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Mastery Orientation

noun | [ mas-tuh-ree ] [ awr-ee-uhn-tey-shuhn ]

Mastery Orientation refers to our approach towards achievement where the focus is on achieving mastery of a task with an emphasis on acquiring new skills, learning and improving against self-set standards. It arises from the belief that we have control over factors related to our learning, that hard work and effort pays off, and that we have or can acquire strategies that will help us learn. With this attitude we are more likely to enjoy and seek challenges, persist in the face of obstacles, and view our failures as due to inadequate effort or poor strategy rather than lack of ability.

Research says that Mastery Orientation is highly adaptive and carries many positive qualities, including perseverance, seeking out challenges and a desire to learn.

Mastery Orientation In Action

The person will be able to:

  • Engage in activities that will increase their knowledge and learning.
  • Find satisfaction in just learning without being influenced by external performance indicators such as grades.
  • Learn from their errors.
  • Seek help when necessary.
  • Change learning strategies when they don’t work.
  • Focus on improving their personal or professional competence
  • Judge their performance based on standards of self-improvement and progress.
  • Demonstrate a sense of purpose and persist towards goals despite challenges.
  • Open to taking on challenging or unfamiliar learning tasks.
  • Focus on achieving mastery even in the absence of external validation or reward
  • View success in terms of continuous improvement and learning.

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Mastery Orientation

noun | [ mas-tuh-ree ] [ awr-ee-uhn-tey-shuhn ]

Mastery Orientation refers to our approach towards achievement where the focus is on achieving mastery of a task with an emphasis on acquiring new skills, learning and improving against self-set standards. It arises from the belief that we have control over factors related to our learning, that hard work and effort pays off, and that we have or can acquire strategies that will help us learn. With this attitude we are more likely to enjoy and seek challenges, persist in the face of obstacles, and view our failures as due to inadequate effort or poor strategy rather than lack of ability.

Research says that Mastery Orientation is highly adaptive and carries many positive qualities, including perseverance, seeking out challenges and a desire to learn.

Mastery Orientation In Action

The person will be able to:

  • Engage in activities that will increase their knowledge and learning.
  • Find satisfaction in just learning without being influenced by external performance indicators such as grades.
  • Learn from their errors.
  • Seek help when necessary.
  • Change learning strategies when they don’t work.
  • Focus on improving their personal or professional competence
  • Judge their performance based on standards of self-improvement and progress.
  • Demonstrate a sense of purpose and persist towards goals despite challenges.
  • Open to taking on challenging or unfamiliar learning tasks.
  • Focus on achieving mastery even in the absence of external validation or reward
  • View success in terms of continuous improvement and learning.

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प्रभुत्व अभिमुखता

प्रभुत्व अभिमुखता याचा संदर्भ संपादनाच्या दिशेने असणाऱ्या आपल्या दृष्टिकोनाबद्दल दिला जातो, जिथे शिकवण्यावर आणि स्वतः निश्चित केलेल्या निकषांवर सुधारणा करण्यावर आणि नवीन कौशल्य प्राप्त करण्यावर भर देत, नेमून दिलेल्या एखाद्या कार्यात प्रावीण्य मिळवण्यावर लक्ष केंद्रीत केलेले आहे. आपल्या शिकण्याशी संबंधित घटकांवर आपले नियंत्रण आहे, मेहनत आणि प्रयत्न याचे फळ मिळतेच आणि शिकण्यात आपल्याला मदत करतील अशी धोरणे आपल्याकडे आहेत किंवा आपण ती प्राप्त करू शकतो अशा ठाम समजूतीमधून हे उत्पन्न झाले आहे. या दृष्टिकोनासह आपण अधिक आनंद घेण्याची आणि आव्हानांचा शोध घेण्याची शक्यता आहे, अडथळ्यांना तोंड देण्यात चिकाटी दाखवण्याची शक्यता आहे आणि आपण अपयशांकडे आपल्यातील क्षमतांचा अभाव म्हणून पाहण्याऐवजी अपयशांकडे अपुऱ्या प्रयत्नांचा परीणाम किंवा चुकीची धोरणे या दृष्टिकोनातून पाहण्याची शक्यता आहे.

संशोधन असे सांगते की प्रभुत्व अभिमुखता हे सहज प्राप्त करण्यासारखे कौशल्य आहे. चिकाटी, आव्हानांचा शोध आणि शिकण्याची इच्छा यासारख्या गोष्टींचा समावेश असलेले अनेकविध गुण यात समाविष्ट आहेत.

प्रभुत्व अभिमुखता या कौशल्याची व्यवहारातील अभिव्यक्ती

हे कौशल्य आत्मसात केलेली व्यक्ती पुढील गोष्टी करण्यासाठी सक्षम झालेली दिसते.

  • ज्ञानातवाढहोईलअशाउपक्रमातसहभागीहोणे.
  • श्रेणी सारख्या कामगिरी दर्शवणाऱ्या बाह्य निर्देशांकांच्या प्रभावाखाली न जाता निव्वळ शिकण्यात समाधान शोधणे.
  • चुकांमधूनशिकणे.
  • आवश्यकता असेल तेव्हा मदत मिळवण्याचा प्रयत्न करणे.
  • शिकण्याच्या धोरणांमध्ये तीउपयोगीठरतनाहीततेंव्हाबदलकरणे
  • वैयक्तिककिंवाव्यावसायिकक्षमतेत सुधारणा करण्यावर लक्ष केंद्रीत करणे.
  • स्व सुधारणा आणि प्रगती यांच्या निकषांवर आधारीत कामगिरीचे मूल्यमापन करणे.
  • हेतूची जाणीव असल्याचे दर्शवणे आणि आव्हानांना न जुमानता ध्येयाच्या दिशेने चिकाटीने प्रयत्न करणे.
  • आव्हानात्मक किंवा अपरिचित अशी शिकण्याची नेमून दिलेली कार्ये स्वीकारण्यासाठी तयारी दाखवणे.
  • बाह्य प्रमाणीकरण किंवा पुरस्कार मिळाले नाहीत तरी त्यांची अपेक्षा न करता प्रावीण्य संपादीत करण्यावर लक्ष केंद्रीत करणे.
  • सातत्यपूर्ण सुधारणा आणि शिकणे या माध्यमातून यशाकडे पाहणे.

इतर भाषांतील समानार्थी शब्द

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Mahni in tuaihriam

Mahni in tuaihriam (Mastery Orientation) kan tih hian hlawhtlinna hmu tura kan beih dan kawng a sawina a ni ber a. A tum ber chu mahni phak tawkah tum chin mumal in siam a chumi thleng thei tura zirna leh hmasawnna kawng a kan tih turte nal taka ka tih te, thil thar zirte hi a ni.  He thiamna hian kan zirna leh hmasawnna tur kawng ah hian thu neihna/mawhphurhna kan nei a, thawhrimna rah thlum zia te zir thiam thei turin kawng hmang tam tak kan kutah a awm ani tih hriatna atanga rawn chhuak a ni. He thlirna tlang atang hian chona hmachhawn te nuam kan tiin, harsatna tawh thulhah pawh kan nghetin hlawhchhamna pawh kan theihna neih loh vang ni lova kan la beih nasat tawk loh vang leh kan kalphung thlak a tul tih hriatfiahna kan neih phah zawk thin a ni.

Zir chianna in a sawi dan chuan mahni intuaihriam (Mastery Orientation) hi tangkaina tamtak a awm a ,thil hlu tak tak a keng tel bawk. Heng: tei rei peihna te, chona hmachhawn ngamna te leh thiam belh zel duhna te hi a keng tel a ni.

Mahni in tuaihriam hman chhuah dan

Miin heng te hi a lan chhuah tir thei tur a ni:

  • Hriat zauna leh zirna kawng a hmasawn tir thei tur thil tih tam
  • Grades leh Marks pek hmang a pawn lam atanga nawr vang chauh a thahnem ngai lo a thiam belh nuam tihna tak tak neih
  • Tih sual  atang a in zir
  • A tul hun a midang puihna ngen
  • Zir dan kalphung in sawngsawhlawtna a neih loh chang a thlak hreh loh
  • Mahni thiamna leh theihna atanga hmasawn zel
  • Mi hmasawnna leh tihtheih chin behchhana mahni in teh.
  • Harsatna karah pawh tum hlen tura beih fan fan
  • La tih ngai loh leh zir dan thar pawh in hawng tak a tih zel
  • Pawn lam atang a nawr kal tu an awm loh pawh a thiam belh tumna tak tak neih
  • Hlawhtlinna chu hmasawnna leh chawl lova in zir zelna hi a ni ti a thlir thiam

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Mahni inhriatchian (Self-Awareness) chu mahni in en letna leh mahni in chik letna hmanga in hriat chian theih na hi a ni. Tunge kan nih chiah in hrechiang thei tur a

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Insumtheihna (Delayed Gratification) chu khuarei a hlu zawk leh lawmna tur zawk min hlawhchhuah tir thei tur beiseina avanga hun rei lo te chhung chauh nawmna

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Hriatchian duhna (Curiosity) tih hian hriat belh chakna leh zir belh chakna kai tho a, a hlawkna hmuh theih leh dawn phut vang ni lem lo a hriat belh chakna emaw

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Mahni hlutna hriat (Self-Esteem) chu mahni thatna leh hlutna in hmuh thiam emaw kan ngaihhlut zawng a zir te , pawm zawng leh mahni kan in pawm dan te leh  kan inhmuh

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Rilru zau (Open-Mindedness) kan tih hian hleih nei lo emaw tlang taka finfiahna leh nemnghehna awm tawh thil te azira kan thlir dan a thar a kan thlak theih leh inenlet

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उच्चदक्षता अभिमुखीकरण कौशल

यह एक ऐसा कौशल है जो हमारी सफलताओं के प्रति हमारे दृष्टिकोण को  बताता है इसमें हम किसी कार्य में उच्च दक्षता हेतु स्वयं निर्धारित मानकों में समयानुसार सुधार पर जोर देते है और नवीन कौशलों को अर्जित करते है यह दक्षता, हमारे इस विश्वास से आता है कि सीखने को प्रभावित करने वाले कार्यों पर नियंत्रण कर सकते है, तथा हम यह ऐसी नीतियों पर पहुँच सकते है, जो हमारे सीखने की प्रक्रिया में सहायक हो इन दृष्टिकोण से हम जीवन में आने वाली बाधाओं एवं चुनौतियों को स्वीकार करते है उनसे आनंद लेते है इस दृष्टिकोणों से हम असफलताओं को योग्यताओं के अभाव की अपेक्षा  प्रयासो में कमी के रूप में देखते है

शोध बताते है की उच्चदक्षता अभिमुखीकरण कौशल अत्यधिक स्वीकार योग्य एवं अनेक सकारात्मक गुणों से  युक्त है जिसमें दृढ़ता, चुनौतियों की खोज एवं उनमें सीखना प्रमुख है

उच्चदक्षता अभिमुखीकरण कौशल इस कौशल के व्यवहार में

व्यक्ति यह करने में सक्षम हो सकेगा :
• ऐसी गतिविधियों में व्यक्ति शामिल होगा जो उसको ज्ञान तथा सीखने का बढ़ावा देता ।
• बाहरी प्रदर्शनीय संकेतकों जैसे ग्रेड में प्रभावित हुए बिना सीखने में संतुष्टि को खोजेगा ।
• अपनी गलतियों / भूलों से सीखेगा ।
• आवश्यकता पड़ने पर मदद लेता है ।
• समायानुसार सीखने की रणनीतियों को बदलेगा ।
• अपने व्यक्तिगत अथवा व्यवासिक पेशे संबंधी अपनी दक्षता में सुधार पर जोर देगा।
• अपने आप सुधार और प्रगति के मानकों के आधार पर अपने क्रियादन पर निर्णय लेगा ।
• अपने लक्ष्य को प्रदर्शित कर उन्हे पाने के लिए चुनौतियों को स्वीकार करना ।
• चुनौतियों को स्वीकारना तथा अपरिचित सीखने के कामों में सकारात्मक सोच रखेगा ।
• बाहरी इनाम तथा मान्यता न होने के बावजूद भी किसी कार्य में उच्चदक्षता प्राप्ति हेतु ध्यान केंद्रित करेगा ।
• सफलता को निरंतर सीखने के रूप में देखे गा।

ये रूप में भी जाना जाता है:

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आत्म प्रबंधन विभिन्न परिस्थितियों में हमारे भावनाओं, विचारों तथा व्यवहार को प्रभावी रूप से नियंत्रित करने की योग्यता है । इसमें तनाव प्रबंधन, विलंबित संतुष्टि, अपने आप को प्रेरित रखना, तथा व्यक्तिगत

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संख्यात्मक काम पर और सामान्य रूप से समाज में कार्य करने के लिए आवश्यक स्तर पर गणित का उपयोग करने, गणितीय जानकारी को समझने और उपयोग करने, गणितीय जानकारी की गणना तथा जोड़-

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द्वन्द्व समाधान एक ऐसी क्षमता है जो जब दो या अधिक व्यक्तियों में या समूह में असहमति, परस्पर विरोध हो, तब यह योग्यता की स्थिति में निर्माण संघर्ष या झगड़े का समाधान प्रस्तुत करती है। उनकी

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कठिन भावनाओं का अनुभव करते समय यह क्षमता हमें अपनी भावनाओं को समझने, स्वीकार करने और आवेगपूर्ण व्यवहार को नियंत्रित करना सिखाती है। समय / लक्ष एवं परिस्थिति के अनुसार यह क्षमता हमारी

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धीरज-धैर्य हमे दीर्घकालीन लक्ष्य को धैर्य तथा ऊर्जा के साथ पाने के लिए गतिमान रखता है । कभी-कभी हम किसी लक्ष्य को प्राप्त करने के लिए इतने सक्रिय हो जाते है की वह हमारे सम्पूर्ण जीवन को दिशा दे

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નિપુણતા અભિગમ

નિપુણતા ઓરિએન્ટેશન એ આપણા માટે ધોરણો નક્કી કરીને, શીખવા દ્વારા કાર્યમાં કુશળતા પ્રાપ્ત કરવા પર ધ્યાન કેન્દ્રિત કરવાની ક્ષમતા છે અને નવી કુશળતા પ્રાપ્ત કરીને કાર્ય કુશળતા પ્રાપ્ત કરવા પર ધ્યાન કેન્દ્રિત કરવાની ક્ષમતા છે. મુખ્ય માન્યતા એ છે કે આપણે સ્વ શિક્ષણ, કાર્ય અને સફળતાને લગતા પરિબળોને નિયંત્રિત કરીએ છીએ. આ પરિપ્રેક્ષ્યમાં, આપણે પડકારોનો આનંદ માણી અને શોધી શકીએ છીએ, અવરોધોનો સામનો કરીએ છીએ, અને ક્ષમતાના અભાવને બદલે અપૂરતા પ્રયત્નો અથવા નબળી વ્યૂહરચનાનાં પરિણામે આપણી નિષ્ફળતાઓને જોવાની શક્યતા ધરાવીએ છીયે.

માસ્ટરી અભિગમ એ એક અનુકૂલનશીલ કાર્ય છે જે શૈક્ષણિક કાર્યક્ષમતામાં વધારો કરવા, રમતગમત અને અન્ય સહુઅભ્યાસીકકૌશલ્યોમાં શ્રેષ્ઠતા હાંસલ કરવા અને અમુક વ્યક્તિગત અને આંતરવ્યક્તિત્વ કૌશલ્યોમાં પણ સુધારો કરવા માટે યોગદાન આપી શકે છે.

નિપુણતા અભિગમ ક્રિયામાં (કેટલાક મુખ્ય સૂચકાંકો)

● વિગતવાર અને ચોકસાઈ માટે ચોકસાઈ દર્શાવવા માટે સક્ષમ હશે.
● એવી પ્રવૃત્તિઓમાં જોડાઈ શકશે જે પસંદ કરેલા વિષયમાં તેમના જ્ઞાન અને શિક્ષણમાં વધારો કરશે.
● બાહ્ય માન્યતા જેમ કે ગ્રેડ વિના શીખવામાં સંતોષ મેળવવા માટે સક્ષમ હશે.
● પોતાની ભૂલોમાંથી શીખી શકશે.
● જ્યારે જરૂરી હોય ત્યારે મદદ લેવા માટે સક્ષમ હશે.
● શીખવાની વ્યૂહરચના બદલવા માટે સક્ષમ હશે.
● તેમની વ્યક્તિગત અથવા વ્યાવસાયિક યોગ્યતા સુધારવા પર ધ્યાન કેન્દ્રિત કરી શકશે.
● સ્વ-સુધારણા અને પ્રગતિના ધોરણોના આધારે તેમના પ્રદર્શનનું મૂલ્યાંકન કરો.
● તેમના ધ્યેયો પ્રત્યે ઉદ્દેશ્યની ભાવના દર્શાવવામાં સક્ષમ હશે, અને પડકારો સામે લડી શકશે.
● પડકારરૂપ અથવા અજાણ્યા શીખવાના કાર્યો કરવા માટે તત્યર રહશે.
● સતત સુધારણા અને સફળતાને શીખવાની દ્રષ્ટિએ જોઇ શકશે.

ये रूप में भी जाना जाता है:

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મનોવૈજ્ઞાનિક સુગમતા એ ઓળખવાની ક્ષમતા છે અને અનુકૂલન કરવાની ક્ષમતા, દ્રષ્ટિકોણ અને વર્તન બદલવાની ક્ષમતા અને સ્પર્ધાત્મક ઇચ્છાઓ, જરૂરિયાતો અને જીવનની પ્રાથમિકતાઓ વચ્ચે સંતુલન જાળવવાની ક્ષમતા છે.

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કોઠાસૂઝ એ સર્જનાત્મક રીતે વિચારવાની, ઉકેલો શોધવાની અને ઉપલબ્ધ સંસાધનોનો શ્રેષ્ઠ ઉપયોગ કરવાની, સમસ્યાઓ ઉકેલવા અને લક્ષ્યો હાંસલ કરવાની ક્ષમતા છે.

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કરુણા એ આપણી એવી ક્ષમતા છે જે આપણને બીજાની પીડા અને વેદના અનુભવવામાં મદદ કરે છે, અને તે તરફ પગલાં લેવા અને અન્યને ટેકો અને સંભાળ આપવા માટે પ્રેરિત કરે છે. તેમાં પાંચ આવશ્યક તત્ત્વોનો સમાવેશ થાય છે - અન્ય લોકોની પીડાને ઓળખવી, માનવીની પીડા એ સાર્વત્રિક બાબત છે તે સ્વીકારવું, પીડિત પ્રત્યે લાગણી, તેનાથી આપણને થતી અગવડતાને સહન કરવી અને મદદ કરવા પ્રેરિત થવું.

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વિવિધતાને માન આપવું એ વ્યક્તિઓ અને જૂથોને ઓળખવાની, સમજવાની, સ્વીકારવાની અને આદર દર્શાવવાની ક્ષમતા છે જેઓ તેમની ઉંમર, લિંગ, ક્ષમતા, જાતિયતા, ધર્મ, જાતિ, આર્થિક પૃષ્ઠભૂમિ, રાજકીય માન્યતાઓ, સંસ્કૃતિ વગેરેની દ્રષ્ટિએ અલગ ગણી શકાય.

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બોધાત્મકતા લવચિકતા એ એવી ક્ષમતા છે જે આપણને પર્યાવરણમાં નવી અને અણધારી પરિસ્થિતિઓનો સામનો કરવા માટે આપણી વિચાર પ્રક્રિયાઓ અને વર્તનને યોગ્ય રીતે અનુકૂલિત કરવામાં મદદ કરે છે.

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ಪಾಂಡಿತ್ಯದ ದೃಷ್ಟಿಕೋನ

ಪಾಂಡಿತ್ಯದ ದೃಷ್ಟಿಕೋನವು ಬಾಹ್ಯ ನಿರ್ವಾಹಕ ಸೂಚಕಗಳ ಪ್ರಭಾವಕ್ಕೆ ಒಳಪಡದೇ, ಹೊಸ ಕೌಶಲಗಳನ್ನು ಕಲಿಯುವ ಮತ್ತು ಸಾಧಿಸುವ, ನಮಗೆ ನಾವೇ ಗುರಿಗಳನ್ನು ಹಾಕಿಕೊಳ್ಳುವ ಮೂಲಕ ಕಾರ್ಯದಲ್ಲಿ ಪಾಂಡಿತ್ಯ ಸಾಧಿಸುವೆಡೆಗೆ ಗಮನಹರಿಸುವ ಸಾಮರ್ಥ್ಯವಾಗಿದೆ. ಇದರ ಮೂಲ ನಂಬಿಕೆಯೆಂದರೆ, ನಮ್ಮ ಕಲಿಕೆ, ಕೆಲಸ ಹಾಗೂ ಯಶಸ್ಸಿಗೆ ಸಂಬಂಧಿಸಿದ ಅಂಶಗಳನ್ನು ನಾವು ನಿಯಂತ್ರಿಸಬಹುದು ಎನ್ನುವುದಾಗಿದೆ. ಈ ಮನೋಭಾವದಿಂದ ನಾವು ಹೆಚ್ಚು ಸವಾಲು ಸ್ವೀಕರಿಸಲು, ಅಡೆತಡೆಗಳನ್ನು ಎದುರಿಸಲು ಮತ್ತು ಅಸಫಲತೆಗೆ ಕಾರಣ ನಮಗೆ ಸಾಮರ್ಥ್ಯವಿಲ್ಲವೆನ್ನುವುದಲ್ಲ, ಬದಲಿಗೆ ಅಸಮರ್ಪಕ ಅಥವಾ ಕಳಪೆ ತಂತ್ರಗಾರಿಕೆಯೆಂದು ತಿಳಿಯುವುದಾಗಿದೆ.

ಪಾಂಡಿತ್ಯದ ದೃಷ್ಟಿಕೋನವು ಶೈಕ್ಷಣಿಕ ನಿರ್ವಹಣೆ ವೃದ್ಧಿಸುವ, ಕ್ರೀಡಾಕ್ಷೇತ್ರದಲ್ಲಿ ಮತ್ತು ಇತರ ಪಠ್ಯೇತರ ಚಟುವಟಿಕೆಗಳಲ್ಲಿ ಯಶಸ್ಸು ಗಳಿಸುವ ಮತ್ತು ವೈಯಕ್ತಿಕ ಹಾಗೂ ಪರಸ್ಪರ ಕೌಶಲಗಳನ್ನು ಸುಧಾರಿಸುವುದರೆಡೆಗೆ ಕೊಡುಗೆ ನೀಡುವ ಕೌಶಲವಾಗಿದೆ.

ಪಾಂಡಿತ್ಯದ ದೃಷ್ಟಿಕೋನ ಕಾರ್ಯರೂಪದಲ್ಲಿ ಕೌಶಲ
(ಕೆಲವು ಪ್ರಮುಖ ಸೂಚಕಗಳು)

ವ್ಯಕ್ತಿಯು ಈ ಸಾಮರ್ಥ್ಯಗಳನ್ನು ಹೊಂದಲು ಸಾದ್ಯವಾಗುವುದು:

  • ನಿಖರತೆ ಮತ್ತು ಕೂಲಂಕುಷವಾಗಿ ಪ್ರದರ್ಶನವನ್ನು ಗಮನಿಸುವುದು 
  • ಆಯ್ದ ವಿಷಯದ ಕುರಿತು ತಮ್ಮ ಜ್ಞಾನ ಹಾಗೂ ಕಲಿಕೆಯನ್ನು ವೃದ್ಧಿಸುವ ಚಟುವಟಿಕಗಳಲ್ಲಿ ತೊಡಗಿಸಿಕೊಳ್ಳುವುದು  
  • ಶ್ರೇಣಿಯಂತ ಬಾಹ್ಯ ಮೌಲ್ಯೀಕರಣದ ಹೊರತಾಗಿ ಕೂಡ ಕಲಿಕೆಯಲ್ಲಿ ತೃಪ್ತಿ ಹೊಂದುವುದು 
  • ತಪ್ಪುಗಳಿಂದ ಕಲಿಯುವುದು
  • ಅವಶ್ಯವಿದ್ದಾಗ ಸಹಾಯ ಕೇಳುವುದು 
  • ಸಫಲತೆ ಕಾಣದಿದ್ದಾಗ ಕಲಿಕಾ ತಂತ್ರಗಾರಿಕೆಯನ್ನು ಬದಲಿಸುವುದು 
  • ತಮ್ಮ ವೈಯಕ್ತಿಕ ಅಥವಾ ವೃತ್ತಿಪರ ಸಾಮರ್ಥ್ಯಗಳನ್ನು ಸುಧಾರಿಸುವೆಡೆಗೆ ಗಮನಹರಿಸುವುದು 
  • ಸ್ವಯಂ-ಸುಧಾರಣೆ ಮತ್ತು ಪ್ರಗತಿಯ ಮಾನದಂಡಗಳ ಆಧಾರದ ಮೇಲೆ ತಮ್ಮ ಕಾರ್ಯಕ್ಷಮತೆಯನ್ನು ನಿರ್ಣಯಿಸುವುದು 
  • ತಮ್ಮ ಗುರಿಯ ಉದ್ದೇಶಗಳನ್ನು ತಿಳಿದುಕೊಂಡು, ಸವಾಲುಗಳ ಹೊರತಾಗಿಯೂ ಅದನ್ನು ಸಾಧಿಸುವೆಡೆಗೆ ಗಮನಹರಿಸುವುದು 
  • ಸವಾಲಿನ ಅಥವಾ ಅಪರಿಚಿತ ಕಲಿಕಾ ಕಾರ್ಯಗಳನ್ನು ತೆಗೆದುಕೊಳ್ಳಲು ಸಿದ್ಧರಾಗಿರುವುದು 
  • ನಿರಂತರ ಸುಧಾರಣೆ ಮತ್ತು ಕಲಿಕೆಯ ಆಧಾರದ ಮೇಲೆ ಯಶಸ್ಸನ್ನು ನೋಡುವುದು

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ICT ಸಾಕ್ಷರತೆಯು ಉತ್ತಮವಾಗಿ ಕಾರ್ಯನಿರ್ವಹಿಸಲು ಡಿಜಿಟಲ್ ತಂತ್ರಜ್ಞಾನ, ಸಂವಹನ ಸಾಧನಗಳು ಮತ್ತು ಅಂತರ್ಜಾಲಗಳ ಬಳಕೆ, ನಿರ್ವಹಣೆ, ಸಂಯೋಜನೆ, ಮೌಲ್ಯಾಂಕನ, ರಚನೆ ಮತ್ತು ಮಾಹಿತಿಯನ್ನು ಸಂವಹಿಸಲು ಬಳಸುವ ಸಾಮರ್ಥ್ಯವಾಗಿದೆ.

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ಮಾಧ್ಯಮ ಸಾಕ್ಷರತೆಯು, ಮುದ್ರಿತ ಹಾಗೂ ಇಲೆಕ್ಟ್ರಾನಿಕ್ ರೂಪದಲ್ಲಿ ಲಭ್ಯವಿರುವ ಮಾಧ್ಯಮದ ವಿಷಯವನ್ನು ವಿಮರ್ಶಾತ್ಮಕವಾಗಿ ಅರ್ಥಮಾಡಿಕೊಳ್ಳುವ ಮತ್ತು ವಿಶ್ಲೇಷಿಸುವ ಸಾಮರ್ಥ್ಯವಾಗಿದೆ. ಇದರಲ್ಲಿ ಮಾಧ್ಯಮದ ವಿಷಯವನ್ನು ವಿವಿಧ ರೀತಿಯಲ್ಲಿ ವೀಕ್ಷಿಸುವುದು, ಬಳಸುವುದು ಮತ್ತು ಸಂವಹನ ಮಾಡುವುದು ಒಳಗೊಂಡಿದೆ.

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ಉಪಕ್ರಮ ಕೌಶಲವು ಸ್ವತಂತ್ರವಾಗಿ ಕ್ರಮ ತೆಗದುಕೊಳ್ಳುವ, ಸಂಪನ್ಮೂಲಯುತವಾಗಿರುವ ಮತ್ತು ಅವಶ್ಯವಾದಾಗ ಹೊಸ ಕ್ರಮವನ್ನು ಪರಿಚಯಿಸುವ ಸಾಮರ್ಥ್ಯವಾಗಿದೆ.

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ಆರ್ಥಿಕ ಸಾಕ್ಷರತೆ ಎಂದರೆ ವೈಯಕ್ತಿಕ ಅಥವಾ ಕೌಟುಂಬಿಕ ಮಟ್ಟದಲ್ಲಿ ಹಣವನ್ನು ಯಶಸ್ವಿಯಾಗಿ ನಿರ್ವಹಿಸಲು ಅವಶ್ಯಕವಾದ ಜ್ಞಾನ, ಕೌಶಲ, ಮೌಲ್ಯಗಳು ಮತ್ತು ಅಭ್ಯಾಸಗಳನ್ನು ಹೊಂದಿರುವುದು ಆಗಿದೆ.

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ಒತ್ತಡ ನಿಭಾಯಿಸುವ ಕೌಶಲವು ನಮ್ಮ ಜೀವನದಲ್ಲಿನ ಒತ್ತಡಗಳನ್ನು ಒಪ್ಪಿಕೊಳ್ಳುವ, ಅದರ ಮೂಲವನ್ನು ಹಾಗೂ ನಮ್ಮ ಮೇಲೆ ಅದರ ಪರಿಣಾಮವನ್ನು ಗುರುತಿಸುವ ಸಾಮರ್ಥ್ಯವಾಗಿದೆ.

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