Key-competences in higher education as a tool for democracy

Rumiati, Raffaella I.; Ciolfi, Alberto; Benedetto, Annalisa Di; Sabella, Morena; Infurna, Maria Rita; Ancaiani, Alessio; Checchi, Daniele

doi:10.13128/formare-24684

Cited by 3 publications

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“…The assessment focuses on the competencies of new graduates at the bachelor and master's levels, based on the assumption that it may contribute to the monitoring of the quality of the educational process by producing indicators usable for the accreditation and reaccreditation of departments and degree programs. The project (see Rumiati et al, 2018) is called TECO (Test of Competencies) and aims to assess both cross-disciplinary, enabling competencies (TECO-T) and disciplinary, content competencies (TECO-D). The cross-disciplinary competencies are literacy, numeracy (already available), civics, problem solving, and foreign language (English).…”

Section: Psychology Educational Outcomes and Assessment In Italy: Slo...mentioning

confidence: 99%

Assessing learning outcomes in undergraduate psychology education: Lessons learned from five countries.

Cranney¹,

Hulme²,

Suleeman³

et al. 2021

Assessing Undergraduate Learning in Psychology: Strategies for Measuring and Improving Student Performance.

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Section: Psychology Educational Outcomes and Assessment In Italy: Slo...mentioning

confidence: 99%

Assessing learning outcomes in undergraduate psychology education: Lessons learned from five countries.

Cranney¹,

Hulme²,

Suleeman³

et al. 2021

Assessing Undergraduate Learning in Psychology: Strategies for Measuring and Improving Student Performance.

View full text Add to dashboard Cite

Field of Study and Gender Moderation of the Association of Personality and Math Anxiety with Numeracy

Lunardon,

Cerni,

Rumiati

2024

The Journal of Psychology

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The Contribution of Personality and Intelligence Toward Cognitive Competences in Higher Education

2021

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Personality and cognition are found to be two interrelated concepts and to both have a predictive power on educational and life outcomes. With this study we aimed at evaluating the extent to which personality traits interact with cognition in acquiring cognitive competences during higher education. In a sample of university students at different stages of their career and from different fields of study, we collected Big Five traits, as a measure of personality, and Intelligent Quotient (IQ), as a proxy of cognition. A set of multiple regressions served to explore the relative contribution of IQ and personality traits on the performance on two cognitive competences tests: literacy and numeracy. Results showed that IQ highly modulated numeracy but had a moderate or no impact on literacy while, compared with IQ, personality affects literacy more. In a further explorative analysis, we observed that both the effects of personality and IQ on cognitive competences were modulated by the level of the students' career (freshmen, undergraduates, and bachelor graduates). Different traits, and particularly conscientiousness, increased or decreased their impact on achieved scores depending on the educational level, while IQ lost its effect in undergraduates suggesting that personal dispositions become more influential in advancing the academic carrier. Finally, the field of study resulted to be a predictor of numeracy, but also an important covariate altering the pattern of personality impact.

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Key-competences in higher education as a tool for democracy

Cited by 3 publications

References 0 publications

Assessing learning outcomes in undergraduate psychology education: Lessons learned from five countries.

Assessing learning outcomes in undergraduate psychology education: Lessons learned from five countries.

Field of Study and Gender Moderation of the Association of Personality and Math Anxiety with Numeracy

The Contribution of Personality and Intelligence Toward Cognitive Competences in Higher Education

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