Feelings Of Confidence Research Articles

Kindergarten Teachers’ Perception on Preschoolers’ Formative Assessment

Formative assessment is a primary process within the preschool education system because it contributes to the optimization of the instructional actions carried out by the teacher. Working directly with preschoolers need to lead to a constant observation of their evolution, progress, development. Assessment in early childhood should be performed for the primary aim of supplying teachers with useful information to plan more careful children’s ongoing development and to involve evaluation strategies that develop rather than threaten children’s feelings of self-confidence and positive social attitudes. Kindergarten teachers are important catalyst for developing opportunities to increase preschoolers’ abilities, knowledge and validate/improve their performances through formative measures in terms of assessment. This study is conducted to investigate teachers' perceptions on formative assessment in kindergarten. Through a focus group we planned to gather responses of 12 kindergarten teachers, therefore our approach presents results of this analysis. At the same time, present article emphasizes on importance of using different formative instruments and methods in order to facilitate children progress and knowledge development along the way in the didactic process.

Art therapy as a therapeutic device in mental health: an experience report

This article is the result of the experiences of nursing, medicine and physical education students and tutors at the State University of Pará (UEPA), who participated in the Health Work Education Program (PET-Saúde) in Santarém. The objective of this experience report is to socialize the experiences of academics and tutors during the carrying out of educational actions within the scope of prevention and health promotion, with participants in the mental health program, in Primary Health Care, in the Uruará neighborhood, in the municipality from Santarém. This is a study with a qualitative approach, developed at UBS do Uruará, in the city of Santarém-PA. As a result, patients' adherence to the art therapy proposal, their engagement and motivation to be present at the Unit, in the days of activities, and the feeling of self-confidence and pride in the work carried out. The work developed over four months demonstrated the importance of associating art therapy in the conventional treatment of mental illnesses, constituting an effective strategy not only to ensure users' adherence to treatment, but also to help them discover themselves as capable people. and socially useful.

Developing Student's Speaking Competence Through Storytelling at the Second Grade Student's of SMK Negeri 1 Magelang in Academic Year 2013 / 2014

This research is aimed to describe the development of a model of teaching speaking competence called Storytelling, a model of teaching English to enhance the students’ speaking competence. Further, the research also reveals the strengths and limitations of aims at Storytelling activity in SMK Negeri 1 Magelang. This research belongs to an educational research and development (or called R & D). The model was developed adapting Borg and Gall’s Model (1983) simplified into six steps. The steps are (1) Theories and Studies related to Storytelling Technique or Product Analysis, (2) Planning and Preparation for doing Storytelling Technique, (3) Expert Validation and Revision Related to Storytelling Technique , (4) Developing Storytelling Technique in class, (5) Revision of Product , and (6) Final Product . The field tryout was conducted in one class of grade XI students of SMK Negeri 1 Magelang . The instruments used in this research were classroom observation sheet, students’ opened-questionnaire sheet and questions of students’ interview. The collecting data in this research were analyzed by using qualitative and analysis from Miles and Huberman (1994) consisting of four steps of collecting data, reducing data, displaying data, and verifying conclusions. Findings show that Storytelling as a model of teaching speaking shows some strengths; in development stage students’ speaking competence, students’ willingness to voluntary tell their experience in front of the class, the class’ participation in asking questions to the presenters, their willingness to attend the storytelling activity patiently, and also their disappointment due to not being given a chance to perform in front of the class get improvement. Furthermore, Storytelling is a meaningful activity which gives some benefits to the students such as developing feeling of self confidence and braveness and providing more chance to speak that can develop students’ speaking competence.

Experiences and Perceptions of Patients with Uncontrolled Hypertension Who are Dissatisfied with Their Hypertension Care.

Hypertension control has been decreasing recently. We compared the experience and attitudes toward care between patients with uncontrolled hypertension who are more and less satisfied with that care to identify ways to improve their care. Baseline survey of 3072 patients with diagnosed hypertension and repeated blood pressure measurements at or above 150/95 mmHg during clinic appointments at 21 primary care clinics of a large Midwestern multi-specialty medical group. Survey questions were about previous hypertension care satisfaction, the degree to which that care was patient-centered, their feelings of self-confidence and treatment burden in managing hypertension, and medication side effects. A total of 1697 patients completed surveys (response rate = 55%). Of the 1697 patients, the 24% who were most dissatisfied (scored 0 to 5 on a 0 to 10 scale of satisfaction) significantly differed from those most satisfied (scored 9 to 10) on all demographic and clinical characteristics as well as on every measure of care experience and health status. After adjusting for those characteristics, reports of patient-centered care, self-confidence, stopping the medication because of side effects, and the burdensomeness of treatment were all significantly worse (P <.01 to P <.001) than for those with a higher rating of their hypertension care. Correlations among these measures were low, so the people with each problem with care seem to be different. Many patients with uncontrolled hypertension are dissatisfied with their care, but that is associated with different problems for different people. Identifying and attending to these problems may provide opportunities to help them achieve better control.

The Architectural Design of Successful Online English Classes

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

Learning for development: Learners’ perceptions of the impact of the Kha Ri Gude Literacy Campaign

Abstract This article describes how the Kha Ri Gude Literacy Campaign in South Africa utilized an enriched literacy curriculum in enliterating 4.7 million adult learners who, as a result of the legacy of apartheid in South Africa, had little or no education. The article uses a mixed-methods approach—mixing quantitative and qualitative data—to determine what adult learners considered to be important benefits of initial literacy. Moreover, it explores the extent to which these benefits correlated with the developmental intent which aimed, by using MDG/SDG inspired themes, to impact on the social, economic and developmental opportunities that might be afforded by literacy acquisition. The article analyzes the responses obtained from a sample of 485,941 literacy learners to a 24-item instrument which sought to establish learner perceptions of the benefits (or lack thereof) of their participation in the literacy campaign. The high rate of positive responses showed that the majority of the learners perceived the campaign to have benefited them with regard to their feelings of self-confidence, their ability to participate in community matters, increased understandings of health issues, increased involvement in income generation, technological abilities, as well as in increasing their appetite for lifelong learning. The quantitative findings were triangulated with the findings of the learner interviews conducted with learners who had completed the program in the previous two to five years. In addition to focusing on the responses of learners who perceived the campaign to have had positive impacts, further quantitative analyses were conducted on the responses of those learners who gave negative feedback. It is believed that both the positive impact and the non-impactful findings reported in this article will allow for a closer tailoring of literacy programs in order to maximize their developmental potential.

The way employees are treated predict power feelings

PurposeThe purpose of this paper is to examine the relationship between the perceptions employees have regarding how they are treated in the workplace environment by their current or most recent supervisor, and how this predicted their feelings of power within themselves. The perceptions were measured utilizing the Managerial Leadership Perceptions Questionnaire (MLPQ) created by Parmer (2017). Employee power was measured utilizing the Power Instrument developed by Hinkin and Schriesheim (1989) which stemmed from French and Raven’s (1959) five original bases of power theory to include referent, expert, legitimate, reward, and coercive.Design/methodology/approachThe authors collected a sample of 199 participants gathered from Amazon’s Mechanical Turk digital labor pool. Participants completed a survey which measured their managerial perceptions, bases of power, and demographic characteristics. Statistical analysis was used, including a factor analysis, to explore the relationship between managerial perceptions, bases of power, and demographic characteristics.FindingsThis study demonstrated that there were no significant associations between the demographic associations and personal power. There were significant associations between the demographic associations and position power, managerial perceptions and personal power, managerial perceptions and position power, and managerial leadership style and power.Research limitations/implicationsFive bases of power were examined in this study to include referent, expert (i.e. personal power), legitimate, reward, and coercive (i.e. position power). There is a sixth power now, information power, as noted by Northouse (2016) that needs to be additionally examined. Self-confidence and empowerment feelings were not technically measured quantifiably in this study but were expected feelings based on what mindsets power can produce within a person. Researching these additional feelings of self-confidence and empowerment and how this relates to follower power is needed moving forward in this research area. Finally, ethnic differences need to be measured moving forward.Practical implicationsThe practical implications of this study show that employees do embody perceptions and attitudes regarding their current or most recent supervisor based on how they are being treated. This, in turn, can affect their own personal feelings of power within themselves and within the overall organization at large. Careers can be affected, both good and bad, organizational cultures can be impacted by both good and bad, workplace assumptions and norms, as well as, workplace relationships can be affected, both good and bad.Social implicationsThe social implications of this study indicated that employees’ perceptions and attitudes regarding their immediate supervisor can create positive or negative feelings toward the supervisor which can, in turn, affect the organization’s culture and workplace environment, both good and bad. Working at an organization is within a social environment that needs to be managed and cultivated appropriately for all parties involved.Originality/valueThe majority of the prior research examines leader–follower relationships. No prior research has utilized this particular perception and attitudinal model, the MLPQ developed by Parmer (2017), and the five bases of power model developed by Hinkin and Schriesheim (1989) together in one study. This study explored employee managerial perceptions and their feelings of power within the follower–leader dyadic relationship, as opposed to the leader–follower dyadic relationship which has been more commonly reported within the literature.

I-Through-We: How Supportive Social Relationships Facilitate Personal Growth.

Personal growth is usually considered an outcome of intrapersonal processes-personal resources residing within the person. Comparatively, little research has examined the interpersonal processes underlying personal growth. We investigated how one interpersonal factor-people's relationships with others-influences personal growth. Study 1 showed that brief reminders of a supportive (vs. nonsupportive) other led people to choose a job that promoted personal growth over one that offered a higher salary. Moreover, feelings of self-confidence from thinking about a supportive (vs. nonsupportive) other mediated personal growth. Extending these results, Studies 2 and 3 demonstrated that people's perceptions of how supportive their close others are predicted personal growth in two distinct cultures with varying emphasis on individual (vs. collective) growth. Consistent with Study 1's findings, the results were also mediated by feelings of self-confidence. These findings suggest that the link between supportive relationships and personal growth may reflect a general process.

무용전공대학생의 성취목표성향과 실기자신감이 몰입에 미치는 영향

The purpose of the study is to investigate the influence of dance major students’ achievement goal orientation and dance performance confidence on dance flow. Participants for this study were 217 dance major students in Seoul & Daegu Metropolitan cities and Gyeongbuk province areas. For the statistical analyses, correlation analysis and stepwise multiple regression analysis were used. The findings are as follows: The mastery goal orientations (both approach and avoidance approaches) sub-factors of achievement goal orientation and mental confidence and movement confidence sub-factors of dance performance confidence have statistically significant influence on 4 sub-factors (self-objective experience, the integration of activity and cognition, hypnosis-similar state, and achievement and self-confidence feelings) of dance flow. Especially relative explanatory power of mental confidence on dance flow is much greater than other sub-factors of dance performance confidence. The influence of mastery approach goal orientation subfactor of achievement goal orientation on self-objective experience is also greater than that of mastery avoidance goal orientation. For male student, the mental confidence sub-factor of dance performance confidence influences significantly on all sub-factors of dance flow. For girl student, the mastery approach goal orientation, mastery avoidance goal orientation, mental confidence and movement confidence have statistically significant influence on dance flow.

Дистанционное обучение как инновационная форма образования

Статтю присвячено проблемі дистанційного навчання як іноваційної форми освіти. Авторкою наголошено на тому, що дистанційне навчання дає можливість розширити студентський контингент без помітного збільшення професорсько-викладацького складу і зростання витрат на матеріальне забезпечення навчального процесу. Теоретична рефлексія цього процесу перебуває в основі ідеї глобального віртуального університету американського зразка. Віртуальний університет займається підготовкою кадрів для віртуального суспільства, тому він абстрагується від ситуації на конкретних ринках праці, проте потенційно дає можливість здійснювати селекцію студентів, дозволяючи відбирати найбільш здібних. На відміну від такого підходу, світоглядно і психологічно підкріпленого установками прагматизму, європейська традиція прагне модернізувати витратну модель вищої освіти, яка все частіше піддається критиці.Описуючи соціально-рольові особливості такої комунікації, авторкою наголошено на тому, що дистанційне навчання дозволяє внести елемент невимушеності і розкутості у відносини між викладачем і студентом. У його рамках, поряд з дидактичними завданнями, вирішуються також деякі культурні та психологічні проблеми. Аудиторія у віртуальному просторі розцінюється більшістю слухачів як безпечне місце навчання, де можна отримати емоційну підтримку; учні не бояться зробити помилку, здатися неосвіченими або недостатньо ерудованими. Високий ступінь толерантності викладача тут є не стільки особистісною, скільки об’єктивною позиційною характеристикою, яка сприймається слухачами як емоційно забарвлена. Тим самим створюються додаткові резерви дистанційного навчання: ідентифікація викладача із змістом курсу, зростання почуття власної гідності і самоповаги серед учнів, які набувають такі важливі соціальні вміння і навички, як самоконтроль, керування власним інтелектуальним розвитком, структурування навчального процесу тощо.

Youth and the Great Recession: Are values, achievement orientation and outlook to the future affected?

This special section brings together leading experts in psychology and sociology to examine the consequences of the Great Recession for young people's values, achievement orientation, and outlook to the future. Evidence from Europe and the United States suggests that the impact of the recession varies for distinct outcomes and by age, the latter pointing to potential sensitive periods for interventions. Although the direct effects of the recession are not strong, they accelerate pre-existing trends towards more prolonged and precarious transitions to independence, and are likely to bring with them long-term scarring with respect to health and well-being. While feelings of self-confidence and self-worth have eroded, young people continue to subscribe to the "American Dream," the belief that in principle it is possible to make it-even if limitations to one's own capabilities are recognised. Trust in institutions has declined, but support and concern for others have increased, suggesting that in times of economic hardship and uncertainty social relationships become more salient. Young people's response to the recession appears to be less of a "me-first" reaction than "let's help each other": a form of "collective agency" to counter the inadequacy of social safety nets.

An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching

&lt;p&gt;&lt;em&gt;The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms. The data suggest that the following aspects of the professional development model employed in the study enhanced the participants’ feelings of self-confidence, preparation, and excitement about teaching science to their students: 1) supplying teachers with content/background knowledge, 2) promoting positive experiences with inquiry, 3) providing a chance to implement inquiry lessons in the classroom, 4) facilitating collaboration, and 5) modeling effective teaching strategies. Follow-up studies will include quantitative analyses to further examine teachers’ beliefs, as well as to determine if their beliefs are sustained over time.&lt;/em&gt;&lt;/p&gt;

Religiosity and the Perceived Consequences of Social Media Usage in a Muslim Country

This study sought to examine the relationship between religiosity and psychological consequences of social media usage in a Muslim country based on secularization theory. Using a sample of college undergraduates a survey was conducted which included measures of religiosity and a host of psychological outcomes, both positive and negative. Results showed that religiosity is negatively related to viewing social media as an alternative to face-to-face interaction, feelings of self-confidence, panic. There were significant gender differences in four of the five dependent variables. The results are largely consistent with secularization theory in that religiosity shielded individuals from negative consequences of social media usage while providing an alternative for positive ones.

PROTOCOL: The Effects Of Economic Self‐Help Group Programs On Women's Empowerment: A Systematic Review

PROTOCOL: The Effects Of Economic Self‐Help Group Programs On Women's Empowerment: A Systematic Review

Getting off to a good start: Employment status and beginning teachers

The first year of teaching is a critical stage in a teacher's professional life. Many beginning teachers are employed in short-term positions, but we know very little about how employment status affects first-year teachers' feelings of self-confidence, or their attitudes towards their second year of teaching. This article explores these issues in relation to first-year primary teachers.

Turning the tables: When the student teaches the professional — A case description of an innovative teaching approach as told by the students

Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital. Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators. Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities. The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts.

Determining the subjective and physiological effects of BZP combined with TFMPP in human males

‘Party Pills’ containing benzylpiperazine (BZP) and trifluoromethylphenylpiperazine (TFMPP) have been used in a recreational context since the 1990s and, prior to April 2008, were legally available in New Zealand. Taken together, they have been reported to produce a ‘high’ similar to that produced by 3,4-methylenedioxymethamphetamine (MDMA). There has been little research on the subjective effects of piperazines in humans. The purpose of this study is to further investigate the subjective and physiological responses following an oral dose of BZP combined with TFMPP in males. In a randomised, double-blind, placebo-controlled study the subjective and physiological effects of BZP/TFMPP were investigated in 36 healthy, non-smoking males (mean age 22 ± 4 years). Participants were tested before and approximately 120 min after administration of a single dose of placebo (n = 16) or 100/30 mg BZP/TFMPP (n = 20). Participants were required to comment on the subjective effects using three rating scales—the Addiction Research Centre Inventory (ARCI), the Visual Analogue Scale (VAS) and the Profile of Mood States (POMS). Participants' blood pressure, heart rate and body temperature were also measured. Statistical analysis using repeated-measures analysis of variance (ANOVA) and planned comparisons revealed that BZP/TFMPP significantly increases blood pressure and heart rate (p < 0.05). Likewise, the subjective rating scales revealed that BZP/TFMPP has significant dexamphetamine-like effects, increases dysphoria and feelings of self-confidence (p < 0.05). These physiological and subjective data reflect clear similarities between the effects of BZP/TFMPP and commonly known stimulants such as dexamphetamine and MDMA.

Simulation Use in the Classroom: Impact on Knowledge Acquisition, Satisfaction, and Self-Confidence

Background The role of the nurse educator is complex. It is imperative that educators design pertinent learning activities that implement innovative teaching strategies, use the latest pedagogical techniques, and evaluate that learning occurred. Method This study used a quantitative, quasi-experimental, comparison group crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine whether fourth-semester associate of science in nursing students who participated in debriefing sessions after watching prerecorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies. The participants also reported their satisfaction with the teaching methods used in the classroom and their feelings of self-confidence in learning the new material. Results Analysis of the descriptive data revealed no significant differences between the two study groups. Each of three hypotheses was tested on two different occasions through the crossover study design. Results revealed a significantly higher cardiac examination score for the participants who received a lecture and case studies for the cardiac content. However, there were no significant differences in the exam scores on hypoperfusion content between the two groups. Both participant groups reported significantly higher satisfaction and self-confidence scores with the lecture and case study teaching strategy. Conclusion This study used an active teaching strategy for a group of participants who were accustomed to a lecture format classroom. They continued to prefer the lecture format. Further research is needed to assess outcomes associated with using simulation in the classroom.

Effectiveness of Japan's extended/night child care: A five-year follow up

Background: With increasing numbers of women joining the evening/nighttime and extended-hour workforce, there is a need for quality childcare during these hours.Methods: This project, conducted in Japan, sought to compare the effects of expanded child-care on the development and adaptation of 185 young children after five years in care. Parents completed a survey on the childrearing environment at home, their feelings of self-confidence, and the presence of support for childcare. Childcare professionals evaluated the development of children.Results: The results of multiple regression analysis indicate that factors in the home environment, not length of center-based care, explained developmental risks five years later.Conclusion: High quality center-based childcare provides good condition of children's development after five years. For further evidence to study children's development, it is important to follow up to evaluate various features of longer duration.

Women's Actual Experiences of Dan Jeon Breathing after a Cancer Operation

Purpose: This study aimed to explore women's actual experiences of Dan Jeon Breathing after a cancer operation with a view to gaining a deeper understanding of their individual experiences and the meaning that it holds for them. Methods: A phenomenological approach was used for this study. Data were collected using in-depth interviews. Study participants were 8 women aged years who have were practicing Dan Jeon Breathing over the 3 months after cancer operation. The method proposed by Colaizzi (1978) was used to guide the process of data analysis. Results: Themes which emerged from the data were: 'feeling of self-confidence', 'positive acceptance', 'expectation', and 'enervation'. Conclusions: This study provides us with an understanding on the practice and the process of Dan Jeon Breathing for cancer women to overcome cancer Therefore, women who have had an operation for cancer can pursue Dan Jeon Breathing as a nursing intervention.