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1
Content available remote Confidence and Self-Confidence: Perceived and Real
100%
Pearson D.
International Journal of Applied Mathematics and Computer Science
|
2002
|
tom Vol. 12, no 2
277-283
EN
The problem of modelling the dynamics of confidence levels between two individuals is investigated. A model, based on a master equation approach, is developed and presented. An important feature of the model is that self-confidence is modelled along with its interaction with confidence towards others. Simulation results are presented.
2
Socio-Pedagogical Problems of Modern Students' Attitude Towards School
100%
Špona A.
Signum Temporis
|
2008
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tom 1
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nr 1
10-17
EN
Introduction One of society's quality development conditions is a good school. The good school involves a positive sense of self, students' joy to learn and teachers' wish to work in a creative manner, parents readiness arrive at the school.Human-pedagogical school theory (Gudjons, 2007) sees the school as an influential factor in the mutual relation of social culture, social economy and politics. It is impossible to define the school in the modern trendy society only on the basis of learning process because it is closely followed "by upbringing (as development of personality), compensation (as equalization of social behaviour deficit) and security function" (Gudjons, 2007).Aim of the Study To analyse the socio-pedagogical problems and causes of students' attitude towards schoolMaterials and Methods The study uses materials of audit statement "General Educational System Realisation in Correspondence with the Goals Set" by the State Control of the Republic of Latvia, interviews with 12 principals of schools, analysis of minutes of 54 visited lessons, questionnaires to 828 students.Results Analysis of the results revealed uneven students' attitude towards school which is determined by the attitude towards learning, classmates and teachers. A special problem is self-evaluation of study achievements because these skills are not developed to a satisfactory level in students. The attitude towards school is determined also by fragmentary education, insufficient facilitation of organization of students' self-education.Conclusions Lack of learning motivation among students and upbringing fragmentarism at school negatively influence the formation of students' attitude towards school.During adolescence students lack self-confidence and purposefulness, they do not wish to think and commit to work during the learning process because learning has not become personally significant for most students, and thus their pedagogical needs are not satisfied.
3
Digital portfolio in building teaching efficacy of pre-service teachers
100%
Cimermanová I.
Journal of Language and Cultural Education
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2015
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tom 3
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nr 1
57-68
EN
The paper discusses the role of e-portfolio in the development of reflective thinking in a group of pre-service English as a foreign language teachers. It stresses the benefits it can bring (e.g. autonomous learning, cooperative learning - the author highlights the social context of e-portfolio) as well as presents the threats and risks it might bring based on the own experience of the author. The results of this case study showed that the process of e-portfolio building can enhance professional development, self-confidence and the ability to self-reflect own work and progress. The author indicates also the possibilities of its use not only in the groups of pre-service teacher trainers but also in the groups of in-service teachers.
4
Content available remote Confidence and self-confidence: Perceived and real
100%
Pearson D. W.
International Journal of Applied Mathematics and Computer Science
|
2002
|
tom 12
|
nr 2
277-283
EN
The problem of modelling the dynamics of confidence levels between two individuals is investigated. A model, based on a master equation approach, is developed and presented. An important feature of the model is that self-confidence is modelled along with its interaction with confidence towards others. Simulation results are presented.
5
Content available Satisfaction from surgical treatment and its influence on the wellbeing of patients with Recklinghausen disease – preliminary report
100%
Fijałkowska M. , Antoszewski B.
Polish Journal of Surgery
|
2020
|
tom 92(4)
31-37
EN
Background: Neurofibromatosis type 1 (NF-1) is one of the most common autosomal dominant disorders. Multiple benign dermal neurofibromas, café au lait spots, axillary and inguinal freckling are the hallmarks of NF-1. Aim: The aim of this paper is to verify if surgical treatment performed in patients with NF-1 is satisfactory to them and to describe demographic factors characteristic for patients with Recklinghausen disease. Methods: A special questionnaire was prepared for the study, which contained 45 questions. Seventeen patients with neurofibromatosis type 1 agreed to fill in the questionnaire aged from 22 to 61 years. Results: Surgical treatment in patients was started between 6 and 45 years of age. All patients declared their will to continue surgical treatment. After treatment patients felt more comfortable, more self-confident and sociable. The first symptoms of neurofibromatosis were seen at about 13 years of life in most patients. All women who gave birth noticed progression of the disease during pregnancy. Conclusions: Performed surgical treatment raises life comfort and increases self-confidence in patients with neurofibromatosis type 1. Due to visible skin changes in neurofibromas it is worth referring patients to Plastic Surgery Departments. Doctors dealing with patients with NF-1 should inform them about the potential heredity of the disease and that puberty and pregnancy intensify the process of skin neurofibroma development.
6
Content available Enhancing Students' Self-confidence in the EFL Classroom through Neuro-Linguistic Programing Technique - Reframing
88%
Gashi S.
Academicus. International Scientific Journal
|
2024
|
tom 15
|
nr 30
138-152
EN
This research paper deals with self-confidence and how the application of Neuro-Linguistic Programming (NLP) technique, six-step reframing, plays a crucial role in students' self-confidence in the English as a foreign language (EFL) classroom. It analyses the eefctiveness of incorporating NLP six-step reframing on students' self-confidence levels across diefrent age groups, cultural backgrounds, and academic setings. This provides an opportunity for learners to gain self-confidence, helping them to truly believe in themselves, and allowing them to feel 'seen, heard, and understood'. Reframing, drawing from Neuro-Linguistic Programming (NLP), enables learners to see mistakes as an integral parts of learning process and also helps to refine their skills which are crucial for language acquisition. The research includes sixty-six students who diefr based on criteria such as age, cultural backgrounds, and learning experience. Quantitative methods through questionnaires and qualitative methods, through observation and interviews, have been helpful in conducting this research paper. The results have shown a significant eefct of incorporating NLP's six-step reframing within the pedagogical framework, shedding light on its potential to empower students' self-confidence challenges commonly encountered in language learning environments. The study has shown that, even students encounter dificulties or setbacks in language learning, the incorporation of six-step reframing technique has proven to be a transformative approach. By systematically identifying dissatisfaction, establishing clear signals, alternative behaviors, eliciting positive intentions, and encouraging students' self-confidence in learning a foreign language. This psychological tool not only contributes to language proficiency but also empowers students to navigate the complexities of the EFL classroom with confidence and adaptability.
7
Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve
88%
Afrouzeh M. , Konukman F. , Lotfinejad M. , Afroozeh M. S.
|
2020
|
tom 87
|
nr 1
24-33
8
Motivation Psychological Characteristics of Canoe-Kayak Sprint Elite Youth Athletes
88%
Bebetsos E. , Aggelakis E. , Bebetsos G. , Gargalianos D.
|
9
Content available Ja przez teatr, czyli o teatrze terapeutycznym dorosłych aktorów z niepełnosprawnością intelektualną i o pewności siebie w działaniu
87%
Stefańska A.
Studia Edukacyjne
|
2020
|
nr 57
77-88
EN
Support for stage creativity and acting in theater therapy is to encourage participants, i.e. adults with intellectual disabilities, not so much to demonstrate theatrical skills and aesthetic sensitivity, but to discover something new in themselves, important for health and psychosocial well-being. In the therapeutic theater, building a spectacle involves overcoming personal limitations and challenging oneself. The potential benefit of this process may be gaining confidence, an important state in the area of social relations. The article aims to indicate the conditions for raising the level of self-confidence of adults with intellectual disabilities who participate in theater therapy and to indicate the consequences harmful for interpersonal relationships, while self-confidence is associated with more negative attitudes towards other people.
10
Content available remote Self-confidence and Earning Inequalities: A Test on Hungarian Data
75%
Keller T.
Sociologický časopis. Czech Sociological Review
|
2010
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tom 46
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nr 3
401–425
EN
It is easy to see that highly fatalistic, inefficient persons believe that their actions have little outcome. Because greater fatalism lowers an employee’s effort level, it may result in lower wages, while the anti-fatalistic attitude translates into more effective work that in turn may be rewarded with a higher salary. In this article the author tests a self-confidence scale that is similar to the most widely used Rotter locus of control scale. People with high self-confidence have determination, feel they have an influence on their future, and are optimistic. In the analysis the author investigates the predictive power of self-confidence in wage equations using Hungarian data.
11
Content available May Amusement Serve as a Social Courage Engine?
75%
Kryś K.
Polish Psychological Bulletin
|
2010
|
tom 41
|
nr 2
67-73
EN
According to Fredrickson’s (1998, 2001) “Broaden-and-Built Theory of Positive Emotions”positive emotions have different effects in social life and are based on different mechanisms than negative emotions do. Moreover positive emotions vary among themselves – there are quality differences between them and they shall not be treated only as a single positive mood. Three simple studies presented here and inspired by the Fredrickson’s theory demonstrate that amusement, in comparison to neutral condition as well as to another positive emotion, may serve as a social courage engine. Amused participants were more courageous in the radio (study 1) as well as in the TV interview (study 2) and declared more courage in case of meeting new hypothetical person (study 3).
12
Content available Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education
75%
Glinka K.
The New Educational Review
|
2020
|
tom 59
138-146
EN
Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4th and 5th grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.
13
Content available Gender Differences in Achievement Motivation
75%
Pašková L.
The New Educational Review
|
2007
|
tom 13
245-252
EN
The paper deals with gender differences in achievement motivation of university students as well as searches for specific aspects of personality that participate in achievement motivation. At the same time it presents an overview of the number of differences found out by means of LMI methodology.
14
Content available Intra-Generational Social Class Mobility in Hungary Between 1992 and 2007-the Role of Self-Confidence
63%
Keller T.
Polish Sociological Review
|
2011
|
tom 175
|
nr 3
EN
This paper analyses the intra-generational social class mobility in Hungary between 1992 and 2007 using Hungarian panel data. Social class position is used as an occupation based typology corrected with a social status index (containing income, wealth and housing dimension). Self-confidence reflected respondents’ problem solving skills, determination, efficacy and optimism. Mobilizing the gain of panel data self-confidence was set to be stable over time and was measured prior to social class position (in order to avoid endogenity). The results of multivariate logit models showed that self-confidence has an impact on working class and deprived class position in 2007, even after controlling prior class position measured in 1992. People with high self-confidence were less likely represented in the deprived position and were more likely to belong to the working class. The decomposition of total effects of self-confidence into direct and indirect effects (mediated by schooling) revealed that in the case of higher status, social classes (elite, upper middle class, and middle class) self-confidence also had a significant impact however this was mainly transmitted through the channel of education.
15
Content available Wybrane korelaty motywacji osiągnięć uczniów Liceum Ogólnokształcącego
63%
Śliwowska B.
Zagadnienia społeczne
|
2019
|
tom 2
|
nr 12
150-172
EN
Achievement motivation is about career, learning and setting and achieving goals. It is extremely important at the time of enormous technological progress which forces individuals to develop and deepen their skills. This article presents a study on the differences in achievement motivation among secondary school students due to the field of study, parents’ education as well as the link between achievement motivation and certain factors. The research have shown, that the higher the compatibility of a field of education with plans for the future, the greater the belief in success and eagerness to learn. The results obtained can support the process of designing innovative and more effective learning so that students achieve better results and are better employees in the future.
PL
Motywacja osiągnięć dotyczy kariery zawodowej, stawiania i osiągania celów, procesu uczenia się. Jest niezwykle istotna w dobie olbrzymiego postępu technologicznego, zmuszającego jednostki do rozwoju i pogłębiania umiejętności. W artykule przedstawiono badania dotyczące różnic motywacji osiągnięć uczniów liceum ogólnokształcącego ze względu na wybór profilu kształcenia i wykształcenie rodziców oraz związku motywacji osiągnięć uczniów z określonymi czynnikami. Badania wykazały m.in., że im wyższa zgodność kierunku kształcenia z zainteresowaniami, większe zadowolenie z wyboru kierunku kształcenia oraz większa zgodność kierunku kształcenia z planami na przyszłość, tym większa wiara w sukces, zapał do nauki, ukierunkowanie na cel i wysiłek kompensacyjny. Otrzymane rezultaty mogą wspierać skuteczne projektowanie procesu dydaktycznego tak, by uczniowie osiągali lepsze wyniki i w przyszłości byli lepszymi pracownikami.
16
Content available Dance as a catalyst for stress busting
63%
Gurusathya C.
Central European Journal of Sport Sciences and Medicine
|
2019
|
tom 26
|
nr 2
17
Content available Comparison of competitive anxiety and self-confidence in Brazilian Jiu-Jitsu skills levels: a cross-sectional in-event study
63%
Faro H. K. C. , Tavares M. P. M. , Gantois P. M. D. , Pereira D. C. , de Lima M. N. M. , de Lima-Junior D. , da S. Machado D. G. , Fortes L. S.
Ido Movement for Culture. Journal of Martial Arts Anthropology
|
2020
|
tom 20
|
nr 1
30-39
EN
Background. Competitive anxiety and self-confidence can be influenced by a number of factors, including skills levels and changes during sporting events. However, the effect of changes in- event are unclear. Problem and Aim. We aimed to compare in-event competitive anxiety and self-confidence among Brazilian Jiu-Jitsu (BJJ) athleteswith different belt colors and compare the levels between the first and second bouts. 113 BJJ male athletes (26.6 ± 5.36 years) competing in the Northeastern Open Brazilian Jiu-Jitsu Championship 2017 were included. Methods. They responded to the Competitive State Anxiety Inventory (CSAI-2R) after weighing and 15 min before their first fight and those who won responded again before their second bout. Cognitive anxiety, somatic anxiety and self-confidence domains were analyzed. Null-hypothesis test and magnitude-based inference analysis were performed. Results. The athletes in the black belt group were older and more experienced (p<0.05). There was no difference between belt color groups in cognitive and somatic anxiety, and self-confidence (p> 0.05). However, after winning there was a decrease in cognitive and somatic anxiety only in the blue, purple and brown belt groups, while only the black belt group increased self-confidence. Conclusions. We conclude that skills levels did not influence competitive anxiety and self-confidence in combat sports, but it did influence how it changed during a competition.
PL
Tło. Na lęk przed zawodami i pewność siebie może mieć wpływ szereg czynników, w tym poziom umiejętności i zmiany w trakcie wydarzeń sportowych. Jednak zmiany zachodzące w trakcie wydarzeń sportowych są nieoczywiste. Problem i cel. Celem autorów było porównanie poziomu lęku i pewności siebie podczas zawodów wśród brazylijskich zawodników Jiu-Jitsu (BJJ) o różnych kolorach pasów i porównanie ich w czasie pierwszej i drugej walki. Badanie objęło stu trzynastu zawodników BJJJ (26,6 ± 5,36 roku) startujących w otwartych mistrzostwach Brazylii Jiu-Jitsu w 2017. Metody. Ankietowani odpowiadali na pytania zawarte w Inwentarzu Stanu i Cech Lęku (CSAI-2R) po ważeniu i 15 minut przed pierwszą walką, a ci, którzy wygrali, odpowiadali ponownie przed drugą walką. Analizie poddano lęk poznawczy, lęk somatyczny i stan pewności siebie. Przeprowadzono test hipotezy całkowitej oraz analizę wnioskowania na podstawie wielkości. Wyniki. Zawodnicy z grupy posiadającej czarny pas byli starsi i bardziej doświadczeni (p<0,05). Nie stwierdzono istotnych różnic między zawodnikami o różnych kolorach pasów w kategorii lęku poznawczego i somatycznego oraz pewności siebie (p>0,05). Po wygranej nastąpił spadek lęku poznawczego i somatycznego w grupach zawodników o pasach niebieskich, fioletowych i brązowych, natomiast jedynie grupa posiadaczy czarnych pasów zwiększyła pewność siebie. Wnioski. Autorzy stwierdzają, że poziom umiejętności nie wpłynął na stan lęku i pewności siebie w sportach walki, ale wpłynął na to, jak zmienił się w trakcie zawodów.
18
Content available remote Czynniki warunkujące radzenie sobie nauczycieli szkół podstawowych z wyzwaniami zawodowymi – relacja z badań
63%
Kwiatkowski S. T.
Edukacja Ustawiczna Dorosłych
|
2018
|
nr 4
90-107
EN
The article presents the results of research aimed at diagnosing the level of the following factors, crucial from the perspective of coping with stress and dealing with difficult situations: emotional stability, ability to work under pressure and self-confidence. The study involved primary school teachers (N = 142). The collected data showed that the tested sample was dominated by people with an average intensity of each of the distinguished factors (while in every case the high score is the most desirable), and moreover, that it included a large group of teachers characterized by an undesirable, low level of each of them. Comparative analyzes revealed, in turn, that there were no statistically significant differences between the groups of teachers distinguished by the degree of their career advancement (the level of their professional promotion) in terms of the considered variables. The study also included correlation analyzes, which showed that there were statistically significant, positive relationships between the level of the considered variables and the intensity of other stress moderators: emotional intelligence, internal locus of control and components of social competences.
19
Content available Individual´s self-image and selected preconditions for its advancement
38%
Studia Pedagogiczne
|
2017
|
tom LXX
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