The phrase "attitude ability" is not correct and does not convey a clear meaning in written English.
It may be intended to describe a person's capability or skill related to their attitude, but it lacks clarity and is not commonly used.
Example: "Her attitude ability allows her to handle difficult situations with grace."
Alternatives: "mindset skills" or "disposition capabilities".
In this paper the authors analyze the interaction of road-safety and human factors to identify personality, attitude, ability and reliability of a driver.
Assets: Good at research and metrics, technologically savvy, positive attitude, ability to multitask, gets things done quickly, consumer mentality, goal oriented.
Patients were questioned about five aspects, including positive attitude, negative attitude, ability to care for their diabetes, belief in importance of care, and self-care adherence.
Similarly, our study had a positive impact on wellbeing in terms of improved enthusiasm, positive attitude, ability to laugh for no reason, optimism, stress level, and physical and mental relaxation.
However, the exact nature and content of training varies widely across contexts and often focuses on developing technical skills rather than examining values and attitudes, ability to understand and support individuals or group dynamics.
Another study by Fitzsimmons and Douglas (2005) examined the relationship between entrepreneurial attitudes, abilities and entrepreneurial intentions in India, China, Thailand and Australia.
Our interviews with the teachers who taught these classes also illuminated strong deficit views about students (e.g., student motivation, attitudes, abilities).
The same is true for when innovation is a relevant indicator, in which case STS practices may also help to 'design' processes, such as mutual trust among workers and diversity with respect to attitudes, abilities and cognitions.
For example, Carol Martin and her colleagues at Arizona State University have found that boys and girls, who differ only modestly in infancy, grow further apart in their attitudes, abilities and mutual understanding the more their environment distinguishes them from each other.
Rather, data from this cohort of students provided insight into potential changes in attitudes, abilities, and epistemological beliefs that might happen naturally during the course of a semester in a non-CREATE science class.
Importantly, CREATE students from a wide range of campuses (public, private, liberal arts, research intensive) made gains in critical thinking and concurrently underwent positive shifts in self-assessed attitudes, abilities, and epistemological beliefs related to science.
