Darbo objektas – sportuojančių ir nesportuojančių paauglių savęs vertinimo, pasitikėjimo savimi ir patiriamų patyčių sąsajos. Tyrimo problema: Viena iš dažniausiai pasitaikančių bendravimo problemų paauglystėje - patyčios. Anot R. Povilaičio ir kt. (2007), jeigu paauglys nesijaučia pakankamai vertingas, jis siekia save su kuo nors palyginti, dažniausiai toks paauglys ieško bendraamžio, kuris, jo supratimu, yra mažiau vertingas. Taip atsiranda patyčios, kurių metu siekiama įrodyti savo pranašumą. Tačiau mokslininkai nesutaria dėl sportavimo įtakos patyčių raiškai. Vieni teigia (Malinauskas ir Šniras, 2006; Šukys ir Jankauskienė, 2008), kad sporto poveikis asmenybės psichologinei sveikatai, socialiniams įgūdžiams, nuo kurių priklauso individo elgesys aplinkoje, yra labai pozityvus, kiti - kad labiau negatyvus (Zajančkauskaitė-Staskevičienė ir Milerytė, 2010), kad ilgalaikė sportinė veikla gali turėti įtakos individų agresyviam elgesiui ir kitoje veikloje (Платонова, 2009). Todėl būtina atkreipti dėmesį į sportuojančių ir nesportuojančių paauglių savęs vertinimą ir pasitikėjimą savimi ir šių kintamųjų sąsąją su patyčiomis. Tyrimo tikslas – nustatyti sportuojančių ir nesportuojančių paauglių savęs vertinimo, pasitikėjimo savimi ir patiriamų patyčių sąsajas. Tyrimo uždaviniai: 1. Nustatyti patiriamų patyčių, pasitikėjimo savimi ir savęs vertinimo sąsają. 2. Išanalizuoti patiriamų patyčių, pasitikėjimo savimi ir sportavimo sąsają. 3. Išanalizuoti patiriamų patyčių, savęs vertinimo... [toliau žr. visą tekstą] / Research object: the athletes and non-athletes adolescent’s relation among self-esteem, self- confidence and bullying. Research problem: Bullying is one of the most common problems of communication in adolescence. According to R. Povilaitis et al (2007), if the teenager does not feel sufficiently valuable, he/ she tries to compare himself/ herself with someone else and usually such a teenager is looking for his/ her peer who in his/ her opinion, is less valuable. In such a way bullying appears and through it adolescents attempt to demonstrate their superiority. However, scientists disagree on the impact of sport for the bullying expression. Some of them (Malinauskas and Šniras, 2006; Šukys ir Jankauskienė, 2008) state that the impact of sports for the psychological health of the personality, his/ her social skills that affect the individual's behavior in the environment, is very positive, but other scientists (Zajančkauskaitė-Staskevičienė and Milerytė, 2010) maintain that the impact is more negative and that long-term sports activities can affect the aggressive behavior of individuals. (Платонова, 2009). Therefore, it is necessary to pay attention to the athletes and non- athletes adolescents self-esteem and self-confidence and to the relation of these variables with bullying. Aim of the research: to disclose the relation among athletes and non-athletes adolescent self-esteem, self-confidence and bullying. Research tasks: 1. To set the relation among bullying... [to full text]

Rock climbing is thought to rely upon the interaction of various performance components, and has previously been described as a complex multi-faceted sport. It has been suggested that psychological aspects of performance, such as task perception and the interaction of resulting pre-climb anxieties, contribute greatly to the physiological responses and the overall performance during ascent. However, research which seeks to investigate both psychological and physiological responses during specific bouts of rock climbing are few in number. This thesis attempts to contribute to the novel yet limited body of field based psychophysological research relating to rock climbing. To this end, the studies contained within this thesis investigated psychological and physiological responses as a result of difficult on-sight rock climbing. Elaborating upon previous research, additonal factors which are thought to influence these responses were explored. More specifically, differences in responses between ability groups, style of ascent, and route type were investigated. In study one, differences in psychological and physiological responses with respect to ability level and ascent style were investigated, during a single on-sight ascent. Seventy-two climbers were split into ability groups defined as lower-grade, intermediate, advanced and elite based on self-reported on-sight grades (Ewbank) of ≤17, 18-20, 21-24 and ≥ 25 respectively. Each climber attempted an on-sight ascent of a designated test route set on an indoor artificial climbing wall. A separate test route was set for each ability group which targeted their self-reported ability with respect to best on-sight. Participants were randomly assigned to either a lead or top-rope ascent and climbers were not informed of their style of ascent until 15 min prior to climbing. Responses to the climbing task were measured pre, during, and post-climb using a number of psychological and physiological markers. In total fifty-two participants successfully completed their on-sight ascents, and data for successful ascents were analysed and compared. Pre-climb variables were considered together in order to investigate pre-climb state, more specifically levels of anxiety, prior to ascent. Results indicated that there were no significant differences for grouped pre-climb variables with respect to ascent style. These results suggest that irrespective of ascent style, successful climbers exhibited similar psychophysiological responses prior to attempting an on-sight ascent. Furthermore, this trend was replicated across all ability groups. These findings were thought to be indicative of the high demand and level of uncerainty imposed by the on-sight condition of ascent, lending support to previous suggestion that an on-sight ascent induces the highest anxiety response. During the climb, HR and were measured and averaged across the entirety of the ascent. When expressed as a percentage of and the average HR and responses during ascent were found to be comparable across ability groups. As such, all ability groups appeared to utilise similar fractions of maximal capacity, with elite climbers successfully ascending a route up to eight difficulty grades harder than those of lower ability, whilst still performing at the same workload intensity. It would appear that oxygen uptake during rock climbing may not be directly related to difficulty or personal ability. A technical advantage, personal climbing style, and possible physiological adaptations may be contributors to more strategic and efficient ascents resulting in the capacity to climb at higher grades of difficulty. The second study presented within this thesis was comprised of two phases of investigation; (1) to investigate whether psychological and physiological responses to competition-style climbing differed with respect to ability level, and (2) to investigate potential psychological and physiological differences based on route type and outcome (success and failure). In phase 1 of study two, intermediate, advanced and elite climbers attempted an lead on-sight ascent of a competition-style route which increased in difficulty as the climber progressed. The route was set with the intention of being just beyond the upper limits of the elite climbers self-reported best on-sight ability (~26 Ewbank). This was done in order to ensure that a fall from the route was highly likely, even for the elite climbers. All climbers failed to successfuly ascend the test route and as such all climbed to the point of failure resulting in a fall. The results obtained both prior to, and during ascent suggest that the intermediate and advanced climbers in the current study may have been limited by technical ability as opposed to physical exhaustion, or increased levels of anxiety. Elite climbers were to be able to maintain a more sustained physical effort during the more difficult phases of the climb. This appeared to be reflected in post-climb blood lactate concentration and ratings of task demand with respect to both physical demand and effort. As such it may be that elite climbers are more accustomed to maximal effort and demonstrate an increased tolerance to the higher exercise intensity required during more difficult ascents. In the second phase of study two the psychological and physiological responses of climbers in a competitive setting obtained in phase 1, were compared with those exhibited by participants during both successful and unsuccessful lead on-sight ascents in study one. The aim of study two phase 2 was to determine whether the responses of successful climbers differed from those who succeeded by reaching the top of a route, and performances in a competitive context where success is denoted by the distance achieved by a climbers on their ascent. The main findings in this instance were that although there were no significant differences observed between categories of ascent (successful, unsuccessful and competition) for grouped pre-climb variables, trends in CSAI-2R responses indicated high cognitive anxiety coupled with lower self-confidence prior to unsuccessful ascents. As such it may be that self-confidence acts as a buffer in moderating success in rock climbing, demonstrating the role of positive emotions and their impact upon performance as opposed to the detrimental effect of the negative. A second finding of this study was that there appeared to be a differing HR- relationship based on ascent category. Modest increases in were shown for all ascents, irrespective of ability level. A plateau in response was accompanied by a similar plateau in HR response during successful ascents, yet HR was shown to increase in a linear fashion until point of failure during unsuccessful ascents. It is possible that these findings highlight the presence of a climbing specific limitation.

This qualitative study explored six post high school students' experiences within one high school Dance Academy program, over a four-year period, to learn if their dance experiences promoted student engagement. Student engagement occurs when students are invested in their learning, is the product of motivation and active learning, and is linked to student success. Semi-structured individual and group interviews were used as instruments of data collection and the data was transcribed and analyzed. Four main themes emerged from this study in relation to the students' experiences within the Dance Academy in relation to student engagement: 1) increased self-confidence, 2) healthy relationships amongst peers and with their teacher, 3) a sense of belonging, and 4) increased feelings if self-worth. The outcomes from this study indicate that dance, as part of a high school curriculum, was advantageous in providing these students with a unique learning experience that increased their relationship with the curriculum and fostered student engagement. Further research on the implications of teaching the arts, and in particular dance, in high school could benefit curricular programming and pedagogical practice.

The primary purpose of this study was to examine the relationship among levels of trait and state anxiety, self-confidence, arousal and performance of athletes throughout a competition. A secondary purpose was to examine the usefulness of a variety of instruments used to obtain levels of anxiety, self-confidence, arousal, and performance. Trait anxiety was measured by the Sport Competition Anxiety Test (SCAT) (Martens, 1990) and levels of state anxiety and selfconfidence were measured using the Competitive State Anxiety Inventory-2 (CSAI-2) (Martens, 1990). Pre-game and game arousal levels were distinguished by monitoring heart rates via heart rate monitors. Performance of each athlete was evaluated by the head coach. An overall rating or score was determined through the use of a Performance Rating Inventory which was developed specifically for this study.Thirteen members of the Ball State Field Hockey Team, ranging in ages from 18-22 years, agreed to participate in this study. Data was collected for 19 competitions from their regular season schedule. The SCAT was administered to the athletes in a non-competitive environment_ to determine trait anxiety levels. Levels of state anxiety (cognitive and somatic), self-confidence, arousal, and performance were obtained for every competition played.Pearson Product-Moment Correlation was used to determine the relationship among levels of trait and state anxiety and arousal to playing performance. Overall, there was no statistically significant relationships found among these levels. A follow-up analysis examined the data by the three most competitive and three least competitive games of the season. Group means were graphed according to pre-game and game arousal and no significant difference was shown between the two levels of competitiveness. Group means of the three subscales of the CSAI-2 (cognitive, somatic and self-confidence) were also graphed. Cognitive and somatic state anxiety levels were at its highest and self-confidence was at its lowest for the more competitive games and cognitive and somatic state anxiety were at its lowest and self-confidence was at its highest for the least competitive games. As a result of these findings, physiologically the athletes approached both types of games similarly. The difference was in the mental approach which ultimately could of been the difference in a win or a loss. / School of Physical Education

Graduate nursing education is a combination of didactic and clinical instruction. Clinical instruction is achieved primarily by pairing a student with either an experienced physician or certified nurse practitioner (NP) who will serve as a preceptor. The student/preceptor relationship may be initiated by nursing faculty or by the student. The quality of clinical instruction is crucial to the professional development of the NP. During this time of intense clinical instruction, students learn the process of applying the principles of diagnostic reasoning in a real world setting. Socialization into the role of the NP is an important component of the clinical education and may be impacted by the relationship established between the student and the preceptor. Multiple factors may have an impact on the resulting experience and relationship. Attitudes of both student and preceptor define and shape the relationship that develops throughout the clinical rotation. The student’s perception of the quality of the clinical experience may impact the outcome of the experience including the student’s sense of self-efficacy and confidence in practice skills and socialization into the role. This study focuses on the student’s perception of self-efficacy and confidence based on whether a mentoring relationship was established with at least one preceptor during the clinical experience. The study, a modified replication of Hayes’ 1997 study, demonstrated a strong sense of mentoring, self-efficacy and self-confidence in students enrolled in the final clinical course of a nurse practitioner program. The single most predictive factor for self-efficacy and self-confidence is length of time the student works with the preceptor as measured by months of clinical rotation. Other predictors of self-efficacy and self-confidence included the students’ perception of a mentor and how that mentorship was instrumental in the development of the skills and abilities necessary for transition into the role of the nurse practitioner. Self-efficacy was found to correlate highly with feelings of self-confidence in beginning skills such as physical assessment as well as higher level skills of diagnostic reasoning. As the students neared the end of clinical courses in the nurse practitioner program, most felt prepared to begin practice and cited traits similar to those attributed to preceptors as indicators of preparedness. / Department of Educational Studies

Aim: The aim of the study is to investigate the impact of national culture on female’s career advancement and different barriers that females may confront in University of Gävle and GuizhouUniversity   Method: Both qualitative and quantitative methods are employed in the current study. Qualitative data is collected by sixteen interviews including ten participants from University of Gävle and six participants from GuizhouUniversity. And the quantitative data is collected by one hundred questionnaires in the two universities.   Result and Conclusions: The study finds out that Hofstede’s six cultural dimensions: power distance, collectivism vs. individualism, uncertainty avoidance, masculinity vs. femininity, long-term orientation vs. short-term orientation and indulgence vs. restraint could affect female’s career advancement in varying degree in which power distance and masculinity vs. femininity differentiate the two universities to a large extent. Moreover, the study shows gender stereotyping, lack of networking, and lack of mentorship are most obvious barriers for female’s career advancement while the impact of glass ceiling, opportunities and self-confidence is relatively.   Suggestion for further studies: Future studies could take more cultural models into consideration. Bigger samples in two countries should be collected to view a whole picture of female’s situation in Swedish and Chinese tertiary education field.   Contribution of the thesis: The model of relationship between national culture and female’s career advancement provides a framework for the further studies relating to female’s under-representation in tertiary field. Barriers identified by the authors remind the universities to improve their organizational management.

The purpose of the study was to predict mathematics achievement with self-confidence in mathematics, actual work effort in mathematics, and perceived importance of work effort in mathematics, and to investigate the gender differences with respect to those variables. The study was conducted in Ankara, Turkey with 157 eight-grade students (87 boys, 70 girls) from a private school. The following measuring instruments were used: (1) Confidence in Learning Mathematics Scale, (2) Effort as a Mediator of Mathematical Ability Scale, (3) Homeworks and Mathematics Achievement Tests. The validity and reliability of the measuring instruments were tested by the researcher. The data of this study were analyzed by using Stepwise Multiple Regression Analysis and Multivariate Analysis of Variance (MANOVA). The results of the study indicated that (1) the combined effect of three predictor variables (Self-confidence, actual work effort, and perceived Importance of work effort) on students&rsquo / mathematics achievement was significant (R2adj=0.543). Girls&rsquo / mathematics achievement was significantly (R2adj=0.531) affected by three predictor variables (Self-confidence, actual work effort, and perceived importance of work effort). Whereas for boys, two variables (Self-confidence and actual work effort) were the predictors which had a significant combined effect on mathematics achievement (R2adj=0.539). (2) There was no statistically significant mean difference between girls and boys with respect to self-confidence, actual work effort, perceived importance of work effort and mathematics achievement.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 155 p.; also includes graphics Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center

Thesis (MA (Social Work) (Play Therapy))--University of Pretoria. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1993.