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"SELF-CONFIDENCE"
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Self-Confidence Conceptual Model Development in Volleyball Learning Courses
The research was motivated by the problem of students in the Physical Education, Health and Recreation Study Program not exhibiting optimal self-confidence, particularly the confidence to speak in front of the class during lecture activities. Self-confidence is an aspect of the human psyche that must be nurtured and developed. Self-confidence denotes the ability to do something confidently and without fear of failure. Confidence is also part of the subconscious and is unaffected by emotions and feelings. Therefore, it requires a method that can be accomplished by controlling emotions, feelings, and imagery. The volleyball learning course necessitates good psychological conditions for students to be confident when practicing in small groups and later when conducting teaching practice at school. In this course students are equipped with basic techniques in playing volleyball and how to construct volleyball learning tools, then students are able to practice teaching in small groups. This study employs a qualitative approach with a classroom action research design that follows the lecture schedule. The research procedure is divided into two cycles, with each cycle consisting of five stages: planning, action, observation, evaluation, and reflection. This research was conducted in two cycles and the time required was 5 weeks for each cycle so that the total time required was 10 weeks with two cycles. The research subjects were 50 students who took the volleyball learning course. Data collection methods include observations and interviews. The results of the study show that in an effort to increase student self-confidence, the strategy chosen is role-playing which provides broad opportunities for students to explore themselves in order to be able to demonstrate their quality in front of other friends to become teachers in the teaching practice of the material chosen by each student. In this study, the role-playing technique was seen to be successful in increasing the self-confidence of the students. Keyword: self-confidence, Role-playing, Learning, Volleyball
Journal Article
Be bold : a guide to unbreakable confidence
\"Tap into your innate potential by taking practical steps to build your confidence with Be Bold, Be You!\"-- Provided by publisher.
BOOK
Perceived overqualification in higher education institutions: Enhancing employee innovative behavior via creative self-confidence and harmonious workplace climate
This study examines the relationship between perceived overqualification (POQ) and employee innovative behavior in higher education institutions in China. Further, this study examined the mediating role of creative self-confidence and moderating role of harmonious workplace climate. The data were collected from 340 employees (330 employees and 10 supervisors) in higher education institutions in China using a multi-time lag method based on convenience sampling. The findings of this study asserted a positive relationship between POQ and employee innovative behavior. This implies that employees who perceive themselves as overqualified for their current roles are more likely to display innovative behavior in their work. Furthermore, the study identifies creative self-confidence as a mediating factor in the link between POQ and employee innovative behavior. In other words, when employees feel overqualified and possess creative self-confidence, they are more inclined to exhibit innovative behaviors. Moreover, the research showed that a harmonious workplace climate plays a moderating role in the relationship between POQ and employee innovative behavior, as well as in the connection between creative self-confidence and employee innovative behavior. A harmonious workplace climate fosters an environment of support, cooperation, and encouragement among employees, which positively influences the outcomes of POQ and creative self-confidence on innovative behavior.
Journal Article
Predicting performance of elite kickboxers using the multi‐states theory framework
Using the multi‐states (MuSt) theory framework, this study examined the interplay between self‐confidence, emotional arousal control, worry, concentration disruption, challenge and threat appraisals, psychobiosocial experiences, and self‐evaluated performance of medalist kickboxers involved in the WAKO World Kickboxing Championship 2021. Participants were 103 gold, silver, or bronze medalists (58 women and 45 men), aged 18–39 (M = 25.16 ± 4.54 years), who were contacted via email and social media and asked to fill an online survey 3 months after the event. According to the MuSt theory predictions, self‐confidence and emotional arousal control were positively related to challenge appraisal, functional psychobiosocial experiences, and self‐evaluated performance. Worry and concentration disruption were positively associated with threat appraisal, and negatively related to functional psychobiosocial experiences; concentration disruption was also negatively related to self‐evaluated performance. Results from path analysis revealed a positive indirect link from self‐confidence to self‐evaluated performance via challenge appraisal and psychobiosocial experiences. Negative indirect links from worry and concentration disruption to self‐evaluated performance through threat appraisal and psychobiosocial experiences were significant. A positive indirect effect from emotional arousal control to self‐evaluated performance via psychobiosocial experiences was also shown. The findings are discussed in light of the MuSt theory. Highlights According to the multi‐states (MuSt) theory predictions, we observed that self‐confidence and emotional arousal control were positively related to challenge appraisal, functional psychobiosocial experiences, and self‐evaluated performance. We also showed that worry and concentration disruption were positively associated with threat appraisal, and negatively related to functional psychobiosocial experiences, with concentration disruption being also negatively related to self‐evaluated performance. We provide preliminary support to the multidimensional interplay between functional (i.e., self‐confidence and emotional arousal control) and dysfunctional (i.e., worry and concentration disruption) individual dispositions, challenge and threat appraisals, psychobiosocial experiences, and performance. We recommend that athletes adopt self‐regulation strategies, such as self‐talk, imagery, cognitive restructuring, mindfulness, and action monitoring to improve their self‐confidence, challenge appraisal, functional emotions, and ability to manage competitive pressure.
Journal Article
The validity and reliability of the Dutch version of the Student Satisfaction and Self-Confidence in Learning Scale
The Student Satisfaction and Self-Confidence in Learning Scale (SCLC) is widely used to measure satisfaction and self-confidence in learning. The 13-item scale includes two subscales: satisfaction with education (5 items) and self-confidence in learning (8 items), rated on a 5-point Likert scale. However, no validated Dutch version existed for pharmacy technicians, a group increasingly involved in complex healthcare roles. This study aimed to translate, adapt, and validate the SCLC for use among Dutch pharmacy technicians. The SCLC was translated into Dutch following cross-cultural adaptation guidelines, including forward and back-translation by three bilingual experts. The questionnaire was administered to pharmacy technicians at Erasmus MC. Internal consistency was assessed using Composite Reliability (CR) and Average Variance Extracted (AVE). A confirmatory factor analysis (CFA) evaluated construct validity. A total of 129 pharmacy technicians completed the questionnaire. CFA indicated a good fit for a two-factor model, with a statistically significant Chi-square (p < 0.000), and a Chi-square/df ratio of 2.5. Fit indices, including CFI (0.92) and RMSEA (0.102), suggested moderate model fit. This study suggests that the Dutch version of the SCLC is a moderately reliable and valid tool for assessing pharmacy technicians' satisfaction with education and self-confidence in learning. Given the absence of other validated instruments in this context, this scale offers a useful starting point for evaluating and improving educational programs. However, as the psychometric properties indicated room for improvement and the model fit was moderate, further research with larger samples is needed to refine and confirm the suitability of this questionnaire.
Journal Article
I'm speaking : every woman's guide to finding your voice and using it fearlessly
\"I'm Speaking is not a book on public speaking. Public speaking is an old white guy, standing in front of a podium, telling you things you don't want to know on a topic you're not interested in. He thinks he's funny. His mustache is funny. This is a book about creating a clear, confident voice that is authentically yours and using it fearlessly\"-- Provided by publisher.
Book
Correlates of Self-Assessed Creativity
The aim of this study was to examine demographic, ideological, and personality trait correlates of self-assessed creativity. A large group (
= 1,299) of adults estimated their creativity score on a 100-point scale. This rating was related to participants’ demographics (sex, age, education), ideology (religious and political beliefs), self-confidence, and six personality traits. The regression indicated that those who thought of themselves as more creative were more optimistic, higher on trait Curious (Open), but lower on trait Adjustment (low Neuroticism) and trait Competitive (low Agreeableness), and had higher self-esteem. The status of self-assessed/estimated creativity is discussed alongside limitations and recommendations for future research.
Journal Article