Sentence examples for competence and difficulty from inspiring English sources

These children are also more likely to experience developmental delays, lower academic competence and difficulty with social relationships [ 5- 7].

The Affect, Cognitive Competence and Difficulty scores showed significant negative changes, while the change on the Value score was non-significant.

SATS-36 [ 14] is a recent extension of an earlier version of the SATS instrument which originally contained four of the components (Affect, Cognitive Competence, Value and Difficulty).

In a multivariable regression model, being Irish or not was a significant predictor of Affect, Cognitive Competence, Value and Difficulty (Table  3).

Graduates may therefore have more difficulties to self-assess their knowledge than their competence in procedural skills, which leads us to consider that this study's findings regarding Clinical Practice factors show a better correlation with Portuguese graduates' real competence and prospective difficulties in the 'Common Year'.

The negative change of Cognitive Competence (M=−0.22, SD=0.81) and Difficulty scores (M=−0.26, SD=0.83) indicated that students encountered more troubles and perceived more difficulties in statistics.

There are no valid and reliable self-report measures designed to identify level of motor competence and suspected motor difficulties among 12 18 year old adolescents.

This gap between knowledge and practical application can affect professional competence and contribute to difficulties in progressing from student to novice professional [ 6, 9].

Including an indirect path between competence and outcome via patient difficulty reduced the model goodness of fit, suggesting that the strong link between competence and outcome was not due to patient difficulty influencing both (Fig. 1).

Specifically, results have demonstrated that children with poor social emotional competence and self-regulation have more difficulty transitioning to school, and they are at increased risk for low academic achievement, emotional and behavioral problems, peer rejection, and school dropout (Denham 2006; McClelland et al. 2006).

Although the junior doctors had difficulty defining competence and confidence, there was general consensus on what it was to feel 'safe' in the management of the febrile child.