Differential pathways to generic skills development of male and female college students in Korea

Rhee, Byung Shik; Kim, Sooji

doi:10.1007/s12564-012-9228-7

Cited by 7 publications

(3 citation statements)

References 31 publications

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“…Control Variables. Based on the previous study [54,55], some demographic information and other relevant factors (gender, age, major, and grade) could affect the dependent variables. Therefore, these factors were considered as control variables in the analysis.…”

Section: Instrumentsmentioning

confidence: 99%

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

2021

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In this study, we developed and validated an instrument for measuring postgraduate competence and examined the relationships between postgraduate competence and academic research performance, along with the mediating role of psychological capital. Based on two independent samples, the results provided robust evidence of postgraduate competence composed of six dimensions. Adopting a two-wave survey at two different time periods, we conducted a questionnaire survey on 364 postgraduates from three top universities in China by random sampling. The results indicated that postgraduate competence was positively associated with academic research performance. Among the competences composed of six dimensions, research ability was the most predictive dimension of academic research performance. Additionally, psychological capital partially mediated the relationship between postgraduate competence and academic research performance. These findings contributed to the ongoing discussion about improving postgraduates’ academic research performance under the circumstance of competence-based education.

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Section: Instrumentsmentioning

confidence: 99%

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

2021

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“…These are essential for the graduates' career advancement in order to promote economic and social development (Bunney et al, 2015). Educationalists have published similar discussions on the development of generic competencies (Ng and So, 2017, Benjamin et al, 2012, Leung et al, 2014, Kember et al, 2007, Rhee and Kim, 2012, Kember, 2009 but many educators found it challenging to define and assess generic competencies. One assessment tool named Self-Assessment of All-Round Development (SAARD) questionnaire was developed by The Hong Kong Polytechnic University (PolyU) in 2006 (Fung et al, 2007), which was showed to be a reliable and valid tool (Ho and So, 2016).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong

Chan

et al. 2021

PAP

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PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

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“…Badcock et al (2010) developed the generic skills through university study. Rhee & Kim (2012) conducted differential pathways to generic skills development of male and female college students in Korea. Natoli et al (2014) investigated the impact of instructor's group management strategies on students' attitudes to group work and generic skill development.…”

Section: Introductionmentioning

confidence: 99%

Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

2018

JPII

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The purpose of this study was to describe the generic skills of students' science who conducted experiments on biology learning grade VIII Junior High School (SMP) in Batusangkar. This study used a descriptive quantitative design. The variables of this research were generic science skills as the 21st-century skills and students achievement. A total of 295 students were used as the populations and the purposive sampling technique was employed to select one class as the research sample (n=32 students). The student activities, such as a direct observation, awareness of scale, logical framework, cause-effect, modeling, and the inference was observed by 6 observers. This activity was designed and adapted based on the generic science skills and 21st-century skills. The percentage of students' achievement and generic science skills score was analyzed with descriptive statistics. The students' achievement showed that all students were successful, with a mean score > 75. The students' generic science skills mean scores was categorized as: very good, good and sufficient, and all students were completed the learning. The highest (very good) performance was on the modeling activities with the average percentage of 87.49%. The results indicated that the skills were considered to be part of generic science skills and 21st-century skills. The results of this study concluded and suggested the need to revisit and reaffirm the inclusion of generic science skills in biology learning because this skill becomes part of or similar to the 21st-century skills.

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Differential pathways to generic skills development of male and female college students in Korea

Cited by 7 publications

References 31 publications

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong

Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

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