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Showing papers on "Competence (human resources) published in 1996"


Journal ArticleDOI
TL;DR: In this paper, the authors proposed an approach-avoidance achievement goal conceptualization in the intrinsic motivation domain, where only performance goals grounded in the avoidance of failure undermined intrinsic motivation and task involvement was validated as a mediator of the observed effects on intrinsic motivation.
Abstract: nMost contemporary achievement goal conceptualizations consist of a performance goal versus mastery goal dichotomy. The present research offers an alternative framework by partitioning the performance goal orientation into independent approach and avoidance motivational orientations. Two experiments investigated the predictive utility of the proposed approach-avoidance achievement goal conceptualization in the intrinsic motivation domain. Results from both experiments supported the proposed framework; only performance goals grounded in the avoidance of failure undermined intrinsic motivation. Task involvement was validated as a mediator of the observed effects on intrinsic motivation. Ramifications for the achievement goal approach to achievement motivation and future research avenues are discussed. Achievement motivation theorists focus their research attention on a particular class of behaviors, those involving competence. Individuals may aspire to attain competence or may strive to avoid incompetence, and this approach-avoidance distinction was explicitly incorporated into the earliest achievement motivation conceptualizations. Two independent motivational orientations, the desire for success and the desire to avoid failure, were identified by Lewin and colleagues as critical determinants of aspiration behavior (Hoppe, cited in Lewin, Dembo, Festinger, & Sears, 1944). In his nascent achievement motivation theory, McClelland ( 1951 ) proposed that "there are at least two kinds of achievement motivation, one of which appears to be oriented around avoiding failure and the other around the more positive goal of attaining success" (p. 202).

2,292 citations


Journal ArticleDOI
TL;DR: This article examined the effects on the learning process of three complementary strategies (contextualization, personalization, and provision of choices) for enhancing students' intrinsic motivation, and found that contextualization and personalization increased students' motivation and engagement in learning.
Abstract: This experiment examined the effects on the learning process of 3 complementary strategies—contextualization, personalization, and provision of choices—for enhancing students' intrinsic motivation. Elementary school children in 1 control and 4 experimental conditions worked with educational computer activities designed to teach arithmetical order-ofoperations rules. In the control condition, this material was presented abstractly. In the experimental conditions, identical material was presented in meaningful and appealing learning contexts, in either generic or individually personalized form. Half of the students in each group were also offered choices concerning instructionally incidental aspects of the learning contexts; the remainder were not. Contextualization, personalization, and choice all produced dramatic increases, not only in students' motivation but also in their depth of engagement in learning, the amount they learned in a fixed time period, and their perceived competence and levels of aspiration. Learning, every parent knows, can be fun. From the dogged dedication of the infant learning to walk and the voraciousness of the toddler first learning the names of objects to the insatiable curiosity of the preschooler wanting to know the "why" behind everything, astute observers from Plato to Piaget have remarked upon young children's intrinsic love for learning. There are, it appears, no preschool children with "motivational deficits." Yet only a few years later, after these same children have entered school, their motivation to learn has somehow become decidedly more problematic. Many of them seem to find the instructional activities in schools to be dull and

1,540 citations


Journal ArticleDOI
TL;DR: In this paper, self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in school of 77 3rd and 4th graders identified as above average in ability.
Abstract: Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in school of 77 3rd and 4th graders identified as above average in ability by scoring above the median on the Stanford Achievement Test. Despite this high ability, children who reported experiencing a lack of competence (those less certain of their abilities) or a lack of autonomy (being externally motivated) reported more negative affect and withdrawal behaviors than did children who perceived themselves as having ability or who perceived themselves to be autonomous. Implications for the achievement and adjustment of children in school are discussed.

576 citations


Journal ArticleDOI
TL;DR: In this article, the authors present arguments concerning individuals' need to negotiate multiple identities in terms of culture, race, ethnicity, gender, and religion in the interdependent and interconnected network of global society.
Abstract: As we encounter ever greater cultural and co-cultural diversity, the careful study of intercultural communication competence becomes increasingly important. Only through competent intercultural communication can persons from different cultures communicate effectively and appropriately in the upcoming global society. Following a recounting of themes of research on intercultural communication, this chapter presents arguments concerning individuals’ need to negotiate multiple identities in terms of culture, race, ethnicity, gender, and religion in the interdependent and interconnected network of global society. This requires a functional and theoretical transformation of the study of intercultural communication competence.

561 citations


Journal ArticleDOI
TL;DR: The authors describe a model of professional competence which attempts to bring together a number of apparently disparate views of competence, including the outcome approach, a key feature of UK National Vocational Qualifications, and the reflective practitioner approach, suggested by Schon and now well recognized within professional education programmes.
Abstract: Describes a model of professional competence which attempts to bring together a number of apparently disparate views of competence, including the “outcomes” approach, a key feature of UK National Vocational Qualifications, and the “reflective practitioner” approach, suggested by Schon and now well recognized within professional education programmes.

419 citations



Book
01 Jan 1996
TL;DR: The Emergence of the Competence Perspective in Management Research Competence-based Strategic Management Competence Theory Building MANAGING COMPETENCE DYNAMICS: Strategic Renewal within Complex Organizations Strategizing for Innovation Assessing the Organizational Capacity to Change Customers as the Originators for Change in Competence Building Strategic Defence and Competence Based Competition MANAGing COMPETence SystemICS: Competence Levels within Firms Integrating Corporate Strategy and Competience Building Processes MANAGED ORGANIZATIONAL COGNITION: The Blind Spots of Competence Identification On Building and Lever
Abstract: COMPETENCE CONCEPTS FOR MANAGEMENT: The Emergence of the Competence Perspective in Management Research Competence-Based Strategic Management Competence Theory Building MANAGING COMPETENCE DYNAMICS: Strategic Renewal within Complex Organizations Strategizing for Innovation Assessing the Organizational Capacity to Change Customers as the Originators for Change in Competence Building Strategic Defence and Competence Based Competition MANAGING COMPETENCE SYSTEMICS: Competence Levels within Firms Integrating Corporate Strategy and Competence Building Processes MANAGING ORGANIZATIONAL COGNITION: The Blind Spots of Competence Identification On Building and Leveraging Competencies across Organizational Borders MANAGING COMPETENCE HOLISTICALLY: Dynamic Corporate Coherence Reflection as a Building Block for Renewed Strategic Thinking Bringing the Environment into the Resource Based View of Strategy

301 citations


Journal ArticleDOI
TL;DR: In this article, the authors examine a particular form of the three sources of motivation: other people, the environment, and one's self, and show that these three sources are related to each other.
Abstract: Efforts to promote environmentally appropriate behavior rely on motivation originating from 3 sources: other people, the environment, and one's self. This article examines a particular form of the ...

294 citations


Journal ArticleDOI
TL;DR: In this article, a motivational process model of academic achievement was proposed and tested using two studies using a prospective design, and participants were 1,623 ninth-grade students and 1,098 tenth-graders.
Abstract: The purpose of the present research was to propose and test a motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement is discussed and avenues for future research are considered.

258 citations


Journal ArticleDOI
TL;DR: The authors obtained self-reports, peer nominations, teacher ratings, and parent reports of depression and social and academic competence on 490 3rd graders and 455 6th graders near the beginning and end of the school year.
Abstract: The authors obtained self-reports, peer nominations, teacher ratings, and parent reports of depression and social and academic competence on 490 3rd graders and 455 6th graders near the beginning and end of the school year. Confirmatory factor analysis and structural equation modeling revealed that (a) measures showed significant convergent and discriminant validity; (b) within-wave correlations between constructs were large and significant, although the depression-social competence correlation was larger than the depression-academic competence correlation; (c) the cross-wave stability of all constructs was remarkably high; and (d) social competence at Wave 1 predicted depression at Wave 2 for 6th graders after controlling for depression at Wave 1. Depression did not predict change in either academic or social competence over time. Implications for competencebased and failure-based models of child depression are discussed.

248 citations



Book
01 Jan 1996
TL;DR: The authors explored a new theory of the firm produced through an exchange between management theory and economics in order to explain significant trends in the business world, notably the declining importance of conglomerates and critical features in the success of Asian and Japanese business.
Abstract: This book explores a new theory of the firm produced through an exchange between management theory and economics In the process economics is seen to provide a foundational element for strategy research whilst developing a more realistic theory of the firm with a greater emphasis on its internal features The success of competence theories of the firm also reflects their ability to explain significant trends in the business world, notably the declining importance of conglomerates and critical features in the success of Asian and Japanese business

Journal ArticleDOI
TL;DR: In this article, a case study of an expert teacher's questioning strategies during an open-inquiry engineering curriculum in a grade 4/5 classroom was described, where the teacher's competence in questioning was related to her discursive competence in the subject-matter domain; but question content was always mediated by the contingencies of discourse context and response and reaction patterns.
Abstract: This article describes a case study of an expert teacher's questioning strategies during an open-inquiry engineering curriculum in a Grade 4/5 classroom. The data sources collected over a 13-week period included videotaped whole-class and small-group teacher-student interactions, debriefing meetings after each lesson, interviews with observing elementary teachers, and stimulated recall sessions with both teachers present in the class. A holistic, sociolinguistic framework was used to analyze the transcribed videotapes. The analysis provides evidence for the complexity of questioning that is characterized by the interactions of context and content of, and response and reactions to questions. The teacher's competence in questioning was related to her discursive competence in the subject-matter domain; but question content was always mediated by the contingencies of discourse context and response and reaction patterns. The study also provides evidence that questioning is a complex practice which cannot be appropriated easily, a finding which implies a fundamental change in the professional preparation and development of science teachers. © 1996 John Wiley & Sons, Inc.

Journal ArticleDOI
TL;DR: In this article, the benefits of recognizing and employing a broader, richer conception of competence are discussed, and the logic of the concept of competence is found to support a broader view about competency standards rather than the narrow one that is so often taken for granted.
Abstract: There has been a tendency for people to think about competence in a narrow way that undermines any possible benefits to be gained from adopting competency standards. This paper will attempt to clarify exactly what competence is. It will be found that the logic of the concept of competence is itself such as to support a broader view about competency standards rather than the narrow one that is so often taken for granted. Second, the benefits of recognizing and employing a broader, richer conception of competence will be outlined and discussed.

Journal ArticleDOI
TL;DR: A number of studies will be reviewed that provide empirical evidence that problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning.
Abstract: Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises.

Journal ArticleDOI
TL;DR: Communication appeared to be the only intrinsic or universal aspect of collaboration equally important to both groups in both types of cases, with social workers valuing them much more than physicians did.
Abstract: Interdisciplinary collaboration is becoming increasingly important as the current complexity and cost of health care require an efficient and well-coordinated service delivery system. To understand the factors contributing to positive and negative collaboration, 53 social workers and 50 physicians in 12 hospital settings were interviewed about their best and worst experiences collaborating on a case. Thirty precoded items were classified into three constructs that reflect aspects of collaboration related to the case, to interaction between collaborators, and to the competence of the collaborator. Differences between the two professions were greatest on the interactional factors, with social workers valuing them much more than physicians did. Communication appeared to be the only intrinsic or universal aspect of collaboration equally important to both groups in both types of cases. Implications for social work practice and leadership are discussed.



Journal ArticleDOI
TL;DR: In this article, the authors argue that competence development involves change in the structure of the meaning for practice, which involves both a significant shift from one way of experiencing practice to another, as well as refinement and elaboration of the way of experience practice.
Abstract: In educating for the professions, teachers seek to enable students to engage in professional practice as competent practitioners. In this paper we question the adequacy of traditional approaches for promoting competent practice. These traditional approaches typically view competence in terms of attributes, such as knowledge, skills and attitudes. Competence development is then seen in terms of acquiring the necessary attributes. From an alternative view of competence as based on ways of experiencing practice, we argue that competence development focus on enriching experience of practice. More specifically, we point out that competence development involves change in the structure of the meaning for practice. Change in meaning structure for practice involves both a significant shift from one way of experiencing practice to another, as well as refinement and elaboration of the way of experiencing practice. Implications of this view of competence development for professional education are discussed. In particular, we deal with implications relating to the teaching-learning relation and the form the educational programme takes. In summay, we argue that enabling students to develop competence through experience of engaging in practice is most closely directed to the aims of education for the professions.


Journal ArticleDOI
TL;DR: The authors suggest that fathers' work experiences (decision latitude, job demands, job insecurity and interrole conflict) indirectly influence children's behaviors (acting out, shyness and school competence) through their sequential effects on job-related affect and parenting behaviors (punishing, rejecting and authoritative behaviors).
Abstract: Summary We suggest that fathers' work experiences (decision latitude, job demands, job insecurity and interrole conflict) indirectly influence children's behaviors (acting out, shyness and school competence) through their sequential effects on job-related affect (job satisfaction, negative job-related mood and job tension) and parenting behaviors (punishing, rejecting and authoritative behaviors). Data on work experiences, job-related affect and parenting behaviors were obtained from 189 fathers; teachers provided ratings of the children's behaviors. Path analysis provided support for the proposed model. Conceptual implications and suggestions for future research on fathers" employment and the links between work and family are discussed.

Journal ArticleDOI
TL;DR: In this paper, a study examined the phenomenon of resilience or the manifestation of competence despite the presence of stressful life events or circumstances, as a factor leading to the academic success of 20 African American 12th-graders (10 females, 10 males) from impoverished backgrounds.
Abstract: This article reports on a study examining the phenomenon of resilience, or the manifestation of competence despite the presence of stressful life events or circumstances, as a factor leading to the academic success of 20 African American 12th-graders (10 females, 10 males)from impoverished backgrounds. Interviews were conducted with these at-risk but achieving urban California high school seniors, to identify internal and external forces contributing to the development of resilience among them. Interview data suggest that their academic success is largely attributable to three protective mechanisms: a supportive, nurturing family and home environment; the youths' interactions with and the involvement of committed, concerned educators and other adults in their lives; and the development of two key personality traits-perseverance and optimism. INTRODUCTION A large body of research reports the problems associated with educating poor African American children (Barbarin, 1993; Edwards, 1976; Mackler, 1970). To the further detriment of these youth, rarely does one see the terms "competent," "resourceful," "aspiring," or "motivated" used to describe them or their performance in school (Barbari 1993). As a result, many teachers and parents begin to believe that failure is the norm for these students, and their expectations for the achievement of Black youth subsequently are lowered. Yet, to focus primarily on the problems of any group of people in isolation from data that highlight possible solutions to their problems is to promote distorted and negative stereotypes that perpetuate defeat and pessimism. As Garmezy (1991) contends, the study of success is just as important as the study of failure, and focusing solely on problems frequently yields inaccurate and often unnecessary data. In contrast to the research emphasizing the negative, other studies have shown that poor Black children can achieve academically and that more such children, given their natural abilities and intelligence levels, should be having academic success but are not (Edmonds, 1979). Indeed, as Barbarin (1993), Freiberg (1993), Rutter (1987), and Werner (1989) maintain, many Black children learn and succeed in school despite circumstances that include low socioeconomic status, minimal teacher expectations, and inadequate representation of their successes. This finding, that some African American students from impoverished backgrounds successfully emerge from high-risk environments, has led many researchers to attempt to identify causes or elements that serve to assist them in coping with and overcoming dire circumstances (Rhodes & Brown, 1991). These studies suggest that the difference between success and failure for these young people, both inside and outside of school, often boils down to the presence or absence of factors associated with a specific character trait: resilience (Freiberg, 1993; Wang & Gordon, 1994). Resilience and Risk Resilience is concerned with individual variations in response to risk (Rutter, 1987). Certain attributes have been found to be operative in the lives of children possessing this trait, including the ability to get along with others and to develop and pursue one's goals, a belief in the eventuality of one's efforts paying off, and the presence of a strong sense of trust and respect for oneself and others (Clark, 1993; Garmezy, 1991; Rhodes & Brown, 1991). The research on resilience, although recent and complex, is consistent. Researchers in the field of psychopathology have probed for precursor conditions that enhance the chances of producing resilient children (Garmezy, 1991; Rutter, 1987; Werner, 1989). The aims of their research were to identify and promote coping mechanisms among nonresilient children and to provide a foundation for a psychology of wellness. Educational researchers have studied resilience in their quest to identify the factors that place some students at risk of academic failure and to promote those factors that prevent this failure (Wang & Gordon, 1994; Winfield, 1994). …

Journal ArticleDOI
TL;DR: Analysis of the information reported by the primary caregivers indicated that sense of competence and its component domains were affected above all by behavioural problems of the demented person and degree of neuroticism of the primary caregiver.

Journal ArticleDOI
TL;DR: In this article, an individual-differences approach to social competence was presented, where people generated a large number of operational indicators of social competence and the dimensions that underlie those indicators were then determined.

Journal ArticleDOI
TL;DR: The meaning of parent participation is explored, the concept remains poorly defined, and urgent clarification is needed to benefit children and their families, and to increase understanding among practitioners.
Abstract: Parent participation has become a central tenet of paediatric nursing in the United Kingdom. The purpose of this paper is to explore the meaning of parent participation, to clarify the concept to benefit children and their families, and to increase understanding among practitioners. The concept analysis utilized was directed by Rodgers' "evolutionary approach' that views concept development as an ongoing dynamic process. A review of British literature and research studies indicated that parent participation is a complex and multi-dimensional concept. In the evolution of parent participation, the terminology changed from "parental involvement' to "partnership in care', to "care-by-parent' and finally to "family-centred care'. The analysis reveals a lack of coherence in the descriptions, with the terminology changing but the underlying theme remaining parent participation. Parent participation can be conceptualized as a composite of attributes that relate to the family, the nurse and their relationships. Those attributes include: negotiation, control, willingness, competence and autonomy. The concept of family-centred care is gradually assuming importance in the literature. This acknowledgement of the family is long overdue. However the concept remains poorly defined and urgent clarification is needed in this area. To adopt a family-centred care approach, a radical paradigm shift is required.

Journal ArticleDOI
TL;DR: In this paper, the authors examined relations between ratings of mother-child interactions in a problem-solving situation at school entry and academic achievement in grades 2, 3, and 4.

Journal ArticleDOI
TL;DR: The Penn Adherence/Competence Scale for Supportive-Expressive Dynamic Psychotherapy includes 45 items which are rated separately for both frequency (adherence) and quality (competence) of therapists' application.
Abstract: This paper reports on the development of the Penn Adherence/Competence Scale for Supportive-Expressive (SE) Dynamic Psychotherapy. The rating scale includes 45 items which are rated separately for ...

BookDOI
TL;DR: The role of competence, organization and strategies of firms in industrial dynamics linking economic, management and historical perspectives is examined in this paper, where a series of economic and managerial contributions discuss the concepts, dimensions and effects of routines, competence, adaptation, learning, organizational structure and strategies in the evolution of industrial enterprises at the theoretical and empirical levels.
Abstract: This book examines the role of competence, organization and strategies of firms in industrial dynamics linking economic, management and historical perspectives. In the first part of the book, a series of economic and managerial contributions discuss the concepts, dimensions and effects of routines, competence, adaptation, learning, organizational structure and strategies in the evolution of industrial enterprises at the theoretical and empirical levels. In the second part of the book, a series of historical papers examine these issues in a longterm perspective for the United States, Japan and several European countries.

Journal ArticleDOI
TL;DR: This article found that the students had developed an abstract-apart concept of a variable rather than the "abstract-general" concept that is needed for the successful study of calculus.
Abstract: Responses to word problems involving rates of change were collected on four occasions during and after 24 hours of concept-based calculus instruction given to a group of first-year university students, all of whom had studied calculus in secondary school. The number of students who could symbolize rates of change in noncomplex situations increased dramatically. However, there was almost no increase in the number who could symbolize rates of change in complex items or in items that required modeling a situation using algebraic variables. Detailed analysis revealed three main categories of error, in all of which variables are treated as symbols to be manipulated rather than as quantities to be related. We surmise that the students had developed an "abstract-apart" concept of a variable rather than the "abstract-general" concept that is needed for the successful study of calculus. Changes in technology, the qualifications of teachers, and the mathematical competence of students have led many to question the role of traditional calculus courses in the curriculum. There is, in particular, much concern about the large numbers of students taking calculus and the rote, manipulative learning that takes place (Cipra, 1988; Steen, 1988; White, 1990). The value of skill-based calculus courses has also come under fire because computers and calculators now perform most (if not all) of the manipulative procedures taught in such courses (Steen, 1988; Tall, 1987a). Several studies (Heid, 1988, 1989; Hickernell & Proskurowski, 1985; Judson, 1990; Palmiter, 1991) have shown how using the computer as a tool for performing the procedures of calculus and algebra can free students to explore applications. Other studies (Hsaio, 1984/85; Tall, 1986) have used graphics to explore secants and tangents to curves in order to build up a sound concept of a derivative. The general tendency is for less emphasis on skills and greater emphasis on underlying concepts. Research into the understanding of calculus has shown a whole spectrum of concepts that cause problems for students. In particular, student difficulties with the

Journal ArticleDOI
TL;DR: It is demonstrated that self-perceptions of physical competence in college students are essentially related to life adjustment, independent of the effects of social desirability and global self-esteem.
Abstract: This research tested relationships between physical self-concepts and contemporary measures of life adjustment. University students (119 females, 126 males) completed the Physical Self-Perception Profile assessing self-concepts of sport competence, physical condition, attractive body, streng