Low Self-confidence Research Articles

Implementation of REBT Group Counseling to Overcome the Confidence Crisis

The latest fashion trends are a complement for students, where students are known to be surrounded by people who really pay attention to appearance or fashion, sometimes this appearance also causes pressure on themselves due to the outfits they wear every day. The purpose of this counseling activity is to find out how much influence outfits have on the self-confidence of each education student who has his own rules for dressing. This counseling focuses on implementing group counseling services to overcome self-confidence problems in students using REBT group counseling techniques. In implementing activities, this service focuses on the effectiveness of REBT group counseling in increasing students' self-confidence by collecting data using questionnaires. This method is very effective in increasing students' low self-confidence. Barriers to implementing group counseling are various student perceptions of group counseling.

Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students

This study explores the challenges, motivations, and benefits of paraphrasing for Marine and Fisheries EFL students, aiming to uncover factors that impact their ability to rephrase academic texts. Using a descriptive qualitative approach, data were collected through field notes and semi-structured interviews with 15 purposively sampled students. The findings reveal that students face significant challenges in paraphrasing due to limited vocabulary, difficulties in sentence restructuring, and low self-confidence. Some students perceive English proficiency as less relevant to their future careers, reducing motivation to enhance their language skills. However, regular paraphrasing practice was found to provide valuable benefits, including vocabulary expansion, improved understanding of sentence structures, and increased confidence in handling technical content. These outcomes underscore the potential of paraphrasing exercises to support academic skill-building and professional readiness in specialized fields. The study suggests the need for targeted pedagogical strategies that emphasize vocabulary development, structural flexibility, and confidence-building. These findings contribute to the understanding of paraphrasing in EFL contexts and offer practical recommendations for enhancing students’ language skills in discipline-specific academic environments.

Coaching as a tool for the development of leadership qualities women-entrepreneurs in Ukraine

In 2023-2024, women’s entrepreneurship turned into a driving force of the Ukrainian economy. At the same time, women who had never thought of themselves as a leader came into entrepreneurship. Such women often have low self-confidence, are afraid of responsibility for independently made decisions, and find it difficult to establish communication with the team, clients and partners. At the same time, Ukrainian womenmostly independently try to combine the roles of mother, wife, specialist, entrepreneur, daughter, etc. In such conditions, it is coaching that can turn a noself-confident woman who combines the maximum number of functions in various fields into a real leader. Coaching, as a tool for leadership development, is devoted to the work of DZ. Whitmore, A. Chernenko-Dyba, S. Kovi, O. Nezhynska, M. Landsberg and others. The purpose of the article is to study coaching as a tool for developing leadership qualities of women entrepreneurs of Ukraine. The article describes the key factors of the influence of coaching on the development of leadership qualities of domestic female entrepreneurs, namely: help in increasing self-confidence; development of emotional intelligence; assistance in decision-making; establishment of effective communication with partners, clients, state authorities; ensuring a balance between work and personal life; assistance in strategic planning and development of the contact base of a female entrepreneur. Also given are the main problems that can accompany domestic female entrepreneurs who seek to develop their leadership qualities with the help of a professional coach. At the same time, the author firmly believes that for a Ukrainian woman entrepreneur who really wants to develop her leadership qualities, the priority of her new self — a self-confident woman capable of building her business and leading people should come to the fore. It is under this condition that the given problems are quite easily solved. Based on this, practical and effective steps are proposed to overcome these problems.

Pengaruh Penyesuaian Diri dan Dukungan Sosial terhadap Motivasi Belajar Mahasiswa Fakultas Ekonomi yang Merantau

This research aims to analyze the role of social support on learning motivation among migrant students at the Faculty of Economics, Jakarta State University class of 2022. Migrant students often face challenges in the form of adapting to a new environment, which can influence their learning motivation. Social support, whether from family, friends, or the campus environment, is an important factor in helping this adaptation process. This research identifies types of social support such as emotional, instrumental, informational and self-esteem support, and their influence on learning motivation. Based on existing literature, social support can increase students' self-confidence, which has an impact on higher enthusiasm and motivation to learn. On the other hand, a lack of social support has the potential to cause stress, low self-confidence, and loss of motivation to learn. Using the case study method, this research examines the relationship between social support and the learning motivation of migrant students. The research results show that social support has a positive correlation with learning motivation. External factors, such as the campus environment and lecturers' teaching methods, as well as internal factors, such as personal interests and suitability of the field of study, also influence student learning motivation. This research is expected to provide new insights in increasing the learning motivation of migrant students through strengthening social support.

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

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.

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.

Lookism, a Leak in the Career Pipeline? Career Perspective Consequences of Lookism Climate and Workplace Incivility.

Despite strides toward gender equality in the workforce, women continue to face significant challenges, including the "glass ceiling" and the "leaky pipeline", partially stemming from low occupational self-confidence. This study examined whether a climate of lookism leads to workplace mistreatment, undermining employees' perceptions of job competence and career potential, with a focus on gender differences. Using a cross-sectional design, data from 699 Italian workers (42.8% male, 56.3% female) were analyzed through multi-group structural equation modeling. The model explored relationships between lookism climate, workplace incivility, imposter syndrome, and perceived employability. The results revealed a full serial mediation for women; lookism climate was positively related to workplace incivility, which in turn was related to imposter syndrome, negatively impacting perceived employability. For men, no serial mediation was found; lookism climate was directly related to both incivility and imposter syndrome, with no significant relationship between the two. Like women, men experienced a negative relationship between imposter syndrome and perceived employability, yet this relationship was stronger for men. This study highlights that identifying and addressing workplace climates that foster subtle mistreatment can prevent larger issues like the leaky pipeline, suggesting targeted organizational-level intervention and prevention strategies can enhance job competence perceptions and career potential for both genders.

Prevalence and factors associated with anxiety disorder in undergraduate students of Peshawar, kpk, Pakistan: a cross-sectional study

Background: Anxiety is a widespread mental health concern that impacts a significant portion of the general population. Functional impairment and negative effects on quality of life are associated with it. Objectives: To assess the prevalence of anxiety among undergraduate students in Peshawar and determine the factors associated with it. Methodology: A cross-sectional study design was employed and 400 undergraduate students were included in the study from Peshawar, Pakistan. Data was gathered from various institutions located in Peshawar including The University of Peshawar (UOP), the Department of gender studies, the Department of Peace and Conflict Studies, and the Department of pharmacy from The University of Peshawar (UOP), Kabir Medical College, Sardar Begum Dental College (SBDC), Jinnah College for Women (GCW). The Hamilton Anxiety Rating Scale (HAM-A) was employed to analyze the prevalence of anxiety among students. SPSS version 26 was employed to analyze the data. Chi-square was used to find the association between different factors and anxiety. A p-value of less than 0.05 was considered significant. Results: The mean age of the participants was 20.04±2.26 years. A total of 138 participants (34.5%) were male, while 262 participants (65.5%) were female. The overall prevalence of anxiety among undergraduate students of Peshawar came out to be 50.5%. Anxiety was strongly linked to dissatisfaction with family relationships (p-value = 0.00), dissatisfaction with career goals (p-value = 0.03), and the use of illicit drugs (p-value = 0.02). Additionally, physical discomfort (p-value = 0.00), low self-confidence (p-value = 0.00), and experiencing mental trauma in the past year (p-value = 0.00) were significantly associated with increased anxiety. Furthermore, anxiety was related to experiencing physical trauma (p-value = 0.04) and struggling with comfortable sleep (p-value = 0.00). Conclusion: This study demonstrates that anxiety is prevalent among undergraduate students in Peshawar. Developing targeted interventions to alleviate anxiety in this population may be facilitated by addressing these factors.

Chinese Undergraduate EFL Learners' Perceptions of and Anxiety in a Flipped English Classroom

The study explored 104 Chinese undergraduate students' perceptions of and anxiety in a flipped English classroom (FC). The results indicated that most participants showed favorable attitudes towards the FC, but higher levels of anxiety in the FC. The negative correlations between Flexibility and speech anxiety and Instructor and low self-confidence were statistically significant. In students' responses, better prior-to-class preparation and teacher support were two advantages of the FC, while fear of speaking and lack of confidence were their concerns, which were correlated with anxiety, including speech anxiety and low self-confidence.

Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety

BackgroundNumeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied. AimTo explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students. DesignCross-sectional survey. SettingAustralian universities that provide an undergraduate nursing degree leading to nursing registration. ParticipantsAustralian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students. MethodsA combination of convenience and purposive sampling was used to recruit Australian nurse academics (n = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform. ResultsAlmost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted. ConclusionsA significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics.

Building Confidence, Diminishing Stress: A Clinical Incivility Management Initiative for Nursing Students.

The aim of this study was to evaluate the effectiveness of an interactive program designed to reduce nursing students' perceived stress and improve self-efficacy and readiness to professionally address incivility during clinical practice. Incivility in clinical settings adversely impacts learners, educators, institutions, and healthcare systems, undermining safety and the teaching-learning process. Despite its increasing global prevalence, effective interventions remain largely unexplored. Our mixed-methods study, conducted from March to April 2024, involved senior baccalaureate pre-licensure nursing students (N = 35) from a California State University. The three-week, one-hour-per-week, interactive clinical incivility management program was developed through an extensive literature review. Pre- and post-intervention differences were assessed using a 10 min self-administered online survey that included the Uncivil Behavior in Clinical Nursing Education (UBCNE; 12 items), Perceived Stress Scale (PSS; 10 items), General Self-Efficacy Scale (GSE; 10 items), and a sample characteristics questionnaire (11 items). A one-hour face-to-face focus group (n = 11) then provided qualitative data on personal experiences of clinical incivility. Quantitative data were analyzed using SPSS version 27, while qualitative data were analyzed using Colaizzi's method. Clinical incivility prevalence was 71.4% (n = 25 out of 35). No statistically significant differences were found in UBCNE, PSS, and GSE scores between pre- and post-intervention. However, professional responses to clinical incivility significantly improved after the intervention (t = -12.907, p < 0.001). Four themes emerged from the qualitative data: (a) uncivil behaviors or language from nurses, (b) emotional discouragement and low self-confidence, (c) resource and personnel shortages at clinical sites for education, and (d) the necessity for interventions to manage clinical incivility. Nursing schools and clinical agencies should collaborate to establish monitoring systems, enhance communication, and implement evidence-based policies and interactive interventions to prevent and manage clinical incivility experienced by nursing students from clinical sites.

Analysis of Mathematical Creative Thinking Ability in View of Students' Confidence in Number Pattern Material

In the 21st century, learning mathematics requires students to master 4 skills, one of which is creative mathematical thinking. This ability will encourage students to have different points of view in solving a problem. The low ability to think creatively in mathematics is shown by the large number of students who are unable to express creative ideas when studying mathematics. One of the things that underlies creativity is self-confidence because there is a relationship between the two. The aim of this research is to describe mathematical creative thinking abilities in terms of self-confidence in number pattern material. This research is descriptive qualitative research. The subjects in this research were 6 students with high, medium and low self-confidence categories in each class VIII A and VIII B. The data collection techniques used were questionnaires, tests and interviews and analyzed using triangulation of sources and techniques. Apart from that, there are 3 stages of data analysis techniques, namely data reduction, data presentation, and drawing conclusions. The research results show that students with high self-confidence have a level of creative thinking ability (TKBK) 4 (very creative) by mastering the indicators of fluency, flexibility and novelty. Then students with moderate self-confidence have a creative thinking ability level (TKBK) 3 (creative) by mastering fluency and flexibility indicators. Finally, students with low self-confidence have a creative thinking ability level (TKBK) 3 (creative) by mastering indicators of fluency and flexibility.

Indonesia’s Confidence Crisis: A Bibliometrics Analysis

The low self-confidence of students in Indonesia has an impact on many aspects. In education, students often plagiarize their friends' answers to get good grades. Apart from that, cases of bullying, body shaming, and even suicide are caused by students' low self-confidence. This article aims to bibliometrically examine research trends on self-confidence in Indonesia. This article uses bibliometric analysis to conclude the position of the self-confidence crisis on the research map in Indonesia. With the help of Publish or Perish software from Harzing and VOSviewer, 1,000 articles were obtained. These articles were then analyzed based on scientific impact categories from Google Scholar, assisted by Publish or Perish, as well as visual displays from VOSviewer. The display produced by VOSviewer shows that self-confidence is still something that can be researched, especially if it is associated with several keywords that are far from the word self-confidence. Apart from that, from the search results, it was found that parents and educators have a great impact on efforts to increase self-confidence.

The influence of physical fitness on self-confidence and its impact on physical education academic achievement. A study on grade V school students

Background and Study Aim. Much of the crisis in the current education system is caused by students’ low physical fitness and self-confidence. This study aims to determine the effect of physical fitness on self-confidence and its impact on the academic achievement of Physical Education of Grade V Primary School students. Materials and Methods. This research is correlational. The subjects were Class V students in elementary schools, with a sample size of 115 students (66 males, 49 females, ages 10-12) selected through random sampling. Academic achievement was measured through Physical Education report card scores, physical fitness through the Indonesian Student Fitness Test (TKSI), and physical self-confidence through a self-confidence scale. Data analysis was performed using regression techniques via SPSS 21. Results. Physical fitness positively affected self-confidence (r = 0.259, p = 0.005 &lt; 0.05) and Physical Education academic achievement (r = 0.513, p = 0.000 &lt; 0.05). Self-confidence also significantly impacted Physical Education academic achievement (r = 0.519, p = 0.000 &lt; 0.05). Conclusion. Better physical fitness enhances students’ self-confidence and positively influences their academic performance in Physical Education.

Prevalence and Impacts of Body Shaming on Social Media among University Students in Bangladesh

Body shaming is a social disease that has spread to different segments of society. It has been constantly growing in the hands of the media, especially social media and the commercial world. Objective: The objectives of the study are to examine the prevalence and impacts of social media on body shaming faced by university students in Bangladesh. Methodology: This study followed the quantitative research methodology to conduct the research. It was from 08 June 2024 to 14 June 2024, when the researcher collected the data through an online survey consisting of 35 questions. A total of 477 students participated in the study; the target population was formed with part of the students at Begum Rokeya University, Rangpur. Results: The study found that 66.45% of the students were faced with body shaming, and 42.76% of these happened through social media. Female students reported a higher prevalence of body shaming (37.11%) than that of male students (29.14%), with an odds ratio of 1.493, indicating that females were almost 1.5 times more likely to experience body shaming. Most of the students were body shamed for their body shape and weight. Students perceive that bullying tendency, lack of understanding, jealousy, and low self-confidence are the major causes of body shaming. According to the research, the impacts of body shaming are multifaceted in most of the students; with issues such as emotional distress (47.59%), body anxiety or dissatisfaction (40.25%), depression and inferiority (39.62%) coming up as a high rate of result. Alarmingly, 10.27% of students reported noticing suicidal tendencies in themselves due to body shaming. Female students generally reported higher rates of negative impacts compared to male students across most categories. Conclusion: There is an urgent requirement for awareness campaigns and legal actions to be taken against body shaming on social media. Educational institutions should also implement awareness programs for the younger generation to make them aware of the negative consequences of body shaming.

Comparing Male and Female Resident Physicians in Central Venous Catheter Insertion Self-confidence and Competency: A Retrospective Cohort Study.

Female physicians often report lower self-confidence in their procedural and clinical competency compared to male physicians. There is limited data regarding self-reported confidence of female versus male trainees and any relation to objective competency in central venous catheter insertion. To analyze differences between male and female trainees in self-confidence and skill-based outcomes in placing central venous catheters. Using data from a central venous catheter simulation training program at a large tertiary medical center, we performed linear regressions to analyze confidence difference pre- and post-training, number of restarts, and number of cannulation attempts while controlling for baseline demographic characteristics of the sample. PGY-1 physician residents in all residency specialties who insert central venous catheters in the clinical setting at a tertiary academic center with a sample size of 281 residents. Confidence difference pre- and post-training measured on a Likert scale 1-5, number of restarts (novel global assessment variable), and number of cannulation attempts during the competency evaluation. Female trainees had both lower pre-program confidence (1.35 versus 1.74 out of 5, p < 0.001) and lower post-program confidence (3.77 versus 4.12 out of 5, p = 0.0021) as compared to male trainees. There was no statistically significant difference in number of restarts (95% CI - 0.073 to 0.368, p = 0.185) or cannulation attempts (95% CI - 0.039 to 0.342, p = 0.117) between sexes in linear regressions controlled for age, specialty designation, prior central venous catheter training, prior ultrasound guided vessel cannulation training, and pre-training confidence level. Female trainees rated their confidence significantly lower than their male counterparts both before and after the training program, despite no significant difference in skill-based outcomes. We discuss potential implications for trainees acquiring procedural skills during residency and for physician educators as they design training programs and delegate procedural opportunities.

Effectiveness of Acceptance and Commitment Therapy on Psychological Symptoms in Vitiligo Patients

Background and Objective: Vitiligo is a chronic skin disease. Considering that this disease affects a person's appearance, psychological symptoms, such as depression, isolation, and low self-confidence, are very common in these patients. The present study aimed to determine the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological symptoms of patients with vitiligo disease. Materials and Methods: The present study employed a quasi-experimental design featuring a pre-test, post-test, and unequal control group. The statistical population of the research comprised soldiers and other military personnel with vitiligo who were serving in military centers of the armed forces in Tehran in 2020. The experimental group (n=11) received ACT, and the control group (n=13) did not receive any intervention. The subjects completed the questionnaires before and after the intervention. The analysis of covariance was used to analyze the data. Results: The results indicated that ACT improved depression, quality of life, and acceptance, and reduced experiential avoidance in vitiligo patients. No significant difference was observed in anxiety or mindfulness between the two groups. The effect size indicated that the differences between the groups were moderate. Conclusion: ACT is an evidence-based treatment for vitiligo patients, and psychologists can use this treatment to improve the quality of life and reduce the psychological symptoms of these patients.

Health-related quality of life for children with anterior cruciate ligament deficiency: Ensuring content validity of the new KIDS-KNEES-ACL questionnaire.

The existing knee-specific pediatric patient-reported outcome measures (PROMs) lack content and construct validity for children with anterior cruciate ligament (ACL) injury. This impairs their accuracy which can lead to false interpretations of data and inaccurate clinical guidelines. The purpose of this study was to develop a content-valid PROM for children with an ACL injury. The process adhered to the COnsensus-based Standards for the selection of health Measurement INstruments guidelines for PROM development. Informants were children with ACL deficiency and sampled based on age, sex, and treatment. Semistructured interviews were conducted exploring themes within the International Classification of Functioning, Disability and Health model. Interviews continued beyond data saturation. By thematic analysis and by probing items from the adult PROM 'KNEES-ACL', new themes and items emerged. Content coverage, relevance and understandability were continuously evaluated. All interviews were recorded and transcribed verbatim. The NVivo 12 software was used for data analysis and coding of items. A PROM of 60 items across nine subscales was formed. From cognitive interviews, 19 new items emerged. Forty-one of 55 items from KNEES-ACL were endorsed as relevant; however, all required rewording to ensure understandability. Substantial differences in the psychosocial impact between adults and children were observed. The children experienced a more considerable negative psychosocial impact caused by a loss of participation in sports, lower self-confidence and loss of social networks. This resulted in four new domains. The physical issues were similar to adults, with few exceptions. The 'KIDS-KNEES-ACL' 1.0 (qualitative version) was developed. This version will be subjected to psychometric analysis, resulting in adequate measurement properties of the final KIDS-KNEES-ACL 2.0. As the only adequate pediatric ACL-specific PROM, its use in clinical trials and databases will enhance PROM data quality, and strengthen clinical guidelines and thus the treatment of children with ACL injury. Not applicable.

Applying Non-Verbal Reinforcement in Increasing Students' Confidence in Economic Subjects

This study was motivated by students' low self-confidence in themselves and the environment, especially in teaching and learning activities in the classroom. This research aims to describe the level of student self-confidence in economics subjects by providing non-verbal reinforcement and the effectiveness of non-verbal reinforcement in increasing students' self-confidence during teaching and learning activities in economics subjects. With a high level of self-confidence, students can experience teaching and learning activities in class in a fun way which has an impact on increasing understanding of economic material. The research method used in this research is quasi-experimental. The population in this study was 146 students, and the sample was 36 students. Data collection in this research used tests and observations. The test in this study was used to measure students' self-confidence. Data were analyzed with descriptive statistics, percentages and t tests using SPSS. The research results showed that the effectiveness of implementing non-verbal reinforcement in increasing students' self-confidence increased after implementing non-verbal reinforcement. Before being given nonverbal reinforcement, students were in the less confident category when studying economics in class. Meanwhile, after being given non-verbal reinforcement, students experienced an increase in self-confidence when studying economics material in class. There is a significant difference in students' self-confidence after being given nonverbal reinforcement compared to before being given nonverbal reinforcement.