Vocational Education Students’ Generic Working Life Competencies: Developing a Self-Assessment Instrument

Kyndt, Eva; Janssens, Ine; Coertjens, Liesje; Gijbels, David; Donche, Vincent; Petegem, Peter Van

doi:10.1007/s12186-014-9119-7

Cited by 20 publications

(8 citation statements)

References 32 publications

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“…Although some studies had discussed competency level as a student outcome for vocational education (e.g. Khaled et al, 2014;Kyndt et al, 2014), research that specifically connected this outcome with teacher behaviour can hardly be found. Thus, the connections between teacher behaviour and student competency level is not yet clear.…”

Section: Research On Teacher Interpersonal Behaviour and Student Outcomesmentioning

confidence: 99%

Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments

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Widhiarso

et al. 2021

Learning Environ Res

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Studies of connections between teacher behaviour and student outcomes are numerous, but those specifically addressing such connections in a competence-based vocational education setting are limited. For a sample of Indonesian students, this study examined the connection between two dimensions of teacher interpersonal behaviour (proximity and influence) and student competency levels, as well as whether or not these relations are mediated by students’ intrinsic motivation. Additionally, it examined if these relations differed in learning environments with high versus low characteristics of competence-based education (HCBE vs. LCBE). Three questionnaires responded to by 506 first-year students were analysed using multigroups structural equation modelling. Teacher cooperative behaviour affected student motivation positively, and the influence was stronger in LCBE learning environments. Teacher controlling behaviour reduced student-perceived competency levels, with the reduction stronger in HCBE learning environments. Implications of the findings for teaching and learning in vocational education are discussed.

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Section: Research On Teacher Interpersonal Behaviour and Student Outcomesmentioning

confidence: 99%

Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments

Misbah

Gulikers

Widhiarso

et al. 2021

Learning Environ Res

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“…Generic skills can be explored using self-reports if valid instruments are used. In addition, selfreports can be used to develop students' reflection skills and help students to recognize and evaluate their generic skills (Kyndt et al, 2014). However, this review study showed that intervention and longitudinal studies are needed but such study designs are demanding and require greater resources.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors

et al. 2022

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The research field on generic skills in higher education has expanded rapidly. In addition, the importance of generic skills has been highlighted both in educational policy discourses and in practice of higher education. The present study reviews theoretical, methodological, and empirical viewpoints on learning generic skills and synthesizes the empirical evidence about the factors that enhance and impede student learning of generic skills. Altogether 116 articles were included in the analysis. The systematic analysis revealed remarkable variation in concepts, research methods, and operationalization of generic skills. These findings suggest that research in this field is still incoherent. According to the results, contextual factors that enhance or impede higher education students' learning of generic skills were investigated more often than individual factors. Furthermore, the articles included in this review emphasized learning of work-oriented professional skills over higher-order thinking skills. To ensure the development of research on generic skills, it is important to focus on more coherent theorization and operationalization of the various generic skills. More longitudinal studies with methods that genuinely capture actual skills and their development are also needed to advance the field. The results can be used for future discussions on theorization, empirical research, and practical development of student learning of generic skills.

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“…As stated by Kyndt et al (2014), these moderate values can indicate that the underlying constructs in themselves are not stable over time. This is in line with the conceptualisation of team entitativity as a dynamic construct.…”

Section: Test-retest Reliabilitymentioning

confidence: 96%

Group, team, or something in between? Conceptualising and measuring team entitativity

Vangrieken

Boon

Dochy

et al. 2017

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Vocational Education Students’ Generic Working Life Competencies: Developing a Self-Assessment Instrument

Cited by 20 publications

References 32 publications

Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments

Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments

Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors

Group, team, or something in between? Conceptualising and measuring team entitativity

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