Thesis (Ph. D.(Psychotherapy))--University of Pretoria, 2004. / Includes bibliographical references (leaves 188-205).

Syftet med arbetet är att utforska vad självförtroende påverkas av i samband med musikutövande och lärande i musik. Metoden som används är kvalitativa halvstrukturerade intervjuer och den teoretiska utgångspunkten är livsvärldsfenomenologi. I bakgrundskapitlet beskrivs ett antal teorier och tidigare forskning som är till hjälp för att förstå vad som formar och påverkar självförtroende. I resultatet framkommer två huvudkategorier: ”Mänskliga möten” och ”Vägen framåt”. Under första rubriken redovisas hur bekräftelse från andra, jämförelser med andra och läraren påverkar självförtroendet. Under nästa rubrik redovisas hur vikten av utveckling, lagom progression på uppgifter samt vidden av insikt på okunskap påverkar självförtroendet. I sista kapitlet diskuteras resultatet i relation till tidigare teorier och forskning. / The aim of this study is to examine what self-confidence is affected by in connection with music performing and learning in music. The method used is qualitative semi-structured interviews and the theoretical perspective is life-world phenomenology. The background chapter describes research and a number of theories that support the understanding of what shapes and influences individuals’ self-confidence in music performance. The results reveal two main categories: ”Human encounters” and ”The road ahead”. The first headline include descriptions of how confirmation from others, comparisons with others and teachers affect self-confidence. The next headline shows how the importance of development, moderate progression of tasks and wideness of insight in ignorance affects self-confidence. In the discussion the result is discussed in relation to previously theories and research.

Bakgrund Många mammor som fött barn prematurt önskar amning som uppfödning för sitt barn för bröstmjölkens immunologiska faktorer och som en kompensation för att graviditeten avslutats för tidigt. Amningens etablering kan vara komplicerad och kräva tålamod när barnet behöver vård. Beroende på barnets känslighet kan det ta olika lång tid tills barnet kan påbörja amningsträning. En av de viktigaste faktorerna för att amningen ska kunna etableras är att mamman får igång en tillräcklig mjölkproduktion motsvarande den mängd ett fullgånget barn skulle kräva. För att få igång en tillräcklig produktion är det bra att komma igång med urmjölkning så fort som möjligt efter barnets födelse. Mamman behöver stimulera mjölkproduktionen tills barnet ammar fullt. Syftet med studien var att belysa innebörden av urmjölkning för mammor vars barn fötts prematurt. Metod Det strategiska urvalet utgörs av sju mammor vars barn fötts före vecka 34 med erfarenhet av urmjölkning. Datainsamlingen består av öppna intervjuer och materialet har analyserades med en fenomenologisk hermeneutisk ansats. Resultatet visar att urmjölkning utförs i en oreflekterad ansträngning men att mammor är måna om de egna behoven samtidigt som behoven åsidosätts. Vårdkontexten kan kännas utlämnade och begränsande. Självtilliten får betydelse liksom strukturen. När utfallet inte blir som planerat kan sorgen innebära att förhålla sig till det som inte kan förändras. Känsla av hanterbarhet, begriplighet och meningsfullhet kan få betydelse för processen. Slutsats Ur ett vårdvetenskapligt perspektiv blir det betydelsefullt att utgå från den enskilda mammans upplevelser av urmjölkningen och stärka en god självtillit. / Background Many mothers who have given birth premature wish to breast feed their children for immunological reasons and as a compensation for a pregnancy that ended too early. The breast feeding may be complicated and in need of great patience as the child might need health care. Depending of the baby´s sensitivity it can vary in time for a child to start breast feeding. One of the important reasons for the mother to get her breast feeding started is to make milk production start, corresponding to the amount of milk that a fully mature baby would need. To get a sufficient production it is important to start emptying the breasts quick as possible after having given full extend. Aim with the study was to illuminate the meaning of emptying the breasts for mothers whos baby was born premature. Method Seven mothers who had given birth before week 34 and had experienced emptying breasts. The data collection come from interviews and the results have been analyzed by a fenomenological hermenutichal approach. Results shows that emptying the breasts is done without any effort but that mothers are eager to look at their own needs at the same time as their own needs are being put aside. The hospital care can make the women feel left out and controlled. Self-confidence gets important as well as the structure. When the result is not as you had planned sadness make you realize that things cannot be changed. The feeling of managing, understanding and meaningfulness fills you up. Conclusions looking at it from a scientific perspective it is very important to consider the individual mothers experience in how to empty the breasts from milk and how to strengthen her self-confidence.

Examining students' attitudes toward mathematics has become extremely popular. This study examined the attitudes and outcomes of Beginning Algebra students at a central Florida community college. Quantitative methods were used to examine the students' initial composite attitudes toward mathematics. The initial composite attitude was used to examine the relationship between CPT scores and State Competency Exam scores. Further analysis was conducted to examine completers' and non-completers' initial attitudes. The composite change score was determined and quantitative methods were used to examine interactions between class sections, age, gender, and ethnicity. The study began with 217 students and ended with 158. The initial attitude scores were determined for the 217 students who completed the Attitudes Toward Mathematics Inventory (ATMI) in the first week of the fall 2010 semester. The ATMI was administered again in the 12th week of the semester to gather an end-of-semester attitude score. Throughout the semester several students withdrew, and the final sample size was 158 students. A change score was determined using the final sample size and subtracting the beginning attitude scores from the ending attitude scores. The change score was used to examine whether an interaction occurred between class sections, age, gender, and ethnicity. Students' initial composite attitude was revealed to be slightly positive. Students' initial composite scores for the factor of value implied that these students valued mathematics. The factors of self-confidence and enjoyment were slightly positive. Motivation was the most negative response with a below neutral composite attitudinal score. No significance was found between the CPT score and student composite initial attitudinal score, nor was there any significance between the State Competency Exam and composite initial attitudinal score. Completers of the course were found to have a more positive composite attitude score than non-completers. Students' change score indicated that the students' overall attitudes had a positive change over the semester. A statistically significant association was found in change scores in the ATMI factor of value among these age groups. These findings have implications for professors who seek to identify students' attitudes in order to intervene and assist students to become more positive toward mathematics and thus possibly improve students' success in mathematics.

This research aims at investigating the relationships between linguistics self confidence, achievements and performance and giving new pedagogical insights to the educators concerning language learning motivation by implementing a combination of task-based research and Complexity, Accuracy and Fluency (CAF) performance evaluation model. Six English as Second Language (ESL) learners were invited to participate in an oral task and complete a self confidence evaluation questionnaire. Their performance, based on the CAF framework, was then compared and contrasted according to their confidence level. It was found that the higher confident students are more accurate in their speech production, and are also better at communicative and discussion skills. However, neither did they demonstrate a large amount of talk as in some past literature, nor did they display a very complex language. They instead articulated more false starts and made more repetitions as they self-corrected their utterances during the task. Compared to the lower-confident group, these learners surprisingly contribute fewer arguments, particularly counter-arguments such as rebuttals. These behaviors were explained by Foster and Skehan’s attention theory and Levelt’s prioritization in production. In addition, the inter-dependent relationships between linguistics self confidence, achievements and performance are proposed. Finally, Dörnyei’s L2 Motivational Self System is especially addressed, as it seems applicable in solving the research findings that there is a discrepancy between the L2 ideal self and actual self of these ESL learners. / published_or_final_version / Linguistics / Master / Master of Arts

The aim of this study is to describe successful strategies to include children in free play activities at the preschool. The methods that pedagogues use to act and work with excluded children will be examined. To get answers to my questions I have conducted interviews with five pedagogues in four preschools. During interviews they mention two different approaches to encourage free play activity. One way was to participate and play along with the children. The other approach was to let the children play by themselves and only interact when there are disagreements between the children. During analysis of the assembled data I have used the sociocultural perspective developed by Vygotskij. In the study the pedagogues describe different ways to reduce the risk that children will be excluded. The study also includes suggestions and thoughts about why some children are excluded in free play and how they can be encouraged to participate in the activity. The pedagogues that were interviewed seemed to be very aware of the problem. I observed that they have high ambitions to include all children in free play activities. I raise the question about how they manage to fulfill the goal of including children when there are time constraints and many children with different needs in large groups. At the same time there are many other requirements that the pedagogues have to fulfill.

The subject of master‘s work – “Self – esteem and self – confidence of the beginners during the lessons of physical education”. The aim of the work – to define self – esteem and self – confidence of the beginners during the lessons of physical education. The following tasks were raised in the work: 1. to determine theoretical presumptions of the beginners self – esteem and self – confidence during the lessons of physical education; 2. to disclose the beginners (boys and girls) self – esteem during the lessons of physical education according to sex and age; 3. to define the beginners (boys and girls) self – confidence during the lessons of physical education according to sex and age. To fulfill the task the following methods of analyses were used: 1. analyses of literature; 2. methodic of analyses (to determine the level of self – esteem) by D. Bogdanova and J. Kiseliovas; 3. methodic by M. Rozenberg (to determine self – esteem); 4. methodic by V. Stolinas (to determine self – confidence); 5. scale by J. Kiseliovas „Termometras“ (to determine self – confidence); 6. mathematical statistics. Seeking to find out the level of the beginners self – esteem and self – confidence during the lessons of physical education, four types of questionnaires were given to the children: two – to determine the level of self – esteem and two – of self – confidence. After the analyses we established: during the lessons of physical education the boys are more self – confident than the... [to full text]

An on-site simulation-based practice lab was conducted with 42 students enrolled in a blended distance practical nursing diploma program at the end of their first year of study, prior to their clinical placements. The six-hour practice lab involved an orientation, small group activities involving three obstetric-related scenarios using the moderate fidelity simulator Noelle®, and a debriefing activity. An evening social activity was also provided. The study used a mixed method research design involving both quantitative and qualitative methods. Data were collected using a demographic questionnaire, a 20-item pre-test/post-test knowledge quiz, and three National League for Nursing (NLN) instruments — the Simulation Design Scale, the Educational Practices in Simulation Scale, and the Learner Satisfaction and Self-Confidence in Learning Scale — as well as a pre- and post-lab administration of Rovai’s (2002b) Classroom Community Scale. The qualitative component of the study involved semi-structured interviews with 25 students, three lab facilitators, and five clinical placement instructors. Analysis of data collected before and after the simulation-based lab revealed a significant increase in knowledge and sense of community in the group as a whole. Analysis of the results of the NLN instruments indicated that the simulation-based practice lab was instructionally effective. Students were highly positive in their ratings of the design elements and implementation of the simulation-based practice lab, satisfied with the simulation-based learning activities, and confident in their ability to provide patient care. The qualitative analysis added a rich, descriptive understanding of how the simulation-based practice lab promoted instructional effectiveness (i.e., skills and knowledge, confidence, and learner satisfaction), preparation for clinical placement, and community cohesion. Thematic analysis of the interview data identified the following major themes: benefits to distance learners, nurse-patient interaction, theory to practice, positive experience, sense of community, and supportive learning (student interviews); benefits of simulation experience, facilitator role, and technology (facilitator interviews); and theory to practice, positive experience, and sense of community (clinical instructor interviews). This research supports the use of on-site simulation-based practice labs as a means to provide greater readiness for clinical practice and strengthen the sense of community among distance learners. / 2012-06

The purpose of this study was to determine the effect of single-sex and coeducational physical education classes on secondary school students' self-confidence levels. A dependent sample of Grade 10 students completed Vealey's State Sport-Confidence Inventory at the completion of their single-sex class and then again at the completion of their coeducational class. They also completed a sport specific self-confidence measure, in order to factor out their confidence in basketball and volleyball from their overall State Sport-Confidence. Some students also participated in focus group interviews at the completion of each class type. Vealey's State Sport-Confidence Inventory showed no significant differences between classes or between genders. However, qualitative results contradicted these findings as females indicated obvious differences between the two class types that would in turn affect their self-confidence levels. The results indicate that more research is needed into how class type affects the self-confidence of students in single-sex and coeducational physical education classes.

Tyrimo objektas: mokinių pasitikėjimas savimi, socialinis nerimas, ir savęs vertinimas. Tyrimo tikslas: atskleisti viduriniojo mokyklinio amžiaus mokinių pasitikėjimo savimi, socialinio nerimo ir savęs vertinimo ypatumus. Hipotezė: viduriniojo mokyklinio amžiaus mokinių pasitikėjimo savimi, socialinio nerimo lygis skiriasi lyties aspektu, pagal amžių bei pagal tai kokioje mokykloje mokosi: miesto ar rajono. Tyrimo uždaviniai: 1. Ištirti viduriniojo mokyklinio amžiaus mokinių bendrą pasitikėjimo savimi, savęs vertinimo ir socialinio nerimo lygį; 2. Palyginti tiriamųjų pasitikėjimo savimi, savęs vertinimo ir socialinio nerimo lygį lyties aspektu; 3. Palyginti miesto ir rajono mokyklų mokinių pasitikėjimo savimi, socialinio nerimo ir savęs vertinimo lygius; 4. Palyginti pasitikėjimo savimi, savęs vertinimo ir socialinio nerimo lygį atsižvelgiant į jų amžių. Tiriamieji: 113 penktos ir aštuntos klasių Kauno miesto ir Kauno rajono mokykloje. Tyrimo metodai: Literatūros analizė, anketinė apklausa ir matematinė statistika. Išvados: 1. Nustatyta, kad didžioji dalis apklaustųjų pasižymėjo vidutiniu pasitikėjimo savimi lygiu, kas rodo, kad daugumos apklaustų pasitikėjimas savimi yra optimalus, neperdėtas. Žemu savęs vertinimo lygiu pasižymėjo daugiau nei penktadalis apklaustųjų, o dešimtadalis save vertina aukštu savęs vertinimo lygiu. Taipogi pastebėta, kad 36 proc. respondentų patiria aukštą arba vidutinį socialinio nerimo lygį, likę 64 proc. patiria arba žemą, arba iš vis... [toliau žr. visą tekstą] / Object of research: the self-confidence, social anxiety and self-esteem of middle school age pupil. Aim of research: reveal peculiarity the self-confidence, social anxiety and self-esteem of middle school age pupil. Hypothesis: the self-confidence, social anxiety and self-esteem levels of middle school age pupil are different by sex, by age and by school in which they study: city or district school. The goals of research: 1. Examine self-confidence, self-esteem and social anxiety level of middle school age pupil. 2. To compare subject’s self-confidence, social anxiety and self-esteem by sex. 3. To compare subject’s self-confidence, social anxiety and self-esteem by school in which they study. 4. To compare subjects’ self-confidence, social anxiety and self-esteem by age. Subjects of research: There were interviewed 113 fifth and eighth grade students in Kaunas and Kaunas district school. Methods of research: Analysis of literary sources; interview by questioner; Conclusions: 1. It was found that the majority of the respondents characterized the medium confidence level, indicating that the majority of respondent’s self-confidence is the optimal. Low level of self-assessment was characterized by more than one-fifth of respondents, while the self-tenth of a high level of self-assessment. We also observed that 36 percent. Respondent’s experiencing high or medium levels of social anxiety, the remaining 64 percent are, or low, or do not suffer from social anxiety is. 2. It is... [to full text]