Search

Through a randomized field experiment, this study compares the economic effects of two categories of nudges—self-assurance- and pressure-based interventions—on consumers' purchase and return behaviors. In contrast to pressure-oriented nudges, such as quantity scarcity, time scarcity, and social persuasion, self-assurance nudges are intended to facilitate the validation of product choice and style/size characteristics as well as the self-assurance-grounded justification of the purchase. The findings reveal that self-assurance nudges designed to help consumers make better choices have both short-term (high sales) and long-term (few product returns) benefits. Although pressure-driven nudges offer slightly higher short-term benefits (high sales), they eventually engender unfavorable long-term outcomes (high product returns) for consumers and online retailers. Finally, using return-adjusted net sales as performance measures, the authors find that self-assurance-based nudges are as effective in stimulating purchase as those that capitalize on scarcity and social pressure. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a) The more I do it, the better I feel: the importance of professional experiences; (b) I've learned from others: the influence of colleagues; and (c) Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e., mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e., class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes. [ABSTRACT FROM AUTHOR]

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 Vietnams population ages.

The purpose of this study was to discover and explore the experiences, struggles, coping mechanisms, and insights of workers online on the importance of the English language in their work. The data were gathered using an In-depth Interview and were analyzed using thematic analysis. Participants were selected using a purposive sampling technique. Furthermore, the researcher selected the participants based on the following cases: (a) math tutor; (b) virtual assistant; (c) ESL teacher; (d) call center agent; and, (d) cybora. As part of the ethical consideration, the identities of the five participants were kept confidential and anonymous. The findings revealed that the struggles of workers online were the lack of vocabulary, accent, spelling, culture, and self-confidence. The coping mechanisms of the participants were watching English movies and reading books, practice speaking, reflecting on the negative feedback, learning other culture, and using AI tools. Insights divulged in the study were students have to keep practicing, being confident enough, need to consider other culture, consider receivers accent, importance of little things to learn difficult one, and develop learning inside and outside the school. [ABSTRACT FROM AUTHOR]

The Alternative Learning System (ALS) is designed as a parallel educational pathway for individuals who did not complete their basic education through the traditional school system. This study delves into the challenges encountered by ALS students, such as limited opportunities, academic difficulties, lack of community and family support, and low self-confidence. The study also highlights the resilience and determination of ALS students in overcoming these obstacles, showcasing their efforts to earn degrees, obtain employment, and improve the lives of their families. This also emphasizes the significance of addressing the needs of ALS students through targeted interventions and support systems. It also underscores the importance of community and school collaboration in enhancing students' social awareness and intellectual capacity. Understanding the difficulties faced by ALS learners, such as financial hardships and irregular attendance, is crucial in developing coping strategies and providing the necessary resources to help them navigate their academic journey effectively. Overall, the findings emphasize the need for tailored approaches to empower ALS students and facilitate their educational advancement. [ABSTRACT FROM AUTHOR]

This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees' written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees' creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees' limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers' competence in multimodal pedagogy. [ABSTRACT FROM AUTHOR]

Building on previous work on the civic returns of adult learning, this article examines the association between adult education, personality traits, and demands for civic participation or volunteering. Based on National Education Panel Study data, the study finds openness to be a crucial personality trait for participating in further training, as well as for civic participation, as it relates to competence and self-confidence in dealing with new demands. Extraversion is required for social interaction and communication with other participants. The study also shows that participants in further private training engage more at the management level of volunteering, where demands such as leadership and organizational talent are emphasized. The findings consider sociological factors such as the role of peers. [ABSTRACT FROM AUTHOR]

Background: Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents' school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students' adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The purpose of the study was to examine whether and to what extent (1) student perceived peer-relatedness support, and frequency of peer victimization (i.e. witnessing, victimization, and perpetration) explain social anxiety in PE, and (2) student perceived peer-relatedness support, and self-confidence in PE explain student perception of school satisfaction. Design: This is a descriptive-analytic study utilizing multi-stage random sampling methods for recruitment. Participants included American high school students (N = 224; grades 9–12; female = 53.2% male = 36.8%) aged 14–18 years (Mage = 15.25, SD = 0.97) who completed an electronic survey containing five total instruments to measure peer-relatedness support, frequency of peer victimization, social anxiety in PE, self-confidence in PE, and perception of school satisfaction. Results: Results from hierarchical multiple regression revealed that peer-relatedness in PE was important regarding social anxiety experienced in PE (β = −.24; p = −0.29) explaining 7.3% of the variance, and even contributed towards overall school satisfaction (β = 0.26; p = 0.34) explaining 11.1% of the variance. Higher levels of peer-relatedness were associated with lower levels of social anxiety and higher levels of school satisfaction. Further, self-confidence in PE was positively associated with overall school satisfaction (β = 0.18; p = 0.30) explaining 1.9% of the variance. Students' victimization experience in PE, whether as a perpetrator, victim, or witness, was not significantly related to social anxiety (β = 0.07, p = 0.14; β = −0.90, p = −0.16; β = −0.10 p = 0.06, respectively). Conclusion: Students experiencing positive peer-relatedness and self-confidence in PE tend to be more satisfied with school and less socially anxious in PE. However, predictor variables only explained a small percentage of variance in the outcomes of interest, particularly for social anxiety, suggesting that additional research is needed to elucidate additional factors associated with school satisfaction and social anxiety given their key role in students' overall adjustment. Nonetheless, this study suggests that the peer context within PE classrooms should be considered in future research and teachers' classroom practices. [ABSTRACT FROM AUTHOR]

Purpose: Clinicians are often uncertain about their prognostic estimates, which may impede prognostic communication and clinical decision-making. We assessed the impact of a web-based prognostic calculator on physicians' prognostic confidence. Methods: In this prospective study, palliative care physicians estimated the prognosis of patients with advanced cancer in an outpatient clinic using the temporal, surprise, and probabilistic approaches for 6 m, 3 m, 2 m, 1 m, 2 w, 1 w, and 3 d. They then reviewed information from www.predictsurvival.com, which calculated survival estimates from seven validated prognostic scores, including the Palliative Prognostic Score, Palliative Prognostic Index, and Palliative Performance Status, and again provided their prognostic estimates after calculator use. The primary outcome was prognostic confidence in temporal CPS (0–10 numeric rating scale, 0 = not confident, 10 = most confident). Results: Twenty palliative care physicians estimated prognoses for 217 patients. The mean (standard deviation) prognostic confidence significantly increased from 5.59 (1.68) before to 6.94 (1.39) after calculator use (p < 0.001). A significantly greater proportion of physicians reported feeling confident enough in their prognosis to share it with patients (44% vs. 74%, p < 0.001) and formulate care recommendations (80% vs. 94%, p < 0.001) after calculator use. Prognostic accuracy did not differ significantly before or after calculator use, ranging from 55–100%, 29–98%, and 48–100% for the temporal, surprise, and probabilistic approaches, respectively. Conclusion: This web-based prognostic calculator was associated with increased prognostic confidence and willingness to discuss prognosis. Further research is needed to examine how prognostic tools may augment prognostic discussions and clinical decision-making. [ABSTRACT FROM AUTHOR]

Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity — listing and ranking documentation's perceived values. Through our analysis, we developed and validated a robust codebook for students' values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration. [ABSTRACT FROM AUTHOR]

The esthetic problems inherent to peripheral (PFP) are frequent causes of complaint. Make-up is advocated as a form of therapy and can alleviate symptoms of depression. The aim of the present study was to collect data on make-up habits in female PFP patients and assess links with esthetic and/or functional complaints. Two questionnaires were drawn up to compare make-up habits in female PFP patients and women in the general population. The first was sent out between September and December 2019, to 39 House-Brackmann grade III PFP patients (group A), and the second on-line questionnaire was sent to a control population of 1385 women (group B). PFP patients used make-up more often than controls at weekends (χ2 = 16.38; P = 0.0009) and while at home (χ2 = 8.21; P = 0.042), and more often with foundation (χ2 = 17.21; P = 0.0006) and lip make-up (χ2 = 59.31; P < 0.0001). The greater their functional complaint, the less they made up their eyes. The greater their self-confidence and the more they felt attractive, the less they made up their lips. The differences in make-up use found in the present study aimed to mask facial palsy and were related to the esthetic complaint, impacting social life. [ABSTRACT FROM AUTHOR]

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components' shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill. [ABSTRACT FROM AUTHOR]

Background: Executive dysfunction and depression are common among ICU survivors, yet the mechanisms linking these two factors remain poorly understood. Self-confidence has been implicated as a key mediator in the relationship between cognitive impairments and mental health outcomes. This study aimed to explore the mediating role of self-confidence in the association between executive functioning and depression in ICU survivors. Method: A provisional questionnaire was used in a cross-sectional study to assess quality of life in 395 adult ICU survivors, each with a minimum 72-h stay at one of three ICUs at a Swedish university hospital, six months to three years post-discharge. Responses to questions on executive function, self-confidence, and depression were analysed. Structural equation modelling and confirmatory factor analysis were employed to examine the mediating effect of self-confidence on the relationship between executive function and depression. Model fit was evaluated using established indicators. Reliability of the measures was assessed using McDonald's Omega and Cronbach's Alpha. Results: A significant positive correlation was found between depressive symptoms and both diminished self-confidence (r = 0.80, p < 0.001) and poorer executive function (r = 0.55, p < 0.001). Additionally, a correlation was observed between reduced self-confidence and compromised executive function (r = 0.62, p < 0.001). Age was negatively associated with depression, self-confidence, and executive function, while male gender was positively correlated with higher self-confidence. Mediation analysis revealed that the effect of impaired executive function on depressive symptoms was fully mediated by diminished self-confidence (B = 0.45; 95% CI 0.34–0.59). The direct effect of executive function on depression became non-significant when self-confidence was included in the model (B = 0.07, p = 0.18), suggesting complete mediation. The overall model fit was satisfactory (CFI = 0.962; RMSEA = 0.075), highlighting the robustness of the mediation pathway. Conclusions: Self-confidence mediates the relationship between executive function and depression among ICU survivors. Interventions aimed at enhancing self-confidence could mitigate depressive symptoms in the ICU survivor population. Longitudinal studies are needed to confirm these findings and further explore the causal pathways involved. Trial registration ClinicalTrials.gov Ref# NCT02767180; Registered 28 April 2016. [ABSTRACT FROM AUTHOR]

Background: In basketball training, self-evaluation plays a crucial role in the decision-making and execution of movements of players. The self-evaluation of players is influenced by their perception of own basketball ability and selfconfidence state. This study aimed to explore potential discrepancies between self-confidence levels of players and their decision-making performance, while also characterizing different types of players. Method: Data was collected from 20 youth basketball players who participated in a decision-making video task and a self-confidence assessment. Based on data from their self-confidence and decision-making awareness assessment, the K-means cluster analysis was used to categorize the players into different groups. Then, ANOVA and post hoc Scheffe test were conducted to compare these clusters. Results: The cluster analysis identified four distinct profiles of players and the results of the ANOVA and post hoc Scheffe tests revealed significant differences between the four clusters. The "High Self-confidence & Low Decision-making Awareness" players might display an overconfident mindset, while the "High Self-confidence & High Decision-making Awareness" players potentially demonstrated the better performance and maintained a consistent and confident attitude. The "Low Self-confidence & High Decision-making Awareness" players appeared to lack confidence and needed to foster greater faith in their abilities. Finally, the "Low Self-confidence & Low Decision-making Awareness" players required a long-term and comprehensive training program to improve their skills. Discussion: These preliminary findings informed the development of a selfevaluation matrix, designed to help coaches better understand player profiles and design tailored interventions. Moreover, this study contributes on sport calibration and enhances understanding of the behavioral and psychological states of players. [ABSTRACT FROM AUTHOR]

Adverse childhood experiences (ACEs) have gained prominence in recent literature for their effects on the well-being of children. Children with ACEs often exhibit maladaptive behaviors, such as anxiety, depression, maladaptive relationships, drug usage, and school issues. Adventure therapy (AT) improves youth’s ability to form relationships, develop self-confidence, improve decision-making, and utilize effective coping strategies. This paper explores the use of AT as a primary, secondary, and tertiary intervention strategy to offset and/or prevent deleterious effects experienced by adolescents with ACEs and provides a case example to conceptualize the use of AT as an intervention for adolescents with ACEs. Considerations, limitations, and resources for conducting AT with lower-SES youths are discussed. [ABSTRACT FROM AUTHOR]

Child's learning acquisition is greatly influence by parental involvement and mechanisms. Parental involvement is a multifaceted activity which represents many different parental behaviors and parenting practices such as parental aspiration for their child's academic achievement, parental communication with their children about school, parental participation in school activities, parental communications with teachers about their child, and parental rules at home which are considered education related. Republic Act No. 9155 otherwise known as the Governance of Basic Education Act of 2001 under section 1.2 stated that the parents and the community shall be encouraged for active involvement in the education of the child. This study works on determining the relationship of parental involvement and mechanisms on child's learning outcomes through the collection of data using survey questionnaire and utilization of descriptive correlational research design. Moreover, Pearson's R was used in treating the data collected. It was revealed that a significant relationship among variables were observed however weak relationship between learning at home with creativity and presentation was determined. Moreover, indirect relationship between parental mechanisms and quarterly tests was revealed. Additionally, no significant relationship between learning outcomes and self-confidence was seen. Lastly, a weak to moderate significant relationship between self-confidence and parental involvement and parental mechanisms was exhibited. This led to the idea that variables have little to negative relationships especially parental mechanisms an quarterly scores results as well as learning outcomes and selfconfidence. Due to this, it is recommended that strong connection between parents and child should be established to strengthen and further increase the positive learning outcomes. Monitoring of student success in doing their work is also encouraged to be practiced by parents to build child support and confidence. [ABSTRACT FROM AUTHOR]

As they become more common, automated systems are also becoming increasingly opaque, challenging their users' abilities to explain and interpret their outputs. In this study, we test the predictions of fuzzy-trace theory—a leading theory of how people interpret quantitative information—on user decision making after interacting with an online decision aid. We recruited a sample of 205 online crowdworkers and asked them to use a system that was designed to detect URLs that were part of coordinated misinformation campaigns. We examined how user endorsements of system interpretability covaried with performance on this coordinated misinformation detection task and found that subjects who endorsed system interpretability displayed enhanced discernment. This interpretability was, in turn, associated with both objective mathematical ability and mathematical self-confidence. Beyond these individual differences, we evaluated the impact of a theoretically motivated intervention that was designed to promote sensemaking of system output. Participants provided with a "gist" version of system output, expressing the bottom-line meaning of that output, were better able to identify URLs that might have been part of a coordinated misinformation campaign, compared to users given the same information presented as verbatim quantitative metrics. This work highlights the importance of enabling users to grasp the essential, gist meaning of the information they receive from automated systems, which benefits users regardless of individual differences. [ABSTRACT FROM AUTHOR]

Raising the user's self-confidence is a promising strategy to reduce product-related user stigma. In the context of product usage, the commonly used term self-confidence refers to the psychological construct of self-efficacy. To strengthen a user's self-efficacy through product design, providing both good usability and emotionality in a product seems to be a reasonable starting point. However, their suitability and validity for this purpose has not yet been sufficiently assessed. This paper examines whether self-efficacy would be associated with perceptions of a product's usability and emotionality. By conducting an online survey (n = 105; stigma-sensitive product demonstrator: walker), it was confirmed that the perception of good usability and emotionality of walkers were positively associated with the user's perceived self-efficacy. Moreover, a negative interaction effect was identified showing that the association between emotionality and self-efficacy increased with lower levels of perceived usability and vice versa. This may indicate that emotions can compensate the importance of usability at least to some extent. [ABSTRACT FROM AUTHOR]

An unusually projecting human ear is known as a prominent ear, otapostasis, or bat ear. It might be both bilateral and unilateral. The scapha and antihelix of the big concha are not well formed. It is the outcome of cartilage deformity that occurred during early ear development in utero. After the child reaches five years old, the abnormality can be corrected at any time. In order to prevent psychological suffering, the procedure should ideally be performed as soon as possible. Otoplasty correction is reshaping the ear cartilage to bring the ear closer to the side of the head. The cartilage is reshaped, but the skin is left in place. Hearing remains unaffected by the operation. It is mainly done for aesthetic reasons. Although they are uncommon, the post-operative consequences from the operation include hematoma development, keloid formation, infection, and asymmetry in the ears. Otoplasty is a cosmetic operation that involves permanent sutures to alter the size, shape, or location of the ear. The main purpose of otoplasty is to treat promin auris, or bulging ears. Promin auris, the principal indication for otoplasty, is the subject of this review. The indications, contraindications, and method utilized in otoplasty are reviewed in this exercise, which also emphasizes the need of pre- and post-operative care for patients having this surgery. Otoplasty results are generally lifelong and will improve the self-confidence. The goals of otoplasties are to make the ears appear more natural in comparison to the head and help with the overall contour of the ears. Final ear surgery results will be visible after a two week recovery period, with small improvements appearing for up to 12 months post-procedure. A proper understanding of the diagnosis, indications, and surgical techniques will lead to positive outcomes in otoplasty. [ABSTRACT FROM AUTHOR]

This study conducts a human reliability analysis to develop a pre-exercise screening tool for helicopter underwater escape training (HUET) to proactively improve training facilities and to contribute attendees' performance. In this context, a modified human error assessment and reduction technique (HEART) was adapted. The technique investigates error producing conditions (EPC) and general task type (GTT) variables considering attendees profile, training infrastructure conditions, and 16 sub-steps of HUET exercises. Since the identification of EPC and GTT is still a key limitation of traditional HEART, this study extends a basic rule-based mechanism based on if-then-else comparison matrix structure to enhance accuracy in practice. The case study underscores the feasibility of individual, provider, and procedural interventions, enhancing training success and practical application of skills in real incidents. The application of a rule-based selection algorithm for GTT determination enhances objectivity, contributing to a more controlled identification and minimisation of errors. The case study, tailored specifically for practical training, delineates the feasibility of individual-based, training provider-based, and procedural-based interventions. Additionally, mitigating factors like 'emotional stress' and 'unfamiliarity' through advanced safety measures can boost attendees' self-confidence, leading to improved training success and practical skill application in real-world scenarios. [ABSTRACT FROM AUTHOR]

The aim of research is to assess the relationship between physical activity, Physical Literacy (PL) and gender among senior students. The research was conducted in 2022 in Lithuania with five city schools. Research participants were selected using a convenience sampling method: grade 10 to 12 (n=287) students 148 boys and 139 girls. A questionnaire survey was used for data collection: Portuguese Physical Literacy Questionnaire for Adolescents (PPLA-Q) to assess the psychological domain of PL (motivation, self-confidence, emotional and physical regulation); Rapid Assessment of Physical Activity (RAPA) Questionnaire - RAPA1 part, which allows to assess the level of physical activity. After analysing the psychological aspects of PL related to physical activity by gender, the obtained results suggest that boys' motivation for physical activity, selfconfidence, emotional stability, assessment of physical limits score higher compared to the group of girls (p<0.01). PA motivation has a strong positive correlation with self-confidence (p<0.01) and a moderate correlation with physical regulation (p<0.01). Physical regulation has statistically significantly correlated with self-confidence (p<0.01) and better emotional regulation (p<0.01). Statistically significant differences by gender were found with all indicators of the psychological domain: PA motivation, self-confidence, emotional regulation, and physical regulation. Mean ranks of boys were higher in all variables; however, the major differences were found in the areas of self-confidence and physical regulation. PA had a direct correlation with all psychological PL elements (PA motivation, self-confidence, emotional regulation, physical regulation) and an inverse correlation with gender. [ABSTRACT FROM AUTHOR]

This research aims to analyze the relationship between the intensity of TikTok social media use and confidence in students, to find out the increase in confidence in the intensity of TikTok social media use in students, and to find out whether the intensity of TikTok social media use decreases confidence in students. The research approach carried out is quantitative. The data collection technique in this study is a list of questions (questioner). Data was collected through a questionnaire shared with 384 active student respondents at various Indonesian universities who used TikTok social media. In this study, the results of the analysis showed a significant positive relationship between the intensity of TikTok social media use and self-confidence. So, it can be said that there is a relationship between the intensity of TikTok social media use and confidence. Thus, students who intensely use TikTok social media experience an increase in confidence and students who intensely use TikTok social media do not experience a decrease in confidence. This finding is expected to provide students with insight into the intensity of TikTok social media use and how it can affect self-confidence. Therefore, students need to use TikTok social media wisely to choose to watch positive videos in order to increase their confidence. [ABSTRACT FROM AUTHOR]

The aims of this study were the investigation of the transition knowledge‐skills of adolescents and young adults with visual impairments, learning difficulties, or mobility impairments, and the impact of disability, individual characteristics, social support, and self‐esteem, on their transition knowledge‐skills. Apart from the questionnaire concerning the demographic/ individual characteristics of the participants, three more instruments were used: (a) the Transition Planning Inventory‐2, (b) the Child and Adolescent Social Support Scale (CASSS), and (c) the Rosenberg Self‐esteem Scale. The sample consisted of 169 youths with disabilities. The variable "disability" is a statistically significant predictor of transition knowledge‐skills. The total transition knowledge‐skills of participants with mobility impairments were worse than those of participants with learning difficulties and those of participants with visual impairments. Participants' transition knowledge‐skills were better when the received close friends' social support was higher. The findings of the present study also indicate that the self‐esteem of young people with disabilities has a positive effect on their transition knowledge‐skills. Moreover, the age of the participants, the number of their siblings and their parents' educational level influence their transition knowledge‐skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Humanities & Social Sciences (2522-3380) is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

Project-based learning (PjBL) has been considered an effective learning model to improve the quality of learning in today's world of education. This study aims to identify research trends of PjBL, research methods, elements or essential skills that can be improved, and a framework for implementing PjBL from 2016 to 2023. This review procedure includes searching, screening, evaluating, and synthesizing publications on PjBL. There were 34 articles published in Scopus-indexed popular journal. The research shows that the trends of PjBL from 2016 to 2023 have been conducted by using qualitative research for 26.47%, quantitative research for 35.29%, mixed methods for 8.82%, action research for 5.88%, descriptive research for 17.65%, and development research for 5.88%. The main elements that could be developed for students from PjBL are creativity, collaboration, critical thinking, communication, concept understanding, innovative thinking, motivation, problem-solving, and self-confidence. In this study, there are five frameworks studied. By criticizing those frameworks, a new framework is proposed called project-based learning and simulation (PjBLS). [ABSTRACT FROM AUTHOR]

The nurturing of young players in youth academies is seen as an important step on the way to becoming a full professional in the sport of soccer. This longitudinal multi-study investigation, spanning 2009 to 2021, analysed the career paths of Spanish academy soccer players. It consisted of three studies investigating players' transition from academy to professional status and the identification of technical skills and psychological traits which could distinguish future professionals from amateurs. The sample involved 198 male academy soccer players (aged 13.5–17.9) from two Madrid-based professional clubs. Study 1 assessed the outcomes of these players a decade after their academy-level evaluations. Studies 2 and 3 focused on the subgroup of 85 players whose playing status could be verified a decade later. Results showed that 12 players (6.1%) progressed to full-time professional soccer. Of these 12, just 7 reached Spain's highest professional league within 10 years of their final academy tests. Significant differences favouring professional players were observed in the trait of 'self-confidence', 'ball reception', 'dribbling forward with the ball' and coaches' global technical assessments. In conclusion, the chances of academy soccer players achieving professional status are low. Accordingly, providing more developmental opportunities before deselection is crucial to maximise player potential. Coaches could prioritise players' self-confidence and ball control to increase the conversion rate of academy players to professional status. Furthermore, recruitment of players who are already strong in these attributes could also improve the productivity of talent development pipelines. [ABSTRACT FROM AUTHOR]

Objective: Clear connections have been found between mental processes and performance in elite level football. Yet, few studies have investigated how professional football players' experience the influence of mental processes on performance. Method: This study used a qualitative research design and in-depth interview of six Norwegian professional football players at elite level with a mean age of 28, 3 years and represented five professional clubs. The aim of the study was to investigate how they perceived the importance of arousal regulation, mental toughness, and self-confidence, and that of the sport psychologist in developing these skills. Results: The results revealed a complex and multifaceted link between mental processes and performance. All players, demonstrate a conscious awareness of how mental processes influence their performance. The use of a sport psychologist in working with mental processes emerges as a crucial factor for developing their mental skills. Another important aspect is the need for increased knowledge about mental training's effect in elite football. Mental toughness emerges as the most significant mental process for players' performance because it makes them capable of coping with challenging situations and periods. Conclusion: This study shows that mental processes are important for performing, both related to arousal regulation, and self-confidence, and especially mental toughness. However, mental toughness was also considered a product of age and experience, where older players tend to have experience of more situations that enable them to handle adversity better than younger players. Interestingly, the youngest players seem to be most aware of the use of a sports psychologist. [ABSTRACT FROM AUTHOR]

This study measured the level of self-confidence in English of 36 first-year English majors of Kabankalan Catholic College who were officially enrolled for the Academic Year 2022-2023. The participants' self-confidence in English was classified into five macro skills namely reading, writing, listening, speaking, and viewing skills. Their selfconfidence in the five skills was correlated to their performance in Purposive Communication course. Descriptivecorrelational design was used to determine the association between the two variables. An adopted and compiled standardized questionnaires from different sources were administered. Mean, standard deviation, t-test, and Pearson correlation coefficient were utilized for data analyses. The results revealed that males garnered higher mean results in the level of self confidence in English in terms of listening, reading, writing, and speaking skills while females excelled in viewing skills. This finding implies that males are more confident in English compared to females. In terms of school of origin when taken as a whole, viewing skills got the highest mean while writing skills got the lowest mean for both private and public schools which implies that viewing skill is dominant due to digitalization and wide impact of media. Significant differences also vary in the five macro skills. A significant relationship was found between the students' self-confidence in English in terms of reading skills and their performance in Purposive Communication. Thus, the study suggests that language programs may be implemented to help enhance the students' English skills so they can fully excel in their academics and in the use of English language. [ABSTRACT FROM AUTHOR]

Fear of missing out (FoMO) has become a significant issue experienced by internet users. However, research on FoMO has not been extensively explored. Therefore, the current study examines whether there is a relationship between self-confidence and self-control on Fear of missing out. This is a quantitative study with a descriptive correlational design, involving a sample of 164 students. The result show that self-confidence is significantly negatively correlated with fear of missing out. Addictionally, self control is also negatively correlated with Fear of missing out. Hence, in addressing FoMO, counselors need to enhance individuals' self-confidence and self-control as protective strengths. [ABSTRACT FROM AUTHOR]

Self-confidence is an attribute of the individual that enables one to have a positive or realistic view of themselves or the situations in which they exist. Investigations have shown that people with high self-confidence may have better general health. Based on our knowledge, no study has been conducted on the relationship between self-confidence and students' health status so far in Iran. Therefore, this study aimed to investigate the relationship between Self-rated health and self-confidence among students of Tehran University of Medical Sciences. This cross-sectional study was performed on 600 students of different faculties at Tehran University of Medical Sciences. To measure self-confidence, the validated personal evaluation inventory (PEI) questionnaire and demographic characteristics questionnaire, suitable for Iranian medical students was used. To measure students' Self-rated health as a dependent variable of the study, a standard question was used. Statistical analysis was performed using multivariable logistic regression. Of the 600 students who participated in the study, 322 (53.67%) were female and 278 (46.33%) were male. The overall mean score of students' self-confidence was 66.71% (standard deviation = 10.42). In terms of Self-rated health, most participants reported good status (69.54% in females and 65.51% in males). The results showed the probability of having good health was associated with the rising of mean scores of self-confidence. It is recommended to educational policymakers to consider general and mental health and personal relationships as factors related to self-confidence and perform the necessary interventions needed to increase the level of self-confidence among students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Fine motor skills, creativity, and confidence are important parts of early childhood development. This study aims to determine the role of paper folding in developing fine motor skills, creativity, and confidence of students of Kindergarten A XYZ Jakarta. The research was conducted by pretest and posttest. The subjects in the study totaled twenty-one students in one class. This type of research uses a quantitative experimental method with a pre-experimental design, in the form of one group pretest-posttest without a control class. The research instrument used is a rubric for all variables that have been validated by two experts. Data collection was carried out by observation. To process the data in the study, calculations were carried out by looking for n-gain to find out the pretest and posttest data and then tested using the Wilcoxon signed Rank Test. The results of the fine motor hypothesis test showed the acquisition of asymp. Sig. (2-tailed) = 0.000; The results of the creativity hypothesis test showed the acquisition of asymp. Sig. (2-tailed) = 0.000; And the results of the confident hypothesis test show the acquisition of Asymp. Sig. (2- tailed) = 0.000. It can be concluded that there are differences in fine motor, creativity, and confidence before and after paper folding activities in students at Kindergarten A XYZ Jakarta. So that by folding paper, students' fine motor skills, creativity and confidence can be developed. [ABSTRACT FROM AUTHOR]

This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children's school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the development of cognitive and non-cognitive skills. Yet, we find that what matters the most to parents is their children's happiness at school, rather than their educational progress. We also find that teachers may be able to improve parental satisfaction by providing regular feedback to parents about their children's progress. Lastly, we discuss some implications for schools to meet parental needs; for example, schools should promote activities such as specialised workshops for parents on various topics ranging from child development to emotional development, stress management and self-confidence. [ABSTRACT FROM AUTHOR]

This study explores the phenomenon of managerial behavioral patterns resulting from complex social environments and investigates the behavioral differences of government officials under different conditions based on an irrational hypothesis. Leveraging big data and text sentiment analysis, the study introduces a measure of self-confidence by analyzing the texts of officials' work reports and speeches. Focusing on innovation as a common goal pursued by local governments, the research examines whether irrational factors, such as overconfidence, influence the allocation of innovation investment by municipal officials and subsequently impact urban innovation development. The study employs an environmental boundary model rooted in high-level echelon, deviance, and innovation theories. Panel data from innovative cities spanning the period 2006–2021 serve as the research sample to examine the hierarchical relationship between mayoral self-confidence levels, government innovation investment, and urban innovation power. The empirical analysis reveals that government innovation investment significantly contributes to urban innovativeness. However, the findings indicate that mayoral overconfidence negatively moderates this relationship, and the moderating effect of overconfidence varies across different environments. This research sheds light on the crucial role of government officials' self-confidence in influencing innovation investment and urban innovation outcomes. The findings emphasize the importance of considering the impact of irrational factors on decision-making processes in local governance. By understanding the moderating effect of mayoral overconfidence, policymakers and stakeholders can develop strategies that enhance the effectiveness of government innovation initiatives and promote sustainable urban innovation. [ABSTRACT FROM AUTHOR]

Background and Purpose: It has been shown that nurse confidence predicts peripheral intravenous catheter (PIVC) insertion success. However, intravenous cannulation is a challenging skill for entry to practice students. To date, there is no well-validated measure of nursing student self-confidence in learning and performing PIVC insertion. To address this measurement gap, we created and validated the Nursing Student PIVC Insertion Self-Confidence Scale. Methods: This study employed a descriptive, cross-sectional design. Three cohorts of undergraduate entry-to-practice students at a Canadian university were recruited and assessed during their studies. Two hundred eighty-one students completed the scale at the first data collection point and 146 at the second point. The structure of the tool was analyzed by exploratory factor analysis to extract factors and confirmatory factor analysis (CFA) was employed for validation. Results: CFA revealed a three-factor scale (PIVC Cannulation Confidence, PIVC Preparation and Securement Confidence, and PIVC Learning Confidence). It has 15 items with satisfactory goodness of fit indices. Conclusions: The Nursing Student PIVC Insertion Self-Confidence Scale is a valid and reliable scale to measure nursing students' confidence in learning about and performing PIVC insertions. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to assess the impact of participation in self-help group (SHG) on the psychological empowerment of rural tribal women. Design/methodology/approach: Primary data was collected using multistage random sampling from the rural women of Jharkhand, India. The propensity score matching method was adopted using the psmatch2 command in STATA. Findings: The results show a significant positive change in women's self-esteem, self-confidence, self-efficacy, autonomy, knowledge and skills, reduction in agony and quality of life after participation in SHG. This reveals that participation in SHG has a significant positive impact on the psychological empowerment of rural tribal women. Originality/value: Despite the numerous studies on rural women's empowerment, there is little evidence of literature focusing on the impact of participation in SHG on psychological empowerment, specifically in the tribal context. This study primarily focuses on women belonging to the scheduled tribe category of Jharkhand, one of the poorest states of India. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Veterinary Journal / Revue Vétérinaire Canadienne is the property of Canadian Veterinary Medical Association 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.)

Financial difficulties are not always caused by the influence of income, but are also influenced by errors in managing finances, for example not planning a financial plan. There are many factors that influence students' financial management behavior. The purpose of this study is to analyze three factors that influence students' financial management, namely financial literacy, self-confidence and the quality of financial learning. The research method used is quantitative descriptive with a population of 83 students of the Accounting Department of the State Polytechnic of Malang in 2023. The results of the study show that financial literacy, self-confidence, and the quality of financial learning have a positive effect on students' financial management, both partially and simultaneously. [ABSTRACT FROM AUTHOR]

Saoussen Bdiri Gabbouj,1,&ast; Chekib Zedini,2,&ast; Walid Naija3,&ast; 1LR12ES03, Doctoral Commission «Health Sciences ». Faculty of medicine of Sousse, University of Sousse, Sousse, Tunisia; 2Department of Community Health, Faculty of Medicine Ibn El Jazzar, Quality of Care and Management of Maternal Health Services, Laboratory of Research LR12ES03, Sousse, Tunisia; 3Médical Simulation Center (CESIME) Faculty of Medecine Ibn El Jazzar of Sousse, University of sousse Tunisia, Sousse, Tunisia&ast;These authors contributed equally to this workCorrespondence: Saoussen Bdiri Gabbouj, Email saoussen.bdirigabbouj@gmail.comPurpose: Clinical simulation is a recent and now most used educational approach in health training programs. Its use for educational purposes in nursing education has gradually become widespread throughout the world. The aim of this study was to assess students’ satisfaction and self-confidence with simulation-based learning and to identify the association of simulation design characteristics and educational practices with those outcomes.Subjects and methods: This study utilized a correlational cross-sectional research design. Using a convenience sample, 110 nursing students were selected. Data were collected based on a questionnaire involving three instruments: the Simulation Design Scale, Educational Practices in Simulation Scale, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using SPSS software, version 26.0. Pearson’s correlation coefficients was determined to describe and test the relationships between the different variables.Results: Nursing students were mostly satisfied with their simulation-based learning activity and felt self-confident: M=21/25 and M=33.8/40, respectively. For simulation design characteristics, only “Support“was correlated with student satisfaction (r = 0.468, p = 0.000) and it was the factor most correlated with students’ self-confidence levels (r = 0.477, p = 0.000). Furthermore, there were significant correlations between all educational practices and student satisfaction/self-confidence in learning, at a level of p < 0.01. “Diverse ways of learning” was the factor most correlated with student satisfaction (r = 0.858, p = 0.000) and student self-confidence levels (r = 0.738, p = 0.000).Conclusion: The current study’s findings show that consideration of simulation design elements and the features of all educational practices is necessary for the development of a successful simulation experience and the improvement of student satisfaction and self‐confidence.Keywords: nursing students, satisfaction, self-confidence, simulation-based learning, educational practices, simulation design

Background: Many older people with comorbidities encounter emergency or life-threatening situations, but the response is often neglected or delayed, resulting in increased morbidity and mortality rates. Community preparedness to reduce the impact of emergency crises on older people is essential. This study aimed to determine the effect of an emergency scenario-based training program (ESBTP) for elderly care on the knowledge, self-confidence, and competency of volunteer caregivers in a rural Thai community.Methods: The one-group pre-post-test, quasi-experimental study, was conducted with a non-randomized research sampling of 40 community healthcare volunteers in Vibhavadi district, Surat Thani, Thailand. The research was conducted between October and December 2021. The ESBTP was based on Bloom’s learning theory. The research instrument was a three-part questionnaire measuring knowledge, self-confidence, and competency in geriatric life-threatening surveillance and emergency assistance (GLTSEA) at one, four, and eight weeks of training. Data were analyzed using Bonferroni statistics and repeated measures ANOVA through the software IBM SPSS version 28 with hypothesis testing at P

Objective: To assess the psychometric properties of the Thai version of the Self-Care Self-Efficacy Scale version 3.0 (SCSES-v3.0) in individuals with chronic illnesses. Although originally developed and tested in a Western context, its applicability in Asian populations, including Thailand, remains inadequately explored. Methods: Psychometric tests were guided by COSMIN principles. This included the translation of the English version into Thai based on the ISPOR framework. Nine nursing experts evaluated the content validity. Data were obtained from a multicenter cross-sectional study conducted between July and November 2022. This study included individuals with chronic conditions from 16 primary care centers in Thailand. We tested the structural validity using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), and concurrent validity in relation to the Self-Care of Chronic Illness Inventory version 4.c (SC-CII-v4.c). We tested the scale’s reliability with McDonald’s ω, Cronbach’s α, and the intraclass correlation coefficient (ICC). Results: The Thai SCSES-v3.0 demonstrated excellent content validity (k = 1.00). The final analysis included a total of 385 participants. The EFA with the first split-half subsample (n = 193) extracted a two-factor structure. One reflected SCSES for maintenance and monitoring behaviors and another captured SCSES for management behaviors (item 6–10). CFA with the second split-half subsample (n = 192) and the overall sample (n = 385) supported the scale’s two-factor model with high factor loadings. Each dimension and the overall SCSES-v3.0 positively correlated with each scale and the overall SC-CII-v4.c. McDonald’s ω and Cronbach’s α (both ranged 0.91–0.94) and ICC (ranged 0.95–0.96), indicated excellent internal reliability and test-retest reliability, respectively. Conclusions: The identification of a valid and reliable two-factor model for the Thai SCSES-v3.0 renders it a valuable tool for clinicians and investigators, facilitating the assessment of self-efficacy in self-care across diverse contexts.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Teaching and learning cultural policy are not as open as the research practice emphasising inclusiveness and equal participation suggest. Existing references and theoretical frameworks are mostly from the Global North, even when subaltern and peripheral phenomena are explored. In mainstreaming subaltern epistemic perspectives, the first step demands emancipation of subalterns, enabling them to gain self-confidence in their own capacities. Therefore, a classroom is not about the transfer of knowledge or the development of skills but about 'decolonising minds'. Through an auto-ethnographic approach, different classroom experiences that questioned situations of subalternity and exclusion were documented and further explored. This paper refers to three cases of 'tears in the classroom' when the students (Kurd from Iran; working-class student in the post-industrial academic world, and Palestinian from Old Jerusalem), realising that their experiences and values are not part of the class body of knowledge, felt double-excluded. I question how subaltern knowledge might enter the academic world of cultural policy and how it will be used in more and more multicultural classrooms. Also, if the voice is given to subaltern and peripheral social locations, what might guarantee that the knowledge coming from there would mean 'thinking from a subaltern epistemic location'? [ABSTRACT FROM AUTHOR]

Objective: The primary purpose was to determine how trust changes over time when automation reliability increases or decreases. A secondary purpose was to determine how task-specific self-confidence is associated with trust and reliability level. Background: Both overtrust and undertrust can be detrimental to system performance; therefore, the temporal dynamics of trust with changing reliability level need to be explored. Method: Two experiments used a dominant-color identification task, where automation provided a recommendation to users, with the reliability of the recommendation changing over 300 trials. In Experiment 1, two groups of participants interacted with the system: one group started with a 50% reliable system which increased to 100%, while the other used a system that decreased from 100% to 50%. Experiment 2 included a group where automation reliability increased from 70% to 100%. Results: Trust was initially high in the decreasing group and then declined as reliability level decreased; however, trust also declined in the 50% increasing reliability group. Furthermore, when user self-confidence increased, automation reliability had a greater influence on trust. In Experiment 2, the 70% increasing reliability group showed increased trust in the system. Conclusion: Trust does not always track the reliability of automated systems; in particular, it is difficult for trust to recover once the user has interacted with a low reliability system. Applications: This study provides initial evidence into the dynamics of trust for automation that gets better over time suggesting that users should only start interacting with automation when it is sufficiently reliable. [ABSTRACT FROM AUTHOR]