Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.

Social Origins of Depressive Cognitions: A Longitudinal Study of Self-Perceived Competence in Children

Abstract: As part of a 4-year longitudinal investigation, over 631 elementary school children evaluated themselves in five developmentally important domains: academic competence, social acceptance, physical appearance, behavioral conduct, and sports competence. In cross-sectional and prospective analyses, self-appraisals were significantly predicted by teachers', parents', and peers' appraisals in the same domains. The strength of this relation and the stability of self-appraisals increased over time. Longitudinal analyses also revealed that self-perceived competence was negatively related to later levels of self-reported depressive symptoms.

Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement

Abstract: This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using composite tests of vocabulary, reading comprehension and sight-word identification. Hierarchical linear regression was used to examine the effect of students’ perceived intrinsic motivation and competence, as well as teacher rated classroom engagement in the 5th grade, on reading achievement in the 8th grade. Important control variables were utilised such as gender, family SES, race/ethnicity and prior reading achievement. The results showed that intrinsic motivation to read, perceived competence and engagement in 5th grade significantly predict reading achievement in 8th grade. The importance students placed upon grades also predicted reading development. Implicatio...

Expectation states and interracial interaction in school settings

Abstract: Expectation States Theory has been in use since 1968 as the basis for applied research on race and its effect on interracial interaction (Berger et al 1980). The theory can be used to describe the process by which high-status members of interracial groups come to dominate group interaction. There are a number of interventions, using this theory, designed to modify status effects in settings where they are judged undesirable. In the classroom, expectation states affect several observable behaviors of practical importance. The first is a pattern of white dominance in interracial interaction on valued intellectual tasks. This pattern is undesirable because racist expectations for less competence from black and brown students are reinforced. These are not the "equal status conditions" that designers of school integration have tried to produce to reduce prejudice. Under these conditions, white students fail to learn what minority students have to contribute to collective endeavor. If white dominance in the outer society is replicated within the desegregated school, the goal of social equality is not achieved. The second area affected by expectation states is the participation, task engagement, and effort of the minority student in school tasks. If a student has generally low expectations for academic competence s/he will be less likely to put out the requisite effort to become a more successful student. Increased initiation and participation represent necessary but not sufficient conditions for improvement in academic achievement.

Digital Natives, Digital Immigrants: An Analysis of Age and ICT Competency in Teacher Education

Abstract: This article examines the intersection of age and ICT (information and communication technology) competency and critiques the “digital natives versus digital immigrants” argument proposed by Prensky (2001a, 2001b). Quantitative analysis was applied to a statistical data set collected in the context of a study with over 2,000 pre-service teachers conducted at the University of British Columbia, Canada, between 2001 and 2004. Findings from this study show that there was not a statistically significant difference with respect to ICT competence among different age groups for either pre-program or post-program surveys. Classroom observations since 2003 in different educational settings in Canada and the United States support this finding. This study implies that the digital divide thought to exist between “native” and “immigrant” users may be misleading, distracting education researchers from more careful consideration of the diversity of ICT users and the nuances of their ICT competencies.

Cross Cultural Communication Competence and Multicultural Team Performance Perceptions of American and Russian Managers

Abstract: Starting with the hypothesis that cross cultural communication competence affects the performance of multicultural teams, we employed the Cross Cultural Communication Competence Model to compare Am...