scholarly journals Criterion Validation of the Scales of Autonomy, Collaboration, Empathy, Problem-solving and Self-confidence of the 3SQ. Soft Skills Self-evaluation Questionnaire Adapted for Lower Secondary School

2021 ◽  
Author(s):  
Stefano Scippo ◽  
Emiliane Rubat du Mérac
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Soft Skills ◽  
Good Reliability ◽  
Evaluation Questionnaire ◽  
Self Evaluation ◽  
Self Confidence ◽  
Criterion Validation ◽  
8Th Grade ◽  
Good Internal Consistency

The Soft Skills Self-evaluation Questionnaire (3SQ, 41 items) was validated using the responses of 1216 Italian students attending the fourth and the fifth grade of upper secondary school (Lucisano & du Mérac, 2019a), demonstrating good psychometric properties (du Mérac & De Santis, 2020; du Mérac, Livi, & Lucisano, 2020). The adaptation of the 3SQ (40 items) for 8th-grade students was validated in Rome using the responses of 507 students, confirming the factorial structure, sufficient independence, and a good internal consistency (Cronbach alpha between .75 and .92 and 52.23% of the total variance explained). Here, we present the criterion-related validity of the five scales of the adapted 3SQ: Self-confidence, Autonomy, Problem-solving, Cooperation, Empathy. During a PhD research project (Scippo, 2021), these dimensions were also measured in Rome with other instruments, using a sample of 403 8th grade students. The analysis of the data confirms good reliability of the five scales (between .79 and .92), shows good indices of the confirmatory factor analysis of all the scales (RMSEA = .05, SRMR = .08), and reveals significant correlations (between .38 and .68) between the scales of the adapted 3SQ and the other scales measuring the same dimensions. In conclusion, this concurrent validity check reinforces the validity of the adapted 3SQ construct and, consequently, its usefulness for both research and guidance.

scholarly journals Intra and Inter-Individual Differences in Social Intelligence of Portuguese Students

2015 ◽  
Vol 25 (61) ◽  
pp. 153-161
Author(s):  
Joana Carneiro Pinto ◽  
Liliana Faria ◽  
Neide Gaspar ◽  
Maria do Céu Taveira
Keyword(s):  
Problem Solving ◽  
Social Intelligence ◽  
Career Guidance ◽  
Career Transition ◽  
Cognitive Test ◽  
Social Situations ◽  
Psychological Conditions ◽  
Self Confidence ◽  
The Social ◽  
8Th Grade

Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions.

scholarly journals Different Perspectives on Success in Solving Stand-Alone Problems by 14 to 15-Year-Old Students / Različite prespektive o uspješnosti 14 i 15-godišnjaka u rješavanju izoliranoga problema

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Nives Baranović ◽  
Branka Antunović-Piton
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Secondary School ◽  
Mathematical Task ◽  
Mathematical Concepts ◽  
Urban Elementary Schools ◽  
8Th Grade ◽  
Verbal Problem ◽  
Set Up ◽  
Problem Solving Process

The paper defines a special type of problem tasks and considers its didactic potential, as well as the success of students in solving the selected problem. The research instrument used is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura). The geometrical task is presented in three versions: as a verbal problem, as a verbal problem with a corresponding image and as a problem in context. The material analysed in the present paper was collected from 182 students in 7th and 8th grade of Croatian urban elementary schools. The didactic potential is considered from the aspect of use of mathematical concepts and connections. The success of students in problem-solving is considered from the aspect of implementation of the problem-solving process and producing correct answers, depending on the manner in which the tasks are set up. The results show that the stand-alone problem, as a special type of problem task, has considerable didactic potential. However, the students’ skills of discovering and connecting mathematical concepts and their properties are underdeveloped. In addition, the manner in which the tasks are set up considerably affects the process of solving the task and consequently the success of that process. Based on the results of the research, proposals are given for application of stand-alone problems in teaching mathematics.Key words: isolated problem; mathematical task; problem solving; problem evaluation.  --- U radu se definira posebna vrsta problemskoga zadatka te se razmatra njegov didaktički potencijal kao i uspješnost učenika u rješavanju odabranoga problema. Instrument istraživanja je geometrijski zadatak s državne mature koji se postavlja u tri inačice: kao tekstualni problem, kao tekstualni problem uz odgovarajuću sliku te kao zadatak u kontekstu. U istraživanju je sudjelovalo 182 učenika 7. i 8. razreda hrvatskih gradskih osnovnih škola. Didaktički potencijal razmatra se s aspekta iskoristivosti matematičkih koncepata i veza, a uspješnost učenika u rješavanju problema razmatra se s aspekta provedbe procesa rješavanja i otkrivanja točnoga rješenja ovisno o načinu postavljanja zadatka. Rezultati pokazuju da promatrani problem kao posebna vrsta problemskoga zadatka ima veliki didaktički potencijal, ali da učenici imaju nedovoljno razvijene vještine otkrivanja i povezivanja matematičkih koncepata i njihovih svojstava. Osim toga, način postavljanja zadatka značajno utječe na proces rješavanja, a posljedično i na uspješnost određivanja rješenja. Na temelju rezultata daju se prijedlozi primjene opisane vrste problema u nastavi Matematike.Ključne riječi: izolirani problem; matematički zadatak; rješavanje problema; vrednovanje problema

scholarly journals ANALISIS KEMAMPUAN PEMECAHAN MASALAH DAN KEMAMPUAN PENALARAN MATEMATIK SISWA SMP PADA MATERI SPLDV

2019 ◽  
Vol 2 (5) ◽  
pp. 261
Author(s):  
Santi Selvia ◽  
Tetin Rochmatin ◽  
Luvy Sylviana Zanthy
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Secondary School ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Material System ◽  
School Students ◽  
8Th Grade

The Purpose of this research aims to analyze the reasoning and problem solving math of the students Junior High School in the material system of equation linear two variable the descriptive and qualitative. The population of this research are the students class of  8th grade, secondary school in the district of Bandung. to obtain the data research, used instruments in the form of a description the ability and problem solving math, that each consisting of four the problem based on the analyze the value of an average all the matter of instruments, the reasoning math gained 67% and the problem solving math gained 63%. Therefore, it can be concluded that the ability to reasoning and problem solving math Junior High School students in the district of Bandung classified as enough. 

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Self-Evaluation Questionnaire

1989 ◽  
Author(s):  
B. Najarian ◽  
D. Roger ◽  
P. H. Venables
Keyword(s):  
Evaluation Questionnaire ◽  
Self Evaluation

Soft Skills in Engineers, a Relevant Field of Research: Exploring and Assessing Skills in Italian Engineering Students

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Valeria Caggiano ◽  
Teresa Redomero-Echeverría ◽  
Jose-Luis Poza-Lujan ◽  
Andrea Bellezza
Keyword(s):  
Impression Management ◽  
Engineering Students ◽  
Soft Skills ◽  
Reference Sample ◽  
Social Situations ◽  
Self Confidence ◽  
Change Perception ◽  
Emotional Adaptation ◽  
Challenging Tasks ◽  
Relevant Field

Soft skills are important for any career and are necessary to access and face the labor market. This research focuses on soft skills by exploring engineer profiles. It also determines how soft skills are developed through the study of a representative sample of 314 undergraduate engineering students from 15 different Italian universities. The instrument used is a questionnaire that investigates soft skills and is based on the Business-focused Inventory of Personality (BIP). Answers are grouped into four areas: intrapersonal, interpersonal, activity development, and impression management. Results show that these engineers have more self-confidence than the reference sample; they demonstrated a great commitment in setting job goals and pursuing projects, a good emotional adaptation to social situations, and enough attitudes in terms of problem solving and openness to change. Perception on the ability to work under pressure is in the average, and they seem ready to take on challenging tasks. The score shows that engineers from the sample are able to express positive and negative ideas and feelings in balance with the reference average, but sometimes they have difficulties in establishing personal relationships. Therefore, they are unable to understand the moods of those who around them and may also have difficulty in understanding their expectations. This results in some difficulties in teamwork. The general result underlines the opportunity of empowerment programs regarding soft skills.

Soft Skills among Students: A Case Study of UiTM Cawangan Kelantan

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Faizal Samat ◽  
Norazlan Annual ◽  
Raznee Atisya Md Rashidi
Keyword(s):  
Problem Solving ◽  
Unemployment Rate ◽  
Significant Influence ◽  
Education System ◽  
Communication Skill ◽  
Soft Skills ◽  
Team Building ◽  
Leadership Skill ◽  
Quality In Education

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.

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