To see the other types of publications on this topic, follow the link: Cognitive skills and conative skills.
Journal articles on the topic 'Cognitive skills and conative skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Cognitive skills and conative skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Kovač, Darko. "COMPETENCE MODEL IN EDUCATION AND TRAINING PROCESS." Tourism and hospitality management 14, no. 1 (2007): 141–52. http://dx.doi.org/10.20867/thm.14.1.12.
Full textAbstract:
Traditional learning processes in contemporary management practice, especially in global business environment, are being challenged by new approaches. They can not be avoided in the hospitality and tourism industry. Kolb’s experimental learning model is a solid base to build on. Experimental learning theory uses personal and group experiences while taking participants through various stages of learning associated with the theory. However, when talking about concrete experience, reflective observation, abstract conceptualization, and active experimentation as stages of experimental learning, student variations in attitude, motivation, and style as well as ability have to be understood. The model of competences as underlying characteristic of a person could help to clarify this issue. We comprehend competence as a broader concept than skills. Affective and motivational factors should be added as well as personality traits next to different kinds of skills. Moreover, we could claim that cognition is only one aspect of the human mind. The other two aspects: affection and conation have often been neglected in education. Due to that reason we will decompose competences into cognitive, behavioural, and conative. While the first two are increasingly present and included in education programmes, conative ones are scarcely the subject of training programmes, because they are inborn and can be only encouraged, but their role should not be neglected.
2
Kovač, Darko, and Andrej Bertoncelj. "Organizational Mental Map and Conative Competences." Organizacija 41, no. 4 (July 1, 2008): 127–35. http://dx.doi.org/10.2478/v10051-008-0014-6.
Full textAbstract:
Organizational Mental Map and Conative CompetencesEmployees with their knowledge, skills, behavior and personal traits impact the organizational learning. The concept of organizational mental map and conative competences, as inborn underlying characteristic that is influenced by employees being involved as well as endogenous and exogenous factors, is presented. Three Slovene small to mid-sized companies were studied in respect to the individual factors, especially conative competences, of their employees. The study suggests that conative side of mind and thus conative competences can actually influence the organizational learning. What matters in contemporary management practice is how hidden potentials are set free and how they intrinsically motivate employees according to their personal differences in capabilities. As conative competences are inborn and can not be learned but only encouraged, contrary to cognitive competences, it is important to better understand employees' personal traits.
3
Sternberg, Robert J., Linda Jarvin, and Ophélie Allyssa Desmet. "Lessons from the Conservatory Model as a Basis for Undergraduate Education and the Development of Intelligence." Journal of Intelligence 10, no. 2 (June 15, 2022): 34. http://dx.doi.org/10.3390/jintelligence10020034.
Full textAbstract:
We review the musical conservatory as a model for educators to learn how to enhance admissions, instruction, and assessment in liberal arts collegiate settings. Although conservatories serve primarily students wishing to enter musical careers of various kinds, the model on which they are based can, in many ways, serve any student and any school. We review some of the history of conservatories and describe how they work. Next, we explore how they develop a wide range of technical, cognitive, affective, and conative skills. Finally, we show how the skills they develop are important not just for music students but also for all students who will enter the world of work and face difficult and unexpected adaptive challenges.
4
Niemelä, Tarja. "Interfirm Cooperation Capability in the Context of Networking Family Firms: The Role of Power." Family Business Review 17, no. 4 (December 2004): 319–30. http://dx.doi.org/10.1111/j.1741-6248.2004.00021.x.
Full textAbstract:
This article is based on theoretical and empirical research exploring interfirm cooperation capability in the context of networking family firms by focusing on the role of power. By developing the model of interfirm cooperation capability this study seeks understanding of the concept of power on the affective, conative, and cognitive capabilities of networking family firms, and on the competitiveness of the network of family firms. The study suggests that the owner-managers need to have capabilities, such as knowledge and skills, motivation and volition (willpower) and “affection,” when using their personal and institutional power as it affects the model of interfirm cooperation capability.
5
Permatasari, Intan, Agus Wijayanto, and Diah Kristina. "Extensive Reading on Wattpad and Its Benefits to Students' English Skills: Students' Perceptions." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 518–30. http://dx.doi.org/10.34050/elsjish.v3i4.11714.
Full textAbstract:
The purpose of this study was to explore students’ perception’s towards Extensive Reading on Wattpad platform as well as its benefits to students’ English skills. Extensive Reading enables students to read a great deal amount of reading materials based on their personal interests and level of comprehension which is actually applied outside the class room for most people consider it as reading for pleasure. It has also been known that Extensive Reading has many benefits in improving students’ language skills. The advancement of technology over the years allows people to do many activities online, including Extensive Reading activity. Thus, Wattpad is considered to have enormous and various reading materials that can support extensive reading for the students. This study is a case study. The data were obtained from an in-depth interview with the participant who were two undergraduate students majoring English Education from a state university in Indonesia. The participants were selected purposively for the reason they were known to have been doing extensive reading activity on Wattpad for a quite long time, specifically for more than three years. The research findings showed that students have positive perceptions towards Extensive Reading on Wattpad which are categorized into three elements namely cognitive, affective, and conative. Four notable benefits of Extensive Reading on Wattpad were also mentioned by the students such as it contributed in unconsciously improving students’ writing skills, vocabulary mastery, speaking skills, as well as listening skills.
6
Afroogh, Saleh, Amir Esmalian, Jonan Donaldson, and Ali Mostafavi. "Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience." Sustainability 13, no. 7 (April 6, 2021): 4060. http://dx.doi.org/10.3390/su13074060.
Full textAbstract:
In this paper, we argue that an inclusive and effective community resilience approach requires empathy as a missing component in the current engineering education and practice. An inclusive and effective community resilience approach needs to be human-centric, individual- and communal-sensitive, justice-oriented, and values-based consistent. In this paper, we argue that three kinds of empathy, namely cognitive, affective, and conative, play a central role in creating and sustaining an inclusive and effective approach to community resilience. Finally, we discuss empathetic education through learning theories and analytics skills to cultivate empathy in engineering education. Cultivating empathy in engineering education could help advance the impact and contribution of engineering to well-being.
7
Yadav, Ravinder, and NP Singh. "Effect of Biological Rhythm on Cognitive Performance." Defence Life Science Journal 3, no. 4 (October 3, 2018): 326–33. http://dx.doi.org/10.14429/dlsj.3.13411.
Full textAbstract:
Biological rhythm has contributed in evolution process of humankind and has created certain distinct capabilities and preferences in shaping his phycho-psychological reactions. On the basis of behavioural activities, reactions, preferences and performances during the day-night cycle, individuals are classified in chronotype as morning type (M type) and evening type (E type). Such a differentiation has been hypothesised to contributing to individual differences at the cognitive, affective and conative levels. The present study was an attempt to further study such differentiation in terms of neuro cognitive performance by using the most advanced psycho-physiological measures. The participants of both chronotypes, morning and evening were classified and later subjected to cognitive testing by using the Cambridge Neuropsychological Test Automated Battery in the morning and the evening session under repeated measure design. The study revealed that performance on neuro cognitive functions; Planning and working memory, Decision-making and response control, and Motor skills get effected differently by their biological rhythm cycle and thus under performance in these functions can be attributed to maladaptation of biological rhythm termed as biological dysrhythmia. The study also highlights the role of this behavioural maladaptation in moderating operational efficiency of soldier in combat situation.
8
Jamal, Tazim, Julie Kircher, and Jonan Phillip Donaldson. "Re-Visiting Design Thinking for Learning and Practice: Critical Pedagogy, Conative Empathy." Sustainability 13, no. 2 (January 19, 2021): 964. http://dx.doi.org/10.3390/su13020964.
Full textAbstract:
This paper argues for the importance of design thinking as a creative, collaborative activity to equip students, instructors, and practitioners with important skills to address “wicked problems” that are transforming tourism and hospitality in a (post-)COVID-19 Anthropocene. Design Thinking (DT) and Design Thinking for Engaged Learning (DTEL) are becoming increasingly popular to incorporate in practice and in courses offered across various fields of study, including tourism and hospitality. The paper reviews some of their applications and uses, drawing on a range of cross-disciplinary literature. A small case study conducted over the Summer of 2020 in an undergraduate tourism course helps to reflect on existing weaknesses in DT and the original DTEL model, which the revisions reported here seek to address. Although the model engaged learners in developing innovative solutions to real problems, the incorporation of a critical, decolonizing pedagogy is needed to help learners break free of deeply entrenched assumptions, and intentionally develop pluralistic, relational solutions to address injustices and suffering. The previous emphasis on perspective taking through a dominantly cognitive (mind) empathy approach (in traditional DT models) is balanced with affective (heart) and conative (action) empathy, as aspects of care ethics that facilitate epistemic justice and praxis.
9
Harsh, Joseph, John J. Esteb, and Adam V. Maltese. "Evaluating the development of chemistry undergraduate researchers’ scientific thinking skills using performance-data: first findings from the performance assessment of undergraduate research (PURE) instrument." Chemistry Education Research and Practice 18, no. 3 (2017): 472–85. http://dx.doi.org/10.1039/c6rp00222f.
Full textAbstract:
National calls in science, technology, engineering, and technology education reform efforts have advanced the wide-scale engagement of students in undergraduate research for the preparation of a workforce and citizenry able to attend to the challenges of the 21st century. Awareness of the potential benefits and costs of these experiences has led to an emerging literature base outlining gains in participants’ cognitive, affective, and conative domains to support the impact of undergraduate research for students of all backgrounds; however, the majority of this work has relied on self-report data limiting inferences to the causal effects on student learning. As part of a larger project on apprentice-like undergraduate research experiences (UREs) in the physical sciences, the present exploratory study complemented indirect self-report data with direct performance data to assess the development of chemistry students’ scientific thinking skills over a research experience. Performance data were collected using the Performance assessment of Undergraduate Research Experiences (PURE) instrument, a validated tool designed to assess changes in chemistry students’ analytical and data driven decision-making skills through open-response tasks situated in real-world problems from primary literature. Twenty-four summer research students in chemistry (46% women; 50% 1st/2nd year students; 42% first time URE participant) from seven colleges and universities provided baseline and post-intervention performance data. Differences in pre/post-response task correctness provided a direct measure of individual changes in student competencies. Early study findings indicate the positive contributions of UREs to student's competencies in the areas of problem-solving, experimental design and the use of research techniques, data analysis and the interpretation of results, and the evaluation of primary literature. Survey data were also collected on students’ self-skill ratings to allow comparisons between perceived and demonstrated competencies, which were found to be weakly correlated. This work begins to offer direct evidence to the effect of UREs on student learning progressions as well as the potential use of performance test data in evaluating the success of research training interventions designed to improve scientific thinking skills.
10
Ryan, Nicholas P., Kim Mihaljevic, Miriam H. Beauchamp, Cathy Catroppa, Louise Crossley, Stephen Hearps, Timothy Silk, Celia Godfrey, Keith Owen Yeates, and Vicki A. Anderson. "Examining the Prospective Relationship between Family Affective Responsiveness and Theory of Mind in Chronic Paediatric Traumatic Brain Injury." Brain Impairment 18, no. 1 (October 11, 2016): 88–101. http://dx.doi.org/10.1017/brimp.2016.20.
Full textAbstract:
Childhood and adolescence coincide with rapid structural and functional maturation of brain networks implicated in Theory of Mind (ToM); however, the impact of paediatric traumatic brain injury (TBI) on the development of these higher order skills is not well understood. ToM can be partitioned intoconative ToM, defined as the ability to understand how indirect speech acts involving irony and empathy are used to influence the mental or affective state of the listener; andaffective ToM, concerned with understanding that facial expressions are often used for social purposes to convey emotions that we want people to think we feel. In a sample of 84 children with mild-severe TBI and 40 typically developing controls, this study examined the effect of paediatric TBI on affective and conative ToM; and evaluated the respective contributions of injury-related factors (injury severity/lesion location) and non-injury-related environmental variables (socio-economic status (SES)/family functioning) to long-term ToM outcomes. Results showed that the poorest ToM outcomes were documented in association with mild-complicated and moderate TBI, rather than severe TBI. Lesion location and SES did not significantly contribute to conative or affective ToM. Post-injury family affective responsiveness was the strongest and most significant predictor of conative ToM. Results suggest that clinicians should exercise caution when prognosticating based on early clinical indicators, and that group and individual-level outcome prediction should incorporate assessment of a range of injury- and non-injury-related factors. Moreover, the affective quality of post-injury family interactions represents a potentially modifiable risk factor, and might be a useful target for family-centred interventions designed to optimise social cognitive outcomes after paediatric TBI.
11
Degé, Franziska, and Gudrun Schwarzer. "The influence of an extended music curriculum at school on academic self-concept in 9- to 11-year-old children." Musicae Scientiae 22, no. 3 (February 1, 2017): 305–21. http://dx.doi.org/10.1177/1029864916688508.
Full textAbstract:
Cognitive transfer effects of music lessons on several cognitive abilities such as IQ (Schellenberg, 2004) or language skills (Moreno et al., 2009) have been reported. Beyond that, also conative transfer effects (i.e., motivational aspects like perseverance) of music lessons have been revealed. One such conative transfer has been found for academic self-concept (Degé, Wehrum, Stark, & Schwarzer, 2014). Self-concept describes the evaluations a person holds about him/herself. However, this study was correlational. Hence, it remains unclear whether music lessons influence academic self-concept or whether academic self-concept influences the likelihood of taking music lessons. To sort out the matter of causality, we investigated the influence of an extended music curriculum (EMC) at school on academic self-concept longitudinally. We compared the academic self-concept of children between 9 and 11 years of age before they started the EMC and after a year of EMC and compared it to the academic self-concept of children not attending EMC. We tested 30 children (11 male). Thirteen of them participated in the EMC and 17 did not participate. We measured academic self-concept and confounding variables such as gender, age, socioeconomic status, organized nonmusical out-of-school activities, IQ, musical aptitude, and motivation. Children with and without EMC did not differ in confounding variables except for nonmusical out-of-school activities. Hence, the amount of nonmusical out-of-school activities was controlled in further analyses. We found an influence of EMC on academic self-concept. Children attending EMC reported significantly higher academic self-concepts after a year of participation than children not attending EMC.
12
Indah Sari, Anni Holila Pulungan, and Rahmad Husein. "Students’ Cognition and Attitude in Writing Descriptive Text." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 395–404. http://dx.doi.org/10.33258/biolae.v2i1.210.
Full textAbstract:
College students are in formal operational in period of cognitive development which they can use symbols logically related to abstract concepts, acquire flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis and consider possible alternatives reasoning and problem solving. However, the students’ writings have some mistakes in terms of using surface features such as spelling, grammar, usage, punctuation, grammar, vocabulary and tenses. This study aimed to analyze about the students’ cognition and attitude in writing descriptive text. The design of this study was descriptive qualitative by conducting the in-depth interview and questionnaire administration. The data of this study were the sentences in descriptive text and transcript of interview. Moreover, the data source were 2 students of 7th semester at STBA – PIA Medan. The results showed that 1) the dominant type of students’ attitude in writing descriptive text was cognitive domain followed by affective and conative domains which could be interpreted that the students had positive attitude regarding to the writing of descriptive text, 2) the students’ cognition in writing descriptive text was having the stages of writing process which consists of pre-writing, drafting, revising, editing and publishing, and 3) the reasons of applying the students’ cognition and attitude in descriptive text were they had the goals and purposes in their thoughts when they were writing. Moreover, they believed that writing could improve their skills in learning English as a foreign language.
13
Mercan, Boran Ali. "The making of the professional criminal in Turkey." Ethnography 21, no. 1 (May 28, 2018): 92–112. http://dx.doi.org/10.1177/1466138118779604.
Full textAbstract:
This article explores how the subject becomes a professional criminal, setting out the life experiences of a group of (ex-)offenders in Turkey who have desisted from crime for 15 years. By analysing the socially-individuated trajectories of offenders, it analytically traces out how the primary habitus inherited from lower-class, migrant, doorkeeper cosmology fits in with the secondary criminal habitus: a bodily-mental, informally-trained capacity to carry out burglary. The formation of criminal habitus is dissected into conative, cognitive and affective components to demonstrate how specialist (physical) breaking and entering skills, maintaining composure, self-confidence, resourcefulness and fluency in the Turkish subcultural language of the street are developed in such a way as to professionalise the modus operandi of burglary. Undertaking the dispositional theory of action, the primary contribution lies in exploring the formative principles of the bodily and mental dispositions necessary to commit a criminal action in a non-Western context.
14
Saputra, Arief Dwi, Alfina Rahmatia, and Muslimah Muslimah. "How personal factors grow students' interest in entrepreneurship." Jurnal Manajemen dan Pemasaran Jasa 14, no. 1 (April 6, 2021): 61. http://dx.doi.org/10.25105/jmpj.v14i1.8336.
Full textAbstract:
<p>This study investigates how personal factors can influence entrepreneurship's interest in terms of cognitive variables with indicators of skills and knowledge, affective variables with indicators of attitude and value, and conative variables with indicators of behavior and experience. This study uses a quantitative strategy through a sample of 338 informants. The root of the problem is reviewed from the literature review and strengthened by data collection from the online interview process. Based on these results, personal factors through related variables and indicators can be used as a research agenda to answer corporate contributions problems that offer answers related to reasons for entrepreneurship. The implication is aimed as a strategy to foster student interest in entrepreneurship by showing a close relationship that is mutually supportive and relevant from contributing to each variable related to personal factors. This study also provides a scientific contribution in the form of knowledge about an entrepreneurial interest created from personal factors.</p>
15
Devita, Reni, and Pupu Sopini. "Menumbuhkan Jiwa Minat Wirausaha Di Kalangan Mahasiswa Semester IV Fakultas Ekonomi Universitas Batanghari." J-MAS (Jurnal Manajemen dan Sains) 5, no. 2 (October 27, 2020): 244. http://dx.doi.org/10.33087/jmas.v5i2.190.
Full textAbstract:
In order to grow a spirit of entrepreneurial interest in students of the faculty of economics, this must be supported by an entrepreneurial learning system, especially through cognitive, affective, and conative components. This occurs because interest can be formed through direct experience or memorable experiences that provide opportunities for individuals to practice, obtain feedback, and develop skills that lead to personal education and the expectation of satisfactory results. Apart from entrepreneurship education, interest in entrepreneurship is also influenced by family factors, especially parents, which have a strong impact on the choice of entrepreneurial interests and other social environments. Students of the Faculty of Economics have a leadership spirit that will be useful for managing business activities. Having a sociable nature will also provide opportunities to open and develop business access. The ease of accepting suggestions and criticism will provide opportunities for business innovation so that it continues to develop and compete fairly with other business actors. Apart from entrepreneurship education, other factors to foster students; entrepreneurial interest can be done through observations from their family and other social environments. Students whose status work has a huge influence on efforts to foster entrepreneurial interest because work experience can influence career choices by introducing ideas. new, build the necessary skills. Based on the results of research that has been carried out using the descriptive analysis method Fostering Entrepreneurial Interest Among Students in Semester IV, Faculty of Economics, Bangtanghari University, from the 6 indicators in this study it can be seen that the total score of each indicator is very high seen from the scale range, namely between 478.8 - 570. Thus, this research hypothesis can be accepted.
16
Zhang, Yuexin, Sandra Rosen, Li Cheng, and Jingshan Li. "Inclusive Higher Education for Students with Disabilities in China: What Do the University Teachers Think?" Higher Education Studies 8, no. 4 (October 19, 2018): 104. http://dx.doi.org/10.5539/hes.v8n4p104.
Full textAbstract:
Inclusive higher education is a path to protect the educational rights of university students with disabilities. University teachers’ attitudes toward students with disabilities, and towards their inclusion in universities, are a key factor that will affect the development of inclusive higher education. This study used a questionnaire to explore an overall perspective of how university teachers in China view inclusive higher education from emotional, cognitional and conative aspects. Their responses suggest that university teachers in China have positive emotion and cognition toward the rights of students with disabilities to receive higher education; the teachers do, however, appear to lack motivation, relevant knowledge, skills, and effective strategies to cope with the students’ special needs. This suggests that effective implementation of inclusive higher education must be supported by an effective service center for those who have disabilities, a support network of professionals, and an administrative support system for teachers and students.
17
Robson, Sue, and David Moseley. "An Integrated Framework for Thinking About Learning." Gifted Education International 20, no. 1 (July 2005): 36–50. http://dx.doi.org/10.1177/026142940502000107.
Full textAbstract:
Recent theories and definitions of giftedness and talent take a broad view of cognition, as well as taking account of the conative, affective, and situational aspects of learning. There is also a growing body of research which suggests that thinking skills approaches can be effective in helping to create powerful learning environments and in helping individuals to maximise their potential. We believe that broad-based taxonomies, models and frameworks for understanding the processes involved in thinking and learning should inform both the identification of gifted and talented individuals and the planning of appropriate educational experiences. In this paper we put forward an integrated framework which draws on educational, psychological, philosophical and sociological work over the last half-century and helps provide for course designers, teachers and learners a ‘language for thinking about learning’. We illustrate how this framework can be used to deepen understanding and improve management of the multi-dimensional aspects of successful learning.
18
Selasih, Ni Nengah, and I. Ketut Sudarsana. "Education Based on Ethnopedagogy in Maintaining and Conserving the Local Wisdom: A Literature Study." Jurnal Ilmiah Peuradeun 6, no. 2 (May 28, 2018): 293. http://dx.doi.org/10.26811/peuradeun.v6i2.219.
Full textAbstract:
Etnopedagogy plays a role in the values-based education of culture for teaching and learning in the context of teaching as a cultural activity and the culture of teaching. The values of local wisdom as a source of innovation in the field of culture-based education of local communities through social contacts that are educational-pedagogical to the communicant, namely cognitive (know about something), affective (formation attitude), and conative (behavior, act to do something). The process of attitude change takes place through three stages: attention, understanding, acceptance, the influence of social contact depending on the professionalism of the educator, leads to the three processes through communicative learning.The transformation of society in the direction of modern society needs to begin with the understanding that society as a social system in which structural, cultural, and social processes are the factors that cause change of society with the basic view that education takes place in society, with community resources, and for society facing an era of globalization filled with challenges, competition, and uncertainty, it takes a teacher who has a new paradigm, strategy, and learning model that contains the content of life skills based on the concept of broad based education, which implements Renewal-Train Strategy and Learner Centred Strategy.
19
Robinson, Sally, and Tristi Brownett. "Educating public health champions." Health Education Journal 77, no. 8 (July 16, 2018): 978–94. http://dx.doi.org/10.1177/0017896918786016.
Full textAbstract:
Objective: This article describes a university course that aimed to create public health champions and its evaluation. The course attracted 92 participants, over three cohorts. Participants included healthcare professionals, fitness instructors, a belly dancer, housing officers, community workers and those who worked in public health policy. Design: The course evaluation aimed to provide a longitudinal understanding of the participants’ learning and the impact of the course in terms of developing the attributes of public health champions. Setting: A university setting in England. Methods: Evaluation methods included questionnaires, self-assessment against UK Public Health Skills and Knowledge Framework statements, ‘check out’ sentences post action learning set meetings, impact statements and unstructured interviews. Results: The evaluation illuminated the participants’ experience of their learning journey, which comprised cognitive, affective and conative learning, the development of public health competences and evidence of putting the learning into public health practice. Conclusion: In total, 76 participants achieved a university award. There was evidence of participants identifying the underlying causes of ill health and using an evidence-based approach to planning, partnership and influencing others. Some participants reported actions that indicated they had become transformative leaders and public health champions. The article discusses limitations to the evaluation and current challenges to public health workforce development in England.
20
Ilnitska, Inna. "FORMATION OF SENSE OF SOCIO-PSYCHOLOGICAL SECURITY IN STUDENTS OF ECONOMIC AND LEGAL SPECIALTIES." Baltic Journal of Legal and Social Sciences, no. 2 (April 4, 2022): 49–63. http://dx.doi.org/10.30525/2592-8813-2021-2-6.
Full textAbstract:
The article presents the results of an empirical study of the features and factors of formation of socio-psychological security of young people in southern Ukraine. It was conducted a survey of 208 students majoring in Law and Economics (aged 16–26, 67,8% of women). It was used Questionnaire-self-report T.V. Eksakusto which allows to assess the harmony, satisfaction and security of the subject in interpersonal relationships (cognitive, emotional and conative components of the sense of socio-psychological security). The author analyzed the distribution of answers to individual questions concerning means and conditions of maintaining the psychological integrity of the subject of relations. The results of comparative analysis of subsamples of students from different bachelor’s and master’s undergraduate courses showed the rapid dynamics of the formation of all components of socio-psychological security during university studies, which is associated with the acquisition of personal maturity and professional competencies. Significant differences were found, showing the influence of family and gender factors: lower levels of psychological protection in girls compared to boys, as well as numerous benefits sense of security in married people. Conclusions are made about the need for purposeful formation of skills of safe interpersonal interaction of students starting from the first year of study.
21
Shumakova, N. B. "Creativity and its Assessment in Contemporary Foreign Studies." Современная зарубежная психология 10, no. 4 (2021): 8–16. http://dx.doi.org/10.17759/jmfp.2021100401.
Full textAbstract:
The problem of determining the possibilities and methods of assessing creative potential is as relevant as it is debatable. The growing attention to this problem is associated with the recognition of creativity as one of the key “skills of the 21st century” and the need for its development. The article analyzes modern foreign approaches to measuring creativity in order to determine the main trends and prospects for the development of this direction. Measuring creativity through the prism of cognitive, conative, emotional and environmental variables is a historically well-established and, at the same time, widespread practice. There are two main approaches to measuring creative potential: related to resources, based on the study of abilities and personal characteristics associated with creativity, and holistic – measuring creativity with the help of tasks from different areas that imitate real creative work. The advantages and disadvantages of the existing measurement methods are discussed. The most modern and promising tool for assessing creativity – EPoC – stands out. A new vector in measuring the creative potential of children based on the dynamic assessment and taking into account the zone of proximal development is outlined – a move away from the statement of the level of manifestation of creativity to the use of methods for assessing the individual «profile of creativity» to determine the optimal options for the development of creative potential, career guidance and expertise of creative programs.
22
Fadli, Muhammad, Mazrur Mazrur, and Surawan Surawan. "Students' Perceptions of The Application of Recitation Methods During the Covid-19 Pandemic." Journal of Quality Assurance in Islamic Education (JQAIE) 1, no. 2 (December 6, 2021): 103–11. http://dx.doi.org/10.47945/jqaie.v1i2.431.
Full textAbstract:
This study aims to find out 1) the perceptions of students of the PAI study program class of 2019 FTIK IAIN Palangka Raya on the application of the Recitation Method during the covid-19 pandemic, and 2) the impact of the application of the Recitation Method during the covid-19 pandemic on students of the 2019 FTIK PAI study program. IAIN Palangka Raya. The type of research used in this study is mixed methods research. The subjects are 161 students of the 2019 Islamic Islamic Education study program FTIK IAIN Palangka Raya and the PAI Homebase lecturer who teaches at the 2019 Islamic State Islamic Studies study program FTIK IAIN Palangka Raya as informants. Data collection techniques using questionnaires, interviews, and documentation, data validation techniques using source triangulation and tabulation percentages, and data analysis techniques using data reduction, presentation, and verification. The results of this study indicate that: 1) PAI students' perceptions of the class of 2019 on the application of the Recitation Method during the Covid-19 pandemic on the cognitive component were in the excellent category with a percentage of 67.1%, the perception of PAI students for the class of 2019 on the affective part was in the perfect type with a percentage 52.2%, the perception of PAI students for the class of 2019 on the conative element is in the ideal variety with a percentage of 69.6% with an average rate of the overall cognitive, affective, and conative components as much as 62.97%. So, it can be said that the perception of PAI students from the class of 2019 on the application of the Recitation Method during the Covid-19 pandemic was in the excellent category as a whole. This can be seen from the responses of students who accept the application of the Recitation Method positively despite various obstacles; PAI students of the 2019 batch still try to do their assignments seriously and as much as possible. 2) As for the impact of the implementation of the Recitation Method during the covid-19 pandemic on students PAI study program batch 2019 FTIK IAIN Palangka Raya consists of positive impacts, namely a) helping to understand the material, b) honing knowledge and skills, c) fostering positive habits, and the negative impact of applying the Recitation Method during the covid-19 pandemic on PAI study program students’ class of 2019 are a) interaction barriers and b) facility constraints.
23
Grigorovich, Lyubov', Aleksandr Gorelov, and Aleksandr Chudakov. "Deviantological competence of future teachers and psychologists." Russian Journal of Deviant Behavior 2, no. 1 (April 28, 2022): 63–76. http://dx.doi.org/10.35750/2713-0622-2022-1-63-76.
Full textAbstract:
Abstract. The beginning of the new Millenia brings new social challenges adjoint with the antisocial behavior of the youth. Crime rates are clearly on the rise among the young people, and their crimes in turn significantly worsen the criminal situation in the society as a whole. The trend can be also observed in the raise of drug abuse among the younger generation, that provokes even more criminal acts. Minors are dragged into the criminal business (such as drug trafficking etc.), nudged to the side of different sexual deviances. Considering this, knowledge, skills and abilities in the field of deviantology among the specialist working with minors are especially relevant and important today. Teachers and psychologist are the part of that cohort; therefore, we talk about their professional ability to inhibit the growth of antisocial behavior among the minors.
The goal of the study was to assess the level of expertise in the field of deviant behavior of minors among the future educators and psychologists, to research the student’s opinions on deviant persons and identify their social and professional responsibility in the sphere of pedagogical and psychological prevention of deviancy.
Methods. Methodology of the research is based on the subject-oriented approach to the study of a person, which explores the person traits introspectively, considering the person as a carrier of an individual worldview, a certain system of individual meanings and reasons. That approach supposes that persons behavior tends to be repetitive in the most different situations happening as a result of the intervening and interplaying objective and subjective factors.
In order to achieve the chosen goal, the authors have used a method of survey. They surveyed 144 pedagogic and psychology juniors age 20 – 25. The sample consisted of the students who not only possessed a basic level knowledge but also a personal opinion on the questions of deviant behavior.
Results. The authors have found the following: 1) the cognitive component shows that students have relevant notions on deviant behavior, its predictors and age characteristics; 2) the affective component is more differentiated and heterogeneous then a cognitive one; 3) conative component lets us suppose that school is a key factor in minors’ socialization, but lacks powers to prevent and correct the deviant behavior of kids and young people.
Scientific novelty. The achieved results show the necessity to provide psychology and pedagogic students the knowledge in the field of deviantology. The work widens our ideas on cognitive, affective and conative components of their learning and professional competence.
Empirical significance. The findings of the work point us to the importance of the additional curriculum hours dedicated to the deviant behavior studies, choosing the most effective educational methods and technics in that matter, as well as offering psychological trainings raising stress resilience, forming self-regulation and constructive communication in complex life situations.
24
Van der Walt, Marthie. "Study orientation and knowledge of basic vocabulary in Mathematics in the primary school." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.
Full textAbstract:
Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.
25
Ackerman, Phillip L., and Ruth Kanfer. "Declarative and Procedural Knowledge in Skill Acquisition: An Aptitude — Treatment Interaction Framework for Training." Proceedings of the Human Factors Society Annual Meeting 32, no. 18 (October 1988): 1241–45. http://dx.doi.org/10.1177/154193128803201811.
Full textAbstract:
This paper focuses on the interactions among four constructs during skill acquisition: (1) the dynamic changes in attentional demands of the task to be acquired, (2) individual differences in cognitive and intellectual abilities, (3) conative (motivational), metacognitive processes involved in changes of attentional focus, and (4) knowledge structures acquired through part-task training. An attentional model is reviewed that describes how these variables interact during three phases of skill acquisition (i.e., during declarative knowledge, knowledge compilation, and at the level of proceduralized knowledge). Empirical demonstration of the framework is provided in the context of complex skill acquisition. Supportive results from a series of empirical studies are reviewed.
26
Widani, Ni Nyoman, and Wiya Suktiningsih. "ENTITAS WISATAWAN ASING TERHADAP KEMAMPUAN BERBAHASA INGGRIS MASYARAKAT LOKAL BANJAR TEGAL GUNDUL, DESA TIBUBENENG, KUTA UTARA, BADUNG, BALI." Humanitatis : Journal of Language and Literature 6, no. 2 (June 30, 2020): 273–96. http://dx.doi.org/10.30812/humanitatis.v6i2.806.
Full textAbstract:
Abstract Banjar Tegal Gundul as tourist villages in the province of Bali, which visits by foreign and domestic tourists. Every years the number of foreign and domestic tourists to the Banjar Tegal Bald is increases. This situation makes the tourism sector as the main livelihood of local people. That's condition become the background of this research, they are: 1) to understand how to influence tourist entities to the English language skills of local people in Banjal Tegal Gundul and 2) how language attitude of local society towards English. The research uses the method of observation and questionnaire submitted to 24 respondents, who are local people as workers and business owners in the area. This study is found that the language functions used by local people to communicate with foreign tourists is: Greetings, Offering, asking for information, giving information, Saying Like, Giving an opinion, persuading, asking someone to do something, Accepting invitations, apologizing, persuading, and saying / returning thanks. The sentences are used in grammatical rules in English. The language attitudes towards English seen from the cogBanjar Tegal Gundul is one of the tourist villages in the village area of Tibubeneng, North Kuta, Badung, Bali, which receives visits by foreign and domestic tourists. Every year the number of foreign and domestic tourist arrivals to the Banjar Tegal Gundul region has increased. The situation makes the tourism sector as the main livelihood of the local community Banjar Tegal Gundul. The situation is the background of this research, namely: 1) to find out how the influence of foreign tourist entities on the English language ability of local people in Banjar Tegal Gundul and 2) how the attitude of the local people's language towards English. The research uses the method of observation and distributes questionnaires to 24 respondents, who are local people as workers and business owners who are in the area of the area. The step taken in this study is to analyze the language functions used by local people when communicating with foreign tourists. The results obtained in this study indicate that local people are able to communicate with foreign tourists, by using language functions such as: Greeting, Offering, asking for information, giving information, Saying Like, Giving opinion, persuading, asking someone to do something, Accepting invitation, apologizing, persuading, and saying / reply to thank. The sentences are used in accordance with grammatical rules in English. For language attitudes towards English seen from the cognitive, affective and conative components, showing positive language attitudes by local people towards English. That is because the equality of local people's thought orientation will benefit from English, for the livelihoods of local people, both in terms of workers or business owners in the Banjar Tegal Gundul region.
27
Hines, Pamela J. "Training for cognitive skills." Science 364, no. 6441 (May 16, 2019): 646.6–647. http://dx.doi.org/10.1126/science.364.6441.646-f.
Full text
28
Brinkmann, G., H. Schlitt, P. Zorowka, and J. Spranger. "Cognitive skills in achondroplasia." American Journal of Medical Genetics 47, no. 5 (October 1, 1993): 800–804. http://dx.doi.org/10.1002/ajmg.1320470540.
Full text
29
Rehder, Bob. "Interference between cognitive skills." Journal of Experimental Psychology: Learning, Memory, and Cognition 27, no. 2 (2001): 451–69. http://dx.doi.org/10.1037/0278-7393.27.2.451.
Full text
30
Howlin, Patricia. "Origins of cognitive skills." Early Human Development 13, no. 1 (February 1986): 117–18. http://dx.doi.org/10.1016/0378-3782(86)90107-6.
Full text
31
Anger, Silke, and Daniel D. Schnitzlein. "Cognitive skills, non-cognitive skills, and family background: evidence from sibling correlations." Journal of Population Economics 30, no. 2 (November 12, 2016): 591–620. http://dx.doi.org/10.1007/s00148-016-0625-9.
Full text
32
Mumford, Michael D., Erin Michelle Todd, Cory Higgs, and Tristan McIntosh. "Cognitive skills and leadership performance: The nine critical skills." Leadership Quarterly 28, no. 1 (February 2017): 24–39. http://dx.doi.org/10.1016/j.leaqua.2016.10.012.
Full text
33
AISHA F. ABD EL-HADY, M.D., DALIA M. OSMAN, M. D., and HEBA M. FARAG, M. D. AMANY AHMED SAKR, M.Sc. "Relation between Language Development, Cognitive Skills and Play Skills." Medical Journal of Cairo University 87, March (March 1, 2019): 1037–49. http://dx.doi.org/10.21608/mjcu.2019.52835.
Full text
34
Sreena, S., and M. Ilankumaran. "Developing Productive Skills Through Receptive Skills – A Cognitive Approach." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 669. http://dx.doi.org/10.14419/ijet.v7i4.36.24220.
Full textAbstract:
Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some classroom activities by the way of giving task to the students for listening. Teachers give assignments to the learners to develop their writing skills. Cognition refers to the mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation and using a language. The understanding and learning of information and concept is known as the cognitive approach. It is an approach that maintains how a person feels and behaves. Cognitive learning is about developing true understanding and is a way of learning that helps the learners to use their brains more effectively. The configuration of thought processes and psychological activities like problem solving and decision making from early childhood to adulthood is called as the cognitive development. This article deals with the ways and means of enhancing the speaking skills by intensive practise, writing through different activities and improving the receptive skills of the learners through cognitive approach.
35
Asensio Aguilera, Josep Maria. "Biological maturation and cognitive skills." Educar 12 (July 1, 1987): 109. http://dx.doi.org/10.5565/rev/educar.437.
Full text
36
PERKINS, DN, and GAVRIEL SALOMON. "Are Cognitive Skills Context-Bound?" Educational Researcher 18, no. 1 (January 1989): 16–25. http://dx.doi.org/10.3102/0013189x018001016.
Full text
37
Bietenbeck, Jan. "Teaching practices and cognitive skills." Labour Economics 30 (October 2014): 143–53. http://dx.doi.org/10.1016/j.labeco.2014.03.002.
Full text
38
BASU, PARANTAP, and KESHAB BHATTARAI. "Cognitive Skills, Openness and Growth*." Economic Record 88, no. 280 (October 20, 2011): 18–38. http://dx.doi.org/10.1111/j.1475-4932.2011.00764.x.
Full text
39
Herz, G. "Computer-assisted cognitive skills training." Archives of Clinical Neuropsychology 1, no. 3 (January 1, 1986): 293–94. http://dx.doi.org/10.1093/arclin/1.3.293a.
Full text
40
Hollin, Clive R., and Emma J. Palmer. "Cognitive skills programmes for offenders." Psychology, Crime & Law 15, no. 2-3 (February 2009): 147–64. http://dx.doi.org/10.1080/10683160802190871.
Full text
41
Roberts, Ruby Clyde, Rhona Flin, Jennifer Cleland, and Jim Urquhart. "Drillers’ Cognitive Skills Monitoring Task." Ergonomics in Design: The Quarterly of Human Factors Applications 27, no. 2 (May 10, 2018): 13–20. http://dx.doi.org/10.1177/1064804617744713.
Full textAbstract:
Drilling incidents have emphasized that offshore drillers require a high level of cognitive skills, including situation awareness and decision making, to maintain safe and efficient well control. Although a number of tools for supporting operators’ cognition are available in other high-risk industries, there is no specific tool for drilling. We developed a prototype monitoring task simulating drilling scenarios, Drillers’ Situation Awareness Task, with drilling experts and piloted with 14 drilling personnel. Preliminary results suggest that it is viable as a tool for examining drillers’ cognition and has the potential for training and formatively assessing cognitive skills in drilling.
42
MacKay, Donald G. "Cognitive Skills: Clarification or Quagmire?" Contemporary Psychology: A Journal of Reviews 35, no. 12 (December 1990): 1139–40. http://dx.doi.org/10.1037/029207.
Full text
43
Koponen, Tuire, Kenneth Eklund, and Paula Salmi. "Cognitive predictors of counting skills." Journal of Numerical Cognition 4, no. 2 (September 7, 2018): 410–28. http://dx.doi.org/10.5964/jnc.v4i2.116.
Full textAbstract:
Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of counting as a strongly language-based number skill. However, additional analysis among children with dyslexia revealed that memory and language skills, together with a child’s persistence and gender, had a rather strong predictive value, explaining 34%–46% of counting skill. Together these results suggest that verbal short-term memory and language skills at the age of five have not the same predictive value on counting skill at the beginning of school among a population-based sample as found in subjects with language impairment or learning difficulties, and thus, other cognitive factors should be taken into account in further research related to typical development of counting skill.
44
Posner, Michael I., Gregory J. DiGirolamo, and Diego Fernandez-Duque. "Brain Mechanisms of Cognitive Skills." Consciousness and Cognition 6, no. 2-3 (June 1997): 267–90. http://dx.doi.org/10.1006/ccog.1997.0301.
Full text
45
Randler, Christoph, and Franz X. Bogner. "Cognitive achievements in identification skills." Journal of Biological Education 40, no. 4 (September 2006): 161–65. http://dx.doi.org/10.1080/00219266.2006.9656038.
Full text
46
van Voorhis, Patricia, Lisa M. Spruance, P. Neal Ritchey, Shelley Johnson Listwan, and Renita Seabrook. "The Georgia Cognitive Skills Experiment." Criminal Justice and Behavior 31, no. 3 (June 2004): 282–305. http://dx.doi.org/10.1177/0093854803262506.
Full text
47
Klein, Gary, Joseph Borders, Emily Newsome, Laura Militello, and Helen Altman Klein. "Cognitive skills training: lessons learned." Cognition, Technology & Work 20, no. 4 (September 19, 2018): 681–87. http://dx.doi.org/10.1007/s10111-018-0528-5.
Full text
48
Glewwe, Paul, Yang Song, and Xianqiang Zou. "Labor market outcomes, cognitive skills, and noncognitive skills in rural China." Journal of Economic Behavior & Organization 193 (January 2022): 294–311. http://dx.doi.org/10.1016/j.jebo.2021.11.021.
Full text
49
N. Chua, Elisa. "Lower and Higher Cognitive Skills as Predictors of Students’ Test Taking Skills." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 133–43. http://dx.doi.org/10.54476/iimrj344.
Full textAbstract:
The study sought to find out the correlation between the cognitive skills and the test taking skills of college students. Using a descriptive method of research, three sets of tests that undergone reliability and validity, were utilized. To identify the relationship between the variables, regression analysis was used to consider domains of test taking skills accounted for by the cognitive skills of the students. Results revealed that the students ‘need improvement’ in the lower cognitive skills as to remembering, understanding, and applying; are approaching proficiency in the higher cognitive skills as to evaluating and creating, but ‘needs improvement as to analyzing. The test taking skills of students in concept formation, simplicity of explanation and objectivity of observation is approaching proficiency. Furthermore, there is a high to a very high correlation between the students’ cognitive skills and test taking skills: cognitive skills as to understand and analyze are predictors of test taking skills as to factual recognition; cognitive skills as to remember and evaluate are predictors of test taking skills as to concept formation; and cognitive skills is related to testing skills as to critical thinking. It can be inferred that it is imperative that the students’ proficiencies in areas as to remembering, understanding, applying, analyzing, evaluating, and creating be further developed in all aspect of the teaching and learning process, since cognitive skills are correlated to test taking skills. Test taking skills should be deliberately utilized by teachers in assessing learning too.
50
Dziegielewski, Sophia F. "THE COPING SKILLS PROGRAM: Storybooks That Teach Cognitive, Emotional and Behavioral Skills, by Coping Skills, LLC." Social Work in Mental Health 9, no. 5 (September 2011): 395. http://dx.doi.org/10.1080/15332985.2011.576992.
Full text