How governance is changing in the 4IR South Korea and Sweden are the most innovative countries in the world. License and Republishing. Written by. More on Competitiveness Framework View all. How collaboration can help us tackle our biggest challenges Working together we can speed up the process of finding solutions to intractable problems by contributing our unique value, not protecting it. Carmine Di Sibio 20 Jan This is how countries can rebuild competitive economies for people and planet According to the Global Competitiveness Report Special Edition , for economic transformation: growth and productivity alone are not enough.
Saadia Zahidi 16 Dec Which countries are making the most progress in digital competitiveness? Philip Meissner and Christian Poensgen 07 Sep How are the Forum and partners advancing prosperous, inclusive, equitable economies and societies? Several authors have described two main types of competitive motivations or orientations:. The objective of HCA is not just to do well but also to demonstrate superiority at cost to opponents.
PDCA Scale refers to an attitude in which the primary focus is not the outcome i. Individuals with PDCA are concerned more about self-discovery, self-improvement, and task-mastery than with comparison with others. Other people are not seen as competitors that hinder the winner, but rather as possible helpers who provide the individual with opportunities of personal discovery and learning.
Several studies focused on the construct validity of the two scales. HCA is associated with narcissism, with low self-esteem and with failure anxiety. Furthermore, the two scales were originally designed for college-age sample; our study is focused on adolescents. Competitive attitudes in adolescents can be related to their needs of self development, self- assertion and of belonging to a group. Often during this stage we observe a difficult dynamics between self-assertion and acceptance in the group.
We hypothesize:. This sample was composed of high school students males and females , enrolled in grades 9, 10 and All the participants received permission from their parents to take part in the study.
Participants in this study were drawn from the first data collection of an ongoing longitudinal study started in aimed to evaluate different dimensions of the psycho-social adjustment in high school students in Lucca, a city of Tuscany- Italy LU. The sample was representative of the school distribution in our country: The schools were selected using a self-selection inclusion in the study. Consent procedure for research consisted of school approval and parental consent.
Trained assistants administered questionnaires in class during school time in two different sessions, each lasting about one hour. Participants were assured of confidentiality. As indicators of maladaptive and adaptive behaviors we used bullying and prosocial behavior. It's a dog-eat-dog world. If you don't get the better of others, they will surely get the better of you. I do not mind giving credit to someone for doing something that I could have done just as well or better.
If I can disturb my opponent in some way in order to get the edge in competition, I will do so. Gaining praise from others is not an important reason why I enter competitive situations.
I like the challenge of getting someone to like me who is already going with someone else. I feel no need to get even with a person who criticizes or makes me look bad in front of others.
I enjoy competition because it tends to bring out the best in me rather than as a means of feeling better than others. I do not find competition to be a very valuable means of learning about myself and others. I find competition enjoyable because it lets me express my own potentials and abilities during competition. Without the challenge of competition I might never discover that I had certain potentials or abilities.
I enjoy competition because it brings me and my competitors closer together as human beings. I enjoy competition because it helps me to develop my own potentials more fully than if I engaged in these activities alone. I enjoy competition because it brings me to a higher level of motivation to bring the best out of myself rather than as a means of doing better than others. Table 1 Descriptive data means, sd, skewness, kurtosis , exploratory factor analysis factor loadings , confirmatory factor analysis factor loadings and intercepts.
Final items are in bold. Bullying: Bullying was measured with the global item from the Olweus 19 in which students were provided with a definition of bullying and asked to report the frequency of bullying others in the last two months along a 5-point scale not at all, once or twice, times, about once a week, several times a week.
Prosocial behaviors: A prosocial behavior scale was derived by the Youth Self Report. In order to evaluate the dimensional structure of the scale we initially used exploratory factor analysis EFA , and then, to further investigate the structure of the scale, we performed maximum likelihood Confirmatory Factor Analysis CFA. Finally, to evaluate the construct validity we used partial correlation analyses with two different behaviors: bullying and prosocial behavior.
Descriptive data of the scale are presented on Table 1. The 41 items were subjected to a preliminary principal axis factoring analysis with an Oblimin rotation. Initially, a three-factor solution was found with However, the third factor was composed by fourteen reversed items from both scales items: : given that no theoretical meaning was characteristic of this factor, we assumed that these items were difficult to understand because of their negative nature.
Thus, we deleted them and we re-tested the EFA. A two-factors solution was found with Items 17, 24 and 26 were deleted from Factor 1 and item 30 was deleted from Factor 2 because their factor loadings were lower than. Furthermore, item 23 and 37 were deleted because of their cross-loading cross-loading was defined when both factor loadings were higher than.
The two final factors were: Hyper-Competitiveness HC , composed by 11 items: and Developmental-Competitiveness DC , composed by 10 items: Reliability coefficients were. CFA using the sample covariance matrices was calculated to confirm the factor structure previously found by EFA.
As we can see from Table 1 all the factor loadings are significant and higher than. Factor correlation is. Given the correlation between the two factors, we performed a partial correlation analysis to evaluate the association between the two factors and the two concurrent behaviors, bullying and prosocial behavior.
The study confirms the utility of a multidimensional conceptualization of the competitive attitude construct and its relevance to measure competitive styles in adolescence. In relation to the first issue, results underlined that the construct of competition can be regarded as bidimensional, i. Subjects Shop Courses Live Jobs board. View shopping cart. View mytutor2u. Account Shopping cart Logout. Explore Business Business Search.
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