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This case study outlines the sport psychology service delivery provided to a 17-year-old international-level competitive figure skater. The client had a diagnosis for autism spectrum disorder and reported experiencing low self-confidence, which hindered his performance in training and competition. An acceptance and commitment therapy intervention was implemented over 25 sessions across a 15-month period. The aim of the intervention was to develop self-confidence by encouraging acceptance of unhelpful thoughts, rather than changing or removing them, to move the client toward the athlete he wanted to be. This case offers a novel contribution to the wider literature by reporting an acceptance and commitment therapy intervention to develop self-confidence in sport. We report how psychological flexibility was achieved through exercises to "unhook" the client from his thoughts around perfection and self-imposed pressure. Reflections from the client and practitioner capture the evaluation of the service delivery process. [ABSTRACT FROM AUTHOR]

Background: The traditional teaching methods of dental education are gradually being replaced with futuristic education methods based on the usage of educational tools such as mannequin-based simulation models and virtual reality. However, the effectiveness of mannequin-based simulation models as a learning method in the field of oral surgery remains unclear. This study aims to investigate the efficacy of training on a tooth extraction model (TEM) in view of undergraduate dental students' experience and perception of their education. Methods: A quasi-experimental trial was implemented with two consecutive year classes, totaling 136 students at the Dentistry Faculty of Altinbas University, Turkiye. Two cohorts were created from dental students in the classes of 2023 and 2022 graduates. Cohort 1 (n = 71) received 14 h of theoretical education followed by 10 h of preclinical education on TEM. Cohort 2 (n = 65) received only 14 h of theoretical education. An anonymous questionnaire was prepared with four main sections including the preferences of learning style, participants' perceptions of the preclinical training methods, the students' competency and free text comments. Students' opinions were quantified with both 7-point Likert scales and thematic analysis. Anxiety levels were measured with the interval scale of anxiety response (ISAR). Descriptive statistics, inferential statistical and thematic analyses were conducted according to survey responses. Student characteristics were summarized and compared for two cohorts using a t-test. For all statistical analyses, the significance level was set atP ≤ 0.05. Result: Cohort 1 was more comfortable with sequential motions performed with the forceps (P = 0.033) and felt more ready for their first clinical tooth extraction experience (P = 0.028). Cohort 2 showed a significantly higher preference for textbooks among supplementary materials (P = 0.04); however, they tended to exhibit lower self-confidence and higher anxiety levels, though without any statistical significance (P > 0.05). Conclusion: It is clear that the students who have yet to start seeing patients benefit from increased practice with training models, which adequately reflect and represent real-life situations encountered in everyday practice. [ABSTRACT FROM AUTHOR]

Stress control is essential for avoiding a state of anxiety in sport competitions, as this state may have negative effects on other psychological variables of athletes, decreasing their self-confidence and harming their attentional control. In the present contribution a distress intervention model developed from a PNEI perspective will be sketched out. Our theoretical-methodological proposal consists of the definition of an integrated protocol of psycho-biological assessment and intervention on the allostatic load and on the levels of distress/eustress detectable in the sport environment, in relation to the person's health/well-being condition and the impact of this condition on the quality of sport performance. This paradigm has the potential to explore both the psychological dimension of stress management and the psycho-educational and psycho-physical dimension, according to a truly integrated approach to the athlete's health and psychophysical well-being. Its multidisciplinary nature requires close cooperation between different professional figures, such as the mental coach, psychologist, nutritionist, osteopath, and physiotherapist, as well as biologists, physicians and kinesiologists, both in planning and in implementation and monitoring at all stages. The potential impact of the model on sport performance will be deeply discussed. [ABSTRACT FROM AUTHOR]

Challenges of modern living such as burden of disease, a global COVID-19 pandemic and workplace stress leading to anxiety and depression raise the importance of psychological resilience. Psychological interventions should increase trait resilience that involves reinforcing state resilience and requires a clear distinction between state and trait aspects of the construct. Generalizability theory is the appropriate method increasingly used to distinguish between state and trait and to establish reliability of psychological assessment. G-theory was applied to examine five major resilience scales completed at 3 time-points by the sample (n = 94) that possess adequate statistical power for such analyses. All five resilience scales demonstrated strong reliability and generalizability of scores across occasions and sample population as expected for a valid trait measure (G > 0.90). However, eight state aspects of resilience were identified from all five resilience scales including adaptation to change; perseverance; self-confidence while facing adversity; self-efficacy; trust in instincts; ability to follow plans; non-reactivity; and ability to plan. State aspects of resilience appear to show more variability and, pending further research, could potentially be a target for resilience-building interventions. All five measures of resilience are useful to assess long-lasting changes in resilience. Development of a state resilience scale is warranted. [ABSTRACT FROM AUTHOR]

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A student's attitude, level of confidence, and learning strategies are just a few of the variables that affect how well they perform in science, math, and English classes. This study aims to determine the factors linked to the academic achievement of a subset of Grade 10 students as well as the significant relationship between the factors and the academic achievement of the students in English-Science-Mathematics (EnSciMa). Two hundred and ten (210) Grade 10 students made up the respondents. A validity and reliability test was conducted on a questionnaire that the researcher modified for this study. The students' attitude, self-assurance, and learning strategies were at a high level, according to the results. Additionally, the students performed at a very satisfactory level in science, math, and English, respectively. Furthermore, a strong correlation was found between the variables linked to academic achievement. The study made the compelling recommendation that educators include exercises and activities in the teaching of science, math, and English that can improve junior high school students' attitudes, self-assurance, and learning strategies for improved learning opportunities and results. [ABSTRACT FROM AUTHOR]

This article reports on a mixed methods study that examined the effect of reference of comparison (self-referential vs. normative) and regulatory focus (promotion-focused vs. prevention-focused) on willingness to communicate (WTC) among learners of English as a foreign language (EFL). One hundred female English learners were randomly assigned to the self-referential, normative, prevention, promotion, and control feedback groups. They received different types of feedback for 15 sessions. The students were tested for their WTC, anxiety and communication competence before and after the intervention. The results of MANOVA and paired samples comparisons indicated that self-referential, normative, and promotion feedback positively improved WTC and communication competence and decreased anxiety. However, prevention feedback decreased WTC and communication competence and increased anxiety. Follow-up interview data indicated that feedback influenced WTC by providing learning checks or affecting learners' self-confidence, reducing anxiety, fostering motivation, and decreasing peer pressure. Finally, it was suggested that teachers should mainly present feedback to emphasize task accomplishments and growth and to inform the students about their progress over time. [ABSTRACT FROM AUTHOR]

The research aims to : 1 .Identify the level of self-confidence among female volleyball players in the Kurdistan region . 2 .Identify the level of competitive behavior among female volleyball players in the Kurdistan region . 3 .Explore the relationship between self-confidence and competitive behavior among female volleyball players in the Kurdistan region . The researcher employed a descriptive methodology using correlational relationships, which is suitable for the nature and problem of the research. The research community consisted of volleyball players from sports clubs (Sanhareeb, Akkad Ankawa, Dibbandikhan, Sulaimaniyah, Armenian, Qaraqosh, and Erbil Girls) participating in the Northern Region Clubs Volleyball League in the Kurdistan region for the 2022-2023 season, totaling 101 players from 7 clubs. The research sample comprised 80 players, representing 79.20% of the population distributed across the clubs. Six players were excluded for incomplete questionnaires, 10 players for participating in the pilot study, and 5 players for control purposes. The researcher utilized statistical methods such as percentages, means, standard deviations, hypothetical average, and Pearson correlation coefficient for data analysis. The researcher reached several conclusions, including : -Female volleyball players in the Kurdistan region possess a positive and acceptable level of self-confidence . -Female volleyball players in the Kurdistan region exhibit a positive level of competitive behavior . -There is a significant and positive correlation between self-confidence and competitive behavior among female volleyball players in the Kurdistan region. [ABSTRACT FROM AUTHOR]

Where historically justice and behavioral health professionals have functioned independently in systems that often collide, the ability to provide community behavioral health training to justice involved professionals may lead to enhanced public safety and decreases in incarcerations. This study evaluated the impact of the Mental Health First Aid program completed by 85 justice professionals. Study participants completed a questionnaire before and after the training to assess the impact on knowledge, attitudes, and beliefs. Findings suggest the training reduced stigmatizing attitudes and improved participants'recognition of mental health disorders, self-confidence in providing help, and intent to help. The results of this study provide preliminary evidence supportive of justice communities investing in the Mental Health First Aid training consistent with the International Chiefs of Police Association's commitment to the "One Mind Campaign" to ensure that justice professionals have the skills to safely and responsibly meet the needs of people with mental illness [ABSTRACT FROM AUTHOR]

Research on university education and its role in developing personality traits essential to achieving success in entrepreneurship is required because of the significance of entrepreneurship for advancements in the economic, social, technological, and environmental spheres. Additionally, the value of a university education in shaping an individual's personality, and the necessity of emphasizing entrepreneurship in higher education for students to achieve real success, should be a priority in our society. Therefore, the aim of this paper is to explore how university education influences personality traits that are key to success in entrepreneurship in Spain. To achieve this objective, a qualitative methodology based on the study of 11 cases has been adopted. The results allow us to conclude that university education has a decisive influence on the development of the personality traits that integrally determine entrepreneurial success as the culmination of the final stage of the maturation process; however, a university education is not fundamental to the development of these traits. Nevertheless, entrepreneurs emphasized that the personality traits analyzed need to be reinforced explicitly in university education since they effectively positively impact the success of entrepreneurial initiatives. [ABSTRACT FROM AUTHOR]

This study employed a randomized experiment with a control group design and utilized a validated and reliable questionnaire for data collection. It investigates the efficacy of information services employing an inquiry model compared to those without special treatment in enhancing students' self-confidence. The sample comprised 58 students from a State Junior High School in Padang. Data analysis involved t-tests and statistical tests utilizing n-gain scores, with the research instrument employing a Likert scale model. The findings indicate that information services utilizing the guided inquiry model are more effective in enhancing students' selfconfidence. Further discussion was explained in the article. [ABSTRACT FROM AUTHOR]

Even among those who share the same partisan commitments, some people say they despise the opposing party while others report far less animosity. Why are some people more likely to express hostility toward the opposing political party? We explore how individual-level differences in feelings of self-confidence fuel out-party animosities. Drawing on responses to a module of the 2020 Cooperative Election Study, we show that higher levels of internal political efficacy are associated with greater affective polarization. Those who feel self-assured about their political abilities are more likely to admit severing social ties with those who disagree with them and are more tolerant of discrimination against partisan opponents. In a survey experiment, we confirm that those with greater internal efficacy are also more likely to accept discrimination against a member of the opposing party. Affective polarization is greatest among those who feel the most confident of their ability to influence politics. [ABSTRACT FROM AUTHOR]

The choice of this topic is motivated by the crucial relevance of family support in the context of the development of children with Special Educational Needs (SEN). In the current educational paradigm, the family is an essential nucleus in facilitating the cognitive, emotional and social progress of these children. The contribution of the family in building a strong foundation of support and motivation can decisively influence the developmental path and social integration of children with ESD. It is therefore imperative to explore in depth the function of the family in the context of these children's lives, as the literature has consistently illustrated the beneficial impact of family involvement on their social, emotional and academic development. Families are catalytic agents in promoting self-confidence, autonomy and adaptability, as well as being a vital support in navigating the intrinsic challenges associated with ASD. This study aims to deepen our understanding of family dynamics and their essential contribution to the education of children with ASD, recognizing the central role they play in shaping their educational and social trajectories. Adopting a holistic perspective in the education of children with ESD requires a synergy between the family, educational institutions and professionals from various fields. A detailed understanding of the role and contribution of the family can facilitate the development of optimised educational strategies and the setting of convergent educational goals aimed at holistically supporting children's development. In addition, the family is a fundamental pillar in promoting the social integration and inclusion of children with ESC. Through family networks, children are supported in developing social skills, establishing interpersonal links and actively participating in community initiatives. This underlines the need for an integrated approach, where family, school and community work closely together to ensure an inclusive and developmental environment for children with SEN. [ABSTRACT FROM AUTHOR]

This article deals with the question of the extent to which the Teutonic Order, as a clerical order of knights founded during the Third Crusade, succeeded in expressing its self-confidence and identity by means of its seal. The "geographical" area of investigation extends to the bailiwicks of Franconia, Alsace–Burgundy, Lorraine, Austria, An der Etsch and in the mountains (South Tyrol) as well as the so-called Deutschmeistertum, whereby the terms mentioned do not necessarily correspond to the present-day areas of that designation. The time frame is within the Middle Ages. Due to the large number of surviving seals of the Teutonic Order, however, only a small insight from a larger study can be provided here. Selected seals of the Order's various internal leadership strata are therefore presented, compared and examined to determine whether and to what extent they express a form of self-confidence and identity. [ABSTRACT FROM AUTHOR]

Background Despite increasing interest in psychological factors that affect the impact of self-efficacy on readiness to return to play, few clinical tools are available to assess self-confidence in performing sports-specific movement patterns in the pediatric/adolescent population. Hypothesis/Purpose The purpose of this study was to test the psychometric properties of sports-specific modules to supplement a general measure of movement self-efficacy, the Adolescent Measure of Confidence and Movement Performance (AMCaMP). Study Design Quasi-experimental cross-sectional validation. Methods After preliminary testing for readability and ease of administration, one of 12 sport-specific modules pertinent to the individual's sport (baseball, softball, basketball, football, gymnastics, cheerleading, soccer, ballet, swimming, lacrosse, tennis, and cross country) were administered to 14,744 patients, 11-18 years of age, drawn from 12 pediatric sports physical therapy facilities in a single health care system. Respondents completed the assigned sport-specific self-report questionnaire at initial visit and conclusion of the episode of care. Results Based on sample sizes, Bartlett's Test of Sphericity, and Kaiser-Myer-Olkin measures, nine modules (baseball, softball, basketball, football, gymnastics, cheerleading, soccer, ballet, and swimming) were deemed suitable for factor analysis. Each module sample was divided into test validation samples. Exploratory factor analysis revealed an underlying structure ranging from one to three factors depending upon the module. Subsequent confirmatory factor analyses fully supported the hypothesized factor structures for each module except swimming. Additional analyses to determine coefficient alpha (range=0.8-0.976), Standard Error of Measurement (range=1.12-2.33), and Minimum Detectable Change (range=3.1-6.47) confirmed the reliability of each of these modules. Conclusion AMCAMP sport-specific modules are reliable and valid self-report tools to capture self-confidence in performing sport-specific movements to supplement AMCAMP's evaluation of self-efficacy in performing the general movements of everyday life. The results of this study support using these modules as part of the overall clinical evaluation of psychological readiness to return to sport. Level of Evidence Level 3b. [ABSTRACT FROM AUTHOR]

Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Writing and publishing scholarly articles in international peer-reviewed journals can be a challenging undertaking for medical and healthcare professionals in universities, especially in non-English speaking countries. Surprisingly, very few faculty members report receiving guidance on scientific writing. To encourage more faculty engagement in professional development courses aimed at enhancing their writing abilities, we have revamped scientific writing courses to incorporate bichronous (a combination of asynchronous and synchronous) teaching methods. Methods: After forming a team, we performed a SWOT (strengths, weaknesses, opportunities, and threats) study of the medical faculty's present programs and proposed alternatives to prior course issues. In this interventional study, fiftynine eligible medical educators selected by purposeful sampling underwent a two-and-a-half-month bichronous scientific writing course from March to August 2021. The perspectives of the participants were evaluated through a SWOT analysis. The data were collected through online semi-structured interviews, and data collection continued until data saturation was achieved (40 participants). Data were then coded and analyzed based on conventional qualitative content analysis principles. Results: Our planned blending sequence and e-feedback increased the medical faculty's drive to learn, self-confidence, and autonomy while improving their writing skills. Poor ICT and network infrastructure hindered course adoption. Due to the course's time and the faculty's own online teaching, many battled with computer vision syndrome, self-discipline, and distractions. Our participants struggled with selfdiscipline and distractions, so setting a daily time limit may help them concentrate. Discussion: Given the faculty's demanding professional lives, this designed course provided a learning opportunity for many that would not have been feasible otherwise. [ABSTRACT FROM AUTHOR]

The primary purpose of the present study was to investigate whether providing knowledge of results (KR) on more accurate trials enhanced motivation and self-confidence or whether providing KR on less accurate trials reduced those variables. We also investigated whether anxiety was affected by the provision of feedback.Introduction. Participants performed a volleyball serve over four days of practice under one of two conditions: After each block of six trials, one group received feedback on the three most accurate (MA) trials, whereas the other group received feedback on the three least accurate (LA) trials. One week following practice, participants performed a retention test without feedback. Participants also completed the intrinsic motivation inventory (IMI) and the Competitive State Anxiety Inventory-2 (CSAI2).Material and Methods. Results indicated that the MA group had more effective learning as well as higher motivation and self-confidence scores than the LA group. Additionally, the MA group had lower scores on cognitive and somatic anxiety compared to the LA group. The MA group had higher motivation and self-confidence scores and lower anxiety compared to the values reported on the pre-test. Conversely, the LA group had lower motivation and self-confidence scores relative to the pre-test values, and tended to have increased cognitive and somatic anxiety following practice. Results. The results of this study demonstrate that providing augmented feedback about more accurate trials facilitates motor learning and increases motivation and self-confidence whilst lowering levels of somatic anxiety.Conclusions. [ABSTRACT FROM AUTHOR]

The Social Package for the Social Sciences (SPSS) is among the most common programs used by researchers in language studies to explore, examine, and analyze quantitative data for the sake of drawing valid conclusions. The current action research aims to offer insights into the utilization of SPSS by Master's students in their empirical studies for statistical analysis. Specifically, it attempts to depict the way SPSS is employed in academic pursuits, and discern the inherent challenges faced by students, offering insights into the obstacles that may impede their effective use of SPSS as a tool for statistical exploration and interpretation in academic research. To reach these objectives, ten Master’s dissertations written by EFL students at the Department of English at Mouloud Mammeri University in language studies were scrutinized though a qualitative content analysis. Findings indicate that the students limit the scope of their use of SPSS to quantitative variables and descriptive statistics. In addition, it has been found that the most commonly used statistical technique is ‘the mean’ or ‘the average’ that could be easily measured without any sophisticated software. Furthermore, no reference to inferential statistics in order to compare among groups or to measure the impact of a variable on another is made. The overall conclusion drawn from the analysis of the corpus is that students exhibit reluctance to the use of inferential statistics in their empirical studies and unconsciously believe that SPSS, inferential statistics, or any other sophisticated software are tightly related to natural sciences and could not be easily applied in social sciences. On the basis of the findings, a number of recommendations are suggested like organizing workshops with computer scientists. In addition, students’ self-confidence should be increased in order to change their perception of their potential and abilities to feel more at ease with statistics and technologies while doing academic research in language studies. [ABSTRACT FROM AUTHOR]

The current study examined students’ levels of English SA and its major causes. It adopted a mixedmethod approach that included both quantitative (structured questionnaire) and qualitative (semi-structured interviews) data. Fifty first-year female Saudi secondary school students completed a structured questionnaire and 8 of them were interviewed. The findings revealed that students experienced a moderate level of anxiety when speaking English in the classroom. Moreover, students’ SA was caused by several causes, such as communication apprehension, low self-confidence, linguistic barriers, fear of negative evaluation, and fear of making mistakes. The study recommends that teachers should learn to detect and recognize the signs of students’ SA, motivate their students and help them to be more self-confident. Furthermore, they need to assure their students that making mistakes is an important part of the learning process and stress the significance of respecting classmates when they make mistakes. They also need to work on enhancing the linguistic components that cause hesitancy and anxiousness among students. Finally, teachers can consider requesting additional support, for example from the school principal, beyond what is available in the classroom. [ABSTRACT FROM AUTHOR]

Background: Adequate training in infectious diseases and antibiotic resistance is crucial for pharmacy students to participate in antibiotic stewardship programs and understand microbiology careers. Aim: The study was carried out to assess the knowledge and self-reported confidence in antibiotic resistance, antibiotic therapy, and antimicrobial stewardship (AMS) among final-year undergraduate pharmacy students in Sudan. Methods: A cross-sectional study was conducted in three universities using a 57-item online questionnaire between April and May 2022. Results: A total of 109 students (response rate 36%) participated and showed average knowledge scores of 5.6± 1.7 (out of 10.0) for antibiotic resistance, 4.9± 2.0 (out of 5.0) for appropriate antibiotic therapy, and 3.1± 1.4 (out of 5.0) for AMS. No significant differences were observed among schools. Some students reported poor knowledge about antibiotic therapy and the consequences of resistance. One-third of students lacked confidence in interpreting microbiological results. Knowledge of antibiotic resistance among students' practice area after graduation was higher (p=0.017) and those interested in ID careers (5.8 vs 4.8) (p=0.037). Male students (5.6 vs 4.5) and those interested in ID careers (4.3 vs 3.4) (p< 0.001) had higher scores of appropriate antibiotic therapy. Students attended antibiotic resistance courses (51.5 vs 45.2), and those interested in ID significantly had higher self-confidence (55.3 vs 45.8) (p=0.008). Conclusion: Pharmacy students in Sudan have substantial knowledge of AMS and antibiotic resistance with poor knowledge of antibiotic therapy. Adequate training about infectious diseases and related topics is recommended to improve pharmacy students' understanding of microbiological findings, other competencies, and skills to incorporate in antimicrobial stewardship. [ABSTRACT FROM AUTHOR]

Foundation year courses tend to attract an elevated proportion of students from widening participation backgrounds. Previously, O'Sullivan et al. (2019) showed that sense of belonging and academic confidence increase during the foundation year. The research reported here took the next step, by investigating the experiences of foundation year students as they transitioned into a first year cohort. Students (n= 18) participated in either a focus group or interview. Three themes were identified. The foundation year was viewed as 1) a valuable 'stepping stone' into higher education. Students felt that they had been given a 'second chance' and were more prepared for the first year. The second theme related to 2) identity development as a university student. Challenges were highlighted, including a perceived 'stigma' of a foundation year. The third theme related to 3) integration with other students. Students formed close support networks with each other. None had integrated with others on the wider programme or at the university, attributing this to the perceived inability or lack of opportunity to meet others, or a feeling that this was unnecessary. This study provides new insights into the strengths and challenges of the foundation cohort experience as they progress through their programme, with implications for practice. [ABSTRACT FROM AUTHOR]

This paper describes the outcomes for adolescents taking part in a 12-week group behavioural mentoring programme and possible causal mechanisms involved, using Law's (1981) Community Interaction Theory as a theoretical framework. The two-stage qualitative research with four groups of students aged 13-14 showed that there were changes to their understanding of self, their selfconfidence, their ability to control emotions and behaviour and, importantly, changes in their career aspirations. Interacting with their mentors (adults from outside their previous communities) appeared to have a significant impact on them. The data suggests this was via the creation of a new community which moderated existing beliefs about who they were, and what opportunities were open to them. The mentors provided feedback, support and information, and were perceived as a credible and trusted role model. The study offers an application of Law's theory to the younger students it was developed for and provides evidence suggestive of the importance of interactions with wider communities in career development and widening participation, although future research should consider long-term follow-up of mentees. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college‐level world language faculty background characteristics (prior experience with online language teaching and academic rank) on their perceptions of online language teaching during the pandemic (perceived value of online language teaching, self‐confidence in online language teaching, and stress felt during the pandemic). A mixed‐methods approach was adopted to analyze data collected from a large‐scale online questionnaire and follow‐up interviews. The results show very complex relationships between college‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic. Based on the findings, the study also provides suggestions for world language faculty professional development to prepare for crisis‐prompted and planned online language teaching in the future. The Challenge: College‐level world language faculty's perceptions of online language teaching during the COVID‐19 pandemic predicts their intention to teach online courses in the future. How do some faculty background characteristics such as prior experience with online language teaching and academic rank shape their perceptions of online language teaching during the pandemic? [ABSTRACT FROM AUTHOR]

Copyright of Alauddin Law Development Journal is the property of Alauddin Law Development Journal (ALDEV) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The knowledge, involvement, and self-confidence of nutrition professionals are highly required in the implementation of gene-based nutrition services. The limited number of nutrition professionals applying gene-based nutrition services poses a unique challenge in the developmental process of gene-based nutrition services in Indonesia. Objectives: This study aims to identify the association between the knowledge, engagement, and confidence levels of nutrition workers with gene-based nutrition services in Indonesia. Methods: This cross-sectional study was conducted in May-June 2023. The participants consisted of nutrition workers from five provinces in Indonesia. The instrument of this study used structured questionnaires encompassing socio-demographic information, knowledge, engagement, and confidence levels of nutrition workers distributed using the Qualtrics Survey platform. Data analysis employed the chi-square test with the help of Statistical Package for the Social Sciences (SPSS) version 25.0. Results: This study involved a total of 423 respondents. Findings indicated that 53.4% of nutrition workers possessed limited knowledge, 60.0% exhibited minimal engagement, and 51.8% held low confidence levels in gene-based nutrition services. Notably, a significant correlation was identified between knowledge and confidence in gene-based nutrition services (p=0.001; PR=2.0; CI=1.35-2.94). Additionally, a significant association was present between knowledge and engagement in gene-based nutrition services (p=0.001; PR=2.00; CI=1.34-2.96). Conclusions: This study highlights the association of low nutritionists' knowledge with low personal involvement and confidence levels to gene-based nutrition services in Indonesia. Nutrition professionals are encouraged to enhance their grasp of genetics and its relevance to nutrition through dedicated training, participation in seminars, and ongoing education initiatives. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research explores self-confidence's role as a mediator in the influence between academic supervision, the Professional Learning Community (PLC), and teacher professional competence. The survey method was used to collect data based on purposive sampling from 60 teachers at SMAN 2 Ponorogo who were involved in the PLC program. Data collection was carried out using a questionnaire consisting of a Likert scale with 4 alternative answers. PLS-SEM analysis was used to analyze data and test the conceptual model. The results of the analysis show that academic supervision does not have a significant effect on teachers' self-confidence and professional competence. In addition, self-confidence was proven not to mediate the influence between academic supervision and PLC professionalism on teacher professional competence. These findings highlight the importance of self-confidence in facilitating the development of teachers' professional competence through academic supervision and participation in learning communities. The practical implication of this research is the need for a holistic approach to teacher development, which does not only focus on the technical aspects of expertise but also psychological aspects such as self-confidence. Research supports efforts to design professional development programs that strengthen teachers' self-confidence and integrate academic supervision and PLC professionalism to enhance their professional competence

Background An increase in training intensity could create changes in psychological and physiological variables in competitive athletes. For this reason, it is very relevant to know how an intensive training block could influence psychological variables in competitive swimmers. This study examined the effect of an intensive training block (HIT) for 2 weeks on the anxiety state and swimming performance compared to standard aerobic training. Methods Twenty-two male competition swimmers were randomly assigned to two groups: HIT group (n = 11; age = 16.5 ± 0.29 years) and control group following the standard training program (n = 11; age = 16.1 ± 0.33 years). Psychological status variables (cognitive anxiety, somatic anxiety and self-confidence) and swimming performance (100-m front crawl) were measured pre-and post-test. Results A significant effect of time was found for all psychological variables and swimming performance (F ≥ 17.6; p < 0.001; d ≥ 0.97). Furthermore, a significant group × time interaction effect was found in cognitive (F = 14.9; p < 0.001; d = 0.62) and somatic anxiety (F = 5.37; p = 0.031; d = 0.55) were found. Only a significant group effect was found in somatic anxiety (F = 27.1; p < 0.001; d = 1.2). Post hoc comparison revealed that both groups increased their cognitive anxiety and swimming performance, and decreased their self-confidence from pre to post test. However, cognitive anxiety increase significantly more in the HIT group compared to the control group. Furthermore, only the HIT training group significantly increased somatic anxiety over time, while somatic anxiety did not change significantly over time in the control group. Conclusion Our findings indicated that a sudden increase in training intensity increased state anxiety more than standard training, but both conditions similarly enhanced swimming performance. Although the current level of psychological state is not affecting swimming performance negatively over this period, it should be regularly monitored by psychologists as it over a longer training period perhaps could have a negative influence on swimming performance.

Purpose: Spinal cord injury causes a huge social and economic burden on the society. Therefore, the purpose of this study was to investigate the effect of 12 weeks of selected program of walking with support on a treadmill and eye exercises on the energy consumption, self-confidence and quality of life factors of paraplegic spinal cord injury patients. Methods: This semi-experimental study was conducted with targeted and available sampling method. The study population consisted of all spinal cord injury patients with incomplete paraplegia (C-D) referring to Hana charity center in Isfahan province, of which 30 people were selected in a targeted and accessible way. The sample group was randomly divided into two groups of 15 people, the experimental group with an average age of 34.40 ± 2.87 years and the control group with an average age of 33.93±3.34 years. The experimental group participated in 12 weeks, 3 sessions per week, in training sessions that started from 45 and reached 90 minutes in the last sessions. The collection tools in this research were: Energy Consumption Index, Eyseng Self-Confidence and Quality of Life Questionnaire. Repeated measure analysis of variance was used to analyze the data. Results: The results of repeated measure analysis of variance showed that 12 weeks of the selected program of walking with support on the treadmill and eye exercises had a significant effect on the energy consumption test with mean of 1.52±0.88, (p=0.002, Eta=0.28, F=59.28), self-confidence Test with mean of 12.00± 4.10 (p = 0.001, Eta= 0.68, F= 63.11) and quality of life factors with mean of 48.76± 12.70 (p = 0.001, U= 25.00) of paraplegic spinal cord injury patients. Conclusion: 12 weeks of a selected program of walking with support on a treadmill and eye exercises have positive and significant effects on the energy consumption, self-confidence and quality of life factors of paraplegic spinal cord injury patients. Therefore,so it is suggested that these exercises improve the physical and mental condition of spinal cord injury patients. Paraplegia should be used in medical centers.

Purpose: To study the relationship between actual motor competence (AMC) and perceived motor competence (PMC) in a large sample of 6- to 12-year-old children. Method: The AMC and PMC were measured (N = 1,669, 55% boys) with the Athletic Skills Track and the Physical Self-Confidence Scale, respectively. A variable-centered approach was applied to examine the AMC–PMC association by means of correlation coefficients and Fisher's z tests. Cluster analyses were used to identify profiles of children from a person-centered perspective. Results: The AMC–PMC correlation strengthened with increasing age (r =.084 in 6- to 7-year-olds to r =.416 in 10- to 11-year-olds). The person-centered approach revealed two profiles with corresponding levels of AMC and PMC, and two profiles with divergent levels. Discussion: In addition to clarifying the age-related increase in the association between AMC and PMC, the profiles from the person-centered approach result in new gateways for tailoring interventions to the needs of children with different AMC–PMC profiles. [ABSTRACT FROM AUTHOR]

PURPOSE This study provides fundamental data required to promote the physical and mental health of college students by exploring their subjective health perception relative to physical activity level. METHODS Individual, in-depth interviews were conducted in 2023 to assess the subjective health perception of eight collegiate students relative to their physical activity levels. RESULTS The findings indicated that university students do not adhere to physical activity guidelines, with variations in preferences and motivations for engaging in different types of physical activities. Muscle-strengthening exercises were performed most often, reflecting a specific focus on building strength and muscle mass. Although most participants considered themselves healthy, contrasting perceptions existed regarding factors such as alcohol consumption and smoking. The participants actively engaged in diverse physical activities, thereby expressing a positive perception of the value of exercise. Furthermore, the participants demonstrated a proactive approach to health management by avoiding unhealthy foods and incorporating health supplements, exhibiting a deep understanding and commitment to maintaining their well-being. Almost all participants reported overall improvement in stamina from intense physical activities. However, perspectives on the health-enhancing effects of moderate physical activity varied, with some participants expressing uncertainty and others considering it to be the most suitable exercise for their health conditions. Approximately 50% of the participants emphasized the health benefits of strength training, citing its positive effects on muscle strength and increased self-confidence through an improved external image. CONCLUSIONS This study explored the subjective health perceptions related to physical activity among eight university students, revealing a preference for strength training, generally positive health perceptions, and proactive health management strategies. These findings emphasize the need for personalized exercise programs based on individual health conditions.

Several studies show that students' information literacy and self-confidence are still low and need to be improved. Students find the biological material on the digestive and respiratory systems particularly challenging because it explains the complex interactions between the structure, function, and symptoms of the disorders these systems cause and their uncommon scientific names. This study determined how Problem-Based Learning integrated with the Reading, Questioning, and Answering (PBL-RQA) model affects students' information literacy and self-confidence. Using a quasi-experimental with a nonrandomized control-group pretest-posttest design, 96 students from junior high school in Bangkalan Regency, East Java, Indonesia were sampled for the study. They were divided into one experimental class and two control classes. The PBL-RQA model was taught in the experimental class, while the PBL and RQA models were each taught in the control class. Information literacy was acquired through an essay test, and self-confidence was acquired through a questionnaire given using Google Forms. The analysis was conducted using the ANCOVA test with a significance level of 5% and then followed up with the least significant difference test. Students in the PBL-RQA class achieved the highest mean scores in information literacy and self-confidence, with 79.19 and 78.50, respectively. Based on the results, PBL-RQA learners significantly increased information literacy and self-confidence than PBL and RQA.

Abstract Background Dementia is a global public health priority. The World Health Organization adopted a Global Action Plan on Dementia, with dementia awareness a priority. This study examined the knowledge, attitudes, and self-confidence with skills required for providing dementia care among primary health care providers in Vietnam. Methods A cross-sectional study was conducted with 405 primary health care providers who worked at commune health stations and district health centers in eight provinces across Vietnam. Results The results showed that primary health care providers had poor knowledge and little confidence but more positive attitudes toward dementia care and management. Conclusions The results suggest the training needs for building capacity amongst primary health care providers, which will be critical as Vietnam’s population ages.

The American Academy of Dermatology (AAD) has resources meant to be used by children. Herein, we discuss the Good Skin Knowledge (GSK) curriculum, which was created to educate youth aged 8–13 about common dermatologic conditions to promote healthy skin habits, build self‐confidence, and encourage careers in science and medicine. To assess participants' confidence regarding understanding and retention of GSK materials, the authors developed a pre‐ and post‐training survey consisting of 10 questions. Results of our survey demonstrate a significant improvement in participants confidence regarding knowledge of skin function and care with at least two thirds of youth surveyed indicating understanding across all areas, with the largest gains centered around knowledge of the three skin layers, knowing what a dermatologist does, and appreciating the causes of acne. [ABSTRACT FROM AUTHOR]

There are some sectors, such as higher education, that are associated with feminine qualities. In several Indonesian universities, the percentage of female lecturers far exceeds that of males, rendering higher education a sector predominantly led by women. Despite dominating the sector, women still face the glass ceiling phenomenon when reaching top management positions in universities. External factors, such as unsupportive organisations, have been recognised as the leading causes of this issue thus far. However, the role played by individual factors, such as self-esteem and self-confidence, in perpetuating the glass ceiling is hardly ever acknowledged. Using a qualitative method with a phenomenological approach, this study aims to investigate the experiences of female academics in Indonesia concerning the glass ceiling phenomenon in relation to individual factors. The data analysis findings confirm that individual factors are as significant as external factors in perpetuating the glass ceiling. The gender quota policy is inadequate in resolving the glass ceiling phenomenon. However, this policy may contribute to positive exposure for women, suggesting that women possess the same abilities as men and may ultimately enhance women's confidence in their abilities.

The aim of this study is to investigate the effects of 8 weeks of Aikido exercises on static balance, resting heart rate, aggression, state anxiety, and self-confidence levels in young individuals. The study included 30 volunteers with an average age of 20.47 ± 1.52 years, average height of 167 ± 9.8 cm, and average weight of 60.1±8.58 kg, who had not previously participated in Aikido exercises. Participants were voluntarily enrolled in the study and received basic Aikido exercises twice a week for 90 minutes, administered by a licensed instructor, over the course of 8 weeks. Resting heart rate measurements, static balance performance, aggression, state anxiety, and self-confidence scores of the participants were assessed before and after the study. The Flamingo balance test, pulse rate test, Buss-Perry Aggression Scale (1992), Self-confidence scale (Akın 2007), and State Anxiety Scale (Spielberger et al., 1970) were used as data collection tools. The SPSS program was used for data analysis, and findings were considered significant at p0.05). Based on these findings, it can be stated that 8 weeks of Aikido exercises can be a preferred exercise method to improve the static balance performance and have a positive impact on aggression, self-confidence, and state anxiety scores in young individuals.

The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students’ academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students’ academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children’s academic assessment performance (both the average performance across waves 2–6 and the performance in each wave) in both subjects. Furthermore, children’s self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children’s academic assessment performance are discussed.