Effects Of Self-confidence Research Articles

Effects of Self-Confidence and Diction on Speaking Skills in Junior High School Students

This research investigates the impact of self-confidence and diction on speaking skills among state junior high school students in Kepulauan Seribu, Jakarta. Utilizing a sample of 86 students from SMPN 133 Pulau Pramuka, SMPN 241 Pulau Tidung, and SMPN 260 Pulau Untung Jawa, the study employed dialogue assessments, questionnaires, and diction tests. The results demonstrate a significant influence of both self-confidence and diction on speaking proficiency. Specifically, self-confidence accounts for 11.54% of the variance in speaking skills, while diction contributes 18.59%. The combined effect of these factors explains 30.1% of the variance in students' speaking abilities. The findings highlight that students with higher self-confidence and better diction exhibit improved speaking skills. These results suggest that educational strategies aimed at enhancing self-confidence and diction can effectively improve students' communication skills. The study underscores the importance of integrating self-confidence and diction development into language education to enhance overall speaking proficiency

Learning model of municipal students

This study aims to analyze the learning model of municipal students. The approach used in this study is a quantitative correlational study with an ex-post facto design and path analysis. The instrument used is a questionnaire and Structural Equation Modeling (SEM) with WarpPLS 4.0 statistical software to analyze the data. The results show that there are positive and significant effects of self-confidence on learning motivation, and the effects of learning style are also positive and significant on learning motivation. There is a positive and significant effect of parent encouragement on learning motivation. The effect of student’s self-confidence on learning motivation also shows positive and significant. The impact of learning motivation on learning outcomes is significantly positive. While the impact of self-confidence on learning outcomes also shows positive results. The effect of parental encouragement on learning outcomes. Finally, the effect of parental encouragement on self-confidence also describes positive impacts. 
 
 Keywords: Learning Model, Students, Municipal, Self-confidence, Learning Motivation, Learning Outcomes

Dataset on the effects of self-confidence, motivation and anxiety on Indonesian students' willingness to communicate in face-to-face and digital settings.

This dataset presents the relationship of three affective variables (i.e. self-confidence, motivation and anxiety) with English as a foreign language (EFL) students’ willingness to communicate (WTC) in face-to-face (F2F) and digital settings. Students’ WTC is measured in F2F settings both inside and outside the classroom. A non-probability convenience sampling technique was employed to target the study participants. A total of 458 Indonesian EFL students completed a WTC questionnaire designed by Lee and Hsieh [1], of which 436 responses were analysed. Statistical analyses (i.e. correlation and regression calculations) were carried out on the quantitative data. The dataset is significant for the Ministry of Education and Culture (MoEC), school principals, and EFL teachers, in designing curriculum and instructional activities that enhance EFL students’ willingness to communicate in the target language inside and outside classrooms, and in the digital environment. The dataset is also useful for further research evaluating students’ WTC in digital settings, and addressing the issue of students’ WTC in written and oral communications.

The Effects of Self-Confidence and Social Support of Parents On Interpersonal Communication of Students

This research is motivated by the problems students face regarding interpersonal communication in school. Self-confidence and parental social support are considered factors that could facilitate this problem. The purpose of this study therefore was to determine the extent to which self-confidence and social support of parents contribute to interpersonal communication. This study uses a descriptive correlational quantitative method and the population assessed were 73 students of SMP N 4 Batusangkarf selected by proportional stratified random sampling technique. The instruments used were self-confidence, parental social support and interpersonal communication. Data was collected using the Likert scale model and analyzed using multiple regression method. The results show a significant (58.1%) relationship between self-confidence and social support of parents with interpersonal communication.

The Effects of Self-Confidence and Vocabulary Mastery on Students’ Speaking Skill

The purpose of this research are; 1) to determine the effects of self-confidence and vocabulary mastery on students’ speaking skill. 2) to know the effect of self-confidence on students’ speaking skill. 3) to know the effect of vocabulary mastery on students’s speaking skill. 4) to know the correlation between self-confidence and vocabulary mastery on students’ speaking skill. This research used is descriptive verification method with ex post facto and survey approach. The instruments used are questionnaires distributed to students. The results of this research are; 1) there is effects of self-confidence and vocabulary mastery on students’ speaking skill. 2) there is effect of self-confidence on students’ speaking skill.3) there is effect vocabulary mastery on students’ speaking skill. 4) there is a correlation between self-confidence and vocabulary mastery on students’ speaking skill. Keywords: self-confidence; speaking skill ; vocabulary mastery

The Role of Preperformance and In-Game Emotions in Cognitive Interference During Sport Performance: The Moderating Role of Self-Confidence and Reappraisal

This research examined whether prevalent preperformance (Study 1) and in-game (Study 2) emotions were associated with cognitive interference (i.e., thoughts of escape, task-irrelevant thoughts, and performance worries) and whether any effects were moderated by reappraisal and self-confidence. In Study 1, team-sport players’ preperformance anxiety positively, and excitement negatively, predicted cognitive interference during a competitive match. However, no moderating effects for reappraisal or confidence were revealed. In Study 2, badminton players’ in-game anxiety, dejection, and happiness positively predicted, whereas excitement negatively predicted, cognitive interference during a competitive match. Moreover, reappraisal and confidence moderated the relationships of excitement and happiness with task-irrelevant thoughts. The findings underscore the role that preperformance and in-game emotions can play in athletes’ thought processing during sport performance, as well as highlighting the importance of considering the effects of self-confidence and reappraisal on the role of in-game emotions in cognitive interference.

The effects of self-confidence and leadership on job satisfaction and its implication on elementary school teacher’s performance

The effects of self-confidence and leadership on job satisfaction and its implication on elementary school teacher’s performance

Bilingual education & bilingualism

Bilingual education & bilingualism

Bilingual education & bilingualism

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The Effects of Self-confidence in Bilingual Abilities on Language Use: Perspectives on Pasifika Language Use in South Auckland

This paper considers speakers' differing degrees of self-confidence in their bilingual abilities and their effects on reported language use and observed patterns of language choice. One hundred and twenty individuals fromNewZealand's four largest Pasifika communities – Samoan, Cook Islands, Tongan and Niuean – reported on their selfconfidence in both their community language (CL) and English, and on the basis of these responses, five speaker types are distinguished. Analysis of their demographic profiles reveals differences with respect to first language, language of the childhood home and language of primary education. First language, for example, is an important variable for distinguishing those with limited self-confidence in their CL. Primary education singles out those who view themselves as English dominant (EDs), while differing CL use at home distinguishes CL dominant bilinguals (CDs), dual high proficiency speakers (DHPs) and English dominants (EDs). The findings show how analyses based on speakers' self-confidence in bilingual abilities may provide a community-friendly tool for describing patterns of language use and explaining the effects of social variables on language proficiency.

Effects of Situational Self-Handicapping and State Self-Confidence on the Physical Performance of Young Participants

Self-handicapping represents a self-protective attributional process wherein performance obstacles are claimed in order to buffer one’s self from the threat of potential failure within an evaluative context. The present study sought to determine the performance-related consequences of self-handicapping and state self-confidence among 189 physical education students participating in a running task. As self-protective strategies are thought to impact performance largely as a function of personal efficacy expectations, particular interest was paid to the moderating effects of self-confidence on the relationship between self-handicapping and performance. Hierarchical multiple regression analyses indicated that beyond the effects of gender, situational self-handicapping had a positive impact on performance among runners with relatively low self-confidence, whereas this relationship was largely absent in the high confidence group. The possible motivational and attentional mechanisms underlying this moderator effect are discussed.

Family history of psychiatric disorder and low self-confidence: Predictors of depressive symptoms at 12-month follow-up

We examined effects of two risk factors for depression, family psychiatric history and Low Self-Confidence, on (1) baseline characteristics of major depression and (2) depressive symptoms one year later. Subjects ( N = 104) in the midst of a depressive episode were assigned to one of three family history subtypes identified in earlier research: Pure Depressive Disease (PDD) Depressive Spectrum Disease (DSI), Sporadic Depressive Disease (SDD). Results indicate that effects of Self-Confidence on depressive symptoms at follow-up varied by family subtype. In multivariate analyses with controls for demographic and illness characteristics, the mean follow-up depressive score was below the depressive threshold for PDD subjects and above it for SDD subjects regardless of the level of Self-Confidence. In contrast, DSD subjects with High Self-Confidence reported significantly more symptoms than those with Low Self-Confidence.