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This study aims to identify the competencies and to develop a human resource development model for industry 4.0 in Aceh. To achieve the objectives, the study used a mixed-method research approach. Qualitative research was conducted through in-depth interviews with human resource development practitioners and experts who were selected purposively. While quantitative research was carried out by surveying 337 respondents who worked in various fields of work in Aceh. The results showed that there are 4 competencies needed to be able to compete and survive in industry 4.0, which are: (1) personal competence, (2) social competence, (3) methodological competence, and (4) technical competence. Of these four, personal competence has the greatest contribution in explaining the variants of competencies needed in the industrial revolution 4.0. For this reason, various elements of this personal competence should be prioritized in the human resource development model, followed by various other competencies, such as social competence, methodological competence, and technical competence. The development of these various competencies is expected to generate and transform Aceh's human capital into better superior human resources, who mastered and advanced in sciences, technology, and innovation as the main pillars of the regional development to achieve the Indonesia Golden Vision 2045.

Objetivo: Determinar la relación entre la resiliencia y compromiso en los estudiantes de Enfermería en Tacna, Perú. Material y métodos: Estudio no experimental, correlacional, de corte trasversal. La población estuvo conformada por 179 estudiantes de primero a cuarto año de la Escuela Profesional de Enfermería de la Universidad Nacional Jorge Basadre Grohmann en Tacna, durante el año 2019, a quienes se encuestó previo consentimiento informado, se aplicó dos cuestionarios validados. Para el análisis se utilizó el estadístico Chi cuadrado, con una confianza al 95 %. Resultados: Del total de estudiantes, el 88,8 % fue de sexo femenino; el 57 % de 19 a 21 años; el 60,3 % expresó un nivel de compromiso alto y el 35,8 % un nivel medio, siendo este compromiso alto por dedicación (69,3 %), vigor (52 %) y absorción (55,3 %). El 54,7 % presentó resiliencia de nivel alto y el 44,7 %, de nivel medio; siendo esta resiliencia alta por competencia personal (96,1 %), y por optimismo (60,3 %); el 44,7 % presentó un compromiso y resiliencia alta con una asociación estadísticamente significativa (p

Resumen Objetivo. Comparar los niveles de resiliencia entre jóvenes universitarios y jóvenes trabajadores, e identificar posibles relaciones de dicha variable con la edad de los participantes. Método. La muestra, de tipo incidental, estuvo conformada por 188 jóvenes, cuya edad oscilaba entre los 18 y los 27 años. Al momento del estudio, 138 cursaban una carrera profesional universitaria y 50 eran trabajadores. Para medir la variable del estudio se utilizó la Escala de Resiliencia traducida y adaptada al español. Resultados. El principal hallazgo es que los jóvenes universitarios obtienen puntajes significativamente mayores que los trabajadores, tanto en el total de la prueba de resiliencia (t (186) = -3.98, p = 0.000, d = 0.65) como en las dos dimensiones que la componen, Competencia personal (t (186) = -4.45, p = 0.000, d = 0.73) y Aceptación de sí mismo y de la vida (t (186) = -2.23, p = 0.026, d = 0.36). Conclusión. Un mayor nivel de estudios, en el caso universitario, es un factor protector ante la adversidad (mayor resiliencia). Abstract Objective. To compare the levels of resilience between university and young workers, as well as between men and women, and to identify possible relationships of this variable with the age of the participants. Method. This was a correlational study with transversal-correlational design. The sample was incidental and was made up of 188 people between 18 to 27 years old. At the time of the study, 138 of the participants were pursuing an undergraduate major in the university and 50 of them were workers. To measure the study variable, the Resilience Scale was used in its translated and adapted version to Spanish. Results. The main finding is that university students obtain significantly higher scores than workers, both in the total resilience test (t(186)=-3.98, p = 0.000, d=0.65) and in the two dimensions that compose it, Personal competence (t(186)=-4.45, p=0.000, d=0.73) and Acceptance of self and life (t(186)=-2.23, p=0.026, d=0.36) Conclusion. The general conclusion indicates that having a higher level of education, university, is a protective factor in the face of adversity (greater resilience). Resumo Escopo. Comparar os níveis de resiliência entre jovens universitários e jovens trabalhadores, e identificar possíveis relações desta variável com a idade dos participantes. Metodologia. A amostra, do tipo incidental, esteve conformada por 188 jovens, com idade que oscilava entre os 18 e os 27 anos. Ao momento do estudo, 138 cursavam uma carreira profissional universitária e 50 eram trabalhadores. Para medir a variável do estudo foi utilizada a Escada de Resiliência traduzida e adaptada ao espanhol Resultados. A principal descoberta é que os jovens universitários obtêm pontuações significativamente maiores que os trabalhadores, tanto no total da prova de resiliência (t (186) = -3.98, p = 0.000, d = 0.65) como nas duas dimensões que a compõem, Competência pessoal (t (186) = -4.45, p = 0.000, d = 0.73) e Aceitação de si mesmo e da vida t (186) = -2.23, p = 0.026, d = 0.36). Conclusão. Um maior nível de estudos, no caso universitário, é um fator protetor ante a adversidade (maior resiliência).

Relevance: the article justifies the need for comprehensive psychological support of professional training of police officers in order to improve the quality of education and competence of law enforcement specialists. The purpose of the research is to test the developed Concept of psychological support for the formation of personal competence of police officers. Hypothesis of the study: after execution of the forming influence the level of formation of the components of personal competence and the degree of their integration increases as well as the success of professional activities during the first year of service. Sample: 1163 students of the Volgograd Academy of the Ministry of internal Affairs. Results: the efficiency of developing impacts within the framework of the Concept is confirmed at all stages of the experiment. Assessments of personal competence development are significantly related to the professional progress of University graduates assessed by experts. Expert assessments of the components of personal competence show high consistency with corresponding personal variables evaluated through self-reporting, both in a single-moment section and in dynamics. Conclusion: the implementation of the Concept shows the efficiency of psychological support measures for the formation of personal competence, the influence of their level of development on the results of professional activity is confirmed.

La empleabilidad es una competencia personal que en la actualidad es relevante en el mundo laboral. Un profesional que tenga el nivel bajo en esta materia, difícilmente conseguirá un trabajo, conlleva al subempleo y en casos críticos al desempleo, por no contar con los requerimientos que exige el mercado contemporáneo. Metafóricamente hablando, el escenario que converge la demanda y oferta laboral es un campo de batalla, donde los mejores profesionales son los ganadores de excelentes puestos o cargos y los perdedores son rezagados del juego. En este sentido, cobra importancia la empleabilidad y los factores que inciden en el mejoramiento de la misma para ser competente y a la vez competitivo en el mercado de trabajo actual; que se encuentra en constante cambio y desarrollo. Los factores que configuran tanto la empleabilidad interna como externa se agrupan en tres categorías: factores socio-familiares, individuales y externos. El propósito de la investigación es determinar y analizar el impacto que tiene los factores de la empleabilidad internos y externos en los profesionales de la zona de influencia del municipio de El Espinal Tolima. El tipo de investigación es descriptiva, con enfoque mixto, la población objeto de estudio son los profesionales y las empresas del Espinal -Tolima donde laboran; se aplicaron dos encuestas estructurada a la muestra con población finita. Se concluyó que cada uno de los factores analizados tiene influencia en la empleabilidad y las oportunidades laborales de los profesionales de El Espinal Tolima.

The purpose of this study is to examine the beliefs of mathematics teacher candidates about mathematics teaching according to some variables. The data of the study were collected by Haciomeroglu and Taskin (2010) in the Turkish version of the Mathematics Teaching Proficiency Belief Scale developed by Enochs et al. (2000) and personal information form developed by the researcher. The study was conducted with a total of 150 students in the department of mathematics teaching at Yuzuncu Yil University, Faculty of Education in the spring semester of 2016-2017 academic year. Independent sample t-test and ANOVA were used for the analysis of collected data. According to the analysis results; it has been found that teacher candidates' self-efficacy beliefs towards mathematics teaching generally correspond to the "undecided" level. It was determined that the self-efficacy beliefs of the teacher candidates did not differ significantly according to the sex but the meaning of the scale was significantly different in favor of the male teacher candidates in terms of the "personal competence" sub-dimension. Teacher candidates' self-efficacy beliefs differed significantly according to their grade level and high school graduation they graduated from; this significant difference was found to be in favor of teacher candidates who graduated from the school of science in terms of the "personal competence" subscale of the fourth grade and the scale. It has also been suggested that for the duration of the education and training process, prospective teachers should carry out practical studies in order to increase their self-efficacy in teaching mathematics.

[EN]: Teacher-training programs around the world, and especially in Europe do not specify in detail the capacities that future professionals should acquire, so it brings about a great discussion among educators, researchers and teachers. The main objective of this study is to collect the impressions of future Secondary Education teachers as regards the competences attained during their studies. The self-evaluation of 353 students was carried out using a Likert-scale questionnaire made up by 13 variables gathered into three dimensions namely social competence, academic competence and personal competence. R Software, InfoStats and SPSS v. 25 software were used in order to analyze the data collected. Confirmatory factorial analyses and linear mixed modelling were applied to identify factors affecting the acquisition of competences. The students’ area of knowledge and their employment situation were key factors in the development of academic and social competences, while the personal dimension was affected only by the area of knowledge. These results obviously show that there are some competences whose level of development could be improved, and we have also identified some weaknesses in the development of certain competences. In addition, these data have allowed us to assess the strengths and weaknesses of the initial teacher-training curriculum., [ES]: Los programas de formación del profesorado en todo el mundo, y especialmente en Europa, no especifican en detalle las capacidades que deberían adquirir los futuros profesionales, por lo que provoca un gran debate entre educadores, investigadores y docentes. El objetivo principal de este estudio es conocer y evaluar el nivel de desarrollo de las competencias adquiridas por futuros docentes de Educación Secundaria durante su formación inicial. La autoevaluación de 353 estudiantes se realizó mediante un cuestionario en escala Likert con 13 variables agrupadas en tres dimensiones: competencia social, académica y personal. Se utilizó R, InfoStats y el software SPSS v.25 para analizar los datos recogidos. Se aplicaron análisis factoriales confirmatorios y modelos lineales mixtos para identificar los factores que afectan a la adquisición de competencias. El área de conocimiento de los estudiantes y su situación laboral fueron factores clave en el desarrollo de las competencias académicas y sociales, mientras que la dimensión personal solo se vio afectada por el área de conocimiento. Estos resultados muestran que existen algunas competencias cuyo nivel de desarrollo se podría mejorar. Asimismo, estos datos nos han permitido evaluar las fortalezas y debilidades del plan de estudios de la formación inicial docente.

The onset of the COVID‐19 pandemic caused swift change in society, affecting both personal and professional lives. In radiation therapy (RT), professional and social interactions are highly important to maintaining team culture and effective patient care. Continuing Professional Development (CPD) is also an integral part of maintaining professional and personal competence and growth for healthcare professionals. This article examines the rationale for and methods of swiftly adapting a robust CPD program and training calendar to an online offering for radiation therapists (RTs) at the Princess Alexandra Hospital Radiation Oncology Department, Brisbane, Australia. Reasons for the change, how it was achieved quickly, and the opportunity to build resilience in the staff group are discussed. Successes and challenges of achieving meaningful change in a short timeframe are described, ensuring RTs maintained access to both CPD and social support during the crisis. Initial feedback suggested a positive response from RTs, but the situation remains dynamic and will need to be monitored and adapted as the pandemic continues., This article examines the rationale for and methods of swiftly adapting our robust CPD program and training calendar to an online offering for RTs at the Princess Alexandra Hospital Radiation Oncology department in Brisbane, Australia. We discuss why such a change was deemed necessary, how we achieved it quickly, and the opportunity to build resilience in our staff group. We address the successes and challenges of achieving meaningful change in a short timeframe, ensuring our RTs maintain access to both CPD and social support during this crisis.

Lack of sufficient accommodation in many South African universities has forced many students to reside outside the campus and commute to attend classes as commuter students. Research indicates that living on campus is related to gains in social and personal competence. The level of competence gained may help students living on campus (resident students) to be more successful in their courses. The purpose of this study was to compare the academic performance of resident and non‑resident students at a university in Limpopo Province. The study employed a survey design. Systematic sampling and snowball sampling methods were used to select 1 769 participants from both resident and non‑resident students. A questionnaire was used to collect data. The main finding from this study is that the academic performance of resident students is slightly better than that of non‑resident students – hence, residing on campus is an advantage. The study concludes that campus environment, student involvement as well as student academic and social integration into the institution tend to account for effects of living on‑campus versus living off‑campus. Furthermore, academic and social integration of students at university are essential for study commitment, success and preventing students from dropping out. The study recommends that future research should focus on the direct influence of resident versus commuter status on such outcomes as degree aspiration, satisfaction with university and institutional persistence.

Although adolescents with attention-deficit hyperactivity disorder (ADHD) have a higher risk of suicidality and more problems related to school bullying, and quality of life (QoL) is reportedly associated with school bullying, suicide, and ADHD, no study has examined their correlation. This study examined the complex relationships between QoL, school bullying, suicide, and ADHD symptoms. A total of 203 adolescents with ADHD aged between 12 and 18 years were recruited. School bullying and QoL were examined using the Chinese version of the School Bullying Experience Questionnaire and the Taiwanese Quality of Life Questionnaire for Adolescents. Network model analysis was conducted to graphically present their relationships. We identified triangular correlations between school bullying, QoL, and suicidality, indicating possible pathways from school bullying to suicidality, and the originating or mediating roles of personal competence and psychological well-being. Furthermore, the ADHD symptoms of inattention and hyperactivity/impulsivity may differentially regulate these pathways. Longitudinal studies are warranted to confirm these findings.

Nursing professional development (NPD) practitioners are integral to implementing evidence-based practice (EBP). Research was conducted to describe NPD practitioners' EBP beliefs and competencies, frequency of implementing EBP, and perceptions of organizational culture and readiness for EBP. Relationships among NPD practitioner characteristics and organization outcomes were explored. Findings indicate that NPD practitioners must develop personal competence in EBP, become engaged in shared governance, collaborate with others, and use quality metrics to demonstrate the effectiveness and value of NPD activities.

Cardiac anaesthesia is a demanding, but fulfilling speciality which challenges the skills, knowledge, professional and personal competence of cardiac anaesthesiologists on a daily basis. This article outlines the brief history of the subspecialty of cardiac anaesthesia in India, its growth and progress over the decades, reasons for choosing it as a career option, variations in practice standards and how the speciality has been affected by the coronavirus 2019 pan?demic.

Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.

RESUMEN Introducción: Dada la relevancia del autoconcepto en el ámbito educativo y en la vida personal, social y laboral, en la presente investigación se analizan intra-sexos las dificultades en este constructo en jóvenes de 18 a 30 años (14 hombres y 23 mujeres) con degeneración retiniana, frente a otros sin afectación; indagando en el papel que desempeña el nivel de estudios (primarios/secundarios, universitarios). Método: Participaron 74 personas (37 afectados y 37 sin afectación), igualados en sexo y nivel educativo. Se utilizó la Escala de Autoconcepto Tennesse y un cuestionario sociodemográfico elaborado ad hoc. Resultados: Los resultados obtenidos en los distintos análisis no paramétricos llevados a cabo mostraron que, tanto entre mujeres como entre hombres afectados, se detectaron puntuaciones inferiores en autoconcepto físico; constatándose igualmente que las mujeres con estudios superiores se percibían mejor en éste; mientras que los hombres obtenían mayores puntuaciones en el factor personal. Conclusiones: Se sugiere a los profesionales de la orientación y psicopedagogía que trabajan con estos jóvenes identificar los puntos fuertes en los que cada cual destaque reforzándolos y resaltándolos, así como detectar los aspectos más deficitarios del autoconcepto para entrenarlos, en aras de favorecer el sentimiento de valía y competencia personal.ABSTRACTIntroduction: Attending to the relevance of self-concept in the educational field and in the personal, social and labor life, this study analyzed the difficulties intra-sexes of young people between 18 to 30 years old (14 men y 23 women) affected by a retinal degeneration, compared to others without affectation; enquire into the role of the academic level (primary/secondary, university). Method: Participants were 74 people (37 affected and 37 non-affected), matched in sex and educational level. The Tennessee Self-Concept Scale and a sociodemographic questionnaire elaborated ad hoc were used. Results: The results obtained in the different non-parametric analysis carried out, between affected women and between affected men, showed that lower scores were detected in physical self-concept; verifying that women with higher studies were perceived better in this; while men obtained higher scores in personal self-concept. Conclusions: Data suggested to the guidance and psychopedagogy professionals who work with these young people to identify the strong points in which each one stands out, reinforcing and highlighting them, as well as detecting the most deficient aspects of the self-concept in order to train them, in order to promote the feeling of worth and personal competence.

The quality of learning is determined by teacher performance, which is influenced by an individual’s competence and their confidence in teaching. The aim of this research was to gain an understanding of the causal relationship between competence and confidence in relation to teacher performance. We found that individual competence had a strong influence on confidence. Although there were limitations in the sampling, the findings of this study have implications for teaching performance. Further research could study differences and interrelations between social competence, personal competence, and professional competences, as well as other factors that affect the performance of teachers.

This study aimed to describe the perception of students on teacher performance counseling certified educators (the field of guidance and counseling). the method in this research is descriptive quantitative research. The research was conducted in SMP N 1 Banguntapan, with a population of students of class IX in SMP N 1 Banguntapan with the number of 30 students. Instruments in this study using a questionnaire with data analysis techniques using grouping criteria, moderate, and less. The results obtained in this study concluded that students' perceptions of teacher performance guidance and counseling in both categories on the basis of the data categories of each aspect, among others: aspects of personal competence with the number of 14 students (47%), aspects of social competence with number 25 students (83%), and aspects of professional competence by the number of 23 students (77%). This study may provide information to teachers BK to improve performance related to personal competence, social, and professional, so it can be a teacher BK capable of carrying out its duties and responsibilities in providing guidance and counseling services in schools optimally.

Background: College students are particularly vulnerable to developing Internet addiction. Understanding students’ needs for preventing as well as managing Internet addiction should be considered. Objectives: The purpose of this study was to explore the multidimensional needs of students for the prevention of Internet addiction. Methods: This qualitative study was performed in Sanandaj, Iran, between September and December 2015. Fifteen participants who are addicted to the Internet, based upon a self-reported questionnaire, were purposefully selected from 3 local universities. Data was collected using focus groups, individual semi-structured interviews, and drawings. Conventional content analysis methods were utilized to analyze data. Results: Fifteen students (mean age 26.3 ± 3.2 years) with an average score for Internet addiction of 59.3 participated in the study. Students’ needs for the prevention of Internet addiction included 4 major categories: social support, personal competence, appropriate culture, as well as maintenance and improvement of health. Conclusions: Prevention programs for Internet addiction need to promote social supports, teach personal competence, establish an appropriate culture, and prioritize good health.

Young people report frequent worry, but we know little about the extent, character, or consequence of worry in adolescence, or individual differences associated with worry. Adolescents with chronic pain are one population that are known to have high levels of anxiety, which is associated with higher levels of disability and depression, impairing function. In this study we report a diary study: adolescents (N = 60; aged 16-18) recorded their worry over seven days. Our first aim was to describe the characteristics of adolescent worry and its consequences in a community sample. Our second aim was to compare the experience of girls to boys, and to compare the experience of those with and without chronic pain. Adolescents reported characteristics of each worry they had throughout the week, including content, frequency, strength, interference, emotion, and the strength of emotion associated with worry content. Adolescents reported the consequence for each content and the strength of the consequence. Worry content and consequences were categorised into four categories; health, relationship, personal competence, and other. Adolescents reported 675 unique episodes of worry over the seven-day period that were predominantly about personal competence. The strength of worry content was (M = 6.61, SD = 1.27) and the strength associated with the worry consequence was (M = 5.59, SD = 1.41). Worries were not reported as highly interfering (M = 4.14, SD = 1.61). Contrary to predictions, there were no differences in worry characteristics between adolescents with and without chronic pain. To conclude, worry is a frequent occurrence in older adolescents and the characteristics of worry are discussed. Adolescents worry mostly about personal competence. Adolescents with and without chronic pain reported similar worry characteristics.

The purpose of this research is to describe the profile and level of psychological resilience of adolescents living at social shelter. This research is using quantitative, cross-sectional design, descriptive approach and the population is adolescents who live at social shelter in Jakarta and Bekasi. Due to the explorative nature of this study and lack of the acurate data about total amount the teenagers, the sample of this research is taken by using convenience sampling technique across 12 Social Shelter in Jakarta and Bekasi. The sample of the study is 200 Adolescents. Adapted scale of resilience by Connor – Davidson was used for measure resilience level and descriptive statistic was used for the analysis. The result of this research found that 46.5% of participants have high resilience and 52.5% has moderate level of resilience. Whereas, only 1% who has low level of resiliences. Based on the analysis from each dimension, the highest dimension of resilience is in the domain of “Personal Competence” and the lowest one is on “Tolerance of Negative Affect”. This result implied that to developing resilience program for adolescents at social shelter, it is needed to help them develop their ability to overcome the negative affect.

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.

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children’s learning in preschool. The study aimed to answer the following questions: What is ‘learning’? How do children learn? What are the best conditions for children’s learning? What is the role of participation in children’s learning? The results show that from the teacher’s perspectives, children’s learning is connected to children’s social interaction and development in which the children’s initiatives are crucial. Learning, to a great extent, results from children’s active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.

The objective of this research was to observe the pedagogic, professional, personal, and social competence of high school biology teachers in Batu Bara district. The population in this research were all of biology teacher in high school of Batu Bara district as many 22 people. Samples were taken by purposive sampling with a sample of 22 teachers, 90 students from 9 schools were each taken 10 students, 3 lecturers as validator expert. This research was conducted by using descriptive qualitative. Data were collected using questionnaire of observation, test comprehension, student assessment, teacher and student questionnaires. The results showed that pedagogic competence was appropriate, with the highest result in the mastery of the learning (4,85±0,357) and pre-learning (4,32±0,862) but still in appropriate criteria, from the test given to teachers on average 57,72 % of teachers can answer the test given by the highest score successfully answered 39 questions with 78% comprehension level of the lowest value just answer 11 questions with a level of comprehension 22%.In the professional competence of the teaching materials scored significantly higher values ​​(116.05 ± 6.973) and the lowest value (38.91 ± 3.350) suggesting that teacher professional attitude towards the teaching materials they provide.The results of a questionnaire assessment of teachers and students questionnaire also showed the results of personal competence and social competence biology teacher in Batu Bara District was very well.At the personal competence, the average value of the total aspects of the assesment (77.68 ± 5.867) and assessment of students with an average value (89.77 ± 4.350), and on the social competence, the mean value of the total aspects of the assessment (85.09 ± 3.829 ) on the teacher questionnaire, as well as the mean value (87.53 ± 3.706) in the student questionnaire.This study has implications for the importance of sustainable development for high school biology teachers in Batu Bara district.

In India, according to the 2001 census, 41% of the total population is under 34 years old. The National Youth Policy is committed to their all round development and identifies ‘disabled youth’ as a priority focus. Based on data collected through interviews, this paper examines the participation and purposeful engagement of youth with disabilities. The research findings suggest that many of the exclusions faced by these youth were not primarily because of their impairment, but rather were significantly determined by the socio-cultural and economic realities of their lives. Evidence also highlights these young people's strong sense of independence and personal competence.

The available research on first-year college outcomes remains highly segmented (Pascarella & Terenzini, 2005) and surprisingly incomplete (Upcraft et al., 2005), particularly as it relates to psychosocial outcomes like social and personal competence. This study, based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students' development of social and personal competence in their first year of college.

The article is a review of research of personal competence of professionals working with children with special health opportunities. The article describes the results of the expert survey, which was conducted in order to determine personality traits that are important for professional defectologists. The correlation is established between the personal competence and personal maturity. Personal maturity is a condition for the effective and successful implementation of the activity of a special education teacher. Personal maturity is a manifestation of directedness of the personality, which has developed properties.

In an increasing manner, schools are challenged with the task of making pupils masters of their own learning so that they are able to approach and deal with their tasks independently. Such a promotion of learning competences implies the promotion of competence in subject knowledge and method competence, as well as in social and personal competence. The present article analyses the question of how the acquisition of learning competences may be enhanced at school and at the level of educational systems. A study (2002–2004), commissioned by the Bertelsmann Foundation was to provide relevant information in this respect, the results of which are presented in this contribution. After a technical definition of the term of ‘learning competence’ the author explains how the schools of the inquiry split up these general categories of learning competences into partial areas of competence and/or dimensions, subsequently determining these as set goals for their future work on school development. The improvement of lear...

Throughout the 1990s there was considerable discussion of the moral dimension of teaching instigated largely by the Office for Standards in Education (1994) and School Curriculum and Assessment Authority (1995, 1996a, b) discussion papers. Although there was widespread acceptance among educationists, the inspectorate and the teaching profession that there was a moral dimension to teaching, differences were apparent in the perceptions of the significance of this dimension and the implications of it for schools. On the one hand, many teachers acknowledge the moral dimension of teaching, they recognize that teachers from time to time have to deal with controversial issues and have an obligation to respect the rights of children. However, they tend to see this dimension as peripheral to the main business of teaching and learning and not something which will influence how they are judged as professionals. Some recent perspectives on Personal and Social Education, such as the emphasis on personal competence or ...

Family support groups (FSG) have been recognized as an important and viable means for responding to the needs of family caregivers. How these groups work, however, is not well understood. The purpose of this qualitative exploratory study was to explore the impact of attending a family support group on the caregiving experience from the perspective of the family member. Personal, semi-structured interviews took place with eleven family members who had participated in at least one FSG. Data was analyzed for themes, using a constant comparative categorizing strategy. This analysis suggests that attending a FSG impacts the caregiving experience in four important ways: helping the family member to construct a self-identity as a ‘caregiver’; promoting a sense of personal competence; fostering the use of formal support groups; and creating a community context within which to experience the caregiving role. Cumulatively, these have the potential to contribute to a sense of empowerment for the family memb...

Theoretical and empirical efforts to develop valid methods by which to identify people with mental retardation and related disabilities have been underway for approximately 100 years. Recently, there is a growing consensus that mental retardation is best conceptualized as significant limitations in the multidimensional construct of personal competence. In addition to physical competence, personal competence is conceptualized to include, at the broadest level of conceptualization, the domains of conceptual, practical, and social intelligence. Due to limitations in personal competence, the defining characteristic of persons with mental retardation is an ongoing need for types and intensities of support that most others in society do not require. Current models of personal competence are described and the types of measurement tools available to measure essential dimensions of personal competence are discussed. Additionally, a systematic approach is described for assessing support needs and developing plans t...

Several previous studies have investigated the relationship between psychological distress and substance use among youth. However, less research has investigated the potentially protective role of psychological well-being on adolescent substance use, and the extent to which personal competence skills may promote well-being. The present study examined personal competence skills, psychological distress and well-being, and adolescent substance use over a 3-year period in a predominantly minority sample of urban students (N = 1,184) attending 13 junior high schools in New York City. Structural equation modeling indicated that greater competence skills predicted less distress and greater well-being over time. Although psychological well-being was associated with less subsequent substance use, distress did not predict later substance use. Findings indicate that competence skills promote resilience against early stage substance use in part by enhancing psychological well-being, and suggest that school-based prevention programs should include competence enhancement components in order to promote resilience.

This study aimed to determine the contribution of learning interest and personal competence of teachers toward student’s grade for Graphic Arts subject at X class of Multimedia Department at SMK Negeri 1 Kecamatan Luak. The type of this research is a descriptive correlational. Population in this research are 65 students, and samples are amount to 39 students. Samples are taken by simple random sampling technique. Student’s grade data obtained from teacher’s of graphic arts at SMK Negeri 1 Kecamatan Luak. And data of learning interest and personal competence of teachers were collected through a questionnaire using a Likert scale that has been tested for validity and reliability. The results of data analysis showed: (1) Learning interest and personal competence of teachers together contributed 61.5% for student’s grade, (2) Learning interest contributed 17.14% for student’s grade, (3) Competence teacher's personality contributed 16.64% for student’s grade. This research suggest that student’s interest in learning and personal competence of teachers give contribution to student’s grade.

In an earlier article, published in 1996, the authors described a provisional model of professional competence which attempted to harmonise the “reflective practitioner” paradigm (developed by Schön and now espoused by many professional education programmes) with competence‐based approaches. The latter included both the “functional outcomes” approach and the “personal competence” approach. Views on the composite model were sought from readers of this journal. The model was also tested as part of a programme of empirical work across 20 different professions. This paper offers a revised version of the model which takes account of the suggestions made by a significant number of respondents, as well as observations from the empirical work.

Telephone and follow-up in-depth interviews were used to gather information from 25 sponsors (primary contact people or responsible parties) of nursing home residents to learn more about the nursing home search and selection process. Quantitative analyses revealed that sponsors who engaged in anticipatory action prior to the need for nursing home placement had lower personal competence scores than those sponsors who did not anticipate the need for nursing home care. As might be expected, sponsors who were involved in time-pressured searches had the highest stress scores. In-depth analyses of the qualitative data illuminated the diverse ways in which the situational factors (time-pressured versus non-time-pressured searches and antici patory versus nonanticipatory behavior) affected the personal factors (perceived competence and stress) to create idiosyncratic experiences for the sponsors. The findings show the value of offering professional assistance to individuals who are at the stage of seeking information about nursing homes.

The issue of this study is how is the competence of Social Studies Teacher s at MTsN Barabai. This research objective is to describe the pedagogic competence, personal competence, professional competence, and social competence of social studies teacher s at MTsN Barabai. The method of this study used descriptive qualitative approach , describing the competence of social stu dies teacher s of MTsN Barabai : the pedagogic competence, personal competence, professional competence, and social competence. Data in this study were collected by using (1) questionnaires, (2) observation, (3) interview, and (4) documentation. This study did not use a sample, it means that all population of social studies teachers is involved to be investigated (total sampling). The result of the study showed that pedagogic competence of social studies teachers at MTsN Barabai is 3. 28 or 82. 00 categorized into good criteria. Personal competence is 3. 54 or 88.50 categorized into good criteria. Profesional competence is 2. 98 or 74. 50 categorized into sufficient criteria and for social competence is 3. 17 or 79. 25 categorized as good criteria. Therefore, it can be concluded that the competence of social studies teachers at MTsN Barabai is 3. 24 or 81. 00 which is categorized into good criteria. In order to improve teacher s’ competence, social studies teachers of MTsN Barabai are suggested to improve their educational qualification by tak ing part in training activities. Key Words : Competence of Teacher s, Social Studies.

By this synopsis research which conveyed of findings to unfold mutual effect between teachers’ performance and incentive scheme and teachers’ personal competency, and principal leadership, and work motivation, by means of explanatory research in which ex facto method was ad hock model chosen because of classified as non-experiment. The grounds populations of research target were upon teachers of Public Senior High School around Medan city which the total about 1446 teachers, 241 teachers set out as sample apart. Though Ex post facto as a means to examine proposed hypothesis it was found significant influence between free variable teacher’s personal competence toward work motivation and teacher’s work performance as bound variable. Carried out with statistical descriptive analysis and inferential analysis. Alluded to inferential analysis by technically path coefficient analysis whereby direct contribution of: 1) incentive scheme toward work motivation was 41%, 2) teachers personal competency toward work motivation was 17%. 3) Principal leadership toward work motivation was 25%. 4) Incentive scheme toward teachers’ work performance 17%. 5) Principal leadership toward teachers’ work performance was 16%. 6) Work motivation toward teachers’ work performance was 39%.

This article updates the current conceptualization, measurement, and use of the adaptive behavior construct. Major sections of the article address an understanding of the construct, the current approaches to its measurement, four assessment issues and challenges related to the use of adaptive behavior information for the diagnosis of intellectual disability, and two future issues regarding the relations of adaptive behavior to multidimensional models of personal competence and the distribution of adaptive behavior scores. An understanding of the construct of adaptive behavior and its measurement is critical to clinicians and practitioners in the field because of its role in understanding the phenomenon of intellectual disability, diagnosing a person with intellectual disability, providing a framework for person-referenced education and habilitation goals, and focusing on an essential dimension of human functioning.

Although concern by elders about personal forgetfulness has been well documented, the elders' experience of forgetfulness has not been studied. Nine elder volunteers participated in this grounded theory study. The resultant beginning of a substantive theory of the personal or subjective experience of forgetfulness describes how elders, when faced with perceived forgetfulness, engage in a three-phase iterative process of self-assessment, coping, and reassessment. The goal of this process is the maintenance of a sense of self, or "continuing to be who I am," through actions aimed at maintaining identity continuity and personal competence. Possible interventions suggested by this theory include activities to (a) assist elders in improving their self-esteem, (b)facilitate the development of new role scripts enabling the maintenance of valued roles, and (c) teach alternative strategies for coping with forgetting.

In most college impact models, student and institutional characteristics have substantial effects on student learning ( Pascarella & Terenzini, 1991 ). The purpose of this study was to discover the impact of out-of-class experiences on outcomes of college attendance considered important by students. From interviews with 149 seniors at 12 colleges and universities, 14 categories of learning and personal development were distilled. These categories subsequently were reduced to five outcome domains: Personal Competence, Cognitive Complexity, Knowledge and Academic Skills, Practical Competence, and Altruism and Estheticism. Contrary to the literature on college impact, student background characteristics were not related to differences in outcomes; however, students attending small, private colleges with liberal arts missions more frequently reported changes in Cognitive Complexity, Knowledge and Academic Skills, and Altruism and Estheticism.

This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mecliational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation. (C) 2010 Elsevier Inc. All rights reserved.

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.

In 1989, a national questionnaire survey of 901 primary teachers was undertaken by the Leverhulme Primary Project team and published in Research Papers in Education (Wragg et al., 1989). A follow‐up survey was conducted in 1991, with a sample size of 433 teachers in 131 schools. Teachers were asked on both occasions how competent they felt to teach the National Curriculum introduced by the 1988 Education Act with their existing subject knowledge. In 1989, whether results were analysed by school size, age of teacher, sex or age group taught, the rank order was similar. Teachers saw themselves as most competent in English and mathematics. Science, music and technology were rated lowest. In 1991, they still perceived themselves to be most competent in English and mathematics but science was elevated to third from eighth place. Music and technology, however, were ranked the lowest, as previously. Within subjects, science and technology show general improvements in personal competence whereas in Engli...

Vogten, H., Koper, R., Martens, H., & Van Bruggen, J. (2008). Using the Personal Competence Manager as a complementary approach to IMS Learning Design authoring. Interactive Learning Environments, 16(1), 83-100.

Volunteers' personal goals seem to outweigh their social concerns.

This study examined the relative effects of unemployment and quality of employment on the affective states, personal control and work values of school-leavers. Initially, students were surveyed at school and then reassessed two years later when they were either unemployed, employed or continuing their education. Those in employment were categorized as being in good or poor employment on the basis of the degree to which their jobs allowed them to utilize their skills and education. When school-leavers who obtained good quality employment were compared with those who were unemployed, they had lower depressive affect, higher life-satisfaction, higher internal control and higher personal competence. However, there was little difference on these variables between the unemployed and the poor employment groups. Both of these groups, when compared with students and those in good employment, had higher depressive affect, lower work values and lower personal control. All of these results were confirmed when analyses controlled for testing effects and initial differences on the dependent variables. These results show that the relative effects of employment and unemployment upon adolescents depend on the quality of experienced employment.

Literature on adaptive and maladaptive behavior reveals significant voids in our understanding of these two constructs. Studies using measures of adaptive and maladaptive behavior to correlate with...

The objective of this research was to establish the attitudes of teachers towards the integration of students with learning difficulities, as well as their attitudes toward the students and teaching. Severel instruments were employed for this purpose. Other instruments were used to measure the percieved personal competence, anxiousness and locus of control. Result showed no correlation with percieved personal competence for the role of teacher. From the results it can be presumed that the teachers with marked external locus of control and with marked anxiety are more prone to negative attitudes towards the students and the teaching.

To meet the specific requirements of research in Education Sciences, it seems as if supervising (dissertation supervising) should be regarded as something different from the stricto sensu supervision of a research work. Indeed supervising as it is regarded here (certainly against the stream of university tradition) does not lead either to a static relationship between supervisor and supervised or a distant look, but to a critical one on a student's research work. It aims on the contrary at establishing a relationship based on a dynamic dialogue between two teachers, consisting throughout the work to achieve (the dissertation writing) in a relationship/distance dialectic. It aims at leading the couple teacher/researcher to a reflection on action, a planning of this reflection, each one contributing to it according to the context he knows and his personal competence, exploiting the fertility of "commumcational acting". Supervision as such appears as a privileged opportunity of improving and deepening teaching knowledge : it enables the practising teacher to theorize his research practice by grounding his research project in a rational way. and the researcher to deepen his own research by working together with the school teacher., Laferrière Thérèse. La supervision de thèse comme démarche planifiée de réflexion sur l'action. In: Recherche & Formation, N°12, 1992. Le mémoire professionnel. pp. 75-100.

Cette etude a pour but de valider un modele de motivation a trois composantes : perception de la valeur de l’activite; perception de la competence personnelle; perception de la controlabilite. Deux questions ont oriente l’analyse, soit : (1) Les relations entre les composantes sont-elles significatives? (2) Quel pouvoir predictif ont les composantes sur l’apprentissage de l’eleve? Les resultats montrent que la perception de la valeur de l’activite est celle qui a le plus de pouvoir predictif sur l’engagement cognitif et la perseverance dans l’apprentissage. The purpose of this study was to validate a model of motivation with three com- ponents: students’ perception of an activity’s value, students’ perception of personal competence, and students’ perception of control. Two questions guided the anal- ysis: (1) Are relationships between the components significant? (2) Can the com- ponents predict student learning? The results show that perception of an activity’s value is the best predictor of cognitive engagement and perseverance in learning.

One problem of contemporary education is that it tends to be overly specialized. Ideally, education, as opposed to mere training, should develop broad personal competence. Some educational programs promote this whole person competence more than others. Amongst physical activities the art of wilderness travel unites a wide variety of skills and knowledge. It can be seen as a paradigm of an art which unifies the many goals of outdoor education. In this paper wilderness travel is described as an art, its features are examined, and its general lessons described. “Wilderness Travel” symbolizes not only the actualart of travel through the wilderness, but also the way in which such journeys can teach us important lessons about daily life.