Student Confidence Research Articles

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.

Artificial intelligence in psychiatric education: Enhancing clinical competence through simulation

ABSTRACT The integration of artificial intelligence (AI) in psychiatric education offers transformative potential to enhance clinical competence through realistic simulations. Traditional educational methods face limitations in replicating complex psychiatric cases, and AI-based tools provide a scalable solution. This narrative review examines current evidence on the efficacy of AI-powered simulations, focusing on their role in skill development, diagnostic accuracy, and safe clinical training. Through a comprehensive literature review of studies from 2010 to 2024, key themes such as AI’s ability to standardize patient encounters, provide instant feedback, and improve student confidence are explored. Findings suggest that AI can enhance psychiatric education by offering consistent, adaptable learning experiences that prepare trainees for real-world complexities. However, challenges such as ethical considerations and accessibility disparities must be addressed for AI to be effectively integrated into psychiatric training. This review provides insights into the future of AI in medical education and its potential impact on training the next generation of psychiatrists.

Advancing surgical education: An evaluation of laparoscopic simulation training for medical students.

To examine the medical students' awareness of laparoscopic surgery as well as assess the perceived importance of laparoscopic simulation training, and its impact on students' confidence, career aspirations, proficiency, spatial skills, and physical tolerance. Descriptive and comparative study using pre- and post-training assessments. Simulation training sessions centred on laparoscopic surgery techniques. Medical students in year three (n = 49) participated in laparoscopic simulation training sessions. Before the simulation training, 85.7% of students were unaware of laparoscopy, with females being less familiar than males (96.3% vs. 72.8%). 85.7% believed mastering laparoscopy was crucial before training, and 81.6% believed simulation training could enhance surgical skills. A disparity existed in this belief between the sexes, with 91% of males and 74.1% of females seeing the value in such training for skill improvement. Pretraining, males (54.5%) were more confident than females (26%) in mastering laparoscopy. Post-training, confidence increased for both groups, and the percentage of students wishing to pursue a surgical career also rose from 50% to 72.7%. Despite initial disparities in the time spent on training modules between males and females, both groups achieved similar proficiency levels by the end of the training. Although females initially lagged in spatial awareness and skills, post-training results showed significant improvement, matching their male counterparts. 26.5% of students experienced physical fatigue post-training, with a higher percentage of females (33.3%) reporting fatigue than males (18.2%). Regarding concentration during simulations, 81.8% of males could maintain focus compared to 48.2% of females. Laparoscopic simulation training effectively improved the understanding, confidence, and surgical skills of medical students, with evident benefits in shaping their career aspirations. While both genders exhibited significant gains, female students faced challenges in terms of physical tolerance and initial spatial awareness. However, their post-training achievements mirrored those of their male peers, highlighting the effectiveness and importance of such simulation training programmes.

Remodeling pedagogical evaluation tools to incorporate student self-efficacy and sense of belonging in scientific research.

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational "soft" skills, and a sense of belonging to a community that values scientific inquiry. We report on and critique a survey instrument that uses validated metrics to evaluate student sense of belonging and the relational skills developed during an undergraduate research experience. We also provide a revised survey instrument that is founded in social and emotional learning principles and expectation disconfirmation theory. We describe best practices for remodeling the undergraduate research environment to prioritize these inclusive learning objectives alongside publishable research output that is sought by research advisors. Survey tools, like the one described here, are critical for helping colleges and universities train students in science while evolving to promote inclusivity, self-efficacy, and sense of belonging. Higher education programs will continue to produce scientists, but a focus on confidence-building and soft-skill development is essential for creating a general population that is scientifically literate and supportive and trusting of the scientific process.

Medical Student Confidence in Meeting Disability Competencies: Results of a national survey-based study.

People with disabilities have recently been declared a population at increased risk of health disparities, and research has cited a lack of physician training as a cause of that increased risk. Prior studies demonstrate that physicians lack confidence in caring for people with disabilities, but there is little research on disability competency among medical students. This study assessed medical students' confidence in six disability-related competencies and tested for associations between perceived confidence and students' personal demographics and institutional characteristics. A cross-sectional survey was administered to measure student confidence, and students' perceived confidence was calculated using a 5-point Likert scale. Mean confidence ranged from 2.35 - 3.43, suggesting that most students felt either "slightly confident" or "somewhat confident" in their ability to meet the selected competencies. Confidence did not differ based on disability exposure or level of training; however, there was a significant positive relationship between attending a public (state) medical school and students' confidence in listing community-based services for people with disabilities. This study highlights that future physicians are not confident in their ability to meet the needs of people with disabilities. Additional training is needed to teach future physicians the skills necessary to provide this population with high-quality clinical care.

The role of mental accounting and financial attitudes in shaping financial behavior among entrepreneurial students using fintech

This study examines the influence of mental accounting, financial attitudes, financial knowledge, and financial self-efficacy on the financial behavior of diligent students in using fintech. This study differs from previous research because it uses a sample of students who already have a business and often use fintech. Data collection was carried out through the distribution of questionnaires to respondents. This study found that financial attitudes and self-efficacy had a significant effect on financial behavior, while financial knowledge had no significant effect on financial self-efficacy and mental accounting. Mental accounting significantly affects financial attitudes, financial behavior, and financial self-efficacy. These findings prove the importance of mental accounting in increasing the confidence and effectiveness of students who often use fintech and have a business in making financial decisions. This research contributes to developing the theory of planned behavior in the context of financial behavior. It reveals that financial literacy does not necessarily increase financial self-efficacy and mental accounting, especially among students who often use fintech and are just starting a business.

The effects of gradual release of assistance instruction on students' heuristics, confidence, and attitude toward independent problemsolving

The effects of gradual release of assistance instruction on students' heuristics, confidence, and attitude toward independent problemsolving

Implementing Collaborative Rotation Strategy in Teaching Geometry to Enhance Class Engagement

Geometry has become apparent that students encounter challenges in promptly solving problems, often requiring substantial amount time to reach solutions. This is emphasized by the Program for International Student Assessment (PISA) rankings in 2022 for Mathematics, which placed the Philippines sixth out of the 10 countries with an average score of 355. This action research aimed to improve student engagement and geometry performance by implementing Collaborative Rotation Learning. During the 2023-2024 school year in a secondary public school in Ozamiz City, Misamis Occidental, Philippines, the study utilized a classroom-based action research design with Grade 8 students as participants, selected through purposive sampling. Instruments included a pretest and posttest to assess performance levels, with data analyzed using descriptive statistics and a t-test. The results showed a significant improvement in student performance post-intervention, indicating the effectiveness of Collaborative Rotation Learning in enhancing understanding, engagement, and performance in geometry. Additionally, the study revealed developments such as enhanced communication skills, improved time management, increased confidence in problem-solving, and a more positive classroom environment. Based on these findings, recommendations include continued integrating collaborative learning strategies; incorporating essential skill development in the curriculum, promoting student confidence and peer relationships, and fostering a supportive classroom environment enhance student outcomes.

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.

Validasi Instrumen Pemahaman Konsep Pada Materi Sel Untuk Siswa SMA

This study aims to validate concept understanding instruments on cell material for high school students using Content Validity Ratio (CVR) and Content Validity Index (CVI). Instrument validation was conducted by five experts from three different universities. The results showed that most of the items had CVR and CVI values that met the established validity criteria, only a few items were declared invalid and needed to be revised or deleted. Furthermore, the results of the reliability test using Cronbach's Alpha obtained a value of 0.913 which indicates that this instrument has excellent reliability. This valid and reliable instrument can be used by biology teachers in high school to measure students' concept understanding of cell material. The use of this instrument is expected to help identify weak areas of student understanding and design more effective learning strategies. This research supports the importance of instrument validation to ensure the accuracy of measurement results and increase teacher and student confidence in the results obtained. Thus, the instrument that has been developed is expected to contribute significantly to improving the quality of biology learning in high school.

Pengaruh Kegiatan Outbound ke Museum terhadap Peningkatan Hasil Belajar Mata Pelajaran IPS Siswa Kelas IV B SD Islam Darul Mustafa

Outbound activities to museums as an innovative learning approach offer interactive and fun learning experiences. In social studies learning, this method plays an important role in changing abstract material into more concrete and meaningful ones. This research aims to determine the effect of outbound activities to the museum on the learning outcomes of class IV B students at SD Islam Darul Mustafa. The issues raised include the effectiveness of outbound activities in improving student learning outcomes, differences in motivation before and after the activity, as well as identifying the aspects of the activity that contribute the most. This research uses qualitative methods through observation, interviews and questionnaires. The research subjects were class IV B students and social studies teachers. Data was obtained from direct observation during activities, teacher interviews, and questionnaires filled out by students. The research results show that outbound activities have a significant influence on increasing student learning outcomes and motivation. The average questionnaire score shows the "very high" category, especially in the aspect of ease of understanding the material (5.00). Teachers also noted increased student participation, especially in asking questions and discussing. However, aspects of student self-confidence still require further development. Suggestions for future researchers are to expand the scope of research, for example by comparing various outbound locations or adding supporting variables such as the influence of technology on activities. In addition, it is necessary to carry out longitudinal analysis to measure the impact of outbound activities in the long term. This research underlines the importance of creative approaches such as outbound to support more meaningful and enjoyable learning.

Use of an electronic health record training environment with a longitudinal patient case as a teaching tool in an APPE-readiness course.

The integration of Electronic Health Records (EHRs) in healthcare has changed how healthcare is performed, necessitating a comprehensive understanding of these systems among pharmacists. The ability to navigate EHRs is crucial for pharmacy students' success in introductory and advanced pharmacy practice experiences (IPPEs and APPEs). This manuscript describes the development and use of an EHR training environment in an APPE-readiness course. We developed an APPE-readiness course integrating a comprehensive longitudinal patient case within the Epic EHR training environment. The course was designed for third-year pharmacy students in their final didactic semester, focusing on practical skills and the Pharmacists' Patient Care Process (PPCP). Using a fictitious patient with multiple chronic conditions, students engaged in a variety of activities, including data collection, problem assessment, care plan creation, literature and guideline application, and communication using the SBAR technique. The course aimed to transition classroom knowledge into practical skills, assessed individually through application-based exams and quizzes. The course required significant initial resource investment but demonstrated benefits in student perceptions of preparedness. Student feedback indicated a desire for more group work and advanced learning options for quicker learners. Adjustments were made in the second course year, including modifications to the patient case and incorporation of resident instructors to help with the EHR training environment. Survey results showed improvements in students' self-assessed skills and confidence in their APPE readiness in both class years. The EHR-based capstone course effectively increased students' confidence and preparedness for APPEs, highlighting the value of practical, longitudinal case-based learning. Our work supports the integration of EHR training in pharmacy curricula to enhance APPE-readiness. Other institutions can use similar EHR training environment tools in their curricula.

THE EFFECTIVENESS OF IMPLEMENTING THE STEAM APPROACH BASED ON PROJECT-BASED LEARNING (PJBL) ON MIDDLE SCHOOL STUDENTS' SELF-CONFIDENCE AND CREATIVITY

This study aims to determine the self-confidence and creativity of Grade VIII students of SMP Negeri 33 Makassar and also to evaluate the effectiveness of implementing the STEAM approach based on Project Based Learning at SMP Negeri 33 Makassar. The research sample consisted of two classes which were then divided into a control class and an experimental class. The experimental class was given treatment in the form of applying the STEAM approach based on project-based Learning. The main instrument in this study was the researcher. The supporting instruments used were student response questionnaires, student self-confidence questionnaires, student activity observation sheets, and student creativity observation sheets. Then the data obtained is processed and interpreted. The results showed that: (1) The self-confidence of students who were taught using the STEAM approach based on Project Based Learning was better than those taught with conventional learning models. (2) the creativity of students taught with the STEAM approach based on Project Based Learning is better than those taught with conventional learning models. (3) The application of project-based Learning-based STEAM Approach is effectively applied in learning mathematics material in class VIII SMP Negeri 33 Makassar.

Education of self-confidence in students through physical culture

Education of self-confidence in students through physical culture

Understanding the Vestibular Apparatus: How 3D Models Can Improve Student Learning

AbstractThe objective of this study is to compare student satisfaction and confidence following a presentation of the inner ear anatomy using either a 2D model or a 3D model. First-year medical students were randomized to a 2D or 3D teaching group and given a presentation on the inner ear. Students were surveyed on confidence levels pre- and post-presentation, helpfulness of the presentation, and completed the student satisfaction and self confidence in learning (SCLS) questionnaire. 30 first-year medical students participated in the study: 14 in the 2D model and 16 in the 3D model group. A statistical significance was found between the 2D and 3D group regarding the helpfulness of the model (p = 0.0147), Q1 of the SCLS questionnaire (p = 0.0365), and Q12 of the SCLS questionnaire (p = 0.0308). The use of a 3D model of the inner ear aids in student self-confidence regarding the material and is perceived to be helpful with learning the material.

A Serious Game Approach to Introduce the Code Review Practice

ABSTRACTCode review is a widely utilized practice that focuses on improving code via manual inspections. However, this practice is not addressed adequately in a typical software engineering curriculum. We aim to help address the code review practice knowledge gap between the software engineering curricula and the industry with a serious game approach. We determine our learning objectives around the introduction of the code review process. To realize these objectives, we design, build, and test the serious game. We then conduct three case studies with a total of 280 students. We evaluated the results by comparing the student's knowledge and confidence about code review before and after case studies, as well as evaluating how they performed in code review quizzes and game levels themselves. Our analysis indicates that students had a positive experience during gameplay, and an in‐depth examination suggests that playing the game also enhanced their knowledge. We conclude that the game had a positive impact on introducing the code review process. This study represents a step taken toward moving code review education from industry starting positions to higher education. The game and its auxiliary materials are available online.

Analisis Rendahnya Tingkat Motivasi Belajar IPS pada Siswa Kelas 7 MTs Darul Ulum Budi Agung

This study aims to analyze the factors that cause low motivation to learn Social Sciences (IPS) in grade VII students of MTs Darul Ulum Budi Agung. The low motivation of students can be seen from the lack of participation in learning, lack of enthusiasm for the material, and low completion of the assigned tasks. Using a qualitative approach, this study reveals that monotonous learning methods, unconducive learning environments, and lack of student confidence are the main causes of this problem. Data were collected through the process of observation, interviews, and literature studies. The data is analyzed through the process of data reduction, data presentation, and conclusion drawn. The results of this study show that efforts are needed to increase learning motivation. The form of efforts that can be made is the development and use of more varied learning methods, increased support from the learning environment, and increased confidence in students

Simulation of gastroscopy and endoscopic retrograde cholangiopancreatography for medical student education.

Simulation training has become part of medical student education, however endoscopy simulators have mostly been reserved for speciality training. Evidence suggests that simulation training has the potential to educate future doctors about endoscopy procedures and improve their communication with patients. Endoscopic retrograde cholangiopancreatography (ERCP) is an endoscopic procedure that is technically challenging and poorly understood by medical students. This study aimed to investigate whether simulating gastroscopy and ERCP using an anatomical model of the upper gastrointestinal tract improves procedural knowledge, confidence, and performance in medical students. Students completed three attempts at gastroscopy and one attempt at ERCP using the model. Participants rated knowledge and confidence relating to endoscopic procedures before and after completing the simulation. Students also reported their attitudes towards endoscopic simulation training after their participation. There was a significant increase in self-perceived knowledge of the purpose of and steps involved in endoscopy (P < 0.001), gastrointestinal anatomy (P = 0.003), and biliary system anatomy (P = 0.002) after using the simulator. Participants also reported significantly increased skills confidence in performing gastroscopy and duodenoscopy (P < 0.001), including in their ability to explain endoscopic procedures to a patient (P < 0.001). All participants agreed (5%) or strongly agreed (95%) that simulation training is a useful addition to their learning, and that they would like more simulation training in the medical curriculum. Simulation training is an effective and engaging method of promoting procedural awareness and understanding of basic endoscopic procedures in medical students, with the potential to improve doctor-patient interactions in early clinical practice.

Building Professional Relationships and Student Confidence through Early Childhood Graduate Practitioner Competencies

This paper reports on how Early Childhood Graduate Practitioner Competencies (ECGPCs) impact on professional relationships and develop bidirectional confidence in the practical abilities of Early Childhood Studies (ECS) students in England. The study adopted an interpretive approach, seeking views through questionnaires (n=38) which were administered, through purposeful sampling, to students, mentors and academics from three universities in England offering Early Childhood Studies (ECS) degrees with ECGPCs. Findings suggest that the ECGPCs enabled focused placement students, with stakeholders recognising the potential for confidence and increased professionalism through the direction that the ECGPCs provide. In contexts of rapid change in Early Childhood policy this article argues the importance of the ECGPCs and of placement to support the graduate professional identity of the early childhood workforce. Interlinking and evidencing knowledge from research and practice enable graduates to articulate and have competencies in; ‘what they do’, ‘how they do ‘it’’ and essentially ‘why they do ‘it’’’. This is essential in promoting graduate relational/collegial professionals and advocating for stronger societal recognition and valuing of young children and the professionals working with them. With the ECGPCs being a new initiative within the United Kingdom, this study is unique in that it begins the research conversation around the success and challenges that this new initiative brings to the suite of Early Childhood (EC) qualifications.

Reliability and Validity of a Novel Instrument to Quantify Psychology Students’ Perception of Statistics Learning

This study reports on the validity and reliability of a modified survey tool based on the extended Technology Acceptance Model (TAM). The tool was designed to help identify the factors that affect psychological sciences students’ perceptions of the ease of use and usefulness of statistical concepts and their application in psychology using the statistical software, SPSS. The proposed survey instrument was tested for its reliability and structural validity using data from 530 students enrolled in a first-year statistics for psychology subject during the global pandemic. First, exploratory factor analysis (EFA) was conducted on 168 of 191 respondents who completed a pre-intervention survey to explore the structure of the constructs of students' attitudes, confidence, and perceptions. Out of the 42 questions which were divided into 8 sections, five factors of confidence, attitude, dependent learner belief, independent learner belief, and mindfulness were identified. These findings provide a valid and reliable assessment of students’ attitudes, confidence, and beliefs toward statistics learning for predicting academic performance. Consequently, this may help as a guide for effective decision-making in the design and development of the study of statistics for non-mathematical background students. This research is conducted in accordance with La Trobe University's ethics approval license- HEC19013.