Adult education needs inventory: Construction and application.

Background: The article presents the psychometric parameters and implementation of the adult education needs inventory (AENI) questionnaire, which is designed to measure the key competences of adult educators. It was constructed on the concept of key competences as proposed by the Council of the European Union. This model of competences is inscribed in the concept of lifelong learning and does not concentrate on the compensatory functions of the competences but merely promotes the insight of educators into their self-development. This article presents the construction process and psychometrical properties of AENI. Materials and methods: The reliability of the test is confirmed by the inter-correlated results. The accuracy of the questionnaire was confirmed through principal component analysis (PCA). Apart from this, the accuracy of the theory was verified by a correlation between AENI and the Social Skills Profile (PROKOS), which measures the level of such social skills as assertiveness, cooperativeness, sociability, social resourcefulness, and social activeness. To check the accuracy of the theory, hypotheses were formulated which were related to both the correlated overall results (AENI and PROKOS) and the chosen scales. Results: Six areas of need in development were distinguished: communication skills, multilingual and multicultural skills, digital skills, entrepreneurial skills, openness to science and culture, and social and civic skills. A low result on the scale indicates a need to develop a given skill because the respondent's skills are weak. Such information is vital for employers and educators who wish to diagnose the areas that need improvement. The measures of reliability and accuracy allow us to state that the questionnaire possesses acceptable psychometrical factors. This study contains propositions for further improvement of the questionnaire and a key to interpreting the research results. Conclusion: Adult education needs inventory questionnaire is a reliable research tool that can be used to assess the competences of adult educators. Also, it can be considered a voice of discussion regarding the necessity of raising the quality of education and raising the awareness of the education needs of individual adult educators and organizations that benefit from their services.

Multimodal stress detection: Testing for covariation in vocal, hormonal and physiological responses to Trier Social Stress Test.

Examining the effects of acute stress across multiple modalities (behavioral, physiological, and endocrinological) can increase our understanding of the interplay among stress systems, and may improve the efficacy of stress detection. A multimodal approach also allows for verification of the biological stress response, which can vary between individuals due to myriad internal and external factors, thus allowing for reliable interpretation of behavioral markers of stress. Here, controlling for variables known to affect the magnitude of the stress response, we utilized the Trier Social Stress Test (TSST) to elicit an acute stress response in 80 healthy adult men and women. The TSST involves an interview-style oral presentation and critical social evaluation, and is highly effective in inducing psychosocial stress. Participants completed the study in individual 2 h sessions, during which we collected voice, polygraph and salivary hormone measures in baseline, stress, and relaxation phases. Our results show sizeable systematic increases in voice pitch (mean, minimum and variation in fundamental frequency, F0), hormone levels (cortisol) and decreases in skin temperature and hand movement during psychosocial stress, with striking similarities between men and women. However, cortisol and skin temperature only weakly predicted changes in voice pitch during stress, in either women or men, respectively. Thus, while our results provide compelling evidence that psychosocial stress manifests itself behaviorally by increasing voice pitch and its variability alongside simultaneous activation of physiological and endocrinological stress systems, our results also highlight a relatively weak degree of intra-individual 'response coherence' across these stress systems, with dissociations among different stress measures related most strongly to sex.