599,836 research outputs found
Gender and motor competence affects perceived likelihood and importance of physical activity outcomes among 14 year olds
Little is understood about the impact of level of motor competence on self-perceptions in adolescence, in particular how this may differentially affect girls and boys. A sample of 1,568 14-year-old participants (766 girls and 802 boys) were grouped into four motor competence levels (very low to high) based on the McCarron Assessment of Neuromuscular Development (MAND). Self-perceptions were assessed using the Self-Perception Profile for Adolescents. Boys had higher self-perceptions of global self-worth, athletic competence, and physical appearance, whereas girls had higher scores for close friendships and behavioral conduct. Main effects in the predicted direction were found for motor competence for self-perceptions of global self-worth, athletic competence, physical appearance, close friendships, social acceptance, and romantic appeal. These findings indicate that level of motor competence is important in many aspects of self-perceptions, affecting girls and boys differently. Higher motor competence has a protective effect on psychosocial health, particularly for girls
International Education Planning Rubric: State Strategies to Prepare Globally Competent Students
Offers guidance for planning and assessing state strategies to develop students' global competence, including language, communication, and collaboration skills. Lists promising practices in leadership, resource allocation, certification, and curricula
Towards a comprehensive model of managers wellbeing: The role of self-determination theory
The present study extends the testing of dimensions from self determination theory (SDT) to include the three facilitators (global aspirations, mindfulness and global motivation), the three needs satisfaction (autonomy, competence and relatedness), and perceived autonomous support (PAS) towards the wellbeing of 386 New Zealand managers. The theory suggests that individuals with higher SDT dimensions will achieve greater motivation and wellbeing, although few studies test more than one dimension. Findings showed that global aspirations reduced negative affect, while mindfulness, global motivations and PAS increased life satisfaction, positive affect, and subjective wellbeing, and reduced negative effect. Of the three needs satisfaction, autonomy increased life satisfaction and subjective wellbeing, while competence increased positive affect and subjective wellbeing, and reduced negative effect. In addition, PAS was tested as a moderator of facilitators and needs satisfaction and a number of significant interactions were found, generally providing support for PAS enhancing the beneficial nature of the SDT dimensions. Overall, the study provides evidence of superior wellbeing outcomes for organizations and employees encompassing SDT dimensions, including the interaction effects of PAS
Global Diversity Management: Towards a Conceptual Framework
[Excerpt] Compared to research on cross-national differences in diversity management, more research has been conducted within the second key area of global diversity management – that on the effective management of culturally diverse teams and organizations, and on the development of global competence among employees. Indeed, research on multicultural teams (e.g. Earley and Gibson, 2002), global competence (e.g. Chang and Tharenou, 2004; Earley and Peterson, 2004), and conflict management in multicultural groups (e.g. Barkema et al., 2003) has been emerging in the last decade; it simply has not been labelled a part of global diversity management per se. However, to date, there are no unifying frameworks for studying global diversity, with the exception of one by Mor Barak (2000), which focuses on the connection between subsidiaries and the larger communities in which they are embedded. While we agree that this is an important issue, many leaders of global firms first want to know how to manage global diversity within the confines of their organization. Thus, one of our goals in introducing this special issue on global diversity is to propose one such framework, to serve two primary aims: (a) to provide a framework within which to situate the papers that appear in this special issue; and (b) to stimulate future research in the area. In what follows, we briefly describe this framework, and then we introduce the papers for the special issue
GLOBAL COMPETENCE SURVEY DEVELOPMENT
The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), and previous research (Todd, 2013) to develop a definition and theoretical framework for this competence. Central to the developed definition and framework were the disposition/affective realm, knowledge, skill, and action elements, and a clear connection to cosmopolitanism (e.g., Appiah, 2006). Currently, a global competence definition and survey tied directly to cosmopolitanism do not exist. The learning theories of Vygotsky (1986), Bandura (1977), Lave (1993), and Kolb (Kolb, Boyatzis, & Mainemelis, 1999) also provided insight into global competence development for measurement purposes. The four-step study method included building a draft survey from the developed global competence definition, field testing the draft survey with a purposive sample (e.g., Babbie, 2007b; Teddlie & Yu, 2007) in order to make initial revisions to the instrument, conducting a Delphi review (e.g., Cyphert & Gant, 1970; Fogo, 2014; Helmer, 1967) of the revised draft survey to further refine the instrument, and describing the field-test sample using data from items retained in the resulting survey from the Delphi review. The outcome of each of the four steps constituted the findings for this research. Future research could involve adding new items and then field-testing the survey once again to examine the statistical structure of the developing instrument
Global Competence of Students in PISA High-Performing Regions: The Impact of Individual and School Factors
Amidst the constant progression of globalization, it is of great significance to cultivate talents with global competence and ample knowledge about international affairs in order for the nation to seize development opportunities and react properly to global challenges. There has been increasing research on the possibility of fostering student global competence in the school setting. Using data of four high-performing countries and regions in the PISA Global Competence Survey 2018, this study analyzed the effects of school and personal factors on student global competence as well as the influence of school factors on the relation between student personal factors and global competence development
Ideology, Competence and Luck: What determines general election results?
This paper investigates the impact of luck, defined as global economic growth, and competence, defined as the difference between domestic and world growth, on voting in general elections since 1960. The vote of incumbent parties of the right is found to be sensitive to luck, whereas that of incumbent parties of the left is not. This is consistent with the Clientele Hypothesis given electorates which fail to perfectly distinguish luck from competence. Economic competence plays a strong role in determining the vote, especially in high-income democracies. The electoral reward to competence is essentially equal across parties of either ideology, contra to the Saliency Hypothesis. The data are also supportive of the Territory Hypothesis, namely that greater ideological territory increases a party's relative vote share.voting, ideology, luck, competence
Think Global: Teachers’ Training Course
This book is part of Think Global! Fostering Global Competence in Schools [2019-1-ES01-
KA201-064256], a project of seven institutions, which are schools, universities and educational
authorities from Belgium, Spain and the United Kingdom. For more information, please visit
https://blocs.xtec.cat/thinkglobal/A group of seven European partners from Catalonia, Belgium, and
Wales worked together on the Erasmus+ funded Think Global project on
global competence. The project seeks to address the following research
question through development and piloting of practical classroom activities:
What is global competence, and how can it be learned effectively?
The Think Global project explores, through international collaboration,
how global competence is defined, taught, learned, and measured in the
classroom. It offers a model of professional learning for teachers to support
students in developing global competence and its relationship with ODS.
So, this training course is addressed to school teachers and other
school stakeholders. The focus of the course is to empower school teachers
to implement cross-curricular projects on global competence and it
is delivered in an open online platform..
Influences of Cultural Capital and Internationalization on Global Competence: Evidence from China’s Higher Vocational Education
The purpose of the study was to explore global competence-based pedagogy in higher education. Under the umbrella of cultural capital theory and internationalization framework, a systematic literature review analyzed and synthesized 26 empirical studies pertaining to global competence education in postsecondary education from 2013 to 2022. The review revealed a research gap highlighting the lack of exploration into global competence pedagogy among students in higher vocational education. To address this gap, the present study focused on a sample of 1,504 participants recruited from a Chinese vocational university situated on the eastern coast of China, encompassing both 3-year college students and 4-year undergraduates. Employing hierarchical linear regression, the study examined the relationship between participants’ attainment of global competence and 19 influencing factors identified through the systematic review. Consistent with cultural capital theory, the findings indicated that higher vocational students with favorable family and educational backgrounds tended to access more educational opportunities and achieve higher levels of global competence. However, limited opportunities for international mobility among higher vocational education students constrained the impact of overseas experiences on their global competence attainment. The study also revealed that internationalization framework played a significant role in fostering globally competent students in China’s higher vocational system. Specifically, faculty international mobility positively influenced the growth of global competence. The internationalization curriculum, cocurricular viii activities, and extracurricular engagements significantly enhanced global competence achievement. Furthermore, the results underscored the importance of off-campus intergroup contact in supplementing the limited on-campus interactions. Both in-person and online contact with foreign individuals outside of campus were found to facilitate the development of global competence. Notably, mediated contact made a unique contribution to global competence development among Chinese higher vocational students, suggesting that such mediums offer invaluable opportunities for students to acquire global resources, particularly for those lacking social connections with foreign individuals in their daily lives. In conclusion, the findings of this study contribute novel insights to the literature on global competence-based education, suggesting that students in higher vocational education, regardless of their socio–economic background or opportunities for international mobility, can benefit from the adoption of internationalization pedagogies in achieving global competence
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