Svarbu išsiaiškinti, kokią įtaką jaunųjų futbolininkų veiklos aktyvumui bei jų asmenybės raidai turi savęs vertinimas ir pasitikėjimas savimi ir kaip glaudžiai susijęs su žmogaus pretenzijų lygiu, t. y. tikslų, kuriuos jis sau kelia, sudėtingumui. Tyrimo tikslas - nustatyti 12 - 13 metų jaunųjų futbolininkų ir 14 - 15 metų jaunųjų futbolininkų teigiamo savęs vertinimo ir pasitikėjimo savimi ugdymo ypatumus. Tyrimo uždaviniai: 1. Nustatyti 12 – 13 metų jaunųjų futbolininkų ir 14 – 15 metų jaunųjų futbolininkų savęs vertinimo ypatumus prieš ugdymo programą ir po jos. 2. Atskleisti pasitikėjimo savimi ypatumus prieš ugdymo programą ir po jos. Tyrimo metu kėlėme hipotezę, kad po ugdymo programos 12 – 13 metų jaunųjų futbolininkų pasitikėjimas savimi bus didesnis ir savęs vertinimas palankesnis. Išvados: 1. Nustatyta, kad jaunųjų futbolininkų savęs vertinimas po ugdymo programos tapo palankesnis. Prieš ugdymo programą futbolininkų savęs vertinimas 5,11 steno, po ugdymo programos – 5,95 steno (skirtumas statistiškai patikimas (t=14,75; p<0,05). Be to, ir kiekvienos amžiaus grupės futbolininkų (ir 12 – 13 metų jaunųjų futbolininkų, ir 14 – 15 metų jaunųjų futbolininkų) savęs vertinimas po ugdymo programos taip pat tapo palankesnis (p<0,05). 2. Jaunųjų futbolininkų pasitikėjimas savimi po ugdymo programos padidėjo. Prieš ugdymo programą pasitikėjimas savimi buvo 6,65 balo, o po ugdymo programos – 7,44 balo (skirtumas statistiškai patikimas – t=5,05; p<0,05). Be to, ir kiekvienos... [toliau žr. visą tekstą] / It is important to examine the impact of business activity for young footballers and their personal development is self-evaluation and self-confidence and how closely related to the human level of claims, Ie the goals that he himself raises the complexity. Purpose of the survey - a 12 - 13 years young soccer players and 14 - 15 years young footballers a positive self-evaluation and self-confidence building features. The tasks were: 1. In theory analysis of self-evaluation and self-confidence features. 2. 12 - 13 years young soccer players and 14 - 15 years young footballers Self-assessment features before and after school program for her. 3. Reveal assertiveness specificities before curriculum and after. The study Kelem the hypothesis that the education program for young football players will be more self-confidence and self-esteem more favorable. Conclusion: 1. Young football players self-evaluation of education programs has increased. Before school football program in self-evaluation 5.11 Sten, after school programs - 5.95 Steno (difference statistically significant (t=14,75; p<0,05). 2. Young football players self confidence after the educational program as well as increased: before the curriculum is self-confidence score of 6.65, after school programs - 7.44 points (difference statistically significant – t=5,05; p<0,05).

This disertation includes two parts. In the first part, terms that are frequently used in the subject of motivation at school, are specified. In the second part of this disertation the development and characteristics of the On-line motivation questionnaire by Boekaerts are introduced. We agree with Boekaerts that the best way, how to establish the feelings of students, is to give them familiar activities and ask them to give information about their cognitions and feelings during their work on the task. The studies support the conclusion that the On-line motivation questionnaire is an experience-sampling method that can reliably find out students´ cognitions and feelings in relation to specific learning task, without disturbing the student´s attention to the task. The On-line motivation questionnaire can open new ways how to study motivation in the classroom. This questionnaire can play a significant role in gaining information about the various reasons, why the students do not want to invest effort to the task in the classroom. The On-line motivation questionnaire can also provide information about the effects that influence the student´s feelings, their engagement in the task and wellbeing in the classroom. According to submission, the czech version of the On-line motivation questionnaire is ready for testing in our conditions

This study aims to seek answers to what type of motivation strategies serve the development of foreign language learning in an effective way. Motivation is a complex concept and therefore there are no absolute answers to what kind of strategies are preferable, but there are plenty of recommendations and research about motivation. One of the main issues in foreign language learning is students lack of self-confidence, which often leads to motivational issues and loss of interest. In today`s globalized society, knowing a foreign language can lead to new opportunities, both in social and professional life. The teacher has a crucial role in finding ways to reach out to each student and finding a motivational strategy suited for every individual. On the other hand, applying strategies such as for example an ”open class environment”, is more adequate when teaching multiple students at the same occasion. It is important to understand the combined use of different types of motivational strategies, depending on the circumstances, is one of the corner stones in improving the students results.

This study is based on teachers' experiences of how they work with speech anxiety pupils inthe classroom in the Swedish subject in 4th grade at verbal presentations and opinions. The purpose is to find out how a teacher understands and supports a speech fear pupil in oral submissions and opinions. The questions that the study will be based on are: What methods and working methods are used to prevent and promote pupils' talents? How does the teacher visualize and supports speech anxiety pupils in the classroom at oral presentations and opinions? In what way is the work of rhetoric benefiting speech anxiety pupils? The study consists of qualitative methods based on observations and interviews. Data has been collected through four observations and three interviews. The result has shown that in the classroom there are between three and five pupils who either suffer from speech anxiety or who are merely silent. Oral presentations are something that most pupils feel discomforted and therefore the teacher adjusts the teachings according to the pupil's needs and prerequisites. The teacher has varied teaching to enable all pupils to feel included, thus creating confidence and self-esteem through different working methods andgroup size. Furthermore, it was found that the teachers work with a good classroom climate for the student's learning and development. To get a functioning classroom and education, the class must work socially. The conclusion is that teachers already at the lower stage work deliberately and actively with oral requests for the pupils to become good talents in the long run. It is essential that a safe classroom environment is created, and that the teacher communicates with pupils who do not speak about their needs. In addition, it's important that speech anxiety and silent pupils get practice in speaking so they can strengthen their speech, become more visible and comfortable with their speech in front of other pupils

Please read the abstract in the section 00front of this document / Thesis (PhD (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

I följande studie genomfördes en kombinerad kvalitativ och kvantitativ undersökning om förskollärares självförtroende i musikundervisning. Tidigare forskning belyser musikundervisning i förskolan som något väldigt betydelsefullt för barn och deras utveckling men att omfattningen i praktiken visat sig beroende av respektive förskollärares självförtroende i ämnet. Studiens syfte är att undersöka och bidra med kunskap om förskollärares olikartade uppfattningar om faktorer som påverkar deras självförtroende gällande musikundervisning i förskolan. Studien verkställdes genom en enkät med 30 svarande förskollärare där kvantitativa fasta frågor och kvalitativa öppna frågor blandades. Analysen genomfördes med hjälp av kategorisering av förskollärarnas höga respektive låga självförtroende men även i relation till studiens teoretiska ramverk. Resultatet visar att intresset för musik påverkar självförtroendet antingen positivt eller negativt. Det är också avgörande vilken musikalisk erfarenhet förskolläraren besitter och hur väl utbildningen har givit rätt förutsättningar. Förskollärare i enkäten uttrycker att musikinslaget i förskollärarutbildningen med fördel borde utökas och anpassas efter studenternas kunskapsnivå och behov i kommande yrkesutövning. Om inte mer vidareutveckling av förskollärarutbildningen görs riskerar förskollärarnas musikaliska självförtroende att påverkas negativt och därmed även att musiken utesluts i högre grad i förskolan.

Many pupils all over the world might experience foreign language anxiety which has a majorimpact on pupils’ development. Because of this, and because of personal experiences of thesubject, the aim of this thesis was to investigate teachers’ experience of foreign languageanxiety and motivational factors regarding Swedish pupils in grade 1-3. This study investigatedhow the teachers notice pupils who have foreign language anxiety and how they manage towork with them to make them motivated. The focus has been on the oral parts of the Englishsubject. The study was conducted by interviewing six teachers from different schools inSweden. Semi-structured interviews were made with teachers who had experience of the subjectto develop a deeper understanding of their experience and working methods. To analyze theresults, cognitive motivation theory and Skinners behavioristic theory have been used assupport. The results showed that foreign language anxiety is a common challenge in school andthat it can depend on what grade the pupils were in. Some of the participating teachers find itdifficult to manage to work with these pupils since they do not specifically know how to adaptthe teaching to the pupils so they will be able to overcome their anxiety. However, the resultshave showed that the teacher-pupil relationship and the classroom environment play a big rolewhen it comes to foreign language anxiety. / <p>Engelska</p>

Empathetic communication enhances the nurse-patient relationship and improves patient outcomes and needs to be taught and evaluated during simulated clinical experiences. Experience in healthcare education has shown students' empathy levels decrease over time. The purpose of this quasi-experimental pretest posttest, study was to compare nursing students' empathy levels, self-confidence, and satisfaction with simulation between the use of the high-fidelity manikin simulator (HFMS) and a standardized patient (SP) used during their simulated clinical experience. Kolb's experiential learning theory was used to guide the study through the four phases specific to simulation and learning. Convenience sampling was used to recruit 135 nursing students in the pre-simulation survey; 123 participants completed the post-simulation survey with 64 in the control group (HFMS) and 59 in the experimental group (SP). Data were analyzed using an independent t-test to determine if there were any mean differences between the HFMS and SP groups in terms of empathy, satisfaction, and self-confidence. Empathy was measured using the Jefferson Scale of Empathy-Health Professions Student and the NLN's Satisfaction and Self-Confidence Scales. Results revealed there were no significant difference in students' empathy levels, self-confidence, and satisfaction. Positive social change through prioritizing nursing students' empathetic communication in patient care may be enhanced in the simulated clinical environment with various approaches. Recommendations for future research are to determine what interventions best develop nursing students' empathy, satisfaction, and self-confidence in patient care .

Why do some master's level students feel confident in completing their programs and some do not? Why do some feel connected to their department and some do not? Why do some feel legitimate as graduate students and some do not? This research proposes that there may be differences in how master's students understand the graduate student role based on whether they went directly from high-school through their bachelor's to their master's, or if they took time off between their bachelor's and master's program. This thesis used in-depth interviews with twelve second-year master's students at Portland State University to explore these questions: six with students who had a linear trajectory through higher education and six with students who had a break after completing their bachelor's and before returning for their master's (broken trajectory students). Students from both groups began their programs with questions about their ability to perform at a master's level. Broken trajectory students were more likely to have thought through their chances of success and entered their programs 'knowing' that they would successfully co~plete the programs even when they questioned their academic abilities. Students from both groups overall felt a progressive increase in feelings of connection to their departments. The linear trajectory students entered their programs with some established feelings of connection with other graduate students. The broken trajectory students did not have these established connections, but desired connection with other serious students. Overall, students from both groups experienced increased feelings of legitimacy as graduate students, but the criteria by which they judged their legitimacy differed between groups. Linear trajectory students used academic ability as a primary measure of legitimacy, where broken trajectory students used having a clear understanding of why they were in graduate school as the standard to determine whether they "belonged in college." The two groups also differed in the source of their student role standard: broken trajectory students used professors as their role reference group, whereas the linear trajectory students used peers and undergraduate students. This thesis closes with a discussion of the implications of this research for theory, programs, and current models of persistence.

This study investigated the self-efficacy (also often referred to as self-confidence) of principals as determined by school administrator certification credentials and teaching endorsements at low performing middle schools in Mississippi. In educational literature, the term “self-confidence” is often referred to under the nomenclature of self-efficacy. In the context of an educational environment, self-efficacy pertains to a principal’s capability to organize and execute courses of action required in leading and managing a school. Successful school management requires a leader who is task oriented, consistently stays focused, employs effective strategies, and utilizes managerial skills. The investigation focused on the self-efficacy, as determined by credentials and endorsements, of the principals charged with leading and managing the 24 Mississippi middle schools that received Mississippi Department of Education accountability ratings of “D” or “F” in relation to student academic performance. The overall research question that guided the investigation asked: Did the self-efficacy of the principals charged with leading and managing the 24 Mississippi middle schools that received low accountability scores suggest any connection to the ratings? Based on the findings of the investigation, it may be concluded that the self efficacy of the principals charged with leading and managing the middle schools that received low accountability scores didn’t appear to have any connection to the ratings. Also, neither the principals’ certification credential levels nor teaching endorsements appeared to be factors.