Key Soft Skills in the Orientation Process and Level of Employability

We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.

Development of Worksheets for High School Biology Student-Based On Critical Thinking Skills on the Circulation System Concept

Learning in the 2013 curriculum requires a learning process that refers to the scientific approach. The teacher becomes the centre of learning in the current educational problems, students accepting learning as an abstract does not have the opportunity to develop their thinking skills. The purpose of this study is to develop a valid, practical, and effective Educator Worksheet (LKPD). This study uses the Tessmer design method, which consists of (1) expert review; (2) one-to-one; and (3) small group. Subjects of expert opinion research included two biology education lecturers and one high school biology teacher. Individual test subjects were three students educated. The small group test subjects were six students who were educated. The type of data obtained includes data effectiveness expectations. The results obtained from the effectiveness of expectations based on students' critical thinking skills in working on LKPD have very good categories (including analysis, reference, and exploration) and have good categories (including interpretation and self-regulation). Interpersonal skills (collaborating) and intrapersonal skills (conscientious) students have very good categories with scores of interpersonal skills and intrapersonal skills 86.33%.

Development of High School Biology Students Worksheets Based on Critical Thinking Skills on the Concept of the Digestive System

One of the problems of life that are happening right now is the problem in education. Three skills need to be improved including 1) the field of cognitive skills, 2) interpersonal skills, and 3) intrapersonal skills. The purpose of this study is to improve the Student Worksheet (LKPD) so that it has effective criteria. The use of LKPD in the learning process is expected to improve students' critical thinking skills. The research method used is the Tessmer design using a small group test. Critical thinking skills refer to Facione 1990 while the structure of LKPD development refers to Daryanto & Dwicahyono. The small group test subjects were six high school class XI students. This research is development research using Tessmer design. The study was conducted for one semester, namely in the 2019-2020 school year. The results showed that the effectiveness of LKPD based on the assessment of students' critical thinking skills in working on LKPD had a category of at least good, interpersonal skills had a very good category, and intrapersonal skills had a very good category.

Kontribusi Intrapersonal Skills dan Interpersonal Skills Terhadap Kesiapan Kerja Pada Mahasiswa Perguruan Tinggi “X”

Empirically proving the relationship between intrapersonal skills and interpersonal skills to work readiness in "X" college students is the aim of this study. The method used in this research is survey. The population in this study were all "X" college students. The sample used in this study was "X" college final semester students. Purposive sampling with accidental sampling is a sampling technique used in this study. Multiple linear regression in the SPSS 15.0 version program is used as a data processing tool. Obtained 185 respondents in this research. Simultaneous test results show that intrapersonal skills and interpersonal skills significantly affect work readiness for "X" college students. Partially intrapersonal skills and interpersonal skills, both of them significantly affect the work readiness of "X" college students. The implication of this research is the importance of education related to soft skills because this greatly contributes to students preparing themselves when joining the workforce.

Athletic Trainers' Perceptions of Advanced Clinical Practice: Characteristics of Advanced Practice Athletic Trainers

Context The “Strategic Priorities for Athletic Training Education” promote the development of clinical specialists and advanced practice leaders; however, little is known about the characteristics of advanced practice athletic trainers. Peer health professions have formal education and training programs and specialized credentials to denote advanced practice clinicians; however, such mechanisms are only now emerging in athletic training. As training and credentialing programs advance, it is important to understand the perceived characteristics of clinicians engaged in advanced clinical practice. Objective To explore how athletic trainers perceive the characteristics of clinicians advanced practice clinicians. Design Cross-sectional. Setting Self-reported online survey. Participants Of 1992 athletic trainers invited to participate, 350 accessed the survey (17.6% access rate); 321 respondents completed at least 1 open-ended question, and 196 completed the entire survey (61.1% completion rate). Main Outcome Measures Consensual qualitative research approach consisting of a 3-person team was used to analyze the open-ended responses. Members individually coded the initial set of responses and then met to develop a consensus codebook. Remaining responses were coded by 2 team members and were confirmed by the third member. Data were organized into themes and categories, and frequency counts were used for each category. Results Four categories of characteristics associated with advanced practice clinicians emerged: (1) intrapersonal skills, (2) interpersonal skills, (3) discipline specific knowledge and skills, and (4) experience. Conclusions Intrapersonal skills including lifelong learning, critical thinking, and willingness to mentor others were identified, in addition to strong communication and leadership skills. Discipline-specific knowledge and skills were also associated with advanced clinical practice, including specialized skills and advanced integration of the core competencies. Accredited Athletic Training Residency programs and Doctor of Athletic Training programs should strive to foster these characteristics within their students to facilitate the development of advanced practice athletic trainers.