Level Of Self-confidence Research Articles

Assessing Self-Confidence Levels in EFL Students’ Speaking Performance

This study aims to assess the self-confidence levels of English as a Foreign Language (EFL) students in terms of their speaking performance. This study uses a quantitative approach with a quantitative descriptive method. The sample of the study consists of twenty-eight EFL students from the English Language Education study program, at Universitas Negeri Makassar using cluster random sampling. The data collection technique used a questionnaire as an instrument. The data were analyzed using SPSS 25 to find out the frequency and percentage distributions and to identify common patterns in self-confidence levels. Additionally, the mean score is calculated to provide a quantitative measure of the overall self-confidence among the respondents. The findings of the data analysis revealed that the level of EFL students’ self-confidence in speaking performance is at a high enough level with a score of 76.51. As a result, this study highlights the importance of self-confidence issues in EFL teaching practices and suggests that fostering a supportive learning environment could enhance students’ speaking performance and overall language proficiency.

Training interventions that enhance entrepreneurship self-efficacy among unemployed youth: A South Africa perspective

Youth unemployment is an ongoing issue that affects individuals domestically and globally, and such a problem has been an issue for a number of years. As a survival approach for economic improvement in most countries, entrepreneurship has been the driving force. There is some evidence that entrepreneurship programs can increase employability. In addition, it can increase motivation for starting a business, particularly among youth who typically have lower levels of self-confidence. To identify how entrepreneurial training interventions can enhance entrepreneurship elf-efficacy among unemployed youth, as systematic review of past study was conducted. Human capital theory was used to explain how human development idea, which encourages economic production through the foundation for skill development and training programs. The theory assists in exploring the intervention programs that enhance self-efficacy in entrepreneurship. The review revealed that there is a direct relationship between training interventions and youth unemployment. It is concluded that training interventions assist the youth to be more informed and skilled, exposing them to venture creation. Therefore, training interventions are the soundest approach to addressing youth unemployment and other socioeconomic issues.

Kadın Sporculara Uygulanan Mobbing Düzeyinin Özgüvenleri Üzerine Etkisi

Kadın Sporculara Uygulanan Mobbing Düzeyinin Özgüvenleri Üzerine Etkisi

Pengaruh Overconfidence Dimoderasi Gender terhadap Keputusan Investasi pada Generasi Milenial di Karawang

This research aims to examine the influence of overconfidence on investment decisions of the millennial generation in Karawang and evaluate whether gender variables can moderate this relationship. This research uses a survey research design. There is an independent variable, namely overconfidence and a dependent variable (dependent) investment decisions. This research focuses on the millennial generation population in Karawang, which numbers around 1,029,290 people. Meanwhile, the sample used was the millennial generation in Karawang who were active in investment activities, totaling 268 respondents. In this research, verification analysis uses Simple Linear Regression Analysis to test whether or not there is an influence of overconfidence on investment decisions. The next test to see whether the influence of the moderating variable (gender) can strengthen or weaken the overconfidence variable on investment decisions, the Moderated Regression Analysis (MRA) test is used. The research the results show that overconfidence has an influence on the investment decisions of the millennial generation. This generation tends to make investment decisions with a high level of self-confidence, which can lead to investment risks. However, gender is not able to moderate the relationship between overconfidence and investment decisions, meaning that both men and women show the same pattern regarding the influence of overconfidence on their investment decisions. Based on these findings, it is recommended to improve financial education to help the millennial generation make more rational and wise investment decisions.

Optimal ranking model of fuzzy preference relations with self-confidence for addressing self-confidence failure

Fuzzy preference relation with self-confidence (FPR-SC) uses semantic self-confidence to illustrate the hesitation of experts in affirming given preference values. However, extant ranking derivation methods of FPRs-SC suffer from self-confidence failure problem. Specifically, when the logical operations of self-confidence levels are replaced by algebraic operations on semantic subscripts, the derived rankings may be unstable or independent of the self-confidence. To address this issue, an optimal ranking model of FPR-SC with chance-constrained is proposed and extended to group decision-making. Based on the concept of ‘reliability level’ in parameter estimation, the evaluation information expressed by ‘preference values + self-confidence levels’ is first explained using probability distributions to achieve dimensional unity between qualitative self-confidence and quantitative preference. A multiplicative consistency-driven optimal model is then designed to assess the individuality of self-confidence. Guided by the ‘3σ’ principle, FPR-SC is further replaced by random variables following asymmetric bilateral truncated normal distributions. This transformation captures the inner cognition of individuals during subjective judgment, and ensures effective constraints on the numerical range through the asymmetric design. Finally, motivated by the minimization of information deviation, an FPR-SC optimal ranking model with chance-constrained is constructed, and its effectiveness is verified.

Nursing Students' Satisfaction and Self-Confidence with Simulation-Based Learning and Its Associations with Simulation Design Characteristics and Educational Practices.

Clinical simulation is a recent and now most used educational approach in health training programs. Its use for educational purposes in nursing education has gradually become widespread throughout the world. The aim of this study was to assess students' satisfaction and self-confidence with simulation-based learning and to identify the association of simulation design characteristics and educational practices with those outcomes. This study utilized a correlational cross-sectional research design. Using a convenience sample, 110 nursing students were selected. Data were collected based on a questionnaire involving three instruments: the Simulation Design Scale, Educational Practices in Simulation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using SPSS software, version 26.0. Pearson's correlation coefficients was determined to describe and test the relationships between the different variables. Nursing students were mostly satisfied with their simulation-based learning activity and felt self-confident: M=21/25 and M=33.8/40, respectively. For simulation design characteristics, only "Support"was correlated with student satisfaction (r = 0.468, p = 0.000)and it was the factor most correlated with students' self-confidence levels (r = 0.477, p = 0.000). Furthermore, there were significant correlations between all educational practices and student satisfaction/self-confidence in learning, at a level of p < 0.01. "Diverse ways of learning" was the factor most correlated with student satisfaction (r = 0.858, p = 0.000) and student self-confidence levels (r = 0.738, p = 0.000). The current study's findings show that consideration of simulation design elements and the features of all educational practices is necessary for the development of a successful simulation experience and the improvement of student satisfaction and self-confidence.

Effectiveness of learning human anatomy using three-dimensional augmented reality application

Augmented Reality (AR) is a technology that augments reality with two- or three-dimensional computer-generated imagery (CGI), objects, or information, and allows users to interact efficiently. The aim of this study was to measure the effectiveness of Augmented Reality (AR) application in teaching Human Body anatomy and determine the attention and confidence level which contributes to learning motivation among sports school students before and after using a particular AR application online, hybrid and face to face teaching. This pre-post experimental study conducted among 32 sports school students in Bukit Jalil Sports School who registered for human anatomy subject. A written test was conducted on the topic of human body anatomy after teaching using the traditional method. Then the same group of pupils learned human body anatomy using Augmented Reality application. A post-test was conducted to evaluate the understanding and achievement. The pair sample t-test was used to determine the effectiveness between both methods. The subjects also answered a five scale Likert questionnaire to determine the attention, confidence and motivation level in learning through AR application. The paired sample t-test showed significant differences between pre- and post-test, with t(31) = −7.44, p = 0.00 (p &lt; 0.05). This showed that learning through the Augmented Reality application is much easier and more efficient compared to the traditional method using textbooks, pictures, and diagrams. The descriptive analysis showed the mean score of attention (4.31), confidence (3.98) and motivation (4.13) are high. Results demonstrated positive significant correlation between the mean score of attention (r = 0.75), and confidence (r = 0.73) toward motivation (r = 0.84) (p &lt; 0.001). These findings showed high levels of attention, self-confidence, and motivation among sports school students while learning using augmented reality compared to learning through the traditional method. In conclusion this study proved that AR application can increase motivation in the learning process and enhance academic performance in Human Anatomy and also other subjects.

The effects of screen-based simulation on nursing students’ acquisition of medication administration and dosage calculation skills: a randomized controlled trial

BackgroundScreen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students.MethodsThis multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students’ satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18).Results4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p < 0.001). Their moderate anxiety levels didn’t differ significantly (0.161).ConclusionThe SIMDOSE® platform can be used as a supplementary teaching method of dosage calculation for nursing students. Screen-based simulation has benefits that nurse educators should be aware of, such as being a key to more satisfied and confident students.Trial registrationThis Moroccan clinical trial was prospectively registered (16/05/2023) in the Pan African Clinical Trial Registry (pactr.samrc.ac.za) with trial registration number PACTR202305505743210.

The Influence of Self-Efficacy and Social Support on Adolescent Self-Adjustment in Islamic Boarding Schools

This research aims to explain the impact of self-efficacy and social support on the adjustment of new female students at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School. The method used was quantitative research with an ex-post facto approach, and the sample consisted of 100 new students from various levels of education (SMP, SMA, MA, and SMK) at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School Foundation. Data collection was carried out using a questionnaire using three Likert scales, namely the self-efficacy scale, social support, and adjustment. Data analysis was carried out using simple linear regression techniques. The research results show the following findings: First, self-efficacy has a significant effect on the adjustment of new students and female students, as shown by a significance of 0.000. This shows that the level of self-confidence of students in overcoming the challenges and burdens of Islamic boarding schools has a positive impact on their ability to adapt. Second, social support also has a significant influence on adjustment, with a significance of 0.035. Support from the surrounding environment, both from fellow students and teachers, plays an important role in helping students adapt to the new Islamic boarding school environment. Third, there is a significant influence between self-efficacy and social support on the adjustment of new students and female students at the Darul Qur'an Wal-Hadist Sekotong Islamic Boarding School. These results indicate that internal (self-efficacy) and external (social support) factors together have a positive impact on the adjustment abilities of new students. This research makes an important contribution to understanding the factors that influence the adjustment of new santri and female students in the Islamic boarding school context, with potential implications for the development of support and coaching programs for those new to the Islamic boarding school environment.

Basketball self-evaluation matrix: discrepancy between self-confidence and decision-making performance on psychological profiling of players.

In basketball training, self-evaluation plays a crucial role in the decision-making and execution of movements of players. The self-evaluation of players is influenced by their perception of own basketball ability and self-confidence state. This study aimed to explore potential discrepancies between self-confidence levels of players and their decision-making performance, while also characterizing different types of players. Data was collected from 20 youth basketball players who participated in a decision-making video task and a self-confidence assessment. Based on data from their self-confidence and decision-making awareness assessment, the K-means cluster analysis was used to categorize the players into different groups. Then, ANOVA and post hoc Scheffe test were conducted to compare these clusters. The cluster analysis identified four distinct profiles of players and the results of the ANOVA and post hoc Scheffe tests revealed significant differences between the four clusters. The "High Self-confidence & Low Decision-making Awareness" players might display an overconfident mindset, while the "High Self-confidence & High Decision-making Awareness" players potentially demonstrated the better performance and maintained a consistent and confident attitude. The "Low Self-confidence & High Decision-making Awareness" players appeared to lack confidence and needed to foster greater faith in their abilities. Finally, the "Low Self-confidence & Low Decision-making Awareness" players required a long-term and comprehensive training program to improve their skills. These preliminary findings informed the development of a self-evaluation matrix, designed to help coaches better understand player profiles and design tailored interventions. Moreover, this study contributes on sport calibration and enhances understanding of the behavioral and psychological states of players.

A study of the Relationship between Self-Confidence and Communication Willingness

This paper aims to explore the relationship between self-confidence and communication willingness. Method: we use Willingness to Communicate Scale (WTC) to assess the WTC of participants. Also, after they watched the video, we asked them to self-report to measure changes in their confidence. Results: the positive video increased participants' social self-confidence and enhanced their willingness to communicate, while the negative video had the opposite effect in both experiment groups. In the control group, the videos did not significantly impact on the participants' self-confidence level and willingness to communicate.

L2 SELF-CONFIDENCE: AN EXAMINATION OF INDONESIAN UNIVERSITY STUDENTS IN VARIOUS ENGLISH FOR SPECIFIC PURPOSES CLASSES

The study aims to investigate second/foreign language (L2) confidence of English for Specific Purposes (ESP) learners. It employed a survey method. It involved 213 ESP learners from five different departments. Using descriptive statistics on SPSS, the study found a low-moderate level of L2 self-confidence among the participants. They reported interest in engaging in speaking activities in ESP classes. Nonetheless, they reported low L2 self-confidence regarding giving opinions and leading discussions in English and a low perception of their language competence in general. This low level of confidence could be attributed to the nature of ESP classes, which necessitate learners to study discipline-related vocabulary and language expressions, as well as several general aspects of L2 learning, such as pronunciation and grammar. Implications include encouraging ESP teachers to conduct more small-group-scale activities. That is to boost learners' confidence, increase learner-talk, and provide a safe environment for less confident learners to engage in the activities. This study contributes to the understanding of Indonesian ESP learners' self-confidence, and this could inform future studies involving ESP learners in Indonesia. Future quantitative studies on L2 confidence could use more representative samples. It is also strategic to conduct a mixed-methods study involving ESP teachers to allow triangulation.

The Efficacy of High-Fidelity Telesimulation in Preparing Nursing Students for Emergency and Critical Patient Care: A Prospective Study.

High-fidelity telesimulation can address the gap in nursing education caused by the pandemic by providing a simulated environment for students to practice skills that closely mimic real-life scenarios. This study was designed to determine the effect of a high-fidelity telesimulation teaching program on emergency and critical patient care-related knowledge, self-confidence, and critical thinking skills in nursing students. This randomized, single-blind controlled study was conducted on a sample of 84 nursing students who were evaluated using pretest and posttest measurements. The participants were randomized into a control group ( n = 43) and an experimental group ( n = 41). The control group received an in-person traditional teaching program, and the experimental group was taught using a high-fidelity telesimulation program. During the high-fidelity telesimulation, synchronous online tutorial learning and telesimulation were conducted every 100 and 300 minutes. The experimental group program included a lecture, simulation teaching videos, and demonstrations related to endotracheal intubation, 12-lead electrocardiography, protective clothing, and hybrid telesimulation learning. In each subgroup, the students executed a single high-fidelity telesimulation scenario in which they were assigned individual roles. The students in the other subgroups served as observers and engaged in the synchronous online debriefing. Teaching efficacy was evaluated using an objective structured clinical examination and a questionnaire designed for emergency and critical patient care. In the experimental group, levels of knowledge and self-confidence as well as critical thinking skills related to emergency and critical patient care were significantly higher than in the control group ( p < .05). High-fidelity telesimulation teaching is a feasible and reliable alternative to conventional in-person simulation for nursing students, particularly in situations where traditional clinical experiences are not possible.

Correlation between students’ emotional intelligence and emotional dependency

The aim of the article is to determine the specifics of the relationship between the components of emotional intelligence (EI) and the emotional dependency (ED) reactions in student age. The MSCEIT (The Mayer–Salovey–Caruzo Emotional Intelligence Test) and R. Hirshfield’s Interpersonal Dependence Test were used to achieve the aim and objectives of the study. The article analyses the dynamics and correlation of indicators for educational courses at the bachelor’s level of higher education institutions (HEIs). The prevalence of the medium indicators of the levels of EI and manifestations of ED was found during the studied period. A significant increase in EI indicators was determined between the second and third years of study. A gradual decrease in the ED reaction before the completion of studies in HEIs was recorded. Significant correlations of the ED parameters with the conscious management of emotions, the ability to understand and identify experiences were calculated. Most often, the connections between the EI components were established to manifested with the level of self-confidence. It can be stated that high EI indicators determine a decrease in EI. The research prospects may be the development and verification of the effectiveness of programmes for EI development at student age.

Big Data Dilemma: The Psychological Impact on Adolescents

Big data, characterized by its vast volume, has revolutionized the landscape of information analytics across multiple domains. While recording digital footprints that users generate online, the big data learns the preferences of each user and thus can form precise user images, which helps marketing for major companies. By implementing content recommendation mechanism based on the big data, users, including a great number of adolescents, are constantly impacted by it. This research mainly investigates big data algorithms' influence on adolescent’s psychological state. By examining big data's impact on adolescent’s stress levels and cognitive growth, this study reveals both positive and negative effects on their psychological health, including increased engagement, improved social skill, alongside with potential risk of social media addiction, decreased self-confidence and higher level of anxiety. Improper usage can worsen psychological issues, while proper implementation allows early detection and intervention. This study integrates and summarizes current understanding big data and adolescent psychological health, discusses potential effects on adolescents and proposes future challenges with solutions.

Benefits of using virtual reality in cariology teaching

BackgroundVirtual Reality (VR) has been widely used as an useful educational tool in modern dentistry and is considered as an alternative training tool adjunct to conventional training methods.ObjectiveThis study was designed to investigate the effectiveness of VR haptic-enhanced simulators for training undergraduate dental students during practical cariology pre-clinical caries excavation sessions.MethodsA total number of 76 students were recruited for this study. Students were randomly divided into 2 groups (38 students each). The experimental group (VR-Start group), students performed caries removal at the VR haptic-enhanced simulator prior to practicing on natural extracted teeth. Conversely, the control group (Natural Tooth-Start Group), students exposed to VR simulation training after practicing on extracted natural teeth. An evaluation questionnaire was disseminated among students to evaluate their self-confidence, perceived clinical skills and their perception of providing better care to patients in the future. They were also invited to express their opinions on the usefulness of VR simulator in comparison with conventional learning methods.ResultsThe outcome of Chi-square test showed no significant difference in students’ response among this study groups (p > 0.05). Moreover, the outcome of this study revealed that both student groups considered virtual reality as a useful learning tool. Majority of students (90%) superiorly ranked experience gained from practicing on natural carious teeth. They also clearly stated that virtual reality allowed them to practice more and improve their self-confidence level as well as eye-hand coordination.ConclusionsVirtual reality simulator is a useful learning tool which can benefit undergraduate dental students at their pre-clinical stage; but, it cannot totally replace the conventional caries excavation.

Are Turkish Midwifery Students Prepared for The Profession? Their Self-Confidence Levels and Associated Factors

Objective: To determine the self-confidence levels of midwifery students in line with the International Confederation of Midwives (ICM) competencies they are expected to possess before graduation and to explore effective factors. Materials and Methods: Descriptive and cross-sectional online survey design was used among quantitative research methods. The online survey link was spread through social media. In order to increase the response rate, the online survey links were posted every day. From March to June 2020, 763 midwifery students completed a survey on demographic characteristics and rated their confidence for essential midwifery skills listed by ICM. Results: Among the subscales, the highest average belonged to postpartum care (3.32 ± 0.66) and the lowest average to intrapartum care (2.94 ± 0.59). The students reported having less self-confidence in obstetrics emergencies, risky delivery, and neonatal care. The difference between descriptive characteristics and the ICM competencies subscales was found to be statistically significant (p

Why Law? Examining the Factors that Influence the Decision to Undertake a Law Degree

Existing research is largely silent on determining what factors influence individuals to undertake a law degree. Are they deeply intrinsic drivers like ‘self-efficacy’ or ‘self-confidence’, and how might extrinsic influences, such as family, teachers, or friends’ impact on those drivers? To address these questions, data were attained from 378 commencing students enrolled across three Australian law schools. Results indicate students with higher levels of self-efficacy and self-confidence are more likely to be satisfied with their decision to study law and pursue a law career. The influence of ‘teachers’ on a student’s ‘satisfaction with their choice’ was only significant for students who were also influenced by their ‘family’ – the more support from teachers and family members increased a student’s level of satisfaction. Friends only influenced a students’ intention to pursue a career in law, but not their satisfaction with their choice to pursue a law degree. This is the first study to determine the intrinsic motivations that impact a student’s choice to undertake a law degree and what extrinsic factors influence that choice.

Effect of theme game-based learning on psychiatric violence risk assessment and response knowledge, skills, and self-confidence of nursing students: A randomized controlled trial

BackgroundTheme game-based learning has the potential to enrich student learning experiences, leading to improved learning outcomes. Yet, there remains a research gap regarding its application in addressing psychiatric violence, leaving uncertainties about the comparative advantages of theme game-based learning over situational simulation learning strategies. ObjectivesThe goal was to measure the effect of integrating theme game-based learning into psychiatric violence risk assessment and response training on nursing student psychiatric violence-related knowledge, skills, and self-confidence. DesignThis study was a randomized controlled, pre-test, and post-test trial. SettingThe study was conducted at a medical university in Guangzhou, Guangdong, China. ParticipantsThere were 103 third-year nursing undergraduates (intervention group = 51, control group = 52) in the study. MethodsAn Objective Structured Clinical Exam and the Workplace Violence Management Ability Assessment Questionnaire for Intern Nursing Students were used to assess student skills. The knowledge test and the Confidence in Coping with Patient Aggression Instrument were used to measure student knowledge and self-confidence level before and after intervention. ResultsNursing students in the theme game-based group demonstrated significantly superior skills and confidence in violence risk assessment and response compared with students in the situational simulation group (p < 0.001, p = 0.039, p = 0.006, respectively). However, there was no significant difference in knowledge of violence risk assessment and response between the two groups (p = 0.510). ConclusionTheme game-based learning in psychiatric violence risk assessment and response training appeared effective in enhancing the violence management abilities of nursing students.

Factors Affecting Consumers' Comprehensive Vehicle Insurance Policy Purchasing Behavior

Research Originality: With increasing vehicle values in Türkiye and high insurance costs, consumers' vehicle insurance purchasing preferences emerge as a dilemma. The study examines consumers' insurance purchasing behavior in this dilemma's context of risk and overconfidence tendencies.Research Objectives: This study aims to reveal the effects of individual characteristics, attitude toward risk, and overconfidence tendencies on comprehensive vehicle insurance policy purchasing behavior.Research Methods: A questionnaire was administered to 428 selected vehicle owners in Turkey, and the questionnaire results were analyzed using the binary logit model.Empirical Results: The study found that gender, education level, income level, market value of the vehicle, attitude towards risk, and self-confidence level have statistically significant effects on comprehensive vehicle insurance policy purchase decisions.Implications: The relationship between risk-taking behavior, overconfidence, and insurance purchasing behavior requires further discussion. Government policies that increase insurance awareness are recommended to weaken this relationship.JEL Classification: D12, G22, C25How to Cite:Kutlu, M., Sumer Adin, S., Mola, H., &amp; Şahin Kutlu, S. (2024). Analysis of Factors Affecting Consumers' Comprehensive Vehicle Insurance Policy Purchasing Behavior. Etikonomi, 3(2), 539 – 554. https://doi.org/10.15408/etk.v23i2.37807.