Students at a private high school in New Jersey exhibited low academic self-confidence as compared to other indicators on the ACT Engage exam. The purpose of this qualitative case study was to gain an understanding of academic self-confidence, academic performance, and learning within a sample of students. This research explored students' and teachers' perceptions of self-confidence and their impact on academic performance. The research was guided by Weiner's attribution and Bandura's self-efficacy theories. The research questions focused on 3 areas: students' and teachers' perceptions of academic self-confidence as factors impacting students' academic performance; and the perceived relationship between academic self-confidence, academic performance, and learning. Data were collected from a sample of 10 sophomore students and 10 teachers of sophomore students through 2 separate focus groups using a semistructured focus group guide. Using Clarke and Braun's framework for thematic analysis, the data were analyzed. Results revealed 2 student themes: (a) developing confidence and (b) set for success, and 3 themes from the teacher focus group: (a) student academic performance, (b) creating a positive space, and (c) student confidence. Professional development was designed for local application, including strategies to enhance students' academic self-confidence to lead to enhanced academic performance. Implications for social change includes increased student success as they transition to college.

This thesis reports empirical and theoretical research into learning of mathematics and statistics at university level, with particular regard to students views of their self-confidence and experiences, and the effects of these on achievement. This study was conducted at a time of widespread national concern about difficulties in mathematics education in England, particularly at the transition from school to university Science, Technology, Engineering and Mathematics (STEM) courses. Factors which affected non-specialist students learning of mathematics and statistics were investigated using student surveys in 2004/5, 2005/6 and 2006/7 (701 questionnaires) in the a-typical setting of a University College specialising in rural and land-based higher education. 52 student interviews were also carried out, primarily in 2008 and 2009, and are referred to but are not the main focus of this thesis. Both deductive and inductive approaches were used. Self-confidence was defined using three Mathematics Self-confidence Domains: Overall Confidence in Mathematics, Topic confidences for specific tasks, and Applications Confidence. Self-confidence was considered a belief, whilst liking of the subjects was an attitude, both forming part of affect , where affect comprised beliefs, attitudes and emotions. Student motivation was also investigated. The survey data, and examination and assignment marks, of engineering students learning mathematics and other non-specialist students learning statistics, were analysed both quantitatively (by descriptive statistics, ANOVA, Kruskal Wallis, Correlation, Multiple Regression, Factor and Cluster analyses) and qualitatively. Previous success in mathematics, primarily GCSE Mathematics grade, was found to be the greatest determinant of university students success in mathematics and statistics, but self-confidence and other affective variables also had significantly measurable effects. Significant effects on student confidence were also found for gender and dyslexia despite good achievement. Findings indicate that students self-confidence in mathematics does matter, as evidenced by significant relationships between confidence and achievement, but it was also concluded that these inter-relations were complex. Educators are encouraged to adopt student-focussed teaching styles which improve students self-confidence as a means to improving attainment.

<p>Uppsatsens syfte är att med hjälp av livsberättelser få en inblick i elevers upplevelser av specialpedagogiska insatser. Metoden är en livshistorieansats med tyngdpunkt på elevers syn på sin skolsituation och lärande, i relation till miljö och grupptillhörighet. Studiens teoretiska hållning har ett socialkonstruktionistiskt perspektiv, vilket innebär att verkligheten, kunskap och lärande skapas i social samverkan.</p><p>Arbetet bygger på en empirisk studie av två elevers berättelser om sin skoltid. Eleverna går båda i årskurs sju och har under sin skoltid haft olika former av specialpedagogiskt stöd. Studien gör en forskningsanknytning bland annat inom områdena: en skola för alla, elevers upplevelser, pedagogers roll och föräldrars syn. Utöver reflektioner kring forskning och empiri tas i diskussionen upp fem områden, vilka i studien framkommit ha betydelse för elevernas skolgång: motivation, trötthet, ensamhet, delaktighet och behov av lugn och ro.</p><p>Det specifika för studien är elevernas berättelser och att ur dessa synliggöra specialpedagogiska insatser.</p> / <p>The aim of this essay is to get an insight into pupils experiences of special needs education by life-histories. It´s an application of the life-history method and the main focus is pupils way to understand their schoolsituation and learning, related to environment and grouping. The theoretical frame of the study is a socialconstructionist approach, that means, that the reality, knowledge and learning comes out of social co-operation.</p><p>The essay is based on an empirical study of two pupils stories of their schooling. The pupils are both in the seventh grade and have had varying kinds of special needs education during their schooling. The study connects with research findings among inter alia: inclusive schools, pupils experiences, the parts of the pedagogues and the parents opinions. Besides reflections about research findings and empiric the discussion in the essay includes five themes, that the study came to the conclusion was important for pupils schooling: motivation, tiredness, loneliness, participation and the need of peace and quiet.</p><p>The specific of the study is the stories of the pupils and from this point of view the attention paid to special needs education.</p>

Using a correlational design, this study examined relationships among and between differentiation, profile elevation, gender and educational level (predictors) and depression, confidence, and vocational identity (criterion). Clients presenting for counseling services (n = 90) with a career concern at a large, metropolitan university were included in the study. Six assumptions were examined using three single hierarchical regression analyses to reveal relationships among and between variables. Two research assumptions were confirmed at the .05 level of significance. Bivariate correlations were computed to examine the structure coefficients. Beta weights and structure coefficients were examined to determine the relative contribution of the predictors in the regression model. Results indicated that differentiation, profile elevation, gender and educational level did not predict significant variance in depression and vocational identity. However, differentiation, profile elevation, and educational level did significantly predict confidence (p< .0001).

The problem of this study was to investigate the influence of a course in business speaking on certain aspects of self-concept and self-confidence of college students.

Master of Science / Department of Family Studies and Human Services / Jared A. Durtschi / Many individuals in their teens and twenties believe achieving financial self-sufficiency is an important part of becoming an adult (Arnett, 2000); yet the research on this topic is very limited. The level of general responsibility a young adult obtains is related to their general level of self-confidence (e.g., Shim, Serido, Bosch & Tang, 2013). However, the relationship between financial responsibility and self-confidence is currently unknown. Additionally, the relationship between self-confidence and annual income among young adults is largely unknown. This is the first study to advance current knowledge with a large (N = 474) and longitudinal dataset of emerging adults. The goal of this study is to test the underlying process that may explain variation of annual income among emerging adults from the Transition to Adulthood Supplement, a subset of the Panel Study of Income Dynamics (PSID). The study used a structural equation model (SEM) to test three waves of data across four years. Results from the SEM analysis demonstrated that higher levels of financial responsibility were associated with higher levels of self-confidence two years later. Additionally, the findings showed that higher levels of self-confidence were associated with higher levels of annual income after an additional two years. The results suggest the importance of building financial responsibility and self-confidence in emerging young adults.

No description available.

Este estudo teve como objetivo validar instrumento de medida para a realização do cateterismo urinário intermitente entre pacientes e cuidadores. Estudo metodológico de construção e validação de instrumento, realizado no Centro de Reabilitação de um Hospital Universitário, com pacientes usuários do cateterismo urinário intermitente e com os seus cuidadores, após aprovação do Comitê de Ética em Pesquisa da Escola de Enfermagem de Ribeirão Preto - Parecer 146/2012. Os dados foram coletados por entrevista, realizada durante consulta de enfermagem através de instrumento de caracterização da amostra e de um questionário tipo Likert de 16 itens e cinco pontos por item, que vão de: \"nada confiante\"=1; \"pouco confiante\"=2; \"confiante\"=3; \"muito confiante\"=4 até \"completamente confiante\"=5. O questionário denominado Escala de Autoconfiança para realização do Cateterismo Urinário Intermitente Limpo (EACUIL) foi construído com base na literatura e validado em aparência e conteúdo em estudo anterior.Os dados da pesquisa foram codificados e digitados duplamente em planilhas do aplicativo Excel e após exportados e analisados no programa SPSS (Statistical Package for Social Science), versão 22.0. S. Para determinar a validade e a confiabilidade do construto, foi utilizada estatística descritiva, com medidas de tendência central e de dispersão (média, moda, mediana, percentis, variância, desvio padrão), e a inferência estatística (análise fatorial e estimativa da consistência interna). Para a avaliação dos resultados obtidos, foi assumido o valor de p<0,05 como estatisticamente significante. A amostra foi composta por 241 sujeitos, entre os quais 122 (50,6%) pacientes e 119 cuidadores (49,4%), a maioria provenientes da Divisão Regional de Ribeirão Preto (DRS XIII). A maior parte dos pacientes era de solteiros, do gênero masculino, possuíam o 1o. e 2o. grau completos e entre os cuidadores a maior parte era de casados, do gênero feminino e também possuía 1o. e 2o. graus completos. Entre pacientes e cuidadores a quase totalidade foi capacitada para o cateterismo no Hospital onde o diagnóstico primário foi realizado. A prática do cateterismo foi descrita pela maioria como realizada 4x/dia e há cerca de cinco anos. Com relação ao instrumento proposto foi encontrada uma elevada correlação de todos os itens com o total da escala, Alpha de Cronbach 0,944. Os itens da escala foram mantidos num único fator. Os mesmos resultados foram repetidos nas sub-amostras pacientes e cuidadores. Os valores descritivos da amostra no que diz respeito à autoconfiança indicam que entre pacientes e cuidadores os maiores valores encontrados foram os relacionados a \"higienização das mãos\" e os menores os relacionados a \"escolher o que fazer quando sai sangue na urina\". Entre os pacientes foram também altos os índices de autoconfiança na higienização dos genitais / This study aimed to validate measuring instrument for the realization of intermittent urinary catheterization among patients and caregivers. Methodological study of construction and instrument validation do neat the Rehabilitation Center of a University Hospital with patients using intermittent urinary catheterization and their carers, after approval by the Ethics Committee of the Nursing College of Ribeirão Preto - Opinion 146/2012. Data were collected by interview, conducted during nursing consultations through the sample characterization tool and a Likert questionnaire of 16 items and five points per item, ranging from \"no confidence\" = 1; \"somewhat confident\" = 2; \"confident\" = 3; \"very confident\" = 4 to \"completely confident\" = 5. The questionnaire named Self-confidence scale for carrying out the Clean Intermittent Catheterization Urinary (EACUIL) was built based on the literature and validated in appearance and content in a previous study. The survey data were coded and double entered in the Excel spreadsheet application and after exported and analyzed using SPSS (Statistical Package for Social Science) version 22.0.S.To determine the validity and reliability of the construct was used descriptive statistics, with measures of central tendency and dispersion (mean, mode, median, percentiles, variance, standard deviation), and the statistical inference (factor analysis and estimation of internal consistency). For the evaluation of the results, it was as summed the value of p <0.05 as statistically significant. The sample consisted of 241 subjects, including 122 (50.6%) patients and 119 caregivers (49.4%), most from the Regional Division of Ribeirão Preto (DRS XIII). Most patients were single, male, had between 51 and 60 years and the 1st and 2nd full degrees and among caregivers most were married, female and also had complete 1st and 2nd degrees. Between patients and caregivers almost all were trained for catheterization at the hospital where the primary diagnosis was made. The practice of catheterization was performed as described by Most 4x / day and about 5 years. Regarding the proposed instrument found a high correlation of all items with the total scale Cronbach\'s alpha 0.944. Scale items were kept in a single factor. The same results were repeated in patients and caregivers sub-samples. Descriptive sample values with regard to the confidence indicate that among patients and caregivers the highest values found were related to \"hand hygiene\" and smaller related to \"choose what to do when there is blood in the urine.\" Among the patients were also high the confidence indices in cleaning the genitals

by Cheuk Fung Ting. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 96-107.

The present investigation was designed to examine the effects of the positive manipulation of information on self-efficacy and subsequent performance of 180 female subjects. High, moderate, and low self-efficacy subjects were randomly assigned to a treatment condition in a 3 x 4 x 3 (preexisting self-efficacy x efficacy information source x trials) factorial design. Information from the three efficacy sources of performance accomplishments, verbal persuasion, and vicarious experience was manipulated towards success after subjects completed a muscular leg endurance task. The results supported self-efficacy theory with high self-efficacy subjects extending their legs significantly longer than moderate and low self-efficacy subjects. However, subjects did not differentially [sic] respond to the manipulation of the efficacy information. Results are discussed in terms of efficacy as a mediator of performance on an endurance task as well as the lack of differential changes in efficacy based on the source from which that information is derived.