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The aim of this study was to study the role that perceived competence, resilient coping, self-esteem and self-efficacy can have as protective factors of the academic procrastination of nursing students.Participants were 237 nursing students, 202 women and 35 men. The participants answered a questionnaire that contained the Spanish forms of the following instruments: Tuckman Procrastination Scale (TPS), Perceived Personal Competence Scale (PPC), Brief Resilient Coping Scale (BRCS), Rosenberg Self-Esteem Scale (RSES) and General Self-Efficacy Scale (GSE).Significant and negative correlation coefficients (p.01) were obtained between the procrastination scale and the rest of the measures used. The linear regression analysis identified Perceived Competence (PPC) as the only predictive variable of procrastinating behaviour, explaining 21.5% (RThe results of the study show the important protective role that the variables associated with 'positive' psychology have on procrastination. Of special relevance for the theory and practice of teaching is the result that indicates the predictive role of Perceived Competence on the academic procrastination of students.

Background There are few studies about the role of resilience and social support in post-traumatic growth (PTG) in parents of children with autism spectrum disorder (ASD). Aim This study examined the relationship between social support, resilience, and PTG and the predictive role of resilience and social support related to PTG in Saudi Arabian mothers. Methods and Procedures A survey-based quantitative study was conducted in 88 mothers aged 18–46 years (M = 33.5; SD = 8.02) who had a child with ASD. They were sampled from nine day care centers in Riyadh and the Central-Eastern-Southern region. Outcomes and Results The findings showed a significant positive correlation between perceived social support, resilience, and PTG, and revealed that Resilience-competence was the only significant predictor of PTG-personal strength, appreciation of life, spiritual change new possibilities, and total PTG, while positive acceptance of change was a significant predictor of PTG-relating to others. Moreover, social support from friends and significant others were significant predictors of PTG-total. Conclusions and Implications We found that, for mothers of a child with ASD in Saudi Arabia, the biggest factors predicting post-traumatic growth were a notion of personal competence and social support from friends. Intervention is suggested to lower the risk of trauma.

This article presents the results of research for the expert and methodical center of assessment and certification of qualifications of specialists in the nuclear industry established on the basis of the National Nuclear Innovation Consortium. A series of new professional standards for the nuclear industry has shown that the value of social and personal competence is increasing. The objectives of the study were to identify latent personality factors that have a significant impact on the performance of various types of management activities and to create a model for assessing the socio-personal competence of IT specialists and managers of the nuclear industry. To solve the problem of classification various methods of the cluster analysis were used. The study was performed in 2014 on students of NRNU MEPhI. Cluster analysis in the set of attributes taking into account both individual personality traits and achievements allowed forming five independent classes. For each of the five classes we derived a model of assessment of the level of development of social and personal competence.

The problem of violence in schools has been considered globally through teachers’ assessments of violence in schools- sometimes of the actual state of violence in the schools where they work; of the representation of the form of violent behavior and the reactions of students in the situations where they find themselves in the spectator role of a violent scene. This work is the result of research which serves to empirically confirm the representation of violent behavior of both students and teachers in verified, controlled (part of the School without violence network) and unverified elementary schools of the Rasina District in Serbia, as well as the attitudes of teachers on violence and on personal competence to suppress the aforementioned phenomenon. The beginning results of the research on the problem of violence- in the past and at present have shown a tendency for the increase in violence in educational institutions. Through a longitudinal consideration of subjective assessments of teachers on violence in the previous and current period, we come to a conclusion that the greatest percentage of teachers points out that the problem of violence today is the same or greater in relation to earlier periods. Further analysis of the results has contributed to the conclusion that the teachers’ awareness of the presence of violence is greater in schools which are a part of the School without violence network, which caused the display of a greater degree of violence in these schools.

The province of KwaZulu-Natal in South Africa has a recent estimate of 8000 unqualified and under-qualified teachers. Some of these teachers have an undergraduate degree, but do not have a professional qualification. In order to become professionally qualified, teachers with a degree must complete a Post Graduate Certificate in Education (PGCE), which is traditionally a programme offered to fulltime ‘pre-service’ student teachers. However, part-time students have already been teaching in schools for some years and thus are in fact ‘in-service’ teachers. They have already gained professional practical knowledge through learning on-the-job. The study aimed to investigate what kind of knowledge they had learnt through experience and how this knowledge changes as a result of their formal learning on the PGCE. The study interviewed twenty part time PGCE students who are already practicing teachers about the kind of professional knowledge they acquired through the formal programme and their perceptions of how their practice changed as a result of this learning. Most of the respondents said that they had changed their teaching practice as a result of studying for the PGCE and that pedagogical knowledge about assessment, classroom management and lesson structuring strategies were deemed to be most important. More than half reported that the programme had developed their confidence as a result of both developing personal competence and through becoming a ‘real’ teacher by dint of achieving professional status. This points to the importance of offering teachers with a degree the opportunity to become professionally qualified through a flexibly offered programme.

This study was examined Gender different between Imaginary Audience and Personal Fable with Resilience among Male and Female. Seven-hundred- high school students (353 girls & 347 boys) were participants of the study. New Personal Fable Scale and New Imaginary Audience Scale and Adult Resilience Scale were used as measures of the study. Results of simultaneous multiple regression analysis showed (Female& male) that: A) Imaginary Audience was significant positive predictor of the social competence and Family coherenceand. b) the omnipotence was positive predictor of all subscales of RSA c): the Uniqueness for(Female) was negative predictor of Personal competence,Family coherence and Personal structure subscales; the Uniqueness for (Male) was significant positive predictor of the social competence was negative predictor of Personal structure d) Invulnerability(Female) was significant negative predictor Personal structure and family coherence but(Male) was negative predictor of Personal structure, (Female& male) significant positive predictor was Social support.

Although specific studies devoted to emotional intelligence are increasingly numerous and documented, the Romanian school seems to keep moving forward ignoring the pupils’ emotional needs. Aspects such as self-confidence, emotional self-control, empathy, motivation and socialization rarely constitute the object of the teachers’ systematic, long-term concerns. Starting from theoretical assumptions (emotional intelligence is crucial for success in life and it can be acquired), the authors aim at an experimental programme for stimulating the elementary pupil's emotional intelligence, focused basically on integrating the ABC cognitive model (in the educational process for Romanian Language and Literature, and Counseling and Orientation).

Implementation of ERP systems continues to drive change in organizations. However, the effort is often considered a failure, partially because potential users resist the change. Readiness plays an active role in reducing resistance to such efforts. Therefore, we examined the formation of readiness for change and its effect on the perceived technological value of an ERP system leading to its use. We developed a model of readiness for change incorporating TAM and TPB. The model was then empirically tested using data collected from users of ERP systems in Korea. Structural equation analysis using LISREL provided significant support for all proposed relationships. Specifically, we found that readiness for change had an indirect effect on behavioral intention to use an ERP system. At the same time, readiness for change was found to be enhanced by two factors: organizational commitment and perceived personal competence.

This study examines clients' expectations of quality in home care services and their perceived satisfaction with services among a random sample of 76 home care recipients in Vancouver, Canada. The researchers conducted face-to-face interviews that applied Multiattribute Utility Technology, a procedure that organizes several quality attributes of "ideal" home care into a tree structure to compare their relative importance and ranking from the clients' perspective. Participants also were asked to state their satisfaction or dissatisfaction with the services received in these domains. Among the five main quality attributes identified, the subjects ranked suitability of the home helper and its subset, personal competence, as the most important indicators of quality, followed by continuity in service. In addition, clients tended to have a high level of satisfaction with regard to the attributes of overall home care services. The highest level of satisfaction was reported for elements of personal dispositions of home care staff. The lowest level of satisfaction involved the time/availability components of the service. Finally, comparisons between client expectations and satisfaction of received home care services showed the highest discrepancy for the attributes of influence and time/availability and the greatest congruence for personal attributes of the staff. The results are discussed in terms of their implications for the delivery of home care services.

The present study tested Greenpan's model of personal competence with data obtained from the Early Screening Profiles, a nationally standardized preschool screening battery designed to measure the general functioning level of children 2–7 years of age. Of the five models tested (three a priori and two a posteriori), three models produced results indicative of a good fit. These findings support the use of Greenspan's model of personal competence as a framework for understanding the nature of developing abilities in young children as well as for the improvement of classification and diagnosis of children with special needs.

The article provides a case study from Africa on the issues involved in training adult education personnel. It describes the social and organisational context of adult education in Botswana as the background to a discussion of training needs. A quantification of full-time adult education posts is presented to give an indication of the scope of these needs. The provision of training is then analysed in terms of four different types — initial, middle-level, advanced and inservice. The need for more systematisation and co-ordination is identified and a central role for the University is suggested. The content and methods of training are considered and the central question of the impact of training raised. It is argued that the effectiveness of training must be assessed by a three dimensional analysis which situates the personal competence of the adult educator within an organisational and socio-economic context. Finally, research and evaluation are advocated as essential in two respects. Firstly, in order to develop the knowledge-base about the theory and practice of adult education in Botswana on which to provide the content of courses. Secondly, in order to analyse the training programmes themselves. The article concludes by suggesting a framework for the future development of training for adult educators in Botswana.

The efficacy of a 12-session multicomponent peer leadership smoking prevention program was tested on 426 seventh graders. The program focused on the acquisition of basic life skills and the improvement of personal competence, with particular emphasis on coping with social influences to smoke. Experimental and control groups were compared in terms of self-reported smoking status and several knowledge and psychological variables hypothesized to be related to smoking onset. In addition, saliva thiocyanate (SCN) levels were analyzed in a subsample of students. A significant reduction in new smoking was seen in students in the experimental group, based on both the analysis of self-reported smoking status and SCN levels. There also were significant end-of-treatment differences between the experimental and control groups on three of the knowledge variables and two of the psychological variables. At 1-year follow-up, significantly fewer of the students in the experimental group had become regular (weekly) cigarette smokers than those in the control group. These results indicate the short-term effectiveness of a broad-spectrum smoking prevention program that may be applicable to several areas of health education.

Two psychological theories, affect-reinforcement theory and consistency theory, were compared for their usefulness in predicting arousal during a social episode. One-hundred twelve males met in pairs to discuss their attitudes on one topic. Half of the subjects rated themselves as competent to defend the correctness of their attitude; the other half rated themselves as not competent to defend the correctness of their position on the specific topic under discussion. The topic was selected by the experimenter such that half of the pairs were in agreement in their attitude, while the other half of pairs had opposing attitudes for the topic. The three factors (competence of Person A, competence of Person B, and similarity of attitude) were crossed to produce eight conditions. Skin conductance was continuously recorded throughout the social interaction. Following the discussion period, subjects rated each other on the Evaluative-Behavioral Attraction Measure. Skin conductance data supported the affect-reinforcement hypothesis with a significant interaction between self-rated competence and similarity of attitude factors (p < .05). Hearing disagreement from the other person was highly arousing when a subject said he was competent to present his position on the topic. Other significant effects for physiological activation during the social episode, which were not predicted, are consistent with the affect-reinforcement theory. There was no significant effect for the attraction measure.

The competence-reinforcement model of attraction ( Byrne & Clore, 1967 ) theorizes that interpersonal disagreements produce negative affect and decrements in personal competence. Subject dislike for disagreeing strangers has been a frequent and reliable finding, but the theoretical issue of whether disagreements elicit negative affect because they threaten one's sense of personal competence has been less thoroughly investigated. The present study examines the relationship between attitude disagreements and self-esteem. On the basis of the competence-reinforcement model of attraction it was hypothesized that disagreements would produce decrements in selfesteem, and that the decrements would be most pronounced among subjects expressing the greatest dislike for the disagreeing stranger. Both hypotheses were supported, and it was concluded that the competence-reinforcement model provides an adequate account of both attraction and self-esteem loss.