Thesis (M.S.)--University of Memphis, 2003. / Includes bibliographical references (leaves 38-43). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 99-106). Available online via OhioLINK's ETD Center.

Thesis (M.S.)--University of Memphis, 2003. / Includes bibliographical references (leaves 38-43).

Thesis (M.S.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vii, 97 p. : ill. Includes abstract. Includes bibliographical references.

Thesis (M.S.)--Springfield College, 2005. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

The initial research questions for this practice-based doctoral research project was to ask, "Is it possible to develop a more confident, self-conscious creative voice able to articulate one's identity more clearly through the making of handmade artefacts?"; this thesis applies the methodologies of autoethnography and pedagogy to consider an answer. My original contribution to knowledge through this enquiry is the identification of the ways in which the exploration of identity through autoethnographic, creative and pedagogic methods encourages an expanded field of self-knowledge, self-confidence and sense of creative self.

Previous research has shown that high fidelity simulation experiences impact the satisfaction and self-confidence of nursing students. The purpose of the study was to examine the student satisfaction and self-confidence in learning of students in the pre-licensure baccalaureate nursing track and the associate to Bachelor of Science in Nursing (BSN) track at North Dakota State University. The data was obtained from two different courses in two different semesters of study. The surveys used in the descriptive, comparative study included a tool to collect demographic data and the Student Satisfaction and Self-Confidence in Learning Tool. The data revealed that nursing students were satisfied and self-confident in their learning during simulation experiences. The results will assist nurse educators to recognize the importance of providing nursing students opportunities to care for complex, high-risk patients in a low-stakes setting. Nurse educators can then assist in bridging the gap between classroom and clinical practice.

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Abstract The aim of this essay is to explore how teachers and leisure educators can strengthen and increase students’ self-confidence in different ways in their line of work. I chose this inquest for personal reasons and also because it will be of great aid for me since this is what I intend my future profession to be. For this inquest I have chosen to do five qualitative interviews and two unstructured observations. The inquest was also based on relevant literature connected to its purpose. The results show that self-confidence is linked to something the individuals accomplish and that self-esteem is the way they see themselves, an inner feeling. Self-confidence is something that grows by achieved performances and developing your own knowledge while the self-esteem is strengthened by confirmation through other individuals and faith in one’s self. As the individual evolves so does the self-image he or she may have of themselves. Self-esteem and self-confidence will vary depending on the response the individual gets from others. Family and friends are the key factors that determine whether self-esteem and self-confidences goes up or down. The results also show that the teacher, schoolmates and the school environment have a great impact on self-confidence and self-esteem. The subjects I interviewed press on the importance of a safe environment consisting of good friends and peers who accept faults and imperfections in one and other. The students ought to be able to feel encouraged, supported and guided in order to evolve their self-confidence and self-esteem. The answers during the interviews show that public speaking was used to empower the students’ self-confidence and self-esteem and create a secure place for the students to grow.   Key words: ability, self-confidence, self-esteem, evolvement / Sammanfattning Syftet med denna uppsats är att undersöka hur lärare och fritidspedagoger kan arbeta för att stärka eller förstärka elevers självförtroende och självkänsla. Valet av undersökningen ligger i det personliga intresset samt att få en inblick i hur min framtida yrkesroll kan utvecklas. Metoden jag använt mig av för detta är fem stycken kvalitativa intervjuer samt två ostrukturerade observationer. Undersökningen har även belysts utifrån relevant litteratur kopplat till mitt syfte. Det resultat som framkommit visar att självförtroende är kopplat till något individen gör, medan självkänsla är individens syn på sig själv, en inre känsla. Självförtroendet växer genom överkomna prestationer och kunskapsutveckling, självkänslan stärks istället genom andras bekräftande och genom den egna tilltron på sig själv. Under tiden individen utvecklas förändras även självbilden, där både självförtroende och självkänsla skiftar upp och ner beroende på gensvar utifrån. Här är den inre kretsens, vänner och familj, uppfattning om individen den avgörande faktorn för i vilket håll självförtroende och självkänsla tar vägen. Resultatet visar även att läraren, klassen och skolmiljön är en viktig del i stärkandet av självförtroende och självkänsla. De intervjuade förespråkar en trygg klass eller grupp där eleverna ska känna sig säkra och veta att det är tillåtet att göra fel och att våga göra fel. Eleverna ska även få uppleva stöd, uppmuntring, peppning och handledning för att utveckla sitt självförtroende och sin självkänsla. De intervjuade använde sig av muntligt framträdande för att uppnå känslan av trygghet och på så vis stärka elevernas självförtroende och självkänsla. Nyckelord: förmåga, självförtroende, självkänsla, utveckling