Self-Confidence in Endotracheal Intubation Among Pediatric Interns: Associations With Gender, Experience, and Performance

2019 ◽  
Vol 19 (7) ◽  
pp. 822-827 ◽  
Author(s):  
Kelsey A. Miller ◽  
Michael C. Monuteaux ◽  
Christopher Roussin ◽  
Joshua Nagler
Keyword(s):  
Endotracheal Intubation ◽  
Self Confidence ◽  
And Performance

scholarly journals Eliminating the gap between the use of assistive technologies and the inclusion of people with intellectual disabilities in leisure activities

2021 ◽  
Vol 27 (2) ◽  
pp. 146045822110050
Author(s):  
Ioanna Dratsiou ◽  
Maria Metaxa ◽  
Evangelia Romanopoulou ◽  
Foteini Dolianiti ◽  
Dimitris Spachos ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Learning Experience ◽  
Leisure Activities ◽  
Assistive Technologies ◽  
Global Satisfaction ◽  
Constructive Learning ◽  
Formal Caregivers ◽  
Self Confidence ◽  
Ict Tools ◽  
And Performance

Information and Communication Technology (ICT) tools and Assistive Technologies (AT) can support people with Down Syndrome (PDS) and Intellectual Disabilities (PID) in increasing their self-confidence and independence, enhancing skills, and competences, participating in leisure activities. For families of PDS/PID, professionals, non-formal caregivers and volunteers, the challenge is to appreciate the benefits of ICT Tools in promoting inclusion. The aim of this study is to present the interdisciplinary and multidimensional scope of the DS Leisure project aiming at promoting the inclusion of PDS/PID through innovative ICT tools and their participation in inclusive leisure activities. Particularly, 24 individuals were asked to assess the global satisfaction and performance of PDS/PID, as well as the exploitation of ICT tools. Findings suggested that PDS/PID specific social, decision-making, and communication skills were significantly improved after their participation in the Experiential Activity and the e-Training platform was positively rated and considered a constructive learning experience.

Do Anxious Swimmers Swim Slower? Reexamining the Elusive Anxiety-Performance Relationship

1988 ◽  
Vol 10 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Damon Burton
Keyword(s):  
Low Complexity ◽  
Performance Measure ◽  
Somatic Anxiety ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Long Duration ◽  
Two Samples ◽  
And Performance ◽  
Moderate Complexity ◽  
The Relationship

The purpose of this investigation was to utilize a multidimensional measure of anxiety and a more sensitive intraindividual performance measure to evaluate the relationship between anxiety and performance. Three hypotheses were tested. First, cognitive anxiety is more consistently and strongly related to performance than is somatic anxiety. Second, somatic anxiety demonstrates an inverted-U relationship with performance, whereas self-confidence and performance exhibit a positive linear relationship and cognitive anxiety and performance exhibit a negative one. Finally, short duration and high and low complexity events demonstrate stronger relationships between somatic anxiety and performance than do long duration or moderate complexity events. Two samples of swimmers completed the CSAI-2 prior to competition, and performance data were obtained from meet results. Correlational and multiple regression analyses generally supported Hypotheses 1 and 3, while polynomial trend analyses on standardized CSAI-2 scores confirmed trends predicted in Hypothesis 2. Overall, these results not only revealed that improved instrumentation allows demonstration of consistent anxiety-performance relationships, but they also provided additional construct validity for the CSAI-2.

Mental Preparation for the Performer

2014 ◽  
pp. 666-688
Author(s):  
Alma Thomas
Keyword(s):  
Music Education ◽  
Goal Setting ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mental Skills ◽  
Mental Preparation ◽  
Self Confidence ◽  
Key Concepts ◽  
And Performance ◽  
Regular Practice

Mental skills are integral to success in practice and performance. Prominent educators in sport and in the performing arts have advocated their use for years. This chapter provides voice educators and singers with illustrative mental skills that are based on recent research, supplies further background on mental training, and provides examples of key concepts. Teachers, coaches and singers are encouraged to apply the exercises presented and, if necessary, adapt them through experimentation to meet individual needs. Mental skills require regular practice and commitment, and should be an integral part of all teaching and learning. The literature in sport, and more recently in music education and performance, is full of the benefits of using mental skills, and full of ways in which mental skills guide and enhance performances at all levels. The key mental skills covered in this chapter are commitment and motivation, goal-setting, managing anxiety, relaxation, imagery, and developing self-confidence.

The Effects of Self-Management on Self-Confidence and Performance in College Combat Sports Athletes

2020 ◽  
Vol 18 (3) ◽  
pp. 1039-1048
Author(s):  
Ju-young Kim ◽  
◽  
Myung-Goo Kang ◽  
Bong-jun Choi
Keyword(s):  
Self Management ◽  
Combat Sports ◽  
Self Confidence ◽  
And Performance

How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?

2016 ◽  
Vol 7 (5) ◽  
pp. 967 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Teaching And Learning ◽  
Vital Role ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Pronunciation ◽  
And Performance

One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.

Is Self-Confidence a Bias Factor in Higher-Order Catastrophe Models? An Exploratory Analysis

2004 ◽  
Vol 26 (3) ◽  
pp. 359-368 ◽  
Author(s):  
Lew Hardy ◽  
Tim Woodman ◽  
Stephen Carrington
Keyword(s):  
Effect Size ◽  
Interaction Effect ◽  
Model Framework ◽  
Somatic Anxiety ◽  
Catastrophe Model ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Bias Factor ◽  
Median Split ◽  
And Performance

This paper examines Hardy’s (1990, 1996a) proposition that self-confidence might act as the bias factor in a butterfly catastrophe model of stress and performance. Male golfers (N = 8) participated in a golf tournament and reported their cognitive anxiety, somatic anxiety, and self-confidence prior to their tee shot on each hole. All anxiety, self-confidence, and performance scores were standardized within participants in order to control for individual differences. The data were then collapsed across participants and categorized into a high self-confidence condition and a low self-confidence condition by means of a median split. A series of two-way (Cognitive Anxiety × Somatic Anxiety) ANOVAs was conducted on each self-confidence condition in order to fag where the maximum Cognitive Anxiety × Somatic Anxiety interaction effect size lay along the somatic anxiety axis. These ANOVAs revealed that the maximum interaction effect size between cognitive and somatic anxiety was at a higher level of somatic anxiety for the high self-confidence condition than for the low self-confidence condition, thus supporting the moderating role of self-confidence in a catastrophe model framework.

Antecedents Of, Temporal Changes In, and Relationships between CSAI-2 Subcomponents

1984 ◽  
Vol 6 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Daniel Gould ◽  
Linda Petlichkoff ◽  
Robert S. Weinberg
Keyword(s):  
Multiple Regression ◽  
State Anxiety ◽  
Multivariate Analyses ◽  
Temporal Changes ◽  
Somatic Anxiety ◽  
Analysis Techniques ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Multivariate Multiple Regression ◽  
And Performance

Two studies were conducted to examine antecedents of, relationships between, and temporal changes in the cognitive anxiety, somatic anxiety, and the self-confidence components of the Martens, Burton, Vealey, Bump, and Smith (1983) newly developed Competitive State Anxiety Inventory-2 (CSAI-2). In addition, the prediction that cognitive and somatic anxiety should differentially influence performance was examined. In Study 1, 37 elite intercollegiate wrestlers were administered the CSAI-2 immediately before two different competitions, whereas in Study 2, 63 female high school volleyball players completed the CSAI-2 on five different occasions (1 week, 48 hrs, 24 hrs, 2 hrs, and 20 min) prior to a major tournament. The results were analyzed using multiple regression, multivariate multiple regression, univariate and multivariate analyses of variance, and general linear model trend analysis techniques. The findings supported the scale development work of Martens and his colleagues by verifying that the CSAI-2 assesses three separate components of state anxiety. A number of other important findings also emerged. First, the prediction was confirmed that somatic anxiety increases during the time leading to competition, while cognitive anxiety and confidence remain constant. Second, CSAI-2 subscales were found to have different antecedents, although the precise predictions of Martens and his colleagues were not supported. Third, the prediction that cognitive anxiety would be a more powerful predictor of performance than somatic anxiety was only partially supported. Fourth, the prediction that precompetitive anxiety differences between experienced and inexperienced athletes initially found by Fenz (1975) result from somatic anxiety changes was not supported. It was concluded that the CSAI-2 shows much promise as a multidimensional sport-specific state anxiety inventory, although more research is needed to determine how and why specific antecedent factors influence various CSAI-2 components and to examine the predicted relationships between CSAI-2 components and performance.

Relations of Goal Orientations and Expectations on Multidimensional State Anxiety

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1107-1112 ◽  
Author(s):  
Maria Newton ◽  
Joan Duda
Keyword(s):  
State Anxiety ◽  
Goal Orientations ◽  
Cognitive State ◽  
Regression Analyses ◽  
Performance Expectations ◽  
Self Confidence ◽  
Perspective Theory ◽  
Ego Orientation ◽  
And Performance ◽  
Tennis Skills

This study examined the relationships among task and ego orientation, expectations for success, and multidimensional state anxiety in a competitive sport situation. Subjects ( N = 107) enrolled in a tennis skills class were gender- and ability-matched and asked to play an eight game pro-set. One week prior to the match goal orientations were assessed. Immediately prior to competition multidimensional state anxiety and performance expectations were measured. Multiple regression analyses predicting multidimensional state anxiety revealed that somatic and cognitive state anxiety were only predicted by performance expectations. Also, lower ego orientation and positive match expectations were predictive of state self-confidence. Results are interpreted in light of goal perspective theory.

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