The influence of chess training on pupils’ self-efficacy， self-esteem and social anxiety

Background With the 2001 announcement about three chess games in school, go, Chinese chess and chess, the three upsurge of popularity is set off in the country. Chess started late in China and was originally considered as an intellectual sport related to intelligence. Its role in psychological characteristics has not received enough attention from people. Objective In order to study the influence of chess training on pupils' self-efficacy, self-esteem and social anxiety. Methods 121 pupils from Jinding No.1 primary school are selected as study subjects and divided into experimental group and control group. The experiment group is the community group of 31 pupils, and the control group is the non-community group of 90 pupils. Using General Self-Efficacy Scale, Self-Esteem Scale, and Social Anxiety Scale for Children, the scales are used to test, and the pupils are observed and the teachers and parents are interviewed. Results There are significant differences in self-efficacy, self-esteem and social anxiety between the community and the non-community pupils. Conclusion It shows that a certain intensity of chess training has a greater impact on pupils' self-efficacy, self-esteem and social anxiety.

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The Effectiveness of Group Training of CBT-Based Stress Management on Anxiety, Psychological Hardiness and General Self-Efficacy Among University Students

Global Journal of Health Science ◽

10.5539/gjhs.v8n6p47 ◽

2015 ◽

Vol 8 (6) ◽

pp. 47 ◽

Cited By ~ 8

Author(s):

Hamdam Molla Jafar ◽

Seddigheh Salabifard ◽

Seyedeh Maryam Mousavi ◽

Zahra Sobhani

Keyword(s):

University Students ◽

Stress Management ◽

Self Efficacy ◽

Management Training ◽

Sensitive Period ◽

Control Group ◽

Stress Management Training ◽

Psychological Hardiness ◽

General Self Efficacy ◽

Experimental Group

BACKGROUND: Admission to university is a very sensitive period of life for efficient, active, and young workforces in any country, and it is mostly associated with many changes in social and human relationships. These changes lead to anxiety in students. Moreover, humans need certain functions in order to adaptively deal with different life situations and challenges. By training stress management, these functions can help human acquire the required abilities. OBJECTIVE: The present study was aimed at investigating the effectiveness of stress management training in anxiety, psychological hardiness, and general self-efficacy among university students. METHOD: The study was a quasi-experimental intervention (pretest-posttest-follow-up) including a control group, it was a fundamental applied study. The statistical population consisted of all students of Islamic Azad University, Karaj, Iran. Convenient sampling was employed to select 30 students who were divided into an experimental group (n=15) and a control group (n=15). Before stress management training, both groups filled out Beck Anxiety Inventory, Long and Goulet scale of psychological hardiness, and General Self-efficacy Scale (GSE-10). Afterwards, the experimental group was provided with stress management training. And after the experiment, the abovementioned questionnaires and scales were responded by the two groups. Finally the collected data were analyzed and compared using one-way MANOVA. RESULTS: The results of MANOVA indicated that there was a significant difference between the two groups in terms of anxiety, hardiness, and general self-efficacy (p<0.001). CONCLUSION: According to the results of the present study and those of previous investigations that are in agreement with those of the present study, it can be concluded that stress management among university students cause anxiety to drop; moreover, it enhances their psychological hardiness and self-efficacy. In regard with the role and importance of stress management, training this skill should be included in educational plans of university.

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Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.d020417 ◽

2017 ◽

Vol 1 (4) ◽

Author(s):

Mohammed bin Majed bin Shariah al - Shammari

Keyword(s):

Role Playing ◽

Self Esteem ◽

Third Grade ◽

Control Group ◽

Control Groups ◽

Teaching Role ◽

Third Grade Students ◽

The Mean ◽

And Control ◽

Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

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Pelatihan Teknik Asertivitas untuk Meningkatkan Self-Esteem Korban Bullying

Gadjah Mada Journal of Professional Psychology (GamaJPP) ◽

10.22146/gamajpp.32313 ◽

2016 ◽

Vol 2 (1) ◽

pp. 15

Author(s):

Amalia Hana Firdausi ◽

Maria Goretti Adiyanti

Keyword(s):

Primary School ◽

Peer Interactions ◽

Self Esteem ◽

Control Group ◽

Test Design ◽

Post Test ◽

Bullying Victims ◽

And Control ◽

Experimental Group ◽

Quasi Experiment

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group

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团体心理咨询对大学生自尊提升的干预研究

心理咨询理论与实践 ◽

10.35534/tppc/0102009 ◽

2019 ◽

Vol 01 (02) ◽

pp. 100-111

Author(s):

童童李 ◽

艳李 ◽

莉潘 ◽

倩黄 ◽

喆王

Keyword(s):

Training Program ◽

Interpersonal Relationship ◽

Personal Communication ◽

Self Esteem ◽

Control Group ◽

Big Five Personality ◽

Relationship Skills ◽

Long Time ◽

And Control ◽

Experimental Group

目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41），p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35），p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。 Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.

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The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v6n1p117 ◽

2016 ◽

Vol 6 (1) ◽

pp. 117 ◽

Cited By ~ 4

Author(s):

Ahmad M Alzoubi ◽

Mohammad F Al Qudah ◽

Ismael Salameh Albursan ◽

Salaheldin F Bakhiet ◽

Adel S Abduljabbar

Keyword(s):

Self Efficacy ◽

Creative Thinking ◽

Two Dimensions ◽

Three Dimensions ◽

Control Group ◽

Significant Difference ◽

Cognitive Motivation ◽

Creative Self ◽

And Control ◽

Experimental Group

This study aimed to explore the effectiveness of creative thinking education on enhancing creative self-efficacy and cognitive motivation. The sample consisted of 44 female students studying childhood education in the Princess Alia University College divided into two groups (experimental and control). The experimental group was taught a unit in creative thinking whereas the control group was not. Data were collected using two tools; first, a creative self-efficacy scale that included two dimensions (self-efficacy in creative thinking and creative performance) and second, a cognitive motivation scale that included three dimensions (curiosity, discovery, and questioning). Data showed significant differences between experimental and control groups in creative self-efficacy and its dimensions, and also in cognitive motivation and two of its dimensions (curiosity and discovery) in favor of the experimental group. No significant difference was found between the two groups in questioning. We recommend embedding creative thinking education in study courses.

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THE THE EFFECT OF INDIVIDUAL PSYCHOEDUCATION INTERVENTION ON SELF EFFICACY AMONG OPIOID DEPENDENT PATIENTS IN METHADONE CLINICS

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol5iss2pp103-128 ◽

2020 ◽

Vol 5 (2) ◽

pp. 103-128

Author(s):

Engku Mardiah Engku Kamarudin ◽

Wan Shahrazad Wan Sulaiman ◽

Norulhuda Sarnon@Kusenin ◽

Aizan Sofia Amin

Keyword(s):

Self Efficacy ◽

Methadone Treatment ◽

Self Determination ◽

Control Group ◽

Self Awareness ◽

Substance Dependent ◽

Klang Valley ◽

Abuse Treatment ◽

And Control ◽

General Self Efficacy

Background and Purpose: The present study is designed to evaluate the effect of individual psycho-education intervention based on integrated self-awareness and self-determination theories (i-SEAZ) toward self-efficacy among opioid-dependent patients in methadone treatment (MT). Methodology: 75 opioid-dependent participants who were on MT under Ministry of Health Malaysia from five Methadone Clinics in Klang Valley were evaluated on the effectiveness of the i-SEAZ intervention. The experiment group comprised 38 participants, who received ten sessions of individual i-SEAZ alongside MT, while 37 participants of the control group only received MT. The effectiveness of the intervention was assessed by the General Self Efficacy Questionnaire (GSE), with ten items. The assessment was performed two times; the first was two weeks before the initiation of i-SEAZ (as pretest), and the second was two weeks after i-SEAZ was completed (as posttest). Findings: The extracted data were analysed by ANCOVA using SPSS-20. The findings showed there was a significant improvement in the i-SEAZ scores between experiment and control groups at posttest (p = 0.000). It is concluded that the intervention of i-SEAZ is associated with a significant increase in self-efficacy among substance-dependent patients in Methadone Clinics. Contributions: This study is hoped to contribute to the psychologists and counselors at addiction clinics, treatment institutions and communities in adopting the i-SEAZ module to improve self-efficacy among patients in substance abuse treatment. Keywords: Methadone treatment, psychoeducation, self-efficacy, self-awareness theory, self-determination theory. Cite as: Engku Kamarudin, E. M., Wan Sulaiman, W. S., Sarnon, N., & Amin, A. S. (2020). The effect of individual psychoeducation intervention on self-efficacy among opioid dependent patients in Methadone clinics. Journal of Nusantara Studies, 5(2), 103-128. http://dx.doi.org/10.24200/jonus.vol5iss2pp103-128

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Effects of cognitive cehavioral play therapy techniques on low self-esteem among students

Konselor ◽

10.24036/0202094111404-0-00 ◽

2020 ◽

Vol 9 (4) ◽

Author(s):

Merikan Aren ◽

Aruna Rauna Duamit

Keyword(s):

University Students ◽

Play Therapy ◽

Self Esteem ◽

Cognitive Behavioral ◽

Control Group ◽

Group Counselling ◽

Significant Difference ◽

The University ◽

And Control ◽

Experimental Group

This study aims to determined the effects of Cognitive Behavioral Play Therapy (CBPT) techniques on low self-esteem among UNIMAS Students. More specifically, this study identified the effects of Cognitive Behavioral Play Therapy (CBPT) techniques in experimental group at pretest and posttest on low self-esteem among UNIMAS students and to identified the effects of Cognitive Behavioral Play Therapy (CBPT) techniques in control group at pretest and posttest on low self-esteem among UNIMAS students. A case study design is distributed questionnaire called as Rosenberg Self-Esteem Scale (RSES) and counselling sessions. Purposive sampling is used to get the most suitable respondents for this study. The findings of this study have revealed there were significant difference at pretest and posttest among respondents in experimental group and control group which were respondents in experimental group increased their level of self-esteem, while there were respondents decreased their level of self-esteem in control group. Counselling sessions utilizing Cognitive Behavioral Play Therapy (CBPT) techniques have increased the level of self-esteem among UNIMAS students in experimental group who attended the group counselling sessions because they have low level of self-esteem. All the dialogues that been stated by the client in the counselling sessions about their self-esteem can be related to respondents’ personality, cognitive, behavior, emotions and actions. The findings of this study have implications towards University students and counsellor. As for the university students, they gained insight, understanding and knowledge the importance of having good level of self-esteem. For the counsellor, counsellor being helpful, trusted and skillful which after utilized the CBPT techniques, they gained new skills and knowledge on that particular therapy.

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Memory effect as if a group of self-esteem, mental health quality of life elderly

European Psychiatry ◽

10.1016/s0924-9338(11)72529-9 ◽

2011 ◽

Vol 26 (S2) ◽

pp. 824-824

Author(s):

T. Ahmadi Gatab

Keyword(s):

Quality Of Life ◽

Mental Health ◽

Memory Effect ◽

Self Esteem ◽

Control Group ◽

Group Meetings ◽

And Control ◽

Experimental Group ◽

As If

IntroductionOlder people with special challenges such as increased chronic problems reduced financial resources and reduced functional abilities have encountered.ObjectivesThis study group as if the memory effect on self-esteem, mental health and quality of life for elderly people has been done.MethodsResearch methods, experimental. Statistical Society Research Babol are elderly. Sample aged 60 to cluster all the city neighborhoods selected randomly into two experimental groups (30 patients) and control (n = 30) groups. Then each of the experimental and control groups also were divided into six groups. Seniors in the experimental group meetings as if the memory control group, but group sessions in eight sessions and each session for one and a half hours they attended.ResultsThe results show that the experimental group participated in group meetings as if the memory than the control group who participated in group sessions, having self-esteem, mental health and quality of life are at a high level. The results also show that the mental health subscales (physical impairment, impaired social function, anxiety and depression) compared to the experimental group had better control of the situation.ConclusionsSeniors expressed their memories in a group, their positive and negative emotions poured out, and now that this reconciliation will lead to attitude change are elderly. On the other hand seems to have an active role in memory leads to increased confidence and improving mental health and sense of usefulness and the elderly are a result of depression and anxiety decreased.

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Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University

English Language Teaching ◽

10.5539/elt.v10n4p67 ◽

2017 ◽

Vol 10 (4) ◽

pp. 67 ◽

Cited By ~ 7

Author(s):

Afaf Mohammed AlJaser

Keyword(s):

Academic Achievement ◽

Classroom Management ◽

Self Efficacy ◽

Flipped Classroom ◽

College Of Education ◽

Achievement Test ◽

Control Group ◽

First Semester ◽

And Control ◽

Experimental Group

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where the experimental group was taught through flipped classroom strategy, while the control group taught in the traditional way. Two tools were applied in this study: (Achievement Test and Self-Efficacy Scale). The sample consisted of two groups: one group is experimental and the other is control, both studying the course of (Classroom Management) in the first semester for the academic year 2016/2017. The results showed that the experimental group outperformed the control group in the post achievement test, as well as having a positive correlation between the students’ post achievement test and their attitudes towards self-efficacy scale; indicating that the more scores the students get in achievement test, the more self-efficacy they have. In the light of the results, some recommendations have been made.

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An Education-Counseling Program for Young Prehypertensive Adults

Clinical Nursing Research ◽

10.1177/10547738211059622 ◽

2021 ◽

pp. 105477382110596

Author(s):

Eunhee Jo ◽

Soon-jung Hwang ◽

Eun- jin Jeong ◽

Minsun Kim

Keyword(s):

Self Efficacy ◽

Self Management ◽

Control Group ◽

Counseling Program ◽

Control Groups ◽

Equivalent Control ◽

Health Promoting ◽

And Control ◽

Experimental Group ◽

Structured Questionnaire

In this non-equivalent control group, non-synchronized study, we assessed the effects of an education-counseling program for young prehypertensive adults. We included 40 and 47 prehypertensive individuals in the experimental and control groups, respectively. A structured questionnaire (pretest) was used to assess prehypertension-related knowledge, attitudes, health-promoting behavior, and self-efficacy. The experimental group underwent the 8-week program, while the control group received basic prehypertension and self-management education. Subsequently, blood pressure (BP) was measured, and prehypertension-related knowledge, attitudes, health-promoting behavior, and self-efficacy were evaluated using a questionnaire (posttest). There were significant intergroup differences in knowledge ( t = 3.04, p = .003), attitudes ( t = 6.41, p < .001), behavior ( t = 11.60, p < .001), self-efficacy ( t = 11.76, p < .001), and systolic BP ( t = −5.49, p < .001); however, diastolic BP was not significantly different ( t = −0.73, p = .473). Our findings demonstrated that the program is effective in improving knowledge, attitudes, behavior, self-efficacy, and systolic BP. Therefore, it can be used to prevent progression to hypertension.

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