Differences In Self-confidence Research Articles

Students\u2019 perspectives on undergraduate oral surgery education

PurposeThis study evaluated students’ perceptions of their self-confidence regarding aspects of their undergraduate oral and maxillofacial surgical training. It further aimed to develop a reliable Turkish version of the questionnaire originally developed by the Association of British Academic Oral Maxillofacial Surgeons (ABAOMS) Education Committee.MethodsA cross-sectional survey of 40 fourth-year and 47 fifth-year dentistry students of Yeditepe University Faculty of Dentistry in Turkey with a mean age of 23.30 ± 1.50 was conducted in January and February 2018. The ABAOMS questionnaire was adapted to the Turkish language and culture. The items were organized in five domains (general information, self-confidence in oral surgery, role of outreach, anatomy knowledge in relation to oral surgery, and career aspirations) with most response options on a five-point Likert-type scale. Reliability was assessed through an internal consistency analysis and a test-retest approach. Descriptive statistics, independent samples t-tests, and Chi-squared for contingency tests were used to examine the data.ResultsCronbach’s alpha coefficient on the questionnaire was 0.89. The responses reflected general agreement among the respondents. Females were significantly more self-confident than males. Although the fifth-year respondents were more self-confident than the fourth-year respondents on items regarding anatomy knowledge, fourth-year respondents were more self confident in forceps extractions. Other than that no major differences in self-confidence were found between the two groups.ConclusionThough self-confidence was high regarding extraction of teeth and retained roots, the participants of this study lacked self-confidence in performing surgical extractions and its related procedures, recognition of malignancies, and ability to differentiate between pain of odontogenic or non-odontogenic origin. Female students were relatively more self-confident. Teaching should focus on practical applications that support students’ sense of self-confidence in their abilities. The Turkish version of the questionnaire was a reliable instrument.

Explorative Study of the Impact of Self Confidence among Type 2 Diabetes of Hazaribag District

The fear psychosis of diabetics such as cardiac panic attack, renal failure, diabetic retinopathy, blindness etc. not only demolishes one’s self confidence but also distort one’s healthy personality life. Pondering over these paramount important points this research was conducted to measure and analyses the impact of self confidence among diabetics. For this 200 samples from Hazaribag District were selected. Incidental cum purposive sampling technique was adopted. The samples were divided into two groups- diabetics and non-diabetics. Again the subjects were divided on the basis of gender- (No.50-male diabetic) (No .50-female diabetic) - (No.50- non diabetic male) - (No.50- non diabetic female.) Two scales namely Personal Data Sheet and Self Confidence Scale by Rekha Agnihotri were administered on these groups. Data was collected, tabulated and analyzed with the help of Mean, SDs and t.-ratio of acquired data. And it was found that t was not significant. So, it can be said that there is no difference in self-confidence between diabetics and non-diabetics. Several factor like age, well settled retirement, religiosity, and enjoying social life same as non-diabetics etc. All this essential factors enhances their self-confidence and were also found responsible for this finding.

The older the bolder: Does relative age among peers influence children’s preference for competition?

Having been relatively old at school tends to have a long lasting positive effect on professional achievement, in particular in competitive environments (sports, politics). We investigate the roots of this pattern and study whether the relative age position of children at school plays a role in shaping their preference for competition. We run a controlled experiment in high schools across two states in Australia. Our participants are students who are the very oldest or very youngest in their classroom. We elicit their preference for competition using the Niederle and Vesterlund (2007) task and find evidence of an effect of relative age. This effect is concentrated on male students. We find no differences in self-confidence, and risk attitudes between relatively old and young students. These results suggest that the observed pattern may come from pure preference for competition.

Can Operative Trauma Simulation Eliminate Sex Differences in Self-Confidence?

Pendleton, Audrey C. MD; Parsikia, Afshin MD, MPH; Teperman, Sheldon H. MD, FACS; Stone, Melvin E. MD, FACS; Reddy, Srinivas H. MD; Chao, Edward MBBS, FACS; Kaban, Jody M. MD, FACS Author Information

Do bank credit rejection and financial education affect financial self-confidence?

PurposeThe purpose of this paper is to examine empirically the determinants of owner manager financial self-confidence. In particular, it estimates the effect of bank credit rejection and financial education (FE) on the financial self-confidence of business owners.Design/methodology/approachThis paper uses data from 2004 and 2008 surveys of 2,500 UK small and medium sized enterprises (SMEs). An ordered probit estimation is used to measure and assess the effect of bank credit rejection and FE variables on financial self-confidence for the two periods. The authors also explore potential differences in self-confidence between males and females.FindingsThe results show that outright bank credit rejection reduces financial self-confidence among owner managers whereas partial bank credit rejection is found to help boost confidence prior to the financial crisis. There is strong evidence that FE increases financial self-confidence. Finally, the authors find no association between gender and reported self-confidence in finance.Research limitations/implicationsEntrepreneurs and potential entrepreneurs are encouraged to explore financial literacy and knowledge with a view to increasing their financial self-confidence. This will help SMEs to deal with the banks or other finance providers more efficiently. In addition, better application procedures and information on lending criteria may help SMEs to minimize the probability of bank credit rejection. So the current study has implications for professional bodies as well. The study, however, is restricted to sole proprietor and partnership SMEs and in the UK context only.Practical implicationsFinancial self-confidence has a progressive effect on entrepreneurship and entrepreneurial venture growth. The financial self-confidence of owner managers can support their entrepreneurial capability in starting and operating one or more businesses. As entrepreneurs successfully start and operate their own businesses, they are contributing to economic development through job creation, employment and tax contribution.Originality/valueThis paper makes an original contribution in highlighting the usefulness of FE in boosting financial self-confidence among entrepreneurs and potential entrepreneurs. It is also found that the experience of bank credit rejection reduces entrepreneurs’ financial self-confidence.

Drinking Levels, Self-efficacy and Interpersonal Competence of College Students

본 연구는 보건의료관련 학과를 제외한 학과의 대학생을 대상으로 음주정도와 자기효능감 및 대인관계 능력의 관련성을 파악하기 위한 서술적 조사연구이다. 자료수집 기간은 2016년 11월 1일부터 2016년 11월 30일까지였다. 자료분석은 Pearson s 상관계수와 일원분산분석을 이용하였다. 연구 결과 대상자의 32.2%가 문제음주자(AUDIT-K 12점 이상)였으며, 음주정도에 따른 자기효능감의 차이는 자기효능감의 하위요인인 과제난이도 선호에서 유의한 차이를 보여, 알코올사용장애 집단의 과제난이도 선호 자기효능감이 비문제성 집단보다 낮게 나타났다. 대상자의 음주정도에 따른 대인관계능력의 차이는 대인관계능력, 처음관계 맺기, 자기노출에서 유의한 차이가 있었고, 처음관계 맺기와 자기노출에서 비문제성 집단(11점 이하)보다 ‘알코올사용장애’집단(15점 이상)에서 대인관계능력이 높았다. 음주와 대인관계 능력, 자기효능감과 대인관계 능력 간에 정적관계가 있었다. 성별에 따른 음주와 대인관계능력의 차이는 유의한 차이가 없었고, 자기효능감의 하위영역인 자신감에서 성별에 따른 차이를 보여 남성이 여성보다 자신감이 높았다. 따라서 대학생을 대상으로 절주교육과 음주문제 감소 전략을 계획할 때 대인관계능력과 자기효능감 변인을 함께 고려할 필요가 있으며, 알코올문제 예방교육을 할 때 AUDIT-K를 통한 문제음주군 선별이 필요하다고 본다.The aim was to identify the relationships among drinking levels, self-efficacy, and interpersonal relationship of the college students. The subjects, 289 college students living in D area were assessed with the Korean alcohol use disorders identification test (AUDIT-K), from November 1st to November 30th, 2016. Data were analyzed by Pearson correlation coefficients and one-way ANOVA. The percentage of problem drinkers was 32.2% among the 289 subjects. Alcohol use disorder group showed statistically significant lower mean scores on the task difficulty preference self-efficacy than the non-problem drinkers. Alcohol use disorder group showed statistically significant higher mean scores on the interpersonal competence, initiating relationships, self-disclosure than the non-problem drinkers. There was a significant difference in self-confidence by gender, but there was no significant difference in drinking levels and interpersonal competence by gender. There was a positive correlation between drinking levels and interpersonal competence, between self-efficacy and interpersonal competence. When we prepare alcohol prevention programs for college students, we need to consider self-efficacy and interpersonal competence and to evaluate the level of AUDIT-K.

Evaluation of a career counselling program focused on Greek elementary school children's career interests

Although childhood is the most significant period in one's career development process, little research attention has been paid to the evaluation of career counselling intervention programs in elementary-aged children. An intervention study was carried out in order to evaluate a career counselling program implemented in one Greek elementary school which focused on the enrichment of the children's career interests. The research methodology used was the quasi experimental research design. Children (N = 84) aged 8-11 years were distributed in experimental and control groups. Τhe impact of the intervention focused on the enrichment of their career interests, which was assessed via semi-structured interviews and use of drawings. The results showed a statistical significant difference between groups concerning children's career interests after intervention, while the analysis of drawings revealed more differences in self-confidence, self- esteem and extraversion in favour of the children that participated in the experimental group. Gender and age differences were also explored and revealed. The results are discussed in relation to various aspects of children's career development, as well as to the significance of career counselling intervention programs.

선수학습 상기 수업이 초등 5학년 학생의 학업성취도 및 자기 효능감에 미치는 효과

본 연구는 선수학습 상기 수학 수업이 초등 5학년 학생들의 학업성취도와 자기효능감에 어떠한 효과가 있는지 알아보았다. 이를 위해 선수학습 상기 수업을 기반으로 하는 실험 집단과 전통적인 수학 수업을 수행한 비교 집단을 대상으로 학업성취도 및 자기효능감 검사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 선수학습 상기 수학수업을 실시한 실험집단은 통제집단과 비교하여 수학 학업성취도에서 통계적으로 유의미한 차이가 나타났지만, 실험집단 학생들의 학업 성취를 수준별로 구분한 집단의 비교에서는 유의미한 차이가 나타나지 않았다. 둘째, 자기효능감에 대한 효과를 분석한 결과, 선수학습 상기 수학수업을 실시한 실험집단은 통제집단과 비교하여 자기효능감의 하위 영역 중에서 자신감과 수학 과제 난이도 선호에서는 큰 차이가 없었지만, 자기조절 효능감에서는 유의미한 차이가 있었다. The purpose of this study were to devise prerequisite learning reminding model to elementary mathematics classes and actually apply it to fifth graders in experimental lessons, thus investigating their effects on mathematics academic achievement and self-efficacy. the study conducted a pre and post test to measure academic achievement and self-efficacy on the experiment and control group. the finding were as follows. First, the study found significant differences in mathematics academic achievement between the experiment and control group. mathematics lessons based on the prerequisite learning reminding model resulted in no significant differences among the upper and lower level groups. Secondly, the study analyzed the effects of prerequisite learning reminding model on the self-efficacy and found significant differences in self-efficacy between the experiment and control group. While there were no differences in self-confidence and preference for task difficulty among the subarea of self-efficacy, it had positive differences effect on self-regulation efficacy.

قياس الثقة بالنفس لدى الطلبة المتفوقين دراسياً والعاديين وعلاقتهما ببعض المتغيرات

Abstract : The aim of this study is to identify the self confidence among The outstanding students and ordinary and its relationship with some variables at Dongola University students - Faculty of Education, To achieve this goal the researcher used the analytic descriptive method, The study sample consisted of (166) students who are (84) males and(82) females included the academic year (2015) chosen by the stratified random sample of (20%). The researcher used the measurements of the self confidence scales from his preparation. The researcher found that the degree of self-confidence for students is higher than the arithmetic mean ,And there was a positive relationship between self confidence and achievement as significant statistical differences in self-confidence between males and females in favor of males and outstanding students was found. And that the self confidence considered good predictor academic achievement. And the presence of statistical significant differences between study levels in self-confidence in favor to the Second level was found. Finally, in light of the study results and discussion the researcher suggested some recommendations. Keywords: Self Confidence- Outstanding and Ordinary- Dongola University Students.

The Effect of Web-based and Simulation-based Education on Midwifery Students’ Self-Confidence in Postpartum Hemorrhage Management

Background: Self-confidence, as one of the key elements of clinical competence, plays an important role in one’s actions and behaviours. Selection of proper instructional methods influences students’ self-confidence. Therefore, this study aimed to compare the effects of web-based training and educational simulation on midwifery students’ self-confidence in postpartum hemorrhage management. Methods: This experimental study was conducted on 44 midwifery students of Mashhad School of Nursing and Midwifery, Mashhad, Iran, in 2013. The subjects were selected via convenience sampling. The web-based group was trained at the clinical skill laboratory of School of Nursing and Midwifery; both groups were taught the same educational content. Data were collected using a demographic questionnaire, visual analogue scale to evaluate students' self-assessment of their ability to manage postpartum hemorrhage and C-scale to measure students' self-confidence Descriptive analysis, independent t-test, paired t-test, and two-way ANOVA were performed, using SPSS version 11.5. Results: Both groups showed a significant increase in self-confidence in postpartum hemorrhage management one month after the training (P=0.003 and P=0.030 in web-based and simulation groups, respectively). No significant difference was found between the two groups in terms of self-confidence in postpartum hemorrhage management. Conclusion: Since the two groups showed no significance difference in self-confidence, web-based education, which is a more accessible method, could be applied as an alternative to the conventional method of simulation.

Evaluation of the effectiveness of incorporating simulation into critical care nursing course for nursing students

Background: As providing the first-line care for patients, critical care competence is required for nurses to provide timely and adequate health care for critical and emergent patients. Developing the critical care competence among nursing students should not be ignored. However, most of the current nursing curriculums pay little attention to this issue. Objective: This study aimed to evaluate the effects of a simulation-based class on developing critical care competence among nursing students. Methods: A pretest/post-test design was conducted with 20 undergraduate senior nursing students taking “Introduction to Critical Care Nursing” class in northern Taiwan between 2013 and 2014. Participants were exposed to a 15-week training program of approximately 30 hours including 10 lectures and discussions, three high-fidelity simulation scenarios with debriefing sessions and two skill practices. Survey with questionnaires and pencil test were conducted to measure the difference in Self Confidence and Knowledge of students between pre and post training. Qualitative data including reflective reports following three simulation scenarios and evaluation of team performance in simulation scenarios were analyzed to evaluate learning outcomes. Results: Wilcoxon Signed Rank Test revealed a statistically significant increase in Self Confidence (z = −3.76, p < .001) and knowledge (z = −3.92, p < .001) following participation in the training program. The median score on the Self Confidence increased from pre-program (Md = 47.70) to post-program (Md = 72.00). The median score on the Knowledge increased from pre-program (Md = 21.97) to post-program (Md = 73.48). Reflective reports and evaluations of team performance supported that after simulation most of participants reported increased awareness, skills and confidence in critical nursing care. Discussion: By providing a learning environment without threatening patients’ lives, simulation could be an active teaching strategy for help nursing students develop critical care competence. Conclusion: Incorporating simulation into class could positively increase participants’ competence in critical nursing care.

Self-confidence, Perception of Ability and Satisfaction of the basic Psychological Need of Competence in Training Stages

The main objective of this study was to identify differences in self-confidence, perception of ability and perceived need of competence between winner and loser teams of young volleyball players. The study sample was composed of 173 Under-16 (M: 14.63, SD: 1.05) participants (74 males, 99 females). The T-test for independent samples showed statistically significant differences in self-confidence (F1,171 = 3.95; p=.048; np2=.023), incremental perception of ability (F1,171 = 10.28; p=.002; np2 =.890) and perceived competence (F1,171 = 5.451; p<.001; np2=.954) between players from winner and loser teams. Our results are supported by previous studies that showed highest values in winner teams than in loser teams.

Individual differences in metacognitive feelings of confidence: The generality and predictive validity of judgement confidence and its calibration in a medical decision-making task

This study aimed to investigate whether broad factors of self-confidence and its accuracy (discrimination) would emerge when a novel medical decision-making paradigm was included within a battery of cognitive ability tests. Further aims were to establish the predictive validity of these measures on decision-making behaviour. 193 undergraduate students completed a medical decision-making test and three cognitive ability tests (accompanied by confidence ratings after each question). Broad Confidence and Discrimination factors emerged across the decision-making and cognitive domains and, within the medical test, were strong predictors of individual differences in various medical diagnostic tendencies. Implications are that habitual patterns in decision-making behaviour generalise across contexts as a result of stable individual differences in self-confidence and discrimination constructs. Confidence estimates acquired within a practical scenario could provide useful insight into decision-making tendencies, helping to select or train better decision-makers.

Gender, ethnicity and graduate status, and junior doctors’ self-reported preparedness for clinical practice: national questionnaire surveys

Medical schools need to ensure that graduates feel well prepared for their first medical job. Our objective was to report on differences in junior doctors' self-reported preparedness for work according to gender, ethnicity and graduate status. Postal and electronic questionnaires. UK. Medical graduates of 2008 and 2009, from all UK medical schools, one year after graduation. The main outcome measure was the doctors' level of agreement with the statement that 'My experience at medical school prepared me well for the jobs I have undertaken so far', to which respondents were asked to reply on a scale from 'strongly agree' to 'strongly disagree'. Women were slightly less likely than men to agree that they felt well prepared for work (50% of women agreed or strongly agreed vs. 54% of men), independently of medical school, ethnicity, graduate entry status and intercalated degree status, although they were no more likely than men to regard lack of preparedness as having been a problem for them. Adjusting for the other subgroup differences, non-white respondents were less likely to report feeling well prepared than white (44% vs. 54%), and were more likely to indicate that lack of preparedness was a problem (30% non-white vs. 24% white). There were also some gender and ethnic differences in preparedness for specific areas of work. The identified gender and ethnic differences need to be further explored to determine whether they are due to differences in self-confidence or in actual preparedness.

Labor Market Signaling and Self-Confidence: Wage Compression and the Gender Pay Gap

I extend Spence’s signaling model by assuming that some workers are overconfident—they underestimate their marginal cost of acquiring education—and some are underconfident. Firms cannot observe workers’ productive abilities and beliefs but know the fractions of high-ability, overconfident, and underconfident workers. I find that biased beliefs lower the wage spread and compress the wages of unbiased workers. I show that gender differences in self-confidence can contribute to the gender pay gap. If education raises productivity, men are overconfident, and women underconfident, then women will, on average, earn less than men. Finally, I show that biased beliefs can improve welfare.

Family background, self-confidence and economic outcomes

In this paper we analyze the role played by self-confidence, modeled as beliefs about one's ability, in shaping task choices. We propose a model in which fully rational agents exploit all the available information to update their beliefs using Bayes’ rule, eventually learning their true type. We show that when the learning process does not converge quickly to the true ability level, small differences in initial confidence can result in diverging patterns of human capital accumulation between otherwise identical individuals. If differences in self-confidence are correlated with socio-economic background (as a large body of empirical literature suggests), self-confidence can be a channel through which education and earning inequalities perpetuate across generations. Our theory suggests that cognitive tests should take place as early as possible, in order to avoid that systematic differences in self-confidence among equally talented people lead to the emergence of gaps in the accumulation of human capital.

골프 선수들의 프리 샷 루틴과 심리적 기술 및 경기력의 관계

The purpose of this study is to examine the relationship of a Pre-Shot Routine, Psychological Skills and Golf Performance of Korea College Golf Association Championship and to investigate closely the cause-effect relationship between variables. Frequency analysis, exploratory factor analysis, correlation analysis, and regression analysis were conducted using SPSS 15.0 program. Results revealed from these research methods and analyses of data are as follows: First, as a result of verifying difference in a pre-shot routine by demographic characteristics, there was the statistically significant difference in behavioral factors by gender, in cognitive factors by scoring average and professional certification. In psychological skills by demographic characteristics, there was the statistically significant difference in self-confidence, arousal control and anxiety by scoring average, in arousal control by the best score. In performance by demographic characteristics, there was the difference in score, putting, birdies, greens in regulation and recovery percentage by career, scoring average, the best score and professional certification. Second, A pre-shot routine had significant influences on psychological skills. A pre-shot routine had significant influences on self-confidence, on visualization, on challenge and on anxiety in the order of cognitive and behavioral routines. A cognitive pre-shot routine had not significant influences on arousal control but a behavioral routine had. Third, A pre-shot routine had not significant influences on performance. Forth, Psychological skills had significant influences on performance. Self-confidence(β=-.341) had significant influences on birdies and visualization(β=-.298) had on greens in regulation.

Family Background, Self-Confidence and Economic Outcomes

In this paper we analyze the role played by self-confidence, modeled as beliefs about one’s ability, in shaping task choices. We propose a model in which fully rational agents exploit all the available information to update their beliefs using Bayes’ rule, eventually learning their true type. We show that when the learning process does not converge quickly to the true ability level, small differences in initial confidence can result in diverging patterns of human capital accumulation between otherwise identical individuals. If differences in self-confidence are correlated with socio-economic background (as a large body of empirical literature suggests), self-confidence can be a channel through which education and earning inequalities perpetuate across generations. Our theory suggests that cognitive tests should take place as early as possible, in order to avoid that systematic differences in self-confidence among equally talented people lead to the emergence of gaps in the accumulation of human capital.

Competitive State Anxiety and Performance in Young Female Rhythmic Gymnasts

The study was designed to examine the competitive state anxiety and self-confidence of rhythmic gymnasts participating in the Greek national competition. 86 participants, ages 11 and 12 years, completed the Competitive State Anxiety Inventory-2, 1 hr. before competition. The athletes, classified by performance (high and low performance) and participation in the finals (finalists and nonfinalists), responded to the three subscales: Cognitive Anxiety, Somatic Anxiety, and Self-confidence. Analyses indicated differences in Self-confidence between high versus low performance groups and finalists versus nonfinalists. No significant differences were found on Cognitive and Somatic Anxiety. In a regression analysis, Self-confidence was the only significant predictor of performance for this sample. Implications refer to the development of strategies to enhance self-confidence in order to improve the gymnast's performance during competition.

Women in Computer-Related Majors: A Critical Synthesis of Research and Theory From 1994 to 2005

In this article, the authors review, critique, and synthesize the emerging research literature from 1994 to 2005 on women’s enrollment and persistence in computer-related majors. A thorough examination of 44 empirical studies in scholarly journals reveals that this literature primarily relies on exploratory and descriptive analyses, individualized measures, and implicit theoretical frameworks. Findings are grouped by four themes: (a) enrollment patterns, (b) gender differences in self-confidence and performance, (c) gender differences in computer use, and (d) academic environments. An explicit gender theory of women in computing is needed to reconceptualize diverse women’s experiences and to direct future research on women’s enrollment and persistence patterns in computer fields.