The aim of the article to demonstrate the necessity of a critical view on the construct of «competence» because of semantic and epistemic gaps. The analysis of the historical evolution of «competence» clarifies its origin and meanings. The epistemological analysis identifies the principle of efficiency as the basis of competence and also of programming and organization of educational process, based on this approach. The result of this double analysis highlights the intrinsic limits of the educational approach by competencies putting it in question. / El objetivo del artículo es mostrar la necesidad de una visión crítica del «constructocompetencia», que actualmente carece de una aclaración semántica y epistémica. Mediante el análisis de la evolución histórica de «competencia» se explica su origen y sus significados. A través el análisis epistemológico se identifica el principio de eficiencia como fundamento del constructo competencia y asimismo de la programación y organización del proceso educativo por competencias. El resultado de este doble análisis evidencia los límites intrínsecos que oculta el modelo educativo por competencias, poniendo en cuestión su conformidad a los propósitos de la educación integral. / O objetivo do artigo é mostrar a necessidade de uma visão crítica do construçãode competência, já que este construção carece de uma explicitação semântica e epistemológica. A análise da evolução histórica da «competência» nos esclarece seu origina e seus significados. A análise epistemológica identifica o princípio da eficiência como fundamento do constructo  competência e também da programação e organização do processo educativo baseado da nesta abordagem. O resultado da esta dupla análise evidencia limites intrínsecos que oculta a abordagem educacional por competências.

Tystnadsplikten och upplysningsplikten är två väsentliga plikter som en revisor måste förhålla sig till i sin yrkesroll. Eftersom dessa två plikter kan komma i konflikt med varandra är det viktigt för revisorerna att finna en balansgång genom att veta i vilka situationer som de ska förhålla sig till respektive plikt. Tidigare forskning inom fältet revision har fokuserat på andra forskningsfrågor eller undersökt plikterna var för sig. Syftet med den här studien är att bidra till ökad förståelse för hur revisorn balanserar mellan tystnadsplikt och upplysningsplikt, samt hur dessa plikter påverkar revisorn i sitt arbete. För att utforska studiens syfte på ett nyanserat sätt har kvalitativa forksningsmetoder tillämpats bestående av intervjuer och dokumentanalyser. Intervjuerna var semistrukturerade och genomfördes med fem auktoriserade revisorer från revisionsbyråer av varierande storlek. Balansgången mellan tystnadsplikt och upplysningsplikt och plikternas påverkan i arbetet har studerats utifrån centrala begrepp och teorin personal construct theory för att förstå revisorernas tankemönster.  Resultatet tyder på att revisorer för flera olika resonemang vid beslutsfattande som rör tystnadsplikten och upplysningsplikten. Revisorernas balansering mellan plikterna är därmed ett svårbedömt dilemma eftersom plikternas kontraster kan påverka revisorerna i sitt arbete på olika vis. Det framkom meningsskiljaktigheter kring huruvuda balansgången utgör ett hinder i arbetet, men även kring revisorernas upplevda trygghet i situationer när tystnadsplikten och upplysningsplikten ställs mot varandra. En slutsats som kan dras av studien är att etiska dilemman är komplexa och att revisorer gör egna bedömningar utifrån sina erfarenheter och moraliska principer. / The duty of confidentiality and the duty of disclosure are two essential duties an auditor must comply with in one's professional role. Since these two duties may conflict with each other, it is important for the auditors to find a balance by knowing in which situations they should relate to each duty. Previous research in the field of auditing has focused in other research issues or examined the duties separately.  The purpose of this study is to contribute to an increased understanding of how the auditor balances between the duty of confidentiality and the duty of disclosure, as well as how these duties affect the auditors's work. To explore this purpose in an nuanced way, qualitative research methods have been applied consisting of semi-structured interviews and document analyzes. Five authorized auditors from auditing firms of varying sizes were interviewed. Key concepts and the personal construct theory have been used in order to understand thought patterns of auditors.  The results indicate that audtitors have several different reasonings when making decisions concerning the two duties. Thus is the auditors' balancing between duties a difficult dilemma to assess, as the contrasts of the duties can affect the auditors' work in different ways. Disagreements arose as to whether the balancing act constitutes an obstacle in the work, but also as to the auditors's perceived security in situations when the duties are set against each other. A conslusion drawn is that ethical dilemmas are complex and that auditors make their own assessments based in their experiences and moral principles.

The Information Age is revolutionizing the way we communicate, acquire knowledge, and perform work. Society is shifting from occupations rooted in industrial production to those associated with knowledge and information, requiring the development of new skills for changing occupations and updating old educational methods. Educators need to be aware of economic and social changes and have a vision for how to design career education to respond to those changes. Individuals must also be prepared to learn on their own as careers evolve and change. The training necessary to adapt to the changing career culture needs to be made available to everyone, regardless of social class and background. In order to learn how to help students prepare for life, it is necessary to understand their views on careers. There is a critical and acute need to understand the perceptions of students from disadvantaged backgrounds, such as Upward Bound participants (identified by the U.S. Department of Education as part of the TRIO Program for low-income and first generation college students). This study used Personal Construct Psychology (PCP) to access representations of students' thinking by means of a repertory-test grid methodology. Using the traditional constructivist repertory-test method, a custom designed instrument called the WOAR (Weingarten Occupational Awareness Rep-test) was used by students in a Utah Valley State College Upward Bound group to generate constructs for personally identified occupations. These constructs provided the data for a qualitative content analysis designed to better understand how marginalized students construct careers and the world of work. The resulting analysis reflected the students' perceptions about (a) what their life experiences were, (b) what they had in common with one another, and (c) what they had in common with the rest of the population at large, in terms of career knowledge. The findings showed that the students were influenced by people they knew such as doctors, teachers, church leaders and so on, as indicated by the career choices they identified. They were also affected by their unique experiences such as identifying drug dealing and other illegal means as a way of earning money. The collective responses identified sixteen common career themes among the students.

The study aims to investigate the fundamental validity issues that can affect the DR Congo English state examination, a national exit test administered to high school final year students for certification. The study aspires to generate an understanding of the potential issues that affect the construct validity of a test within the epistemological stance that supports a strong relationship between test construct and test context. The study draws its theoretical underpinning from three theories: the validity theory that provides a theoretical ground necessary for understanding the quality of tests needed for assessing students’ reading abilities / the construction-integration theory that provides an understanding of how texts used in reading assessments are processed and understood by the examinees / and the strategic competence theory that explains how examinees deploy strategies to complete test tasks, and the extent to which these strategies tap into the reading construct. Furthermore, the study proposes a reading model that signposts the social context of testing / therefore, conceptualizing reading as both a cognitive and a social process. As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses protocol analysis and content analysis methodologies. While the former provides an understanding of the cognitive processes that mediate the reading construct and test performance so as to explore the different strategies examinees use to answer the English state examination (henceforth termed ESE) test questions, the latter examines the content of the different ESE papers so as to identify the different textual and item features that potentially impact on examinees’ performance on the ESE tasks. As instruments, the study uses a concurrent strategies questionnaire administered to 496 student-participants, a contextual questionnaire administered to 26 student-participants, a contextual questionnaire administered to 27 teacher-articipants, and eight tests administered to 496 student-participants. The findings indicate that, the ESE appears to be less appropriate to the ESE context as the majority of ESE test items target careful reading than expeditious reading / on the one hand, and reading at global level than to reading at local level / on the other hand. The findings also indicate that the ESE tasks hardly take account of the text structure and the underlined cognitive demands appropriate to the text types. Besides, the ESE fails to include other critical aspects of the reading construct. Finally, the findings also indicate that the ESE constructors may not be capable to construct an ESE with five functioning distractors as expected. Moreover, the inclusion of the implicit option 6 overlaps with the conceptual meaning of this option. The entire process of the present study has generated some insights that can advance our understanding of the construct validity of reading tests. These insights are: (a) the concept of validity is an evolving and context-dependent concept, (b) reading construct cannot be examined outside the actual context of reading activity, (c) elimination of distractors can sometimes be a construct-relevant strategy, (d) construct underrepresentation is a context-dependent concept, and (e) a reading test cannot be valid in all contexts. The suggested proposal for the improvement of the ESE requires the Congolese government through its Department of Education to (a) always conduct validation studies to justify the use of the ESE, (b) always consider the actual context of reading activity while developing the ESE, (c) revisit the meanings and interpretations of the ESE scores, (d) ensure the appropriateness of tasks to be included in the ESE, (e) ensure the construct representativeness of the ESE tasks, (f) revisit the number of questions to be included in the ESE, (g) avoid bias in the ESE texts in order to ensure fairness, (h) diversify the genres of ESE texts, (i) ensure the coherence of ESE texts through the use of transitions and cohesive devices, (j) ensure that the order of test questions is in alignment with the order of text information, (k) revisit the structure and length of the texts to be included in the ESE, (l) revisit the number of alternatives to be included in the ESE, and (m) reconsider the use of the implicit alternative 6.

Doctor Educationis / The study aims to investigate the fundamental validity issues that can affect the DR Congo English state examination, a national exit test administered to high school final year students for certification. The study aspires to generate an understanding of the potential issues that affect the construct validity of a test within the epistemological stance that supports a strong relationship between test construct and test context. The study draws its theoretical underpinning from three theories: the validity theory that provides a theoretical ground necessary for understanding the quality of tests needed for assessing students’ reading abilities; the construction-integration theory that provides an understanding of how texts used in reading assessments are processed and understood by the examinees; and the strategic competence theory that explains how examinees deploy strategies to complete test tasks, and the extent to which these strategies tap into the reading construct. Furthermore, the study proposes a reading model that signposts the social context of testing; therefore, conceptualizing reading as both a cognitive and a social process. As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses protocol analysis and content analysis methodologies. While the former provides an understanding of the cognitive processes that mediate the reading construct and test performance so as to explore the different strategies examinees use to answer the English state examination (henceforth termed ESE) test questions, the latter examines the content of the different ESE papers so as to identify the different textual and item features that potentially impact on examinees’ performance on the ESE tasks. As instruments, the study uses a concurrent strategies questionnaire administered to 496 student-participants, a contextual questionnaire administered to 26 student-participants, a contextual questionnaire administered to 27 teacher-participants, and eight tests administered to 496 student-participants. The findings indicate that, the ESE appears to be less appropriate to the ESE context as the majority of ESE test items target careful reading than expeditious reading; on the one hand, and reading at global level than to reading at local level; on the other hand. The findings also indicate that the ESE tasks hardly take account of the text structure and the underlined cognitive demands appropriate to the text types. Besides, the ESE fails to include other critical aspects of the reading construct. Finally, the findings also indicate that the ESE constructors may not be capable to construct an ESE with five functioning distractors as expected. Moreover, the inclusion of the implicit option 6 overlaps with the conceptual meaning of this option. The entire process of the present study has generated some insights that can advance our understanding of the construct validity of reading tests. These insights are: (a) the concept of validity is an evolving and context-dependent concept, (b) reading construct cannot be examined outside the actual context of reading activity, (c) elimination of distractors can sometimes be a construct-relevant strategy, (d) construct underrepresentation is a context-dependent concept, and (e) a reading test cannot be valid in all contexts. The suggested proposal for the improvement of the ESE requires the Congolese government through its Department of Education to (a) always conduct validation studies to justify the use of the ESE, (b) always consider the actual context of reading activity while developing the ESE, (c) revisit the meanings and interpretations of the ESE scores, (d) ensure the appropriateness of tasks to be included in the ESE, (e) ensure the construct representativeness of the ESE tasks, (f) revisit the number of questions to be included in the ESE, (g) avoid bias in the ESE texts in order to ensure fairness, (h) diversify the genres of ESE texts, (i) ensure the coherence of ESE texts through the use of transitions and cohesive devices, (j) ensure that the order of test questions is in alignment with the order of text information, (k) revisit the structure and length of the texts to be included in the ESE, (l) revisit the number of alternatives to be included in the ESE, and (m) reconsider the use of the implicit alternative 6.

This study sought to determine the therapeutic effectiveness of client-therapist dyads in a residential treatment center for emotionally disturbed adolescents. The theories of George Kelly's personal construct psychology were utilized in assessing the dyadic relationship. The four elements investigated were organizational similarity, understanding, organizational congruency and predominant selves. The sample consisted of 140 dyads comprised of 10 adolescent boys and girls and 14 therapeutic staff of a residential treatment center in the southwest United States. Responses to Kelly's Role Construct Repertory Test were compared to four relational factors—parental/respect, identity, problem-solving, and sexual/affection—and two rating scales of client-therapist preference and ratings of therapeutic effectiveness. Contrary to expectations, as content similarity among dyads composed of clients and staff increased, there was not an increase in functional aspects of the therapy relationship. Possible mitigating factors may have been level of client disturbance and/or methodological issues relating to how organizational similarity was determined. Dyadic understanding was not found to be related to perceptions of the therapy relationship. This may be a function of adolescent of adolescent clients' need for independence and resistance to adult understanding and control. Therapy dyads with a moderate level of lateral or vertical organizational congruence were not found to be curvilinearly related to functional aspects of the therapy relationship. However, a weak linear relationship regarding client perceptions of the therapy relationship was noted on four measures. Several methodological recommendations related to the instruments used to determine therapeutic effectiveness and the means of eliciting personal constructs on the REP test.

AIM: Nutrient profiling can be defined as ‘the science of categorising foods according to their nutritional composition’ and can be used as a valuable tool in food labelling legislation. Validation is an absolute essential step in the implementation of a nutrient profiling model (NPM), it is important to verify whether or not the NPM has a good solid scientific basis and if it is at all suitable for South Africa. This mini-dissertation investigated the construct validity of a NPM for South Africa. OBJECTIVES: 1) To test construct validity for the nutrient profiling model by examining the relationship between the way the NPM categorises foods and the healthiness of diets in South Africa. 2) To assess if the quality of a diet will improve if ‘unhealthy’ foods are replaced by ‘healthy’ foods as defined by the NPM. STUDY DESIGN: Nested in the South African leg of the international PURE (Prospective Urban and Rural Epidemiology) study at baseline. METHOD: The PURE (Prospective Urban and Rural Epidemiology) baseline study conducted in the North-West province in 2005, was identified as a suitable dataset of food intake. For the first objective the proportion of respondent’s diets consisting of healthy or unhealthy food, as classified by the NPM, was calculated. The respondents were divided into four groups based on their dietary quality as characterised by the Diet Quality Index (DQI), the lower the DQI-score the better the diet quality. The proportion of healthy or unhealthy foods were compared to the DQI-scores using one-way ANOVA’s, p-values were calculated using the Tukey post-hoc test. For the second objective the diet quality of four different diets consisting of either YES foods (according to NPM), NO foods, a combination of YES and NO were calculated and compared. RESULTS: The model displayed good construct validity by showing a statistically significant positive relationship between the proportion of ‘healthy’ (p<0.0001) and ‘unhealthy’ (p<0.0001) foods, as classified by the NPM, and participants’ DQI-scores. The second objective was also confirmed and a diet consisting of ‘healthy’ foods or a diet where ‘unhealthy’ foods were substituted by ‘healthy’ foods, had a better DQI than diets consisting only of ‘unhealthy’ foods CONCLUSION: Construct validity was confirmed by proving that the better the diet quality of the respondents the bigger their proportion of foods categorised as ‘healthy’ by the NPM and vice versa. / MSc (Dietetics), North-West University, Potchefstroom Campus, 2014

AIM: Nutrient profiling can be defined as ‘the science of categorising foods according to their nutritional composition’ and can be used as a valuable tool in food labelling legislation. Validation is an absolute essential step in the implementation of a nutrient profiling model (NPM), it is important to verify whether or not the NPM has a good solid scientific basis and if it is at all suitable for South Africa. This mini-dissertation investigated the construct validity of a NPM for South Africa. OBJECTIVES: 1) To test construct validity for the nutrient profiling model by examining the relationship between the way the NPM categorises foods and the healthiness of diets in South Africa. 2) To assess if the quality of a diet will improve if ‘unhealthy’ foods are replaced by ‘healthy’ foods as defined by the NPM. STUDY DESIGN: Nested in the South African leg of the international PURE (Prospective Urban and Rural Epidemiology) study at baseline. METHOD: The PURE (Prospective Urban and Rural Epidemiology) baseline study conducted in the North-West province in 2005, was identified as a suitable dataset of food intake. For the first objective the proportion of respondent’s diets consisting of healthy or unhealthy food, as classified by the NPM, was calculated. The respondents were divided into four groups based on their dietary quality as characterised by the Diet Quality Index (DQI), the lower the DQI-score the better the diet quality. The proportion of healthy or unhealthy foods were compared to the DQI-scores using one-way ANOVA’s, p-values were calculated using the Tukey post-hoc test. For the second objective the diet quality of four different diets consisting of either YES foods (according to NPM), NO foods, a combination of YES and NO were calculated and compared. RESULTS: The model displayed good construct validity by showing a statistically significant positive relationship between the proportion of ‘healthy’ (p<0.0001) and ‘unhealthy’ (p<0.0001) foods, as classified by the NPM, and participants’ DQI-scores. The second objective was also confirmed and a diet consisting of ‘healthy’ foods or a diet where ‘unhealthy’ foods were substituted by ‘healthy’ foods, had a better DQI than diets consisting only of ‘unhealthy’ foods CONCLUSION: Construct validity was confirmed by proving that the better the diet quality of the respondents the bigger their proportion of foods categorised as ‘healthy’ by the NPM and vice versa. / MSc (Dietetics), North-West University, Potchefstroom Campus, 2014

Asperger syndrome is a relatively recent diagnostic classification. Several factors, including a high prevalence of mental illness, mean receiving a diagnosis in adulthood is a very unique experience but remarkably there is little literature about the impact on individuals. Instead the dominance of the medical/psychiatric paradigm pervades and limits understanding and possibilities. The main implication is a lack of clarity about what support services are needed and effective, and as such the needs of this population are often overlooked. This is the first study to explore the sense of self among a sample of males and females diagnosed with Asperger syndrome in adulthood using social constructionist and constructivist ideas. It was interested in whether personal construal of the self before diagnosis and self after diagnosis were differentiated. Given the importance in the development of self-concept of discriminations between the self and others, the research also sought to explore how people diagnosed with Asperger syndrome in adulthood construe other people with and without Asperger syndrome. Using the repertory grid and other techniques from Personal Construct Psychology (Kelly, 1955) in combination with a semi-structured interview, this study presents a novel exploration of idiosyncrasies and commonalities across a demographically diverse sample of eight participants. An extended analysis of a unique subsample of women diagnosed aged 50 years and over was undertaken. Both cognitively complex and simple construct systems were found across the sample. Findings indicated the self before diagnosis was construed critically and was more elaborated than the self after diagnosis. Several participants had a reduced sense of self following diagnosis. The diagnosis offered an explanation of symptoms but for some participants these symptoms were a way of life and accommodating the new label with the existing view of self posed challenges. An overarching and striking theme was the sense of difference felt by participants before and after diagnosis. This study offers a fresh insight into a virtually unexplored population which, through dissemination, may influence the way clinical psychologists and other practitioners work to support adults diagnosed with Asperger syndrome. Recommendations for clinical practice included approaches that target the need for individuality, commonality and sociality, and should be gender-specific where possible. Such approaches might elaborate multiple aspects of self, the diagnosis and related dilemmas. They should support people to widen their perceptual field to alternative ways of construing and explore change. The mixed method approach was assessed to be a strength of the study and a number of recommendations for future research are presented.

The vast majority of social exclusion research has taken place outside of the workplace (i.e., in social settings). In addition, researchers often use a myriad of terms (i.e., ostracism, exclusion, rejection) when describing and investigating exclusion-related phenomena thus contributing to widespread conceptual confusion with respect to this construct. Moreover, past studies have failed to consider the role of social exchange in determining how individuals may react to being excluded by others particularly in a work setting. I sought to address these issues by conducting three multi-wave studies which develop and test a social-exchange based model of interpersonal workplace exclusion (IWE). Specifically, I created and validated two measures (i.e., coworker and supervisor) of IWE. In addition, I examined the discriminant, convergent and predictive validity of these scales. The results of these studies produced two distinct, unidimensional measures of IWE an 8-item coworker IWE scale and an 8-item supervisor IWE scale. Additional analyses revealed that IWE is negatively related to, albeit distinct from, workplace inclusion and is part of the broader conceptual domain of antisocial workplace behavior which includes theoretically similar constructs namely, workplace incivility, counterproductive workplace behavior and workplace bullying. In addition, IWE was found to be negatively related to perceived interpersonal fair treatment, job satisfaction and leader-member exchange (LMX) as well as positively related to job induced tension. Lastly, results of the third study provided support for an exchange-based model of IWE such that both coworker and supervisor IWE measures were associated with employee social undermining behavior, reduced effort and lower levels of organizational citizenship behaviors.