Level Of Self-confidence Research Articles

Validation of a Questionnaire to Assess the Impact of Simulator-Based Learning on Student Satisfaction and Self-Confidence in Bovine Reproductive Veterinary Education.

This study aimed to assess the psychometric properties of a questionnaire designed to evaluate veterinary students' satisfaction and self-confidence within the realm of high-fidelity clinical simulation for bovine reproductive diagnostic techniques. The reliability analysis revealed a robust Cronbach's Alpha coefficient of .753 for the entire questionnaire, indicating a high level of internal consistency. A confirmatory factor analysis supported a bifactorial model, affirming appropriate factorial loadings for all items. The model's fit indices demonstrated strong alignment, suggesting the questionnaire's adeptness in accurately capturing students' experiences. The evaluation of satisfaction and self-confidence levels unveiled predominantly positive perceptions overall, albeit with discernible reservations, particularly regarding specific diagnostic techniques. Despite limitations, such as the utilization of a single-site sample, this study establishes the questionnaire's validity and reliability in the context of simulator-based learning. Thus, these preliminary results about students' confidence underscore the pivotal role of clinical simulation in bolstering students' skills.

Relationship Between Self-Confidence and anxiety in Rehabilitants at the Tanah Merah Rehabilitation Center, East Kalimantan

Background & Objective: Drugs stands for narcotics and illegal drugs. Which can reduce or change consciousness, reduce to eliminate pain, and can cause dependence. This study aims to analyze the relationship between self-confidence and anxiety in rehabilitants at the Tanah Merah rehabilitation center in East Kalimantan. Method: This study used a quantitative design method, the population in this study were 89 rehabilitants at the Tanah Merah rehabilitation center, East Kalimantan Badan Narkotika Nasional (BNN), the sampling technique used was total sampling, data analysis using the Chi Square test and the instruments used were the Self Confidence Scale questionnaire and the Hamilton Rating Scale for Anxiety. Result: The results of statistical tests regarding the relationship between self-confidence and anxiety obtained a value of P = 0.774 which is higher than the significant level of alpha 0.05, so it can be concluded that the hypothesis Ha is rejected and Ho is accepted. Conclusion: This study shows that the level of self-confidence does not significantly affect the level of anxiety in the population studied.

Self-confidence as a predictor of digital skills: a fundamental pillar for the digitalization of higher education

Contemporary higher education must prepare students for a digital world by equipping them with both technical and critical competencies. In this context, self-confidence is key, as believing in oneself facilitates the acquisition and use of digital tools. This research aims to examine the role of self-confidence as a predictor of digital competency development among university students in Peru. A mixed-approach was employed, utilizing predictive calculations on one hand, alongside quantitative data collection and analysis through interviews. The sample consisted of 213 postgraduate students from various regions of Peru, along with 20 university professors at the postgraduate level. The study's findings confirm that self-confidence is a significant predictor of the development of digital skills in Peruvian university students. A moderate positive correlation (r = 0.484, p < 0.001) was identified between the two variables, indicating that students with higher levels of self-confidence are more likely to develop advanced digital skills. These results are further reinforced by qualitative analysis, as the digitalization of education cannot be contemplated with students who lack digital skills.

Comparison of Face-to-face and Distance Education Based on Incremental Self-theory in terms of Students’ Academic Achievement, Self-confidence, and Motivation and Teacher Views

Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students’ academic achievement, self-confidence, and motivation. Another aim is to gather the science teacher’s views about the implementation process. Design/Methodology/Approach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students’ morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.

English as a Medium of Instruction in non-English Subject; Exploring the Students’ Language Proficiency

In facing the current era of globalization, it is necessary to implement an application that supports students to improve their English proficiency. The research problems are how is the implementation of EMI in non English subject and how is the students’ class language proficiency situation during joining the EMI-based class? The writers used the descriptive qualitative case study method. The subject of the research were students at Maahad Tahfiz Al-Qur'an Darul Falah Selangor, Malaysia. The instruments were field observation, interviews, questionnaires. The research findings and discussion are highlight the dual role of EMI in improving English language proficiency while facilitating content mastery, despite challenges such as code-switching and students' varying levels of self-confidence. EMI improved language skills; its effectiveness depends on strategies tailored to support students' diverse needs. The conclusion are EMI improved language skills; its effectiveness depends on strategies tailored to support students' diverse needs. These insights contribute to optimizing EMI practices and advancing education policies that align with global academic demands. The integration of language and subject knowledge through EMI prepares students for academic success and equips them with the linguistic and cognitive skills. The recommendation are further researchin the other scope of EMI is needed to explore the long-term impact of EMI on students' academic performance and language proficiency, particularly in diverse educational contexts to serve as a valuable tool for promoting inclusive and effective educational environment.

The 6 C’s of Imaginative Play in Learning English to Develop Students’ Character

This community service examines the use of imaginative games in English learning to develop student character through the 6C framework: Collaboration, Communication, Content, Critical Thinking, Creative Innovation, and Self-Confidence. This activity was conducted with seventh grade students at Agios Nikolaus Gunungsitoli Christian Private Junior High School using observation sheets, field notes and student worksheets to analyze the impact of imaginative play on language learning outcomes and character building. The findings showed that most students demonstrated strong collaboration and communication skills, participating effectively in group activities and verbal interactions. Comprehension of materials and critical thinking skills also improved, with 87.5% of students (14 out of 16) showing a strong understanding of English learning materials, including grammar and vocabulary. A total of 68.75% of students (11 out of 16) were able to analyze and solve problems effectively, although further development is needed to improve their critical thinking skills. However, creative innovation was less developed, with only half of the participants actively exploring new ideas. Self-confidence saw a significant improvement, with 81.25% of students (13 out of 16) showing high levels of self-confidence. This reflects the effectiveness of the imaginative play method in helping students feel confident using language. In conclusion, the 6C’s imaginative play effectively supports language acquisition and character education, particularly in enhancing communication, collaboration, and confidence, though additional strategies are needed to further improve creativity and critical thinking. This approach offers a holistic and engaging method for integrating character development into English language learning.

Influence of Self-Confidence on Saudi Primary Students' English Vocabulary Ability Through Differentiated Instruction Strategies

This study investigated the influence of self-confidence on Saudi primary students' English vocabulary ability through differentiated instruction strategies. The study took place in Al Jouf province during the 2023-2024 school year, with data collected through a survey questionnaire. The sample consisted of 60 primary school students. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results revealed a significant relationship between self-confidence, differentiated instruction strategies, and English vocabulary ability. Specifically, differentiated instruction strategies were found to mediate the relationship between self-confidence and vocabulary ability. Higher self-confidence levels encouraged students to adopt these strategies, thereby enhancing their vocabulary skills. Based on these findings, the study recommends that teachers implement differentiated instruction strategies, such as flexible grouping, collaborative learning, and brainstorming, to increase student engagement and interest in learning. Furthermore, it emphasizes the importance of fostering self-confidence in students, in alignment with self-efficacy theory, to support their vocabulary learning and academic growth.

From a color-blind perspective: exploring frustration and confidence in schoolchildren with simulated color vision deficiency

Congenital red–green color vision deficiencies (CVDs) affect 8% of males and 0.5% of females. Given the growing number of school materials using color as a resource to learn, affected children are said to be at a clear disadvantage. However, due to an absence of mandatory screening, CVD goes unnoticed in the majority of children with the condition, and necessary adjustments are not made, raising questions about the potential impact on their future motivation to learn. The aim of the current study was to examine children’s levels of frustration and self-confidence after inducing CVD. Commercially available Variantor spectacles (simulating dichromacy, affecting 2% of males) were worn by the children while they performed a typical color-based task at school. Using a counterbalanced, repeated measures design, the study was conducted on 181 color-normal schoolchildren performing age-appropriate math tasks. Wilcoxon signed-rank tests revealed significantly poorer task performance, higher levels of frustration, and lower confidence ratings in the simulation condition. We argue that frequent failure at color-related tasks can lead to academic and social–emotional problems, highlighting the need to reintroduce CVD screening at an early age to ensure that appropriate support can be given to CVD children at school.

Gender-Based Differences in Self-Confidence: Implications for Career Counseling Among Male and Female University Students

This study investigates the gender-based differences in self-confidence among psychology students at Universitas Buana Perjuangan Karawang as they prepare to enter the workforce. In a rapidly evolving job market, self-confidence is critical for students transitioning from academia to professional environments. The study utilized a quantitative approach with a causal-comparative design, involving a sample of 130 students from the 2020 cohort. Data were analyzed using descriptive statistics and an Independent Sample T-Test to examine the differences in self-confidence between male and female students. The results reveal that male students exhibited significantly higher self-confidence levels than female students, with 74% of all participants displaying strong confidence in their abilities. The study identifies key factors contributing to these disparities, including societal and cultural norms that influence gender roles and expectations. These findings highlight the need for targeted guidance and counseling interventions that address these gender differences, focusing on enhancing self-esteem, emotional intelligence, and resilience. The study further recommends the implementation of mentorship programs and growth mindset strategies to support students in their career development. Ultimately, this research underscores the importance of creating an inclusive educational environment that equips all students, regardless of gender, with the confidence and skills necessary to succeed in their professional lives.

Fidelidade do manequim: efeito na satisfação e autoconfiança de estudantes de enfermagem

Abstract Objective To compare the effect of the manikin in the simulation on levels of satisfaction and self-confidence with the learning of undergraduate nursing students in relation to the administration of intravenous medication to critically ill patients. Methods Randomized, parallel, double-blind clinical trial. Study participants were allocated to the Experimental Group (high-fidelity manikin) and Control Group (low-fidelity manikin) and exposed to the simulation session. Before, immediately after and 30 days after the simulation, students filled out the Student Satisfaction and Self-Confidence in Learning Scale. The Mann Whitney, Chi-square, Wilcoxon test and Fisher’s exact statistical tests were used. A significance level of 5% was adopted, with results considered significant with a p-value ≤ 0.05. Results 60 students were evaluated (31 in the Experimental Group and 29 in the Control Group). There was a significant reduction in satisfaction (p = 0.02) and self-confidence (p < 0.001) over the 30-day period in the control group. In the experimental group, levels of satisfaction and self-confidence were maintained in the different stages of the study. Conclusion The high fidelity of the manikin was not effective for the development of non-technical skills such as satisfaction and self-confidence when compared to low fidelity in the administration of intravenous medications to critically ill patients by nursing students. ClinicalTrials.gov register: NCT03828526

Hubungan antara Perilaku Makan dan Aktivitas Fisik dengan Komposisi Tubuh pada Siswa Sekolah Menengah

Background: Body composition is part of body fat and non-fat tissue, measured as percentage of a person's body weight. Body composition is essential as a health parameter. Various factors influence body composition. In middle school-age teenagers with busy academic activities and unhealthy eating behavior, body composition becomes a problem not only for health but also aesthetics, which will ultimately affect a teenager's level of self-confidence. This study aims to evaluate the relationship between eating behavior and physical activity with body composition in high school-age adolescents. Methods: This was an observational study with a cross-sectional design. The subjects were 93 male and female students aged 16-18 years at State High School 95 Jakarta. Sampling was taken using the Cluster Simple Random Sampling technique. Physical activity was measured using the International Physical Activity Questionnaires (IPAQ), eating behavior was evaluated using the Food Preference Questionnaire (FPQ) and body composition was assessed using Bioelectrical Impedance Analysis (BIA). Results: There is a significant relationship between eating behavior and visceral fat (p= 0.001), total fat (p= 0.004), muscle mass (p= 0.014). There was no significant relationship between physical activity and body composition, namely visceral fat (p= 0.132), total fat (p= 0.755), muscle mass (p= 0.072). Conclusion: Eating behavior is significantly related to body composition in high school age adolescents, but not to physical activity. Keywords : Eating behavior, physical activity, body composition.

Exploring the Impact of Interactive Pedagogies on Self-Confidence and Tolerance among University Students

The aim of the research is to determine how students' self-confidence and tolerance levels in teacher-centred learning environments relate to one another. By using both quantitative and qualitative data, the relationship between the variables was determined. The Concurrent Triangulation Method (CTM) was used in conjunction with the Mix Method Research (MMR) technique to conduct the investigation. Ten focus group conversations were used to gather qualitative data, while an existing interpersonal tolerance measure was used to obtain quantitative data. Student self-confidence has a Pearson chi-square value of 66.738 and a p-value of.004, whereas classroom activities have a Pearson chi-square value of 78.768 and a p-value of.005. Both the qualitative and quantitative statistics demonstrate that kids who are self-assured exhibit a high degree of tolerance. The majority of teachers are too preoccupied with lecturing the class to provide proper attention to the reading, discussion, Q&A period, and student presentations, all of which have a negative impact on the students' tolerance levels. Students find it difficult to comprehend the diverse behaviours of others in such situations. Students would be more tolerant the more questions they asked, and the teacher allowed them to ask.

Are Turkish Midwifery Students Well-Prepared for the Profession? Assessing Their Self-Confidence Levels and Effective 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. Methods: Descriptive and cross-sectional online survey design was used among quantitative research methods. The online survey link was spread through social media. 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

EXAMINING THE EFFECT OF ACADEMIC ACHIEVEMENT AND COACH COMMUNICATION ON PRE-COMPETITION ANXIETY: A RESEARCH ON ACTIVE STUDENT ATHLETES

This research was conducted to investigate of academic success and coach communication level on pre-competition anxiety and self-confidence levels of students who do active sports. The sample consists of a total of 216 student athletes (age: 20.63±4.57), 89 female and 127 male. Pre-competition anxiety was measured with the "Revised Competition State Anxiety Inventory-2 (CSAI-2R)". Academic success was evaluated based on the participants' grade point average. “t test, ANOVA and Pearson Correlation test” were used. Cognitive anxiety (CA) level of students was 8.63 points (high); physical anxiety (PA) level was 8.51 points (medium); self-confidence (SC) level was 15.29 points (high). There is a significant and positive relationship between academic success and coach communication level (p=0.28; r=0.150); However, there was a significant and negative relationship between coach communication level and pre-competition CA (p=0.000; r=-0.279) and a significant and positive relationship with SC level (p=0.000; r=0.292). CA, PA and SC scores of students were significantly different according to gender (p=0.001; p=0.002; p=0.001); However, there was no significant difference according to sports age, coach type, education level and coach gender (p>0.05). As a result, it has been determined that students who do active sports have serious CA before the competition and very high SC. While the grade point average of the participants increases, the level of coach communication also increases. While coach communication level increases, their cognitive anxiety decreases and self-confidence increases. Therefore, while the grade point average increases, cognitive anxiety level decreases and self-confidence level increases. Increased academic success positively affects pre-competition anxiety.

The impact of Digital literacy on ICT self-efficacy in Islamic secondary school teachers in District Kot addu South Pakistan

Digital literacy is the skill of using digital technologies in order to find, assess and produce relevant information and products. ICT self-efficacy refers to self-confidence in instructional use of Information and Communication Technology tools.This paper focuses on effects of Digital Literacy on ICT self-efficacy of teachers in Islamic secondary schools in District Kot Addu South Pakistan. Hence, probing into how digital literacy affects teacher’s self efficacy when using ICT in teaching becomes relevant given rising push on adoption of technology in learning. The results are expected to contribute to the body of knowledge regarding professional development needed to support appropriate incorporation of technology into teaching practices.It seeks to alert professional development providers on the potential of impacting teacher confidence and competence on using technological tools in instruction. This paper presents a qualitative investigation concerned with the effects of digital literacy on ICT self-efficacies of teachers in the Islamic secondary schools in District Kot Addu, South Pakistan. The research sought to establish the present level of use of, and confidence in use of, information communication technology among teachers; personal computer/Internet literacy skills; and correlation between these skills and attitude towards the use of ICT in teaching. In this study, data was collected through use of semi structured interviews and focus group discussions with fifteen teachers from five Islamic secondary schools. Finally, through analyzing themes identified in the cross-case analysis, it was shown that although most teachers adopted digital literacy and were comfortable with technological tools, they lacked adequate knowledge on how to incorporate digital technologies with higher complexity into their teaching practice. In addition, the study showed that the profile of digital literacy influenced ICT self efficacy, the need to address with immediacy and desire the continuing professional learning to improve on it. The study has therefore called for enhanced training that not only increases computer literacy skills but also the level of self-confidence in the use of ICT in teaching to enhance teaching practices in era of technology.The professional development programs should then focus on developing the skills that would increase ICT self efficacy among teachers so as to increase the level of self confidence in integration of technology in teaching and learning practices.

The Relationship Between Campus Bullying and Anxiety in Chinese Students With or Without Developmental Dyslexia: The Moderating Role of Self-Confidence.

There is great value and significance to pay attention to the mental health status of children, especially those with special needs. This study examined the effects of self-confidence and campus bullying on anxiety in students, both with and without dyslexia. A questionnaire survey was conducted among 92 students in grades 3-5, half of whom had developmental dyslexia (DD). The results showed a significant positive moderating effect of self-confidence on the relationship between campus bullying and anxiety in students with DD. Specifically, the effect of campus bullying on anxiety was more pronounced in DD students with higher levels of self-confidence than in those with lower levels. For typically developing (TD) students, this moderating effect was not significant. Further analysis showed no significant differences in this moderating effect between DD and TD students. These findings highlight the need for educators and parents to closely monitor and address campus bullying and anxiety issues in students, especially in DD students with a high level of self-confidence and to implement timely interventions.

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.

The Relationship between Self-Confidence and Participation of Dance Participants at Sanggar Seni Ateh Tabiang Bukittinggi City

This research was motivated by the low participation of dance participants at the Sanggar Seni Ateh Tabiang, which was thought to be caused by the participants' lack of self-confidence. This research aims to determine the level of participants self-confidence, participation dance participants', and determine the relationship between self-confidence and the participation of dance training participants at the Sanggar Seni Ateh Tabiang. The research method uses a quantitative approach with a correlational research type. The population of this study was all dance training participants registered at the Sanggar Seni Ateh Tabiang. Sampling used the Simple Random Sampling technique. The data collection technique uses a questionnaire. Data analysis techniques use percentage formulas and Product Moment formulas. The research results show that; participants' self-confidence was categorized as low; participant participation was categorized as low; and there is a significant relationship between self-confidence and participant participation. The suggestion is that it is hoped that the participants' mental development will strengthen their self-confidence; It is hoped that participants will increase their participation to actively practice so that their mastery of dancing skills increases; and in practice, participants' participation should be paid attention to during practice because actively practicing will improve dancing skills and thus also increase participants' self-confidence. Keywords: Self-Confidence, Participant Participation

Simulated spinal durotomy repair for orthopaedic resident training: a perfusion-based porcine cadaveric specimen as an in vitro animal model

BackgroundTraining in delicate spinal dura mater suturing techniques poses significant challenges due to patient safety and medicolegal concerns, driving the need for alternative training methods beyond traditional mentorship models. This study aimed to introduce and validate a training model for orthopaedic residents using perfusion-based porcine spines to simulate intraoperative durotomy and subsequent repair.MethodsNine junior orthopaedic residents were invited to participate. Three attending orthopaedic spine surgeons were included in the control group. Fresh porcine spines were used for the simulation, and a perfusion-based system was implemented to replicate cerebrospinal fluid circulation and apply hydrostatic pressure to the dura. Durotomies were made and mended with 6–0 prolene sutures, and the participants’ performance was assessed across six trials for repair speed and leakage pressure. Additionally, the self-confidence levels of the residents were analyzed before and after the training.ResultsWhile attending surgeons showed consistent performance across trials, residents demonstrated a 70% reduction in mean total time and a 62% increase in mean leakage pressure after training. Residents showed significant improvements in repair speed from Trial 4 and in repair quality from Trial 3 compared with Trial 1 as the baseline. The difference compared with attending surgeons became insignificant in repair speed from Trial 4 and in repair quality from Trial 2, indicating that the residents' performance approached that of the attending surgeons. Residents’ self-confidence increased significantly from a mean pre-training score of 1.1 to a mean post-training score of 4.3.ConclusionsThis simulation model, which utilizes fresh porcine spines and a perfusion-based system, is an accessible, cost-effective, and high-fidelity training method for dural repair during spinal surgery.