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.

Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence.

Abstract: In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.

Teacher burnout: A research agenda.

Abstract: Burnout has long been recognized as an important stress-related problem for people who work in interpersonally oriented occupations, such as the human services. In these occupations, the relationship between providers and recipients is central to the job, and the nature of the work (whether it be service, treatment, or education) can be highly emotional. Unlike unidimensional models of stress, burnout has been conceptualized in terms of three interrelated components: emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach and Jackson, 1986). Emotional exhaustion refers to feelings of being emotionally overextended and depleted of one's emotional resources; depersonalization refers to a negative, callous, or excessively detached response to other people (often the recipients of one's service or care); and reduced personal accomplishment refers to a decline in one's feelings of competence and successful achievement in one's work. In terms of outcomes, burnout has been linked to decrements in both psychological and physical well-being, and it appears to be a factor in various problem behaviors, both on the job and in the home (see Cordes and Dougherty, 1993; Schaufeli, Maslach, and Marek, 1993). Teaching shares with other human service professions the central role of working in a close relationship with recipients (i.e., students). However, teaching is unique in that these working relationships are dealt with en masse within a classroom (“batch processing”), unlike the more individual and sequential focus of other human services.

Competence and Psychopathology in Development

Abstract: A core mission of developmental psychopathology is studying the interplay between normal and abnormal developmental processes. Working from this perspective, we review research on associations between competence and psychopathology as divided among three major areas: (1) functional impairment in the context of formal mental disorder classification systems as a parallel to the negative extreme of competence; (2) cascade models that test longitudinal cross-domain links between constructs with statistical controls for continuity and potential common-cause variables; and (3) preventive interventions aimed at promoting competent adaptation. Each of these areas shows compelling examples of the dynamic interplay between competence in age-salient developmental tasks and either broad dimensions of psychopathology or discrete mental disorders. We begin with a historical and theoretical discussion of the nature of competence and psychopathology and conclude with an overview of this broad domain and suggestions for future work. Throughout the chapter, we emphasize the interdependence of theory and statistical methodology. Keywords: psychopathology; competence; impairment; mediation; cascade models; prevention; structural equation modeling

Developing a teacher identity in the university context: a systematic review of the literature

Abstract: This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a...

A framework for developing excellence as a clinical educator.

Abstract: The current emphasis on providing quality undergraduate and postgraduate medical education has focused attention on the educational responsibilities of all doctors. There is a greater awareness of the need to train doctors as educators and courses have been set up to satisfy this need. Some courses, such as those on how to conduct appraisal, are specific to one task facing a medical educator. Other courses take a broader view and relate educational theory to practice. In this paper we describe an outcome-based approach in which competence in teaching is defined in terms of 12 learning outcomes. The framework provides a holistic approach to the roles of the teacher and supports the professionalism of teaching. Such a framework provides the basis for the development of a curriculum for teaching excellence. It helps to define important competences for different categories of teachers, communicate the areas to be addressed in a course, identify gaps in course provision, evaluate courses, assist in staff planning and allow individuals to assess their personal learning needs. The framework is presented to encourage wider debate.