Self-confidence and Motor Performance of Preadolescent Boys and Girls Studied in Different Feedback Situations

1981 ◽  
Vol 3 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Charles B. Corbin ◽  
Michael J. Stewart ◽  
William O. Blair
Keyword(s):  
Social Comparison ◽  
Performance Feedback ◽  
Motor Performance ◽  
Situational Factors ◽  
The Self ◽  
Young Females ◽  
Self Confidence ◽  
Comparison Results ◽  
Two Factors ◽  
Sex Orientation

Lenney (1977) suggests that three situational factors are likely to affect the self-confidence of females in achievement situations. These factors are the sex orientation of the task, social comparison, and the need for performance feedback. In this study, 40 children, 20 of each sex, were studied to determine if the self-confidence of young females in their motor performance abilities was affected by Lenney's third situational variable, performance feedback. Presumably, females need feedback about their performance if they are to attain and/or maintain adequate self-confidence levels. The experiment was designed to control the first two factors: sex orientation of the task and social comparison. Results indicated that when performing a task perceived to be “neutral” in sex orientation in a noncompetitive, noncomparative environment, the self-confidence of young girls did not differ from young boys. In the absence of Lenney's (1977) first two factors, girls did not seem to lack self-confidence nor did they seem to be more dependent on performance feedback than boys.

scholarly journals Numerical Feedback Roundness Affects the Choice of the Self vs. Others as a Reference Point

2021 ◽  
Vol 12 ◽  
Author(s):  
Meyrav Shoham ◽  
Nira Munichor
Keyword(s):  
Performance Feedback ◽  
Reference Point ◽  
Personal Information ◽  
Individual Characteristics ◽  
Situational Factors ◽  
The Self ◽  
Actual Choice

People can use social or personal information as a reference point against which they compare their performance. While previous research has shown that reference point choice can be affected by individual characteristics, situational factors, and goals, we suggest that properties of the performance feedback itself can also play a role in this choice. We focus on the effects of round vs. precise numerical feedback on reference point preferences. In three studies, we show that people are more likely to use themselves as a reference point to evaluate their performance following a feedback in the form of a round score (e.g., a score of 70 in a task) and to use others as a reference point following a precise score (e.g., a score of 71). Study 1 shows decreased interest in comparisons with others following round rather than precise feedback. Study 2 shows that round (vs. precise) feedback also increases actual choice of the self (vs. others) as a reference point. Study 3 demonstrates that the effect of the numerical feedback on reference point preferences extends to the choice of a benchmark for future comparisons. We discuss the implications of our results for the literature and practice, including how this can be used to encourage desirable behaviors.

scholarly journals Kontribusi Kepercayaan Diri dan Kecerdasan Emosi terhadap Komunikasi Interpersonal Siswa serta Implikasinya dalam Pelayanan Bimbingan dan Konseling

Konselor ◽  
2016 ◽  
Vol 5 (3) ◽  
pp. 182
Author(s):  
Dika Sahputra ◽  
Syahniar Syahniar ◽  
Marjohan Marjohan
Keyword(s):  
Emotional Intelligence ◽  
The Self ◽  
Guidance And Counseling ◽  
Self Confidence ◽  
Two Factors ◽  
Level 3 ◽  
Research Findings ◽  
High Level ◽  
Level 2 ◽  
Test Result

This research isbackground by low ofstudents’ communication interpersonal. Self confidence and emotional intelligence were two factors assumed to affect communication interpersonal. The aims of this research were  to describethe contribution of the self confidence and emotional intelligencetowards communication interpersonal. This research applied quantitative method with a descriptive correlational. The population was all thestudents of SMA Negeri 8 Padang with the total of 764 students, and the samples were 263 students that were chosen by using proportional stratified random sampling.The instrument of the research was a likert scale. Validity test result of this self confidence’s instrument was 0.503, students’ emotional intelligence was 0.430, and communication interpersonal was 0.675. Reliability test result of self confidence’s instrument was 0.819, emotional intelligence was 0.888, and communication interpersonal was 0.902. The data  were analyzed by using descriptive statistics, simple and multiple regression. The research findings indicated that: (1) averagely, description of the self confidence was at high level, (2) emotional intelligence was at high level, (3)communication interpersonal was categorized at high level, (4) there was 19,6% (R=0.443, on significance 0.000) in self confidence contribution towards  communication interpersonal, (5) there was 33,1% (R=0.575, significance 0.000) in emotional intelligence towards communication interpersonal, (6) there was 33,2% (R=0.576, on significance 0.000) in contribution together with self confidence and emotional intelligence towards communication interpersonal. The implication of this research can be made as a need assessment to make a program of guidance and counseling service in SMA Negeri 8 Padang.

scholarly journals School Students’ Motivation for Learning Sciences: How is it Influenced by Self-confidence in Science and Inquiry-based Teaching Approach?

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 121-134
Author(s):  
Palmira Pečiuliauskienė ◽  
Alena Belakoz
Keyword(s):  
Teaching Science ◽  
The Self ◽  
Teaching Approach ◽  
Learning Science ◽  
School Students ◽  
Self Confidence ◽  
Inquiry Approach ◽  
Motivation For Learning ◽  
Two Factors ◽  
Timss 2015

The article deals with the Lithuanian school students’ motivation for learning science on the basis of TIMSS 2015 data. This article analyses the influence of two factors on motivation for learning science: the self-confidence in science of school students’ and teaching science using inquiry-based approach. The purpose of the research is to analyze the influence of self-confidence in science and the influence of teaching science by inquiry approach on students’ motivation for learning science.

The Effects of Self-Set versus Assigned Goals on Exercisers’ Self-Efficacy for an Unfamiliar Task

2004 ◽  
Vol 26 (3) ◽  
pp. 500-504 ◽  
Author(s):  
Tara-Lyn Elston ◽  
Kathleen A. Martin Ginis
Keyword(s):  
Grip Strength ◽  
Performance Feedback ◽  
Self Efficacy ◽  
The Self ◽  
Self Confidence ◽  
Authority Figure

This experiment compared the effects of self-set versus assigned goals on exercisers’ (N = 50, M age = 23.6) self-efficacy to perform a novel grip-strength task. After their first task attempt, all participants received the same bogus performance feedback. Participants in the self-set condition then set their own goal for their second attempt, whereas those in the assigned condition were given the goal of squeezing 3 more pounds. The assigned condition reported higher task-self efficacy (M = 58.7) than the self-set condition (M = 42.4) prior to their second task attempt (p = .02). These findings suggest that goals assigned by an authority figure can increase self-confidence in beginner exercisers.

PLACE EFFECT: MOTOR, COGNITIVE AND SELF CONFIDENCE BEHAVIORS

2019 ◽  
Author(s):  
Naveed Shibli ◽  
Fariha Zahid
Keyword(s):  
Motor Performance ◽  
Human Being ◽  
Human Beings ◽  
Significant Information ◽  
Academic Confidence ◽  
Cognitive Behaviors ◽  
Self Confidence ◽  
Group A ◽  
Group B ◽  
Academic Self Efficacy

<p></p><p>Human beings live in various places. Place affects human being. A few experiments were conducted on 200 students, including 100 male and 100 female. Participants were the students of a selected school. Place effect on participants’ motor, cognitive behaviors and academic confidence studied. The subjects were divided into two groups. Group-A was consisted of students those were in the school for more than 5 years, whereas in group-B students with less than 5 years stay in the school were there. It was assumed that duration as stay in the school representing place effect may provide some relationship link? Following instruments were used; Taping Board (Electronic) 10 trails for both groups as motor performance, Star Mirror Drawing (Electronics) 10 trails with preferred hand both groups for transfer as cognition and Academic Self-efficacy Scale for all groups for academic confidence implied in similar controlled conditions. The results provided useful significant information about the place effect; some emic proposition regarding gender also emerged. More studies recommended.</p><br><p></p>

The Self-Threat of Unsolicited Social Comparison and Its Balance

2013 ◽  
Vol 44 (12) ◽  
pp. 1628-1640
Author(s):  
Xiao-Yan HAN ◽  
Yu-Kai CHI
Keyword(s):  
Social Comparison ◽  
The Self

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

A Z-number integrated weighted MULTIMO-ORA method for risk prioritization in FMEA

2021 ◽  
pp. 1-15
Author(s):  
Weizhong Wang ◽  
Yilin Ma ◽  
Shuli Liu
Keyword(s):  
Risk Analysis ◽  
Risk Evaluation ◽  
Oil And Gas ◽  
Weighted Average ◽  
Entropy Method ◽  
The Self ◽  
Analysis Problem ◽  
Risk Prioritization ◽  
Self Confidence ◽  
Evaluation Information

Current risk prioritization approaches for FMEA models are insufficient to cope with risk analysis problem in which the self-confidence of expert’s judgment and the deviation among risk evaluation information are considered, simultaneously. Therefore, to remedy this limitation, this paper reports an extended risk prioritization approach by integrating the MULTIMOORA approach, Z-numbers and power weighted average (PWA) operator. Firstly, the Z-numbers with triangular fuzzy numbers are applied to reflect the self-confidence and uncertainty of expert’s judgment. Next, the PWA operator for Z-numbers (Z-PWA) with similarity measure is proposed to obtain the group risk evaluation matrix by considering the influence of the deviation among risk evaluation information. Then, an extended version of MULTIMOORA method with developed entropy method is presented to calculate risk priority ranking order of each failure. Finally, the equipment failures in a certain oil and gas plant is utilized to test the extended risk prioritization approach for FMEA model. After that, the sensitivity and comparison studies are led to illustrate the availability and reliability of the proposed risk prioritization approach for FMEA based risk analysis problem.

Sign in / Sign up

Export Citation Format

Share Document