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Showing papers on "Competence (human resources) published in 1985"


Journal ArticleDOI
TL;DR: Through standardizing observation of performance in the curriculum, CBM generates reliable data that is valid with respect to widely used indicators of achievement such as achievement test scores, age, program placement, and teachers' judgments of competence.
Abstract: Despite general agreement that we should routinely assess the student performance outcomes of instruction, general agreement regarding how this should be done does not exist. Commercially distributed achievement tests are not always congruent with curriculum objectives and teachers tend not to value the information obtained from them. Informal observation of performance is the approach used and preferred by teachers. Unfortunately, the reliability and validity of teachers' informal observation of student academic performance is unknown. An emerging alternative to commercial standardized tests and to informal observations is curriculum-based measurement (CBM) that combines the advantages of both. Through standardizing observation of performance in the curriculum, CBM generates reliable data that is valid with respect to widely used indicators of achievement such as achievement test scores, age, program placement, and teachers' judgments of competence. These data are now being used to make screening, referr...

1,620 citations


Journal ArticleDOI
TL;DR: This paper found that academic intrinsic motivation is significantly and positively correlated with children's school achievement and perceptions of academic competence and negatively correlated with academic anxiety, whereas achievement was more pervasively related to general motivation.
Abstract: Results of three studies are presented that demonstrate the significance of academic intrinsic motivation for children's education. As predicted, academic intrinsic motivation was found to be significantly and positively correlated with children's school achievement and perceptions of academic competence and negatively correlated with academic anxiety. Evidence supported the view that academic intrinsic motivation is differentiated into school subject areas (reading, math, social studies, science) and is also a general orientation toward school learning. Relations between motivation and perception of competence and anxiety were differentiated by subject area, whereas achievement was more pervasively related to general motivation. Math motivation, however, emerged as a unique predictor of math achievement. The significance of academic intrinsic motivation as differentiated into subjects and as a general orientation is discussed.

736 citations


Journal ArticleDOI
TL;DR: The role of tacit knowledge (knowledge that usually is not openly expressed or taught) in intellectual competence in real-world pursuits has been examined in this article, where participants were divided into three groups, whose 187 members differed in amounts of experience and formal training in academic psychology.
Abstract: We carried out three experiments to examine the role of tacit knowledge (knowledge that usually is not openly expressed or taught) in intellectual competence in real-world pursuits. In Experiment 1, subjects were divided into three groups, whose 187 members differed in amounts of experience and formal training in academic psychology. Differences in tacit knowledge useful for managing oneself, others, and one's career were related to criterion measures of performance for both academic psychologists and psychology graduate students. In Experiment 2, the subjects were 127 individuals differing in amounts of experience and formal training in business management. Differences in tacit knowledge were related to criterion measures of performance for business managers. In Experiment 3, the results of the second experiment were cross-validated on a group of 29 bank managers for whom detailed performance evaluation information was available. Again, tacit knowledge differences were related to criterion measures of job performance. Tacit knowledge was not related to verbal intelligence as measured by a standard verbal reasoning test. We conclude that a comprehensive theory of practical intelligence in real-world pursuits will encompass general aptitudes, formal knowledge, and tacit knowledge that is used in managing oneself, others, and one's career. Consider two observations. First, with surprising frequency, individuals with histories of distinguished performance in formal schooling are only moderately successful in their occupations, and conversely, individuals who are highly successful in their occupations have unremarkable academic records. Second, many professionals report that much, if not most, of the learning that matters to their careers took place after completion of their formal training. Comparing the relations between performance on IQ tests, on the one hand, and performance in schooling and in real-world pursuits, on the other, suggests there may be more than a hint of truth in these observations. Whereas IQ test scores are moderately correlated (.4-.7) with various measures of

699 citations



Journal ArticleDOI
TL;DR: Corporate distinctive competencies may facilitate effective management of interdependencies among multiple units and vary according to the grand strategy used and the firm's principal industry.
Abstract: Corporate distinctive competencies may facilitate effective management of interdependencies among multiple units. Relationships between corporate distinctive competencies and firm performance were examined in 185 industrial firms. Results suggested that distinctive competencies associated with performance vary according to the grand strategy used and the firm's principal industry. Specific distinctive competencies were identified for each strategy and industry type.

568 citations


BookDOI
01 Jan 1985
TL;DR: In this paper, the authors define the realm of social competence and assess children's social skills in the context of social interaction and intervention with children in the setting of social problem solving.
Abstract: I Delineating the Realm of Social Competence.- 1 Facets of Social Interaction and the Assessment of Social Competence in Children.- Scheme for Conceptualizing Social Interaction.- Judgments of Social Competence.- Social Behaviors.- The Concept of Social Tasks.- The Role of Unconscious Influences.- Social Information Processing.- Conclusions.- 2 Social Competence and Skill: A Reassessment.- Comprehensive View of Skills Underlying Social Competence.- The Study.- Discussion.- 3 What's the Point? Issues in the Selection of Treatment Objectives.- Friendships and Peer Relationships.- Peer Relationships and Other Personal Relationships.- Conclusion.- II Assessing Social Behavior.- 4 Observational Assessment of Social Problem Solving.- General Framework.- Observational Methods for Assessing Social Problem Solving.- Assessment Criteria.- Some Additional Issues.- Conclusion.- 5 Children's Peer Relations: Assessing Self-Perceptions.- Assessing Children's Self-Perceptions.- Individual Differences.- 6 Assessment of Children's Attributions for Social Experiences: Implications for Social Skills Training.- Children's Spontaneous Attributions for Social Success and Failure.- Children's Assessments of the Meanings of Social Causes.- Some Conclusions Concerning Children's Social Attributions.- Attributions and Social Skills Training.- 7 The Influence of the Evaluator on Assessments of Children's Social Skills.- Teachers Versus Peers.- Age Trends in Peer Evaluations.- Peer and Teacher Identification of Extreme Groups.- Evaluator Differences in the Context of Interaction.- Conclusions.- III Selecting Populations for Interventions.- 8 Socially Withdrawn Children: An "At Risk" Population?.- Characteristics of Withdrawn Children.- Study I: Sociometric Status, Social-Cognitive Competence, and Self-Perceptions of Withdrawn Children.- Study II: The Role Relationships of Withdrawn Children.- 9 Fitting Social Skills Intervention to the Target Group.- Who Should Be Singled Out for Social Skills Intervention?.- Intervention With Children at Risk for Social Rejection.- 10 An Evolving Paradigm in Social Skill Training Research With Children.- Social Skill Training With Unpopular Children.- Evidence Concerning Effectiveness.- Which Low-Status Children Are Changing?.- Alternatives to the Negative Nomination Measure.- Conclusion.- IV Developing Intervention Procedures.- 11 Children's Social Skills Training: A Meta-Analysis.- Study Selection.- Study Features.- Statistical Analysis.- Training Technique.- Outcome Measure.- Therapist Characteristics.- Child Characteristics.- Duration of Intervention.- Limitations of This Study.- Implications for Clinicians and Educators.- Implications for SST Research.- Appendix: Final Data Pool.- 12 Programmatic Research on Peers as Intervention Agents for Socially Isolate Classmates.- Step 1 of Intervention Development Model.- Step 2 of Intervention Development Model.- Step 3 of Intervention Development Model.- Step 4 of Intervention Development Model.- Conclusions and Future Directions.- 13 Social Behavior Problems and Social Skills Training in Adolescence.- Social Difficulties in Adolescence.- The Components of Social Competence.- The Analysis of Social Situations.- Social Relationships in Adolescents.- Social Skills Training for Adolescents.- 14 Designing Effective Social Problem-Solving Programs for the Classroom.- Deciding to Conduct SPS Research: The Rochester Context.- Curriculum Content and Instructional Format Issues.- Structuring SPS Interventions to Succeed in the School Culture.- Concluding Comments.- 15 Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment.- Assumption 1: Children With Poor Peer Relations Lack Social Skills.- Types of Social Skill Deficits as Identified in Past Research.- Implications for Social Skill Training and Assessment.- Assumption 2: Children Learn Social Skills From Social Skill Training.- Assumption 3: The Skill Learning that Occurs in Social Skill Training Leads to Improved Peer Relations.- Author Index.

308 citations





Journal ArticleDOI
TL;DR: Stigler et al. as mentioned in this paper explored cultural differences in self-perceptions of competence between Chinese and American elementary school children and found that Chinese children tend to underrate their competence compared to American children, except in the social domain where higher ratings are judged to reflect a different social reality.
Abstract: STIGLER, JAMES W.; SMITH, SHEILA; and MAO, LIAN-WEN. The Self-Perception of Competence by Chinese Children. CHILD DEVELOPMENT, 1985, 56, 1259-1270. This study explores cultural differences in self-perceptions of competence between Chinese and American elementary school children. Harter's Perceived Competence Scale for Children was administered to 714 fifth-grade children in Taiwan, and results were compared with American studies that have employed the same scale. Most striking is the nearly perfect replication of the factorial validity of the 4 subscales in the Chinese sample. Also similar across the 2 groups is a high correlation between perceived cognitive competence and actual achievement in school. However, interesting cultural differences are also found. Chinese children tend to underrate their competence compared to American children, except in the social domain where higher ratings are judged to reflect a different social reality. Judging oneself as "important" to one's peers loaded on the cognitive subscale in the Chinese sample, but on the social subscale for the Americans. Chinese children also differentiated satisfaction with oneself from the desire to change for the better.

157 citations


Journal ArticleDOI
TL;DR: In this paper, the effects of loneliness chronicity on relational, or communicative, competence are delineated in three hypotheses and empirically tested among dyads involved in a conversational exercise.
Abstract: Loneliness is seen as a common social experience, best understood through the mechanisms whereby actors attribute causes for their loneliness. From an attributional perspective, the effects of loneliness chronicity on relational, or communicative, competence are delineated in three hypotheses and empirically tested among dyads involved in a conversational exercise. The hypotheses are generally supported, revealing that chronically lonely people generally do not perceive themselves or others as relationally competent and are perceived as incompetent by others as well.


Book ChapterDOI
01 Jan 1985
TL;DR: The number of definitions of social competence in the developmental literature today approaches the number of investigators in the field as mentioned in this paper, and it is probably more fruitful to recognize that each of these facets represents a component of social interaction and that each facet is relevant to understanding competence.
Abstract: The number of definitions of social competence in the developmental literature today approaches the number of investigators in the field. Certainly, most definitions have in common several features, such as a child’s response to an environmental stimulus and an emphasis on social effectiveness. These definitions, however, have emphasized different facets or aspects of social interaction. One theorist may emphasize specific behaviors, such as assertion (Bornstein, Bellack, & Hersen, 1977) and frequency of interaction (Furman, Rahe, & Hartup, 1979), whereas another theorist may emphasize a child’s self-concept (Harter, 1982), and still another may emphasize cognitive skills (Gottman, Gonso, & Rasmussen, 1975). These differences are not trivial, for they lead researchers to measure competence in highly divergent ways, and they lead clinicians to intervene with divergent goals in mind. While theorists could debate which of each of these approaches “truly” constitutes a study of social competence, it is probably more fruitful to recognize that each of these facets represents a component of social interaction and that each facet is relevant to understanding competence. How these components are relevant must be articulated. What is needed at this time is a scheme or model of the various components of social interaction, which could lead to hypotheses concerning the manner in which various aspects of social interaction are related to each other.

Journal ArticleDOI
TL;DR: This article found that self-reported measures correlated only slightly with observations of students' actual behaviors, while holistic impressions of competence were wholly consistent with the CCAI ratings, adding to reification, or convergent validity.
Abstract: This study reports validity information on one measure of communication competence, the Communication Competency Assessment Instrument (CCAI). Conceptual validity of the CCAI was demonstrated in prior research. This study, in confirming operational validity, found that self‐reported measures correlated only slightly with observations of students' actual behaviors, while holistic impressions of competence were wholly consistent with the CCAI ratings. Also, students' persuasive speech grades and instructors' impressions correlated with the CCAI measure, adding to reification, or convergent validity. Elaboration validity analysis discovered that argumentativeness was unrelated to CCAI scores. However, a relationship existed between knowledge and skill, lending credence to the notion that impressions formed about others' communication competence involves judgments of behavioral appropriateness as well as knowledge about the communication process.


Journal ArticleDOI
TL;DR: In this paper, the authors explored the extent to which a group of experienced and successful learners, such as postgraduate students, might be expected to be versatile learners, in the sense of being able to learn equally well from holist and serialist learning materials.
Abstract: Research by Pask has suggested that matching and mismatching teaching strategies with learners’preferred learning strategies may have considerable effects of learning. The study reported here sought to explore the extent to which a group of experienced and successful learners, such as postgraduate students, might be expected to be versatile learners, in the sense of being able to learn equally well from holist and serialist learning materials. Eighty-three postgraduate students completed two questionnaires designed to assess learning styles. Twenty-six students also took two tests designed to assess their competence in learning from materials designed to suit holist and serialist learning strategies. Only two out of 26 students scored equally well on the tests of holist and serialist competence. The study also examines the extent to which holist and serialist competence may be predicted by relatively‘quick and easy’questionnaire instruments. In 19 out of 23 cases such competence could be predicted from responses to a number of items from one of the questionnaires. Implications for further research are discussed.

Book
01 Jan 1985
TL;DR: In this paper, the authors present new directions in the assessment of social competence and social skills, as well as methodological and methodological issues in Behavioral Assessment of Heterosocial Skills.
Abstract: HISTORICAL TRENDS AND METHODOLOGICAL ISSUES: Social Skills New Directions in the Assessment of Social Competence and Social Skills Conceptual and Methodological Issues in Behavioral Assessment of Heterosocial Skills PROGRAMS FOR SPECIAL PROBLEMS: Life-Skills Training Social Skills Training and Complementary Strategies in Anger Control and the Treatment of Aggressive Behavior Heterosocial Skills Training The Enhancement of Sexual Skills and Competence - Promoting Lifelong Sexual Unfolding Social Skills Training for Divorced Individuals PROGRAMS FOR SPECIAL POPULATIONS: Social Skills Training and Children's Peer Relations Parents as Mediators in the Social Skills Training of Children Parent Education as Skills Training Structured Learning - Research and Practice in Psychological Skill Training Social Skills Problems Experienced by Women Social Skills Training with the Elderly PROGRAMS FOR THE SEVERLY IMPAIRED: A Behavioral Approach to Social Skills Training with Psychiatric Patients A Program of Modular Psychoeducational Skills Training for Chronic Mental Patients Social Skills Training for the Mentally Retarded PROGRAMS FOR COUPLES AND FAMILIES: The Couples Communication Program Structured Approaches to Couples' Adjustment The Relationship Enhancement of Family Therapies CURRENT STATUS AND FUTURE DIRECTIONS: Skills Training for Professional Helpers Toward Effective Supervision in Business and Industry Social Skills Training - A European Perspective Enrichment, Structured Enrichment, Social Skills Training and Psychotherapy - Comparisons and Contrasts Implications of Social Skills Training for Social and Interpersonal Competence Author Index Subject Index.

Book ChapterDOI
01 Jan 1985
Abstract: Social skills training (SST) programs for children have been inspired by convincing evidence that childhood social competence is related to psychological adjustment in later years. It has not been clearly established, however, that interventions aimed at increasing childhood competence can improve the outcome for the children involved. Nevertheless, the number and variety of social skills training programs emerging in both the professional literature and commercial market attest to the appeal of this form of therapy. As is the case for most other forms of therapy, little data are available with regard to the relative effectiveness of the various training approaches or the child characteristics that may be associated with successful intervention. Several review articles on social skills training have focused on a given intervention modality (e.g., Combs & Slaby, 1977; Urbain & Kendall, 1980) or target population (e.g., Conger & Keane, 1981; Gresham, 1981). All have concluded that despite conflicting results and methodological problems, there is empirical evidence that provides some support for the positive impact of social skills training.

Journal ArticleDOI
01 Mar 1985
TL;DR: The concept of bilingual creativity was introduced by as mentioned in this paper, who defined it as "the creative linguistic processes which are the result of competence in two or more languages." The term is not interpreted in the sense of acquisitional inadequacies of bilinguals in a particular language, as has generally been done in describing the linguistic behavior of the bilinguals' use of non-native languages.
Abstract: The term bilinguals' creativity is used here to refer to those creative linguistic processes which are the result of competence in two or more languages. The term is not interpreted in the sense of acquisitional inadequacies of the bilinguals in a particular language, as has generally been done in describing the linguistic behavior of the bilinguals' use of “non-native” languages. The concept creativity applies both to an individual bilingual and to a bilingual speech community (or a speech fellowship). The bilinguals' creativity entails two things: first, the designing of a text which uses linguistic resources from two or more—related or unrelated—languages; second, the use of verbal strategies in which subtle linguistic adjustments are made for psychological, sociological, and attitudinal reasons. Examples of such creativity may be drawn from non-native literatures written in English or French, or the code-mixed varieties of languages (see section 2 below).


Journal ArticleDOI
TL;DR: The authors explored the relationship between language and communication skills and patterns of success and failure in the cross-cultural adjustment of Japanese university students who visited the United States for 4 weeks for their English training.

Journal ArticleDOI
TL;DR: Observation of videotaped interaction between family members and the child revealed practices that presupposed, "documented," and sustained the family's version of the child's competence.
Abstract: Some families develop unusual or extreme versions of reality and sustain them in the face of a torrent of ostensibly discrediting and disconfirming information Although the psychological dynamics and functions of such shared constructions have been amply considered, little is known about the routine transactions through which these unusual versions of reality are created and maintained This paper examines the "reality work" of a family that attributed high levels of performance and competence to the severely retarded youngest child Observation of videotaped interaction between family members and the child revealed practices that presupposed, "documented," and sustained the family's version of the child's competence The practices are similar to those characteristic of interaction between adults and preverbal children The implications of this similarity for the analysis of cases of folie a famille are discussed




Journal ArticleDOI
TL;DR: This article found that participants engaged in a task that was highly intrinsically motivating under three conditions: no pay, fixed reward, and performance-contingent reward, which indicated that extrinsic rewar...
Abstract: Volunteer subjects engaged in a task that was highly intrinsically motivating under three conditions: no pay, fixed reward, and performance-contingent reward. Results indicated that extrinsic rewar...



Journal ArticleDOI
TL;DR: In this paper, three hypotheses were proposed to examine these linkages: (1) subordinate competence is directly related to the vertical exchange between supervisors and subordi nates; (2) this competence/exchange relationship is moderated by the role stress experienced by the parties; and (3) the subordinate's competence is moderate by the supervisor's competence.
Abstract: Supervisor and subordinate competence and role stress were ex amined as explanatory variables of the vertical exchange within supervisor/subordinate dyads. Three hypotheses were proposed to examine these linkages: (1) subordinate competence is directly related to the vertical exchange between supervisors and subordi nates; (2) this competence/exchange relationship is moderated by the role stress experienced by the parties; and (3) the subordinate competence/exchange relationship is moderated by the supervisor's competence. These hypotheses were tested using a heterogeneous sample of (626) supervisor-subordinate dyads within social service organizations. Multiple hierarchical regression that included inter action terms supported the first and third hypotheses. As subordi nate competence increased, the vertical exchange reported increased. The results also demonstrated that congruence between supervisor/ subordinate competence resulted in higher level exchanges than did incongruence in competence levels.

Journal ArticleDOI
TL;DR: In this article, the authors developed a taxonomy of the competencies necessary to women's pursuit of professional-level, especially academic, careers during the first phase of the study two research activities, a review of literature in the areas of career development, career counseling, and the psychology of women, and a semistructured “critical incidents” interview with each of 50 female faculty members from a large midwestern university, resulted in a list of 620 career-relevant behaviors and skills.
Abstract: The purpose of this study was to develop a taxonomy of the competencies necessary to women's pursuit of professional-level, especially academic, careers During the first phase of the study two research activities, a review of literature in the areas of career development, career counseling, and the psychology of women, and a semistructured “critical incidents” interview with each of 50 female faculty members from a large midwestern university, resulted in a list of 620 career-relevant behaviors and skills This pool of career competencies was then examined by three counseling psychologists, and a classification scheme to describe the data was developed Finally, rates attempted to assign the original competency items to the proposed categories in order to validate the taxonomy The final, refined version of the taxonomy is presented, and the utility of these results for counseling and research in the area of women's career development is discussed