teaching and Its Antecedents: Differences between Teachers and Teaching Assistants and the Predictive Role of Perceived Competence

ERIC Educational Resources Information Center

Bennett, Marcus; Ng-Knight, Terry; Hayes, Ben

2017-01-01

Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes. Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study, we compared self-reported levels of…

Pathways Linking Perceived Athletic Competence and Parental Support at Age 9 Years to Girls' Physical Activity at Age 11 Years

ERIC Educational Resources Information Center

Davison, Kirsten Krahnstoever; Downs, Danielle Symons; Birch, Leann L.

2006-01-01

Girls' perceived athletic competence and parental support of physical activity across the ages of 9 to 11 years were examined as predictors of girls' physical activity at age 11 years. Participants were 174 girls and their mothers and fathers who completed questionnaires when the girls were ages 9 and 11 years. Two alternative temporal pathways…

Multilingualism and Affordances: Variation in Self-Perceived Communicative Competence and Communicative Anxiety in French L1, L2, L3 and L4

ERIC Educational Resources Information Center

Dewaele, Jean-Marc

2010-01-01

In this contribution, I investigate the effect of the knowledge of other languages on self-perceived communicative competence and communicative anxiety in the French of 953 users. I tested the hypothesis that knowledge of more languages, specifically other Romance languages, create stronger or clearer affordances (Singleton & Aronin, Innovation in…

The Associations between Seventh Grade Finnish Students' Motivational Climate, Perceived Competence, Self-Determined Motivation, and Fundamental Movement Skills

ERIC Educational Resources Information Center

Kalaja, Sami; Jaakkola, Timo; Watt, Anthony; Liukkonen, Jarmo; Ommundsen, Yngvar

2009-01-01

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25)…

The effects of Promoting Alternative Thinking Strategies Preschool Program on teacher-children relationships and children's social competence in Turkey.

PubMed

Bilir Seyhan, Gamze; Ocak Karabay, Sakire; Arda Tuncdemir, Tugce B; Greenberg, Mark T; Domitrovich, Celene

2017-05-02

This quasi-experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social-emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48-72 months) and teachers in Izmir participated in the intervention, and 280 children (48-72 months) and teachers participated as comparison group. Intervention teachers implemented PATHS in their classrooms. For data triangulation, multiple sources of data were collected in the study. Classrooms were observed using two different scales. Teacher rated students using another two different scales. Children were assessed with an interview to evaluate their perceptions of relationships. Intervention group teachers reported greater improvement of children's social-emotional skills, interpersonal relationship skills and emotion regulation. Furthermore, when observed intervention group children showed higher levels of pro-social behaviour, increased levels of compliance, better problem solving skills and more positive feelings. Intervention group children also described their relationships with their teachers as significantly more positively. Finally, intervention group teachers perceived more dependency in their relationships with children. © 2017 International Union of Psychological Science.

Can hospitals compete on quality? Hospital competition.

PubMed

Sadat, Somayeh; Abouee-Mehrizi, Hossein; Carter, Michael W

2015-09-01

In this paper, we consider two hospitals with different perceived quality of care competing to capture a fraction of the total market demand. Patients select the hospital that provides the highest utility, which is a function of price and the patient's perceived quality of life during their life expectancy. We consider a market with a single class of patients and show that depending on the market demand and perceived quality of care of the hospitals, patients may enjoy a positive utility. Moreover, hospitals share the market demand based on their perceived quality of care and capacity. We also show that in a monopoly market (a market with a single hospital) the optimal demand captured by the hospital is independent of the perceived quality of care. We investigate the effects of different parameters including the market demand, hospitals' capacities, and perceived quality of care on the fraction of the demand that each hospital captures using some numerical examples.

Network characteristics, perceived social support, and psychological adjustment in mothers of children with autism spectrum disorder.

PubMed

Benson, Paul R

2012-12-01

This study examined the characteristics of the support networks of 106 mothers of children with ASD and their relationship to perceived social support, depressed mood, and subjective well-being. Using structural equation modeling, two competing sets of hypotheses were assessed: (1) that network characteristics would impact psychological adjustment directly, and (2) that network effects on adjustment would be indirect, mediated by perceived social support. Results primarily lent support to the latter hypotheses, with measures of network structure (network size) and function (proportion of network members providing emotional support) predicting increased levels of perceived social support which, in turn, predicted decreased depressed mood and increased well-being. Results also indicated that increased interpersonal strain in the maternal network was directly and indirectly associated with increased maternal depression, while being indirectly linked to reduced well-being. Study limitations and implications are discussed.

The Impact of Communication Skills Training on Cardiology Fellows' and Attending Physicians' Perceived Comfort with Difficult Conversations.

PubMed

Berlacher, Kathryn; Arnold, Robert M; Reitschuler-Cross, Eva; Teuteberg, Jeffrey; Teuteberg, Winifred

2017-07-01

Cardiologists need to decide which treatments are appropriate for seriously ill patients and whether they align with patient goals. Reconciling medical options with patients' wishes requires skilled communication. Although there is evidence that communication is teachable, few cardiologists receive formal training. To demonstrate that providing communication skills training to cardiologists is feasible and improves their perceived preparedness (PP) for leading difficult conversations. CardioTalk is a workshop to improve communication through short didactic sessions followed by interactions with standardized patients. Competencies include giving bad news, defining goals of care, responding to emotion, supporting religious beliefs, and withdrawing therapies. Settings/Subjects: First year cardiology fellows, heart failure fellows, and cardiac intensive care unit attendings. Surveys evaluated the curriculum's efficacy and learners' PP before and after the workshop. Eight cardiology attendings and 20 cardiology fellows participated. Eighty-nine percent reported having any prior education in communication. Fellows reported more prior education than attendings (100% vs. 62.5%, p = 0.017). Level of PP improved in all competencies for all learners. Ninety-six percent of respondents would recommend the training to peers. All attendings felt that it should be required for cardiologists in the cardiac intensive care unit and reported improved preparedness to teach communication to learners. All learners improved in levels of PP in communication competencies. CardioTalk is the first described training program that prepares cardiologists for the challenges they face when having conversations with seriously ill patients.

Resilience factors may moderate the associations between pubertal timing, body mass and emotional symptoms in adolescence.

PubMed

Skrove, Marit; Lydersen, Stian; Indredavik, Marit S

2016-01-01

The effects of resilience factors on associations between emotional symptoms and perceived pubertal timing or body mass in adolescence are unknown, and this study examined the moderating effects of social competence, family cohesion and loneliness. Data were drawn from the Young-HUNT 3 study, including a self-report questionnaire and clinical measurements of weight and height from 7639 adolescents aged 13-18 years. Emotional symptoms were assessed by a five-item version of the Hopkins Symptom Checklist. Associations between pubertal timing or body mass and emotional symptoms were assessed by linear regression models. Interactions with social competence, family cohesion and loneliness were explored. A U-shaped relationship was found for both perceived pubertal timing and for perceived body mass and emotional symptoms. For girls, early perceived pubertal timing was more strongly associated with emotional symptoms among those who often felt lonely. For boys, late perceived pubertal timing and feeling they were fat were more strongly associated with emotional symptoms in those with low scores for social competence or family cohesion. Emotional symptoms were more strongly associated with perceived pubertal timing and body mass than actual measures and the associations were stronger for adolescents with low scores for resilience factors. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

User Satisfaction with Family Planning Services in Government Health Centres in the Congo.

PubMed

Ndziessi, Gilbert; Bintsene-Mpika, Gickelle; Bileckot, Richard

2017-09-01

Patient satisfaction is considered an indicator of quality of care. This study aimed to assess the degree of clients' satisfaction with family planning (FP) services in government health centers in Congo. A cross-sectional study was conducted. A total of 635 clients nested in 27 health facilities were included in the analysis. Satisfaction was defined as "having a good perception of provider technical skills, being satisfied with the service organization and having a general positive appreciation of FP services. Statistical analyses were performed using SPSS v15. Among 635 clients, 57% perceived lack of technical competence in providers, 88% perceived good organization in FP services and 77% declared having general positive appreciation of FP services. Global level of client satisfaction was 42%. In conclusion client satisfaction with FP service was low and strengthening health workers technical competence is crucial. But, as the quality is multidimensional, other aspects especially significant funding investment and quality-assurance interventions must be taken into account.

Writing and reading in the electronic health record: an entirely new world.

PubMed

Han, Heeyoung; Lopp, Lauri

2013-02-05

Electronic health records (EHRs) are structured, distributed documentation systems that differ from paper charts. These systems require skills not traditionally used to navigate a paper chart and to produce a written clinic note. Despite these differences, little attention has been given to physicians' electronic health record (EHR)-writing and -reading competence. This study aims to investigate physicians' self-assessed competence to document and to read EHR notes; writing and reading preferences in an EHR; and demographic characteristics associated with their perceived EHR ability and preference. Fourteen 5-point Likert scale items, based on EHR system characteristics and a literature review, were developed to measure EHR-writing and -reading competence and preference. Physicians in the midwest region of the United States were invited via e-mail to complete the survey online from February to April 2011. Factor analysis and reliability testing were conducted to provide validity and reliability of the instrument. Correlation and regression analysis were conducted to pursue answers to the research questions. Ninety-one physicians (12.5%), from general and specialty fields, working in inpatient and outpatient settings, participated in the survey. Despite over 3 years of EHR experience, respondents perceived themselves to be incompetent in EHR writing and reading (Mean = 2.74, SD = 0.76). They preferred to read succinct, narrative notes in EHR systems. However, physicians with higher perceived EHR-writing and -reading competence had less preference toward reading succinct (r= - 0.33, p<0.001) and narrative (r= - 0.36, p<0.001) EHR notes than physicians with lower perceived EHR competence. Physicians' perceived EHR-writing and -reading competence was strongly related to their EHR navigation skills (r=0.55, p<0.0001). Writing and reading EHR documentation is different for physicians. Maximizing navigation skills can optimize non-linear EHR writing and reading. Pedagogical questions remain related to how physicians and medical students are able to retrieve correct information effectively and to understand thought patterns in collectively lengthier and sometimes fragmented EHR chart notes.

Bicultural Self-Efficacy among College Students: Initial Scale Development and Mental Health Correlates

ERIC Educational Resources Information Center

David, E. J. R.; Okazaki, Sumie; Saw, Anne

2009-01-01

Theory and empirical research suggest that perceived self-efficacy, or one's perceived ability to perform personally significant tasks, is related to individuals' psychological well-being and mental health. Thus, the authors hypothesized that bicultural individuals' perceived ability to function competently in 2 cultures, or perceived bicultural…

Can Facebook informational use foster adolescent civic engagement?

PubMed

Lenzi, Michela; Vieno, Alessio; Altoè, Gianmarco; Scacchi, Luca; Perkins, Douglas D; Zukauskiene, Rita; Santinello, Massimo

2015-06-01

The findings on the association between Social Networking Sites and civic engagement are mixed. The present study aims to evaluate a theoretical model linking the informational use of Internet-based social media (specifically, Facebook) with civic competencies and intentions for future civic engagement, taking into account the mediating role of civic discussions with family and friends and sharing the news online. Participants were 114 Italian high school students aged 14-17 years (57 % boys). Path analysis was used to evaluate the proposed theoretical model. Results showed that Facebook informational use was associated with higher levels of adolescent perceived competence for civic action, both directly and through the mediation of civic discussion with parents and friends (offline). Higher levels of civic competencies, then, were associated with a stronger intention to participate in the civic domain in the future. Our findings suggest that Facebook may provide adolescents with additional tools through which they can learn civic activities or develop the skills necessary to participate in the future.

Managing ambivalent prejudices: The smart-but-cold, and the warm-butdumb sterotypes

PubMed Central

FISkE, SUSAN T.

2013-01-01

Not all biases are equivalent, and not all biases are uniformly negative. Two fundamental dimensions differentiate stereotyped groups in cultures across the globe: status predicts perceived competence, and cooperation predicts perceived warmth. Crossing the competence and warmth dimensions, two combinations produce ambivalent prejudices: pitied groups (often traditional women or older people) appear warm but incompetent, and envied groups (often nontraditional women or outsider entrepreneurs) appear competent but cold. Case studies in ambivalent sexism, heterosexism, racism, anti-immigrant biases, ageism, and classism illustrate both the dynamics and the management of these complex but knowable prejudices. PMID:24115779

Managing ambivalent prejudices: The smart-but-cold, and the warm-butdumb sterotypes.

PubMed

Fiske, Susan T

2012-01-01

Not all biases are equivalent, and not all biases are uniformly negative. Two fundamental dimensions differentiate stereotyped groups in cultures across the globe: status predicts perceived competence, and cooperation predicts perceived warmth. Crossing the competence and warmth dimensions, two combinations produce ambivalent prejudices: pitied groups (often traditional women or older people) appear warm but incompetent, and envied groups (often nontraditional women or outsider entrepreneurs) appear competent but cold. Case studies in ambivalent sexism, heterosexism, racism, anti-immigrant biases, ageism, and classism illustrate both the dynamics and the management of these complex but knowable prejudices.

Graduating Physiotherapy Students' Conceptions of Their Own Competence

ERIC Educational Resources Information Center

Kurunsaari, Merja; Tynjälä, Päivi; Piirainen, Arja

2018-01-01

A competence-oriented approach has recently emerged in higher education and thus far, not much attention has been paid to how "competence" itself is understood in education. The purpose of this study was to examine how graduating physiotherapy students perceive their competence at the end of their studies. The data comprised interviews…

Leadership Competencies: Do They Differ for Women and Under-Represented Minority Faculty Members?

ERIC Educational Resources Information Center

Skarupski, Kimberly A.; Levine, Rachel B.; Yang, Wan Rou; González-Fernández, Marlís; Bodurtha, Joann; Barone, Michael A.; Fivush, Barbara

2017-01-01

The literature on leadership competencies does not include an understanding of how stakeholders perceive competencies for women and under-represented minority faculty members. We surveyed three groups of leaders (N = 113) to determine their perceptions of the importance of 23 leadership competencies. All three groups endorsed the same five…

An Examination of the Role of Listening in Judgments of Communication Competence in Co-Workers.

ERIC Educational Resources Information Center

Haas, John W.; Arnold, Christa L.

1995-01-01

Shows that listening plays a central role in assessments of communication competence, accounting for approximately one-third of the characteristics perceivers use to evaluate communication competence in coworkers. Finds that organization members differ in their use of listening in judgments of communication competence in several kinds of…

Examining Perception of Competency through Practicum Competencies Outline

ERIC Educational Resources Information Center

Esposito, Giovanna; Freda, Maria Francesca; Bosco, Valentina

2015-01-01

Purpose: This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum;…

Success in everyday physics: The role of personality and academic variables

NASA Astrophysics Data System (ADS)

Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

2002-05-01

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

Psychological determinants of adolescent exercise adherence.

PubMed

Douthitt, V L

1994-01-01

The purpose of this study was to identify some psychological determinants of exercise adherence on which public school physical education programs may have an impact. Data were collected twice, once representing a structured physical education classroom setting (N = 132), and later representing an unstructured summer vacation exercise setting (N = 110). Male and female physical education students at a large suburban high school completed five questionnaires which represented four psychological variables (self-motivation, perceived control, personality/sport congruence, and perceived self-competency), and one physical activity variable (exercise adherence) in both of the two data-collection periods. The results indicated that Perceived Romantic Appeal was predictive of male exercise adherence while Perceived Athletic Competency, Perceived Global Self-Worth, and Perceived Physical Appearance were predictive of female exercise adherence. None of the psychological predictor variables was significant for competitive subjects in either exercise setting, yet Perceived Romantic Appeal and Personality/Sport Congruence were predictive of noncompetitive subjects' exercise adherence in the structured and unstructured settings, respectively.

Does Chinese culture influence psychosocial factors for heroin use among young adolescents in China? A cross-sectional study.

PubMed

Liu, Hongjie; Li, Jian; Lu, Zhouping; Liu, Wei; Zhang, Zhiyong

2010-09-21

Little empirical research has examined how cultural factors influence psychosocial factors for heroin drug use. The objectives of the study were to investigate the levels of individualism and collectivism among young adolescents and how cultural differences were associated with the constructs of the Theory of Planned Behavior and other psychosocial factors for heroin drug use. A cross-sectional study was conducted among young adolescents in an HIV and heroin-stricken area in China. The Individualism-Collectivism Interpersonal Assessment Inventory (ICIAI) was used to measure cultural norms and values in the context of three social groups: family members, close friends, and classmates. A total of 220 boys and 241 girls were recruited and participated in an interview. Compared to boys, girls reported higher levels of the three specific-relationship ICIAIs, as well as higher levels of perceived behavioral control for heroin use, perceived peer control, and communication with parent about heroin use, but a lower level of favorable attitude towards heroin use. The levels of descriptive and subjective norms of heroin use were low in both girls and boys. Among boys, family ICIAI was positively associated with perceived behavioral control, and friend ICIAI was positively associated with perceived peer control and communication with parent. Among girls, family ICIAI was positively associated with perceived behavioral control and communication with parents about heroin use, but negatively with favorable attitudes to heroin use; friend ICIAI was positively associated with perceived peer control, and classmate ICIAI was negatively associated with favorable attitudes toward heroin use. This study documents that collectivistic aspects of Chinese culture may influence psychosocial factors for heroin use, although the patterns are varied by gender. Findings provide an empirical basis for the development of culturally competent intervention programs for heroin use intervention and prevention.

Confidence and Perceived Competence of Preservice Teachers to Implement Biodiversity Education in Primary Schools—Four comparative case studies from Europe

NASA Astrophysics Data System (ADS)

Lindemann-Matthies, Petra; Constantinou, Costas; Lehnert, Hans-Joachim; Nagel, Ueli; Raper, George; Kadji-Beltran, Chrysanthi

2011-11-01

This multinational research study was carried out between 2004 and 2006 in four teacher education institutions in Cyprus, England, Switzerland, and Germany. With the help of a written questionnaire, the confidence and perceived competence of preservice primary teachers (N = 690) to deliver biodiversity education in school were investigated. Data were triangulated with findings from a previous stage of the overall research project. Study participants' confidence to carry out certain outdoor activities in school increased with the number of similar experiences they had during their own secondary school education, and the more personal classroom experiences they had during their teacher education. A sound knowledge of local wild organisms strongly added to their confidence. However, preservice teachers' perceived competence, and thus motivation to implement biodiversity education later on in school, was related even more strongly to the extent of preparation they had received during their teacher education. The results indicate that teacher education programmes that focus exclusively on filling (biodiversity) knowledge gaps might fail to raise confidence and competence in their students to carry out biodiversity education in school. Programmes that have a higher possibility of attaining effectiveness in biodiversity education seek to strike a balance between background knowledge development, pedagogical content knowledge, and opportunities during teaching practice that leads to experiential gains in enacting meaningful activity sequences and engaging students in holistic educational innovations. Within such programmes, it would be fruitful to further explore the relationship between confidence, perceived competence, and actual teaching performance.

How to Identify Success Among Networks That Promote Active Living.

PubMed

Litt, Jill; Varda, Danielle; Reed, Hannah; Retrum, Jessica; Tabak, Rachel; Gustat, Jeanette; O'Hara Tompkins, Nancy

2015-11-01

We evaluated organization- and network-level factors that influence organizations' perceived success. This is important for managing interorganizational networks, which can mobilize communities to address complex health issues such as physical activity, and for achieving change. In 2011, we used structured interview and network survey data from 22 states in the United States to estimate multilevel random-intercept models to understand organization- and network-level factors that explain perceived network success. A total of 53 of 59 "whole networks" met the criteria for inclusion in the analysis (89.8%). Coordinators identified 559 organizations, with 3 to 12 organizations from each network taking the online survey (response rate = 69.7%; range = 33%-100%). Occupying a leadership position (P < .01), the amount of time with the network (P < .05), and support from community leaders (P < .05) emerged as correlates of perceived success. Organizations' perceptions of success can influence decisions about continuing involvement and investment in networks designed to promote environment and policy change for active living. Understanding these factors can help leaders manage complex networks that involve diverse memberships, varied interests, and competing community-level priorities.

Determining specific competencies for General Internal Medicine residents (PGY 4 and PGY 5). What are they and are programs currently teaching them? A survey of practicing Canadian General Internists.

PubMed

Card, Sharon E; Pausjenssen, Anne M; Ottenbreit, Rachel C

2011-11-03

General Internal Medicine (GIM) has recently been approved as a subspecialty by the Royal College of Physicians and Surgeons of Canada. As such, there is a need to define areas of knowledge that a General Internist must learn in those two years of training. There is limited literature as to what competencies are needed in a GIM practice. Draft competencies for GIM (4th and 5th year residents in internal medicine) training were developed over eight years with input from many stakeholders. Practicing General Internists were surveyed and asked their perspective as to the level of importance of each of these competencies for GIM training. They were also asked if training gaps exist in current training programs. The survey was offered widely online in both English and French to gain perspectives from as many different contexts as possible. 157 General Internists, in practice on average for 15 years, responded from all of Canada's provinces and territories. Practice profiles were diverse (large urban centers to rural centers). The majority of the competencies surveyed were perceived as important to attain at least proficiency in. Perioperative care, risk reduction, and the management of common, emergent, and complex internal medicine problems were identified as key areas to focus training programs on, with respondents perceiving these should be mastered to an expert level. Training gaps were identified, most frequently in that of the manager role (example managing practice). This is the first study we are aware of to attempt to isolate the opinions of practicing Canadian General Internists as to the major competencies that should be mastered as a General Internist. We suggest that "generalism" in the context of GIM, does not mean a bit of knowledge about everything but that defined objectives for training in this 'newest' of Royal College subspecialties can be identified. This includes mastery of core areas such as perioperative care, risk reduction, and management of common, emergent and multiple internal medicine problems. The training gaps identified need to be addressed to ensure that General Internists continue to provide excellence in health care delivery.

Music Education in Early Childhood Teacher Education: The Impact of a Music Methods Course on Pre-Service Teachers' Perceived Confidence and Competence to Teach Music

ERIC Educational Resources Information Center

Vannatta-Hall, Jennifer Elizabeth

2010-01-01

This study investigated the impact of a music methods course on pre-service early childhood teachers' confidence and competence to teach music. Specifically, this investigation sought to determine if there was a significant change in participants' perceived self-efficacy to teach music following the completion of a 15-week music methods course.…

Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals, Learning Support, Perceived Competence, and Autonomous Motivation

ERIC Educational Resources Information Center

Støen Utvaer, Britt Karin

2014-01-01

The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and…

Examining Students' Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

ERIC Educational Resources Information Center

Flasch, Paulina; Taylor, Dalena; Clauber, Rikke Nynne; Robinson, Edward, III

2017-01-01

The current study utilized a single-group pretest-posttest design to evaluate students' self-perceived competence and comfort of using a variety of play therapy techniques and interventions with a range of client populations as a result of taking a one-week intensive course in Play Therapy. In an effort to conduct course evaluation and explore…

I Know I Can: A Longitudinal Examination of Precursors and Outcomes of Perceived Athletic Competence Among Adolescent Girls

PubMed Central

Baker, Birgitta L.; Davison, Kirsten K.

2017-01-01

Background This study examined predictors of perceived athletic competence and subsequent physical activity in a longitudinal sample of adolescent girls. Methods A sample of 149 girls was assessed at ages 9, 11, and 13. Perceived athletic competence (PAC) was measured at all ages. Nonaesthetic versus aesthetic sport participation, body fat percentage, and breast development were measured at age 9. Accelerometers were used to measure girls’ moderate-to-vigorous physical activity (MVPA) at age 13. Results Girls who participated in nonaesthetic sports at age 9 reported higher PAC at age 11 than those who participated in only aesthetic sports, while more advanced breast development at age 9 was associated with greater relative declines in PAC between ages 11 and 13. Both age 11 PAC and the relative change in PAC between ages 11 and 13 were significant positive predictors of age 13 MVPA. Results were independent of age 9 socioeconomic status and self-reported physical activity. Conclusion Perceived athletic competence is a suitable target for intervention efforts designed to increase adolescent girls’ physical activity. Particular attention should be focused on girls who are overweight or experiencing puberty. Participation in nonaesthetic sports may be particularly important in the development of PAC. PMID:21415446

A survey of nurses' perceived competence and educational needs in performing resuscitation.

PubMed

Roh, Young Sook; Issenberg, S Barry; Chung, Hyun Soo; Kim, So Sun; Lim, Tae Ho

2013-05-01

Effective training is needed for high-quality performance of staff nurses, who are often the first responders in initiating resuscitation. There is insufficient evidence to identify specific educational strategies that improve outcomes, including early recognition and rescue of the critical patient. This study was conducted to identify perceived competence and educational needs as well as to examine factors influencing perceived competence in resuscitation among staff nurses to build a resuscitation training curriculum. A convenience sample of 502 staff nurses was recruited from 11 hospitals in a single city. Staff nurses were asked to complete a self-administered questionnaire. On a five-point scale, chest compression was the lowest-rated technical skill (M = 3.33, SD = 0.80), whereas staying calm and focusing on required tasks was the lowest-rated non-technical skill (M = 3.30, SD = 0.80). Work duration, the usefulness of simulation, recent code experience, and recent simulation-based training were significant factors in perceived competence, F(4, 496) = 45.94, p < .001. Simulation-based resuscitation training was the most preferred training modality, and cardiac arrest was the most preferred training topic. Based on this needs assessment, a simulation-based resuscitation training curriculum with cardiac arrest scenarios is suggested to improve the resuscitation skills of staff nurses. Copyright 2013, SLACK Incorporated.

Perceived Safety, Quality and Cultural Competency of Maternity Care for Culturally and Linguistically Diverse Women in Queensland.

PubMed

Mander, Sarah; Miller, Yvette D

2016-03-01

Various policies, plans and initiatives have been implemented to provide safe, quality and culturally competent care to patients within Queensland's health care system. A series of models of maternity care are available in Queensland that range from standard public care to private midwifery care. The current study aimed to determine whether identifying as culturally or linguistically diverse (CALD) was associated with the perceived safety, quality and cultural competency of maternity care from a consumer perspective, and to identify specific needs and preferences of CALD maternity care consumers. Secondary analysis of data collected in the Having a Baby in Queensland Survey 2012 was used to compare the experiences of 655 CALD women to those of 4049 non-CALD women in Queensland, Australia, across three stages of maternity care: pregnancy, labour and birth, and after birth. After adjustment for model of maternity care received and socio-demographic characteristics, CALD women were significantly more likely than non-CALD women to experience suboptimal staff technical competence in pregnancy, overall perceived safety in pregnancy and labour/birth, and interpersonal sensitivity in pregnancy and labour/birth. Approximately 50 % of CALD women did not have the choice to use a translator or interpreter, or the gender of their care provider, during labour and birth. Thirteen themes of preferences and needs of CALD maternity care consumers based on ethnicity, cultural beliefs, or traditions were identified; however, these were rarely met. Findings imply that CALD women in Queensland experience disadvantageous maternity care with regards to perceived staff technical competence, safety, and interpersonal sensitivity, and receive care that lacks cultural competence. Improved access to support persons, continuity and choice of carer, and staff availability and training is recommended.

Validity and reliability of a pictorial instrument for assessing perceived motor competence in Portuguese children.

PubMed

Lopes, V P; Barnett, L M; Saraiva, L; Gonçalves, C; Bowe, S J; Abbott, G; Rodrigues, L P

2016-09-01

It is important to assess young children's perceived Fundamental Movement Skill (FMS) competence in order to examine the role of perceived FMS competence in motivation toward physical activity. Children's perceptions of motor competence may vary according to the culture/country of origin; therefore, it is also important to measure perceptions in different cultural contexts. The purpose was to assess the face validity, internal consistency, test-retest reliability and construct validity of the 12 FMS items in the Pictorial Scale for Perceived Movement Skill Competence for Young Children (PMSC) in a Portuguese sample. Two hundred one Portuguese children (girls, n = 112), 5 to 10 years of age (7.6 ± 1.4), participated. All children completed the PMSC once. Ordinal alpha assessed internal consistency. A random subsamples (n = 47) were reassessed one week later to determine test-retest reliability with Bland-Altman method. Children were asked questions after the second administration to determine face validity. Construct validity was assessed on the whole sample with a Bayesian Structural Equation Modelling (BSEM) approach. The hypothesized theoretical model used the 12 items and two hypothesized factors: object control and locomotor skills. The majority of children correctly identified the skills and could understand most of the pictures. Test-retest reliability analysis was good, with an agreement ration between 0.99 and 1.02. Ordinal alpha values ranged from acceptable (object control 0.73, locomotor 0.68) to good (all FMS 0.81). The hypothesized BSEM model had an adequate fit. The PMSC can be used to investigate perceptions of children's FMS competence. This instrument can also be satisfactorily used among Portuguese children. © 2016 John Wiley & Sons Ltd.

Race/Ethnic Differences in Adult Mortality: The Role of Perceived Stress and Health Behaviors*

PubMed Central

Krueger, Patrick M.; Saint Onge, Jarron M.; Chang, Virginia W.

2011-01-01

We examine the role of perceived stress and health behaviors (i.e., cigarette smoking, alcohol consumption, physical inactivity, sleep duration) in shaping differential mortality among whites, blacks, and Hispanics. We use data from the 1990 National Health Interview Survey (N=38,891), a nationally representative sample of United States adults, to model prospective mortality through 2006. Our first aim examines whether unhealthy behaviors and perceived stress mediate race/ethnic disparities in mortality. The black disadvantage in mortality, relative to whites, closes after adjusting for socioeconomic status (SES), but re-emerges after adjusting for the lower smoking levels among blacks. After adjusting for SES, Hispanics have slightly lower mortality than whites; that advantage increases after adjusting for the greater physical inactivity among Hispanics, but closes after adjusting for their lower smoking levels. Perceived stress, sleep duration, and alcohol consumption do not mediate race/ethnic disparities in mortality. Our second aim tests competing hypotheses about race/ethnic differences in the relationships among unhealthy behaviors, perceived stress, and mortality. The social vulnerability hypothesis predicts that unhealthy behaviors and high stress levels will be more harmful for race/ethnic minorities. In contrast, the Blaxter (1990) hypothesis predicts that unhealthy lifestyles will be less harmful for disadvantaged groups. Consistent with the social vulnerability perspective, smoking is more harmful for blacks than for whites. But consistent with the Blaxter hypothesis, compared to whites, current smoking has a weaker relationship with mortality for Hispanics, and low or high levels of alcohol consumption, high levels of physical inactivity, and short or long sleep hours have weaker relationships with mortality for blacks. PMID:21920655

Information Systems: How They Affect and Are Affected by Organization Structure

DTIC Science & Technology

1992-03-01

perceived managerial benefits of telecommuting were increased productivity, increased employee satisfaction, and decreased labor costs. Over 76 percent of...acceptable behavior, and provides fair treatment of employees. One drawback of this tool is that worker performance may actually decrease to the levels...of interpersonal relationships * Selection for employment and promotion based on technical competence. This style attempts to minimize human factors