Evaluation of a school-based self-esteem intervention program for adolescents

2021 ◽  
Vol 30 (2) ◽  
pp. 197-205
Author(s):  
Umme Kawser ◽  
Tahneena Mehreinn ◽  
Rajon Das Jony ◽  
Muhtasabbib Matin

The researchers aimed to evaluate a school-based self-esteem intervention program. The program's focus was to implement a culturally appropriate selfesteem intervention tool for school-going adolescents through selfhood, affiliation, competence, mission, and security activities. This study randomly recruited 183 nine-grade students aged 13 - 16 years. A pre-post design and two distinct measures were utilized to measure the intervention's social efficacy validity. The target skills' specific measures (Self-esteem, self-concept, selfconfidence) and effect measures (nature of friend connections, the suitability of intervention for youths) were introduced. Comparisons of scores using ANOVA's and t-tests discovered that the intervention had the most substantial effect on girls' self-confidence (p = 0.001) and changes in the self-concept, disruptive behavior, self-confidence, and social competence. The study's results provided satisfactory evidence of intervention effectiveness, and the post-test result showed little change across the study period. Dhaka Univ. J. Biol. Sci. 30(2): 197-205, 2021 (July)

2020 ◽  
Vol 18 (2) ◽  
pp. 225
Author(s):  
Yudi Darma ◽  
Muhamad Firdaus ◽  
Wandra Irvandi

<p class="StyleAuthorBold"><strong>Abstrak</strong></p><p class="abstrak">Penelitian bertujuan untuk mengetahui <em>soft skills</em> matematis mahasiswa calon guru matematika yang meliputi kebiasaan berpikir cerdas, keaktifan, minat, motivasi, resiliensi matematik, konsep diri, kepercayaan diri, kemampuan diri, dan penghargaan diri. Populasi penelitian sebanyak 112 orang. Sampel penelitian sebanyak 30 orang yang dipilih dengan <em>purposive sampling</em>. Alat pengumpulan data menggunakan angket. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa <em>soft skills </em>matematis mahasiswa pada kategori baik dengan rincian: konsep diri pada kategori sangat baik; kebiasaan berpikir cerdas, keaktifan, minat, motivasi, serta kepercayaan diri mahasiswa pada kategori baik; serta resiliensi matematik, kemampuan diri, dan penghargaan diri mahasiswa pada kategori cukup.</p><p class="abstrak"> </p><p class="StyleAuthorBold"><strong><em>Abstract</em></strong></p><p class="abstrak"><em>This research aimed to determine the mathematical soft skills of the student mathematics teacher candidates which include habits of mind, activeness, interests, motivation, mathematical resilience, self-concept, self-confidence, self-efficacy, and self-esteem. The population was 112 people. The sample was 30 people selected by purposive sampling. The data collection tool used a questionnaire. The data analysis technique used descriptive analysis. The results showed that the students' mathematical soft skills were in a good category with details: self-concept in the very good category; smart thinking habits, activeness, interest, motivation, and self-confidence of students in the good category; and mathematical resilience, self-ability, and self-esteem of students in the sufficient category.</em></p>


Retos ◽  
2015 ◽  
pp. 114-117
Author(s):  
Xoana Reguera López de la Osa ◽  
Águeda Gutiérrez-Sánchez

En este artículo se presenta una propuesta educativa para trabajar las conductas prosociales como el liderazgo, la jovialidad, la sensibilidad social, el respeto y el autocontrol a través de las variables que están relacionadas de una manera directa con la Gimnasia Acrobática (esfuerzo, comunicación, cooperación, expresión emocional y creatividad). Con el fin de mejorar la convivencia en las aulas y centros escolares, preparando a los jóvenes para su incorporación a la vida activa y social de forma participativa y responsable. Se realizó un estudio de caso a 36 participantes de Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 14 y 17 años. Para comprobar la validez del programa se midieron los niveles de autoconcepto a través del cuestionario Autoconcepto Forma 5 (AF5). Los resultados obtenidos, de la prueba pre-test y post-test, fueron analizados a través de la prueba t de Student en la que se encontraron diferencias significativas. Se concluye que la Gimnasia Acrobática mejora los niveles de autoconcepto en aquellos sujetos con problemas físicos y/o emocionales ya que el discente, al sentirse partícipe de la actividad que está realizando, al tener que organizarse y cooperar con sus compañeros, se siente orgulloso y enriquecido corporal y emocionalmente.Palabras clave. Gimnasia Acrobática, Autoestima, Acrosport, Educación Secundaria Obligatoria.Abstract. We present an educational proposal to work prosocial behaviors such as leadership, joviality, social sensitivity, respect and self-control through the variables that are related in a direct way with the acrobatic gymnastics (effort, communication, cooperation, emotional expression and creativity). In order to improve relationships in classrooms and schools, to prepare young people for inclusion in social life active and participatory and accountable manner. A case study was conducted to 36 participants in Compulsory Secondary Education (ESO) aged between 14 and 17. To check the validity of the program self-concept levels were measured through the Self-Concept Questionnaire Form 5 (AF5). The results of the test pre-test and post-test were analyzed using the Student’s t test where significant differences were found. We conclude that the acrobatic gymnastics self-improvement levels in subjects with physical and/or emotional problems since the learner, to feel part of the activity you’re doing, having to organize and cooperate with peers, feel proud and enriched bodily and emotionally.Keywords. Acrobatic gymnastic, Self-esteem, Acrosport, Secondary Schools, Self-concept.


2022 ◽  
Author(s):  
Vlad Teodor Grosu ◽  
◽  
Hanna Imola Vari ◽  
Mircea Nicolae Ordean ◽  
Gheorghe Balint ◽  
...  

Objectives of this article refer to ways to increase self-confidence in students from different universities in Transylvania manifested by the values of self-depreciation, infatuation and self-esteem. These are realized through the use of complex exercises on music in the form of dance-therapy and body technique. Purpose: elaboration of an action strategy to modify the self-depreciation, self-esteem, infatuation. Hypothesis: by introducing the exercises of body technique and dance-therapy, the aim is to modify the components of the ASSI psychological test: self-depreciation, infatuation and self-esteem Material and Methods: statistical processing was performed with the program Stats Direct v.2.7.2. The graphical representation of the results was done with the Excel application (from the Microsoft Office 2010 package). The tests used are: ASSI and an intervention program based on exercises in body technique and dance therapy. The subjects participating in the experiment with a duration of 6 months by 200 students at the Technical University Cluj-Napoca, and the extension from Baia-Mare and from the Academy of Music "Gheorghe Dima" from Cluj-Napoca. The period: of development was between October 2019 and March 2020. The results: of this study are due to the intervention program through exercises in body technique and dance therapy performed by the experimental group compared to the control group. In the case of A-SN it is a good correlation but of the opposite direction, which means that if (A) self-depreciation decreases then (SN) self-esteem increases. In the case of I-SN it is an acceptable correlation and of the same meaning, which means that if (I) the infatuation increases and (SN) the self-esteem increases, were observed statistically significantly significant differences between the two times (p <0.001). Conclusions: Statistically significant differences were observed in the indicators of the ASSI tests (self-depreciation, self-esteem, infatuation) which indicates, that our intervention program in the preliminary study had a positive and measurable impact on students in terms of improving self-depreciation and infatuation, as well as increasing self-esteem.


Author(s):  
Dessy Andiwijaya ◽  
Franky Liauw

Self-confidence is a very important aspect of our lives. Everyone is different from one another, each has a unique character attached to him. From that difference, it can be seen that there are people who are confident, but there are also people who lack confidence. Because with us lacking in confidence, we will miss the opportunities that exist in this life, such as work. Self-confidence also makes a person nervous, anxious, difficult to interact socially and unable to find self-concept. From the above, as if self-confidence is the root of life because it determines the thoughts and activities that we will do everyday. Self-confidence is influenced by internal factors and external factors. External factors are family environment, friend environment and work. A person's confidence and character influences all aspects of a person's life, such as finance, work, social life and others. Internal factors of lack of confidence are self-concept, self-esteem, and life experience. Confidence (confidence) determines how a person will judge and respect him personally. Self-confidence is a belief in the ability of yourself to achieve something and can accept self-deficiencies so that these deficiencies become a strength in us. Whereas according to Hurlocks, Confidence (self-confidence) is an attitude in someone who can / can accept reality, develop self-awareness, think positively, have independence, & have the ability to have everything that is desired. To develop self-confidence, we need to improve self concept, ability and social interaction. AbstrakKepercayaan diri merupakan aspek yang sangat penting dalam kehidupan kita. Setiap orang berbeda satu dan lainnya, masing-masing memiliki karakter yang khas melekat pada dirinya. Dari perbedaan itulah, dapat diketahui bahwa terdapat orang yang percaya diri, namun ada pula orang yang kurang percaya diri. Karena dengan kita kurang percaya diri, kita akan melewatkan kesempatan-kesempatan yang ada dalam kehidupan ini, misalnya pekerjaan. Kepercayaan diri juga membuat seseorang bersikap gugup, cemas, sulit untuk berinteraksi sosial dan tidak dapat untuk menemukan konsep diri. Dari hal di atas, seakan-akan kepercayaan diri merupakan akar dari kehidupan karena hal ini menentukan pikiran dan aktivitas yang akan kita lakukan sehari-hari. Kepercayaan diri diperngaruhi oleh faktor internal dan faktor eksternal. Faktor eksternal yaitu  lingkungan keluarga, lingkungan teman dan pekerjaan. Kepercayaan diri dan karakter seseorang mempengaruhi segala aspek kehidupan seseorang, misalnya finansial, pekerjaan, kehidupan sosial dan lain-lain. Faktor internal dari kurangnya kepercayaan diri yaitu konsep diri, harga diri, dan pengalaman hidup. Rasa percaya diri(confidence) menentukan bagaimana seseorang akan menilai dan menghargai dirinya pribadi. Kepercayaan diri merupakan keyakinan akan kemampuan diri sendiri untuk mencapai suatu hal dan dapat menerima kekurangan diri sehingga menjadikan kekurangan tersebut menjadi kekuatan dalam diri kita. Sedangkan menurut Hurlocks, Confidence(kepercayaan diri) merupakan sikap pada diri seseorang yang dapat/ bisa menerima kenyataan, mengembangkan kesadaran diri, berpikir positif, memiliki kemandirian,& mempunyai kemampuan untuk memiliki segala sesuatu yang diinginkan.Untuk mengembangkan kepercayaan diri, kita perlu meningkatkan meningkatkan konsep diri, kemampuan dan interaksi sosial.  


2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Milli Baby

This paper attempts to explore the role of experiential learning in groups on the participants Self-esteem, Resilience and Tolerance for disagreement. Sample consisted of undergraduate students (N=41) from a seminary located in Nagpur. The Pre-test result showed that over all, initial participant’s responses fell within the normal ranges for self-esteem, resilience and tolerance for disagreement. Paired t test were computed for (N=41) who completed both the pre-test and post-test. These comparisons show a significant increase in means of self esteem, resilience and tolerance for disagreement scores. This increase indicates the importance of team-building workshop having recreation activities, games and exercises.


Author(s):  
Siti Indatul Laili ◽  
Siti Mariyah Ningsih

Stages of school-age children have more activity outside the home; this causes children often forget the time to eat,so they buy snacks to delay hunger. By providing balanced nutrition education through puzzle games can change the perception of children so they can choose a healthy snack. The purpose of this research is to prove the influence of balanced nutrition education through puzzle game to children's perception about the selection of snacks in SD PesawahanSidoarjo. This research design uses one group pre-post test design. The population of this study is all 4-6 grade children in SD PesawahanSidoarjo with 54 respondents. The sample of this research is some of grade 4-5 students in SD PesawahanSidoarjo as many as 48 respondents taken with simple random sampling. Measuring tool used a questionnaire to assess perception with 100% valid and reliable test with ρ = 0.961. Time of study March 2017. A statistic test using T-Test. The results showed that respondents who had a positive perception of 25 (52.1%) of respondents increased to 36 (75%) respondents after balanced nutrition education through puzzle game. T-test result ρcount 0.000 = and atable = 0,05. This means balanced nutrition education through puzzle games can improve the perception of children about the selection of snacks in SD PesawahanSidoarjo. Learning through puzzle games can foster self-confidence in children and children able to solve problems. This makes the child more comfortable so that the message conveyed through the puzzle game will be easily understood by the child. This increased understanding will affect the perception of the child.


Author(s):  
Dana Aizenkot ◽  
Gabriela Kashy-Rosenbaum

Schools have been fighting cyberbullying through intervention programs, yet few interventions have been empirically evaluated. This study evaluates the effectiveness of a Safe Surfing anti-cyberbullying intervention program that is based on the theory of planned behavior in reducing bullying online and offline and improving student-perceived popularity and self-esteem. It was hypothesized that from pre- to post-intervention online and offline bullying rates will decrease; students’ negative perception of popularity will decrease; students’ self-esteem will increase, and; in classrooms where there has been a greater decrease in online and offline bullying following the intervention there will be a greater improvement in students’ negative perception of popularity and self-esteem. Data were collected from 1,550 students (53% males) in 3rd to 11th grades from 69 classes in 19 primary (68%), middle and high (32%) public schools in Israel. The students answered online questionnaires pre- and post-intervention. Results indicated a significant decrease in bullying online and offline post-intervention. Also, a significant improvement in perceived popularity and self-esteem was obtained among primary school students. The decrease in bullying online and offline was significantly associated with an improvement in perceived popularity and self-esteem. The study provides support for the positive role that school-based interventions against cyberbullying can have, and demonstrates that schools can make a difference in the way their students consume social networks. The findings also contribute to the debate about the co-occurrence between traditional bullying and cyberbullying. The findings may encourage school principals to approach peer victimization with a broader view and to develop intervention programs that capture students’ social experiences more holistically.


Author(s):  
N. Maheshbabu ◽  
S. Madhushree

Aim: To assess the remedial training intervention on mental alertness, self-esteem, emotional intelligence of underprivileged. Study Design: The present study is experimental design and adopts remedial intervention program. Place and Duration of Study: Underprivileged students of high school (Bidar district of North Karnataka, India). Methodology: Underprivileged students of 9th standard were selected from Government high schools located in Bidar district using the purposive sampling technique and in the first phase, the pre-test was conducted and based on the results the intervention program over a period of six months was conducted. Mental alertness scale developed by Srivastava [1] self-esteem scale developed by Prasad Thakur [2] and emotional intelligence developed by Shettal Prasad [3]. The questionnaires were administered in both phases i.e. pre-test and post-test. Sample: Underprivileged students 120 studying at 9th grade were included both boys and girls. Results: Paired t-test was used for data analysis and it was found that there is a significant difference in mental alertness, self-esteem and emotional intelligence of underprivileged in post-test; this means remedial intervention training has an effect on students learning process. Conclusion: The remedial intervention program has an effect on mental alertness, self-esteem and emotional intelligence. Therefore, underprivileged students’ needs special care and attention for their learning process as they are lack in proper parenting style and hence such remedial program can be planned based upon the students’ academic achievements and this should be the major part of the school curriculum for underprivileged.


Author(s):  
Edhy Rustan ◽  
Muh Said Bahru

Abstract:Fundamental Problems in this research is how suggestopedia method implementation in developing self-confidence at study of VIII MTs class student mathematics One Roof Sampano. This Research is research of experiment, with VIIIa class student subject as experiment class and VIIIb class as control class which is each 30 people. The result of research uses post-test data in the form of enquette trust of the student, while for the analysis of its use descriptive analysis technique and inferential. The result of research indicates that (1) Good Method suggestopedia applied in the study of VIII MTs class mathematics One Roof Sampano. This Matter is shown with the result of student activity observation in each every meeting, that and enthusiasm and activity of student progressively mount during the study process. (2) After applying [of] Suggestopedia method result of trust [of] higher experiment class x'self from [at] control class. (3) Study by using this suggestopedia method been expressed is effective, this matter is shown with result of student activity observation, teacher activity, and enquette post-test result Abstrak:Permasalahan pokok dalam penelitian ini adalah bagaimana implementasi metode suggestopedia dalam membangun self-confidence (kepercayaan diri) pada pembelajaran matematika siswa kelas VIII MTs Satu Atap Sampano. Penelitian ini adalah penelitian eksperimen, dengan sampel penelitian adalah siswa kelas VIIIa sebagai kelas eksperimen dan kelas VIIIb sebagai kelas kontrol yang masing-masing bejumlah 30 orang. Hasil penelitian menggunakan data post-test berupa angket kepercayaan diri siswa, sedangkan untuk analisisnya menggunakan teknik analisis deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa (1) Metode suggestopedia baik diterapkan dalam pembelajaran matematika kelas VIII MTs Satu Atap Sampano. Antusiasme dan keaktifan siswa semakin meningkat selama proses pembelajaran. (2) Setelah penerapan metode Suggestopedia hasil kepercayaan diri kelas eksperimen lebih tinggi dari pada kelas kontrol. (3) Pembelajaran dengan menggunakan metode suggestopedia ini telah dinyatakan efektif, hal ini berdasarkan observasi aktivitas siswa, aktivitas guru, dan hasil post-test angket kepercayaan diri telah mencapai kriteria yang telah ditentukan.


1995 ◽  
Vol 8 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Carol L. Betson ◽  
Jean Peters ◽  
Tai-hing Lam ◽  
Anthony J. Hedley ◽  
Chi-ming Wong ◽  
...  

The study aimed to assess the feasibility of a smoking prevention intervention program in primary schools in Hong Kong; increase awareness of the purpose of tobacco advertising; record any changes in attitude towards smoking; and measure the effects of the program on the children's knowledge of the harmful effects of smoking on health. Six classes from two primary schools in Hong Kong were involved in the study. The sample of 205 pupils in Primary 4, aged 9-10 years, were presented with a smoking prevention program of three lessons, including homework assignments. The intervention was evaluated by the analysis of pre-and post-test results and through personal interviews with the teachers. There were statistically significant changes in the responses of the children between pre-and post-tests, with a reduction in “don't know” answers and increase, in most cases, in correct responses. There were more improvements in knowledge than in attitude. There were no significant changes in the responses to questions about current behavior or future intention to smoke. School-based smoking prevention programs for primary schools in Hong Kong should be further developed and evaluated. Additional studies with larger numbers of children need to be conducted and implementation should occur quickly once efficacy has been demonstrated by evaluation. We hypothesize that a longer, spiral curriculum spanning Primary 4, 5 and 6 would be more effective in preventing the uptake of smoking, although this shorter program is a feasible and acceptable alternative to the absence of any program.


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