Student Confidence Research Articles

Measuring the effectiveness of a radiology-based lecture series on both confidence and career prospects of UK-based undergraduate medical students: a survey-based quantitative study

Measuring the effectiveness of a radiology-based lecture series on both confidence and career prospects of UK-based undergraduate medical students: a survey-based quantitative study

An analysis of the level of self-confidence of students in participating in futsal extracurricular activities at the Muallimin Madrasah Yogyakarta

An analysis of the level of self-confidence of students in participating in futsal extracurricular activities at the Muallimin Madrasah Yogyakarta

Using Assistive Technology to Differentiate and Accommodate Students with Special Needs Facing Learning Difficulties in Mathematics

This paper will discuss how assistive technology forms the basis of differentiation and support for students with special needs when conquering specific math learning difficulties. The Department of Special Education utilized a quantitative research design to collect data from 240 teachers through a structured, self-developed questionnaire. The use of simple random sampling maximized representative samples and minimized biases. We established the effects of AT in terms of differentiated instruction, increased student engagement, and an inclusive learning environment. Teachers estimated complex mathematical concepts using AT tools, such as virtual manipulatives and educational apps, as easier to understand and improve student confidence and participation levels. Overall, the findings indicate a need for continuous teacher training and resource allocation to effectively integrate these into a holistic classroom experience. The conclusion is that integrating assistive technology into education is a gateway to ensuring that every special need student receives quality learning in mathematics, thus equalizing access to education. Recommendations call for investment in professional development of the teachers, adequate resources for AT tools, and inculcation of AT provision in curriculum design. Further research should investigate the long-term effects of AT on students' achievement in other subjects.

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.

GROUP-WORK ACTIVITIES FOR NON-ENGLISH MAJORED STUDENTS TO PROMOTE SPEAKING SKILLS IN EFL CLASSROOMS AT DONG NAI TECHNOLOGY UNIVERSITY

English language proficiency is crucial for academic and professional success, with effective communication skills playing a pivotal role. Collaborative teaching methods, particularly group work, can significantly enhance students' creativity, evaluation, synthesis, analysis, and comparison, as well as problem-solving, essential for developing collaborative abilities. Furthermore, non-English major students often struggle to develop their speaking skills due to limited practice opportunities. This study addresses this challenge by implementing group-work activities in an English as a Foreign Language (EFL) classroom. A mixed-methods approach was used to gather data including quantitative data collected through a questionnaire administered to 71 non-major students at Dong Nai Technology University and qualitative data came from semi-structured interviews. The results showed that group work significantly improved students' fluency, coherence, and confidence. Students reported increased motivation and engagement in speaking activities. These findings suggest that group-work activities effectively enhance speaking skills for non-English major students.

Mitigating Misinformation Toolkit: A Medical Student Role-Play Curriculum on Communication Techniques to Facilitate Vaccine Misinformation Conversations.

The COVID pandemic and affiliated infodemic led to widespread health misinformation, generating confusion and distrust. Physicians must identify and address misinformation, with attention to cultural/health literacy, equity, and autonomy. Most medical students receive training in core communication techniques but are rarely taught how to combat misinformation with patients and lack opportunities for practice in diverse settings. We used mixed methods to evaluate the impact of a role-play-based training curriculum on 44 third- and fourth-year medical students' comfort and confidence applying ask-respond-tell-seek solutions (ARTS) and motivational interviewing (MI) to discuss vaccine hesitancy, using COVID-19 as an example. There were three training iterations: prior to volunteering at a community health fair, during a medicine clinical rotation, and during a pediatrics rotation. Pre- and postsession questionnaires were administered. Likert-scale questions assessed comfort and confidence using ARTS and MI. Narrative responses focused on previous experiences with vaccine hesitancy, challenges faced, and session takeaways. Students' comfort, confidence with ARTS/MI, and self-reported ability to discuss COVID-19 vaccinations improved as measured by pre- and postsession surveys (p < .05). Qualitatively, students reported increased confidence delivering recommendations in plain language and exploring patients' thought processes behind choices. Reinforcement of core communications strategies in medical school can positively impact trainees' ability and ease addressing misinformation. We recommend this 45-minute training session to effectively increase medical students' comfort and confidence in discussing COVID-19 vaccines with patients. It can be adapted to any health professions school with an existing communications thread.

Perpaduan Metode Debate dan Numbered Head Together terhadap Keaktifan Belajar dan Kepercayaan Diri Siswa pada Mata Pelajaran Pendidikan Agama Kristen

In order for students to achieve the best learning outcomes, they must be involved in their studies and confident. Combining the debate method and the Number Head method together is one of the useful strategies to increase self-confidence and activity. If the Number Head Together method encourages students to actively participate in their education, the debate method seeks to develop students' self-confidence in voicing their opinions. The purpose of this study was to determine the difference in the influence of the experimental class and the control class. The Independent T-Test and Test 3 (Hotteling's T2 Test) were used in experimental research and hypothesis testing. From the first hypothesis test, the Sig value was produced. 0.068&gt; 0.05, which means that there is no effect of learning with a combination of the Number Head Together - Debate Method and learning without treatment on student learning activity. While the results of the second Hypothesis test show a Sig value. 0.416&gt; 0.05, namely there is no effect of learning with a combination of the Number Head Together - Debate Method on student self-confidence. And the results of the Hotteling T2 test show that the ρ-value for learning activity is 0.342 &gt; 0.05, meaning that there is no difference in the average learning activity between students from both classes. The ρ-value for self-confidence is 0.049 &lt; 0.05, meaning that there is a difference in the average self-confidence between students from both classes.

Knowledge, confidence and clinical reasoning of dental students for diagnosing pediatric periodontal diseases

ObjectiveGiven the importance of diagnosing periodontal diseases in pediatric patients, the objective of this study was to examine knowledge, confidence, and clinical reasoning of third- and fourth-year dental students regarding periodontal diagnosis and treatment planning in pediatric patients. MethodsAn explanatory sequential mixed-method study was conducted in two phases. In the first phase, the survey questions were administered online to the third-and fourth-year dental students. Surveys tested for knowledge, confidence and clinical decision-making using questions and case-studies. Answers from periodontists and the pediatric dentists were used as the gold standard. For the next phase, individual interviews were recorded, transcribed, and coded followed by verbal analysis to assess their clinical reasoning for the specific diagnosis and treatment planning. ResultsWhile there was no overall difference in the knowledge and the confidence level between the students, they differed from the experts for some questions in confidence levels. As measured using the Script Concordance Test (SCT), no significant differences were observed between the participants in their clinical reasoning. The verbal analysis of the interview data showed that the students used three different patterns for searching through the problem space. Most of the students used the forward pattern of search and reported low confidence in diagnosing and treating pediatric periodontal diseases. ConclusionDue to low self-reported confidence in diagnosing periodontal disease in pediatric patients. Providing education solutions will improve the confidence of undergraduate dental students in diagnosing and treating periodontal disease.

What I see of you in me: how do high school students position scientists in a science internship?

ABSTRACT Science internship has been suggested as an effective way of engaging high school students in science inquiry. Research has investigated the impacts of science internship on students' science knowledge, skills, attitudes, interests, identity, confidence, and career aspirations. However, little research has studied how high school students position scientists in an internship. Drawing on dialogic self-theory, this qualitative study investigated how students positioned their relationships with scientists in a science internship using students' journals and interviews. Our analysis identified nine different positions of high school students towards scientists. They viewed scientists as busy faculty, expert, evaluator, feedback provider, effective instructor, patient listener, life-long learner, role model, and talent scout. These findings can help scientists and programme designers to tailor and improve future science internship designs and activities, and can contribute to understanding the process of science identity development. Importantly, this study demonstrates an alternative approach to understanding students' views of scientists.

Integration of Technology in Arabic Language Teaching in Writing and Speaking Skills

The study uses a mixed approach involving case studies, surveys, and field experiments to gather data and aims to explore the impact of technology integration in Arabic language teaching, in particular on student writing and speaking skills. Through case study, survey and field experiment, it was found that technologies such as language learning applications and AI-based software, make a significant positive contribution to improving student written and spoken skills. Applications like Duolingo and Grammarly have proven effective in improving student writing quality by providing instant feedback and training tailored to individual abilities. Similarly, voice recognition software and speech training apps like Google Speech-to-Text and Rosetta Stone improve student fluency and confidence in speaking. However, challenges such as gaps in access to technology in remote areas and adaptation to new technologies become major obstacles. The results of this study suggest that technology should be used as a supporting tool that complements conventional methods in Arabic language teaching, stressing the need for educational policies that support the integration of technology and the provision of adequate training for students and teacher.

Attitudes, Experience, and Self-Confidence of Veterinary and Veterinary Nursing Students in Small Animal Dentistry: A Survey Study

Dental issues are extremely common in dogs and cats, underscoring the importance of veterinary professionals’ knowledge in dentistry. Nevertheless, dental problems are currently often underdiagnosed and, consequently, undertreated. This study investigated the attitudes, experiences, and self-confidence of veterinary (V) and veterinary nursing (VN) students in their final two years of study in small animal dentistry. An online questionnaire was distributed, and responses were received from 61% of V students ( n = 94) and 41% of VN students ( n = 72). The majority of both V students (61%) and VN students (69%) expressed a desire for more education in small animal dentistry. Furthermore, a minority of V students (20%) and VN students (22%) felt adequately prepared for their first day in practice after graduation. Less than half of the students (V 44% and VN 38%) had participated in a practical dental procedure outside training sessions. Self-confidence in small animal dentistry procedures was rated on a 0–10 scale. V students exhibited the highest confidence in teeth polishing (6.1) and removing tartar with ultrasonic scalers (6.0), while VN students were most confident in recognizing common oral/dental problems (6.0) and discussing dental issues with pet owners (5.3). Extra practical training significantly increased confidence in several dental procedures ( p &lt; .005). Despite positive attitudes, a notable proportion of V and VN students feel unprepared for their first day in practice, potentially stemming from insufficient training. Addressing these gaps through clear guidelines for Day One Competence and enhanced practical training is crucial, ultimately benefiting the well-being of small animals.

The implementation of Canva as a digital learning tool in English learning at vocational school

This study aims to investigates the implementation of Canva as a digital learning tool at SMKN 1 Parit Tiga in West Bangka. Canva, a versatile graphic design platform, offers various features for creating visually appealing materials. This study used qualitative approach, using a case study design. It explores how Canva enhances teaching and learning processes, engages students, and improves learning outcomes in a vocational high school setting. The data collection was done through interviews, classroom observations, and document analysis. The data, then, were analyzed using thematic analysis. The research findings highlight the seamless integration of Canva into lesson planning, teachers' motivations for using Canva, and the positive impact on student engagement and creativity. The results indicated that Canva significantly increases student interest, engagement, and confidence, leading to enhanced creativity and understanding of topics. Recommendations include providing professional development opportunities for teachers and incorporating student feedback to optimize Canva's use in the classroom. Overall, the study underscores the promising results of integrating Canva into educational settings to enhance student motivation, creativity, and collaboration.

Development and Evaluation of a Surgical Simulator and Assessment Rubric for Standing Castration of the Horse

In veterinary education, simulators are models or devices that can imitate a real patient or scenario and allow students to practice skills without the need for live patients. Castration is a common surgical procedure in all species, and the standing, open technique is frequently performed in horses. Although a simulator has been developed for equine closed castration, a simulator for standing castration in the horse has not yet been described. This two-part study focused on the design, creation, and evaluation of a simulator for teaching standing castration in the horse. A low-technology simulator was created using molded silicone testicles, cohesive bandage, stockings, and socks. A rubric was created for assessing performance using the simulator. Participants were recruited from three groups: university academic staff members ( n = 12, majority equine veterinarians), equine veterinarians working in private practice ( n = 9), and final-year veterinary students ( n = 28). Each group tested the simulator while being graded using the developed rubric, and participants completed an anonymous online feedback questionnaire. Feedback was positive overall, with 98% of respondents ( n = 48/49) stating that the model would be a useful addition to the veterinary curriculum. Furthermore, 100% of students reported that using the simulator increased their confidence in performing standing castration in horses. Evaluation of the model included assessment of responses from veterinarians and students regarding realism and usefulness of the simulator, comparison of rubric scores between veterinarians and students, and assessment of the reliability of the rubric. Median student rubric score was significantly lower than qualified veterinarians ( p &lt; .001), and Cronbach's alpha demonstrated that there was adequate internal reliability in rubric scoring (α = .85). It was determined that the simulator is effective for teaching the steps of the surgical procedure and for increasing student confidence.

Gambaran Komunikasi Interpersonal Siswa Ditinjau dari Jenis Kelamin dan Implikasinya dalam Bimbingan dan Konseling

This research is motivated by the existence of students who lack self-confidence when communicating with teachers and peers, because of their lack of self-confidence students are afraid and hesitant to speak and this can be an obstacle to communicating. Lack of skills when communicating such as listening, speaking clearly, and reading other people's expressions. This research aims to:describe the picture of student interpersonal communication, describe the picture of student interpersonal communication in terms of gender. This research uses a quantitative approach with comparative descriptive quantitative type. The population of this study consisted of 523 students and the research sample was 227 students with engineeringproportionate stratifiedrandom sampling. The instrument used is the interpersonal communication scale. Data were analyzed using descriptive techniques and to see differences using the t-test. The research results revealed that interpersonal communication among students was in the high category with an average achievement score of 52.86%.There is no significant difference in interpersonal communication between male and female students. The role of guidance and counseling teachers is very necessary to help develop students' interpersonal communication through information services, individual counseling services, and group guidance services for guidance and counseling teachers or school counselors in order to improve students' interpersonal communication.

The effects of nursing students' patient safety management knowledge, attitude, and confidence in performance on standard precaution performance

The effects of nursing students' patient safety management knowledge, attitude, and confidence in performance on standard precaution performance

The impact of PACK on the adoption of Metaverse in Oman

In the rapidly evolving digital landscape, e-learning methods have emerged as a highly influential phenomenon in higher educational institutions. The adoption of e-learning has transformed traditional face-to-face teaching environments into flexible and collaborative modes of education through the utilization of the metaverse platform. However, limited research has addressed the educational aspect of students' adoption of the metaverse platform. This study aims to bridge this gap by examining a conceptual model that incorporates crucial factors such as Technological Pedagogical Content Knowledge (TPACK), Technology Self Efficacy (TSE), Perceived Enjoyment (PE), Perceived Complexity (PC), Perceived Value (PV), and Controlled immersion, interaction, and imagination (III). A survey involving 342 students from Omani universities was conducted, revealing that TPACK positively influences metaverse adoption. The noteworthy impact of perceived enjoyment, perceived complexity, and perceived value were also observed. These findings underscore the significance of these factors in shaping the adoption of the metaverse and enhancing the e-learning experience. The practical implication of this study emphasizes the need for educational institutions to develop strategies enhancing technological skills, engagement, and content relevance in e-learning, particularly in the metaverse, to improve student adoption and learning experiences. This involves focusing on technological pedagogy, student confidence in technology use, and creating immersive, enjoyable, and valuable learning environments.

Factors Underlying Student Academic Grit: Development and Validation of the Scale

Academic grit can be a student's rock-solid confidence to maintain focus and go on learning despite obstacles in the way of achieving their long-term goals. This investigation into points to develop an academic grit scale and determine the variables that underlie students' academic grit will help to construct a significant and reliable tool for measuring academic grit. Twelve questions that measure students' intellectual grit when thinking about chemistry make up the intended survey. 817 understudies were randomly selected from 13 different state-tall schools to participate in the test. Calculations for reliability, confirmatory factor analysis, exploratory factor analysis, and Cronbach alpha internal consistency coefficient were done in the process of constructing the scale. It has been shown that academic grit assessments are reliable and significant tools that can be used with high school students studying chemistry. The encouraging results demonstrate Three essential elements: diligence, constancy in studying, and learning focus. These findings also suggest that female students have greater perseverance in their studies than male students.

Menumbuhkan Jiwa Entrepreneur Mahasiswa melalui Pelatihan Kreativitas dan Inovasi

Creativity and Innovation Training to Foster Entrepreneurial Spirit among Students aims to enhance students' knowledge, skills, and confidence in entrepreneurship. The training methods employed include lectures, group discussions, brainstorming, simulations, case studies, workshops, and individual mentoring. Training materials cover entrepreneurship concepts, business opportunities, entrepreneurial characteristics, brainstorming techniques, business model canvas, business plan components, marketing strategies, financial analysis, motivation, self-leadership, and time management. The training outcomes indicate an average increase in entrepreneurship knowledge test scores from 60 to 85. 25 students were able to develop complete business model canvases, and 22 students created comprehensive business plans. Participants also demonstrated improved abilities in generating creative and innovative business ideas, as well as increased confidence levels in initiating and developing businesses. This training shows positive results and can serve as a model for other entrepreneurship training programs to assist students in achieving their career goals as entrepreneurs.

Assessing the Efficacy of Medium- and High-Reality Simulators in Normal Labor Management: A Randomized Controlled Trial

IntroductionIn recent years, the use of simulation has become integral to midwifery education. This study systematically examined the effectiveness of high- and medium-reality simulators in the management of normal labor, focusing on their impact on normal delivery skills, student satisfaction, and self-confidence in learning. The evaluation encompassed both laboratory and hospital settings, providing a comprehensive assessment of the simulators' efficacy in enhancing key aspects of midwifery education. Material and methodIn this experimental randomized controlled study, the sample group comprised 102 students enrolled in the midwifery department of a university in Türkiye. These students were randomly assigned to three groups utilizing Research Randomizer (https://www.randomizer.org). The students consisted of a control group (d1 = slide and video presentation, 30 people) and two experimental groups (d2 = medium-reality simulator, 32 people; d3 = high-reality simulator, 33 people). Data were collected by a single observer using various tools, including the Introductory Information Form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Normal Birth Evaluation Form. Pre- and post-test applications were conducted in both laboratory and hospital settings. This study is registered on ClinicalTrials.org with the registration number NCT05999409. FindingsSimulation-based learning did not lead to a significant difference between the groups in terms of students' satisfaction and self-confidence in learning (p > .05). However, it was observed that the utilization of both medium- and high-reality simulations significantly impacted students' normal delivery skills, leading to a statistically significant difference between the groups (p < .05). ConclusionMedium- and high-reality simulation training proved effective in enhancing the normal delivery skills of midwifery students, with a notable positive impact. However, this training did not have a significant influence on student satisfaction and confidence. The findings suggest that incorporating medium- and high-reality simulation training is crucial for midwifery students to be able to improve their skills in hospital practice.

Standardized patient interactions improve dental student confidence following procedural errors.

Standardized patient interactions improve dental student confidence following procedural errors.