scholarly journals Implementación de un programa de Gimnasia Acrobática en Educación Secundaria para la mejora del autoconcepto (Implementation of acrobatic gymnastics in Secondary Education for the improvement of self-concept)

Retos ◽  
2015 ◽  
pp. 114-117
Author(s):  
Xoana Reguera López de la Osa ◽  
Águeda Gutiérrez-Sánchez
Keyword(s):  
Secondary Education ◽  
Social Life ◽  
Self Esteem ◽  
Self Control ◽  
Self Concept ◽  
Post Test ◽  
Questionnaire Form ◽  
Student’S T ◽  
Student’S T Test

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.

Removing Self-stigma: The Successes of People with Schizophrenia in Removing Self-stigma Through Self-control

2018 ◽  
Vol 33 (3) ◽  
Author(s):  
Franciscus Adi Prasetyo ◽  
Jajang Gunawijaya
Keyword(s):  
Sampling Technique ◽  
Self Esteem ◽  
Study Data ◽  
Self Control ◽  
Study Quality ◽  
Data Display ◽  
Case Study Approach ◽  
Study Approach ◽  
Depth Interviews

Self-stigma experienced by people who experience schizophrenia has influence on reduced self-esteem, on powerlessness, the weakening of hope, and a motivation towards recovery. The aim of this study is to explain the efforts of people suffering schizophrenia to manage their self-stigma through self-control, using a case study approach. Based on the purposive sampling technique, five people with schizophrenia were selected as the cases to be studied. Data collection techniques utilized in-depth interviews, observation, and documentary studies. The analysis of the study data employed the stages of data reduction, data display, and data verification. Improvement in study quality employed the triangulation of data sources by checking the data to determine its consistency. The results of this study indicate that people with schizophrenia who have the ability to self-control can overcome self-stigma through changes in the manner of viewing themselves, self-training through activities, having endurance, having an honest approach, being able to explain schizophrenia from a positive viewpoint, having initiative, and having a positive attitude and the courage to face challenges.

scholarly journals PUSAT PENGEMBANGAN KEPERCAYAAN DIRI

2020 ◽  
Vol 1 (2) ◽  
pp. 1695
Author(s):  
Dessy Andiwijaya ◽  
Franky Liauw
Keyword(s):  
Family Environment ◽  
Social Life ◽  
Life Experience ◽  
Self Esteem ◽  
External Factors ◽  
Self Concept ◽  
Self Awareness ◽  
Internal Factors ◽  
Self Confidence ◽  
Unique Character

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.  

scholarly journals Memory complaints, clinical aspects, and self-esteem in adult people with epilepsy

2021 ◽  
Vol 15 (3) ◽  
pp. 357-360
Author(s):  
Glória Maria de Almeida Souza Tedrus ◽  
Laura Annoni Lange
Keyword(s):  
Educational Level ◽  
Self Esteem ◽  
Clinical Aspects ◽  
Control Group ◽  
Memory Complaint ◽  
Clock Drawing Test ◽  
Memory Complaints ◽  
Student’S T ◽  
State Examination ◽  
Student’S T Test

ABSTRACT Memory complaints are common in adult people with epilepsy (PWEs). However, the associated clinical aspects are not yet fully understood. Objective: This study aims to relate the occurrence of memory complaints in PWEs with clinical aspects and self-esteem. Methods: To relate the data obtained from the Memory Complaint Questionnaire (MAC-Q) with clinical aspects, 71 PWEs were assessed using the Rosenberg Self-Esteem Scale (SES), the Mini Mental State Examination (MMSE), and the Brief Cognitive Battery-Edu. These data were compared with 55 individuals in a control group (CG). Results: Memory complaints (MAC-Q≥25) were significantly higher in PWEs, when compared with individuals in the CG [35 (49.3%) vs. 15 (27.2%); Student’s t-test; p=0.012]. Objective cognitive performance was lower in PWEs. Memory complaints were associated with a lower educational level, the presence of depression, SES, MMSE, incidental memory, and the clock-drawing test scores in PWEs. Conclusions: Memory complaints were more frequent in PWEs than in individuals in the CG, and there was a relationship with cognitive deficit, educational level, depression, and low self-esteem.

scholarly journals Measuring the customer satisfaction based on SERVQUAL model (case study: Mellat Bank in Tehran city)

2017 ◽  
Vol 13 (2) ◽  
pp. 13-22 ◽  
Author(s):  
Nasrin Oskooii ◽  
Ebrahim Albonaiemi
Keyword(s):  
Customer Satisfaction ◽  
Friedman Test ◽  
Model Case ◽  
Term Survival ◽  
Banking Services ◽  
Student’S T ◽  
Loyal Customers ◽  
Student’S T Test

Today marketers seek the ways and information to create loyal customers, because it reduces the marketing and operations costs and increases the benefits. In every organization, whether manufacturing or service, customers is the most important factor of ensuring the survival of organization. If the organization succeeds in attracting customers and creating their loyalty, the field of its growth and long term survival can be provided. It is possible to achieve this through studying and planning by management, and this will lead at the end to the comprehensive recognition of customer needs. Since focusing on factors of customers’ satisfaction has a significant effect in banking, so, identifying the categories and priorities of these factors are important. All hypotheses of this study are approved both by Student’s t-test and Friedman test. The results of study indicated that the factors of reliability, accountability and credit factors, respectively, have more importance in order of priority. In credit factors: variety of banking services (providing any kind of services which customers need); in accountability factors: speed in providing banking services; in reliability factors: proper behavior of staff is considered of the most priority.

scholarly journals Development of Students' Pedagogical Abilities through Socio-Psychological Training

2021 ◽  
Vol 16 (16) ◽  
pp. 79
Author(s):  
Araily Shakirova ◽  
Galina Romanova ◽  
Svetlana Vlasova
Keyword(s):  
Mean Value ◽  
Control Group ◽  
Full Time ◽  
Psychological Training ◽  
Post Test ◽  
Standard Devia ◽  
Student’S T ◽  
And Control ◽  
Experimental Group ◽  
Student’S T Test

The research is devoted to the study of the effect of socio-psychological training on the development of pedagogical abilities in rising teachers. The study involved 88 full-time five-year students of the Xxxx Academy (Moscow) and four-year students of Xxxx University (Taldykorgan). The goal was achieved based on a system of special tasks with the involvement of socio-psychological trainings. The experiment and research were carried out for 6 months. The standard devia-tion in the sample and the Student's t-test were studied for the experimental and control groups. The result of the post-test is the opposite; thus, the mean value of the experimental group is higher than that of the control group. The study re-vealed that there is a weak positive relationship between age and pedagogical abil-ities (r <0.2). The results of the study also indicate a positive correlation between gender and pedagogical abilities (r> 0.3). Thus, in accordance with the goal set, it was determined that socio-psychological training improves students' pedagogical abilities. The results of this study can be recommended to teachers of universities and training centers, as well as pedagogical students.

Effectiveness of Mind Simulation on Psychological Symptoms and Mental Capabilities in Adults who Stutter

2020 ◽  
pp. 133-139
Keyword(s):  
Speech Therapy ◽  
Psychological Symptoms ◽  
Simple Random Sampling ◽  
Self Esteem ◽  
Self Concept ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Considerable Impact ◽  
Adults Who Stutter

Introduction and Objectives: Since cognitive factors are very important in stuttering, this study aimed to examine the effectiveness of mind simulation on psychological symptoms and mental capabilities in adults who stutter. Materials and Methods: This quasi-experimental study was conducted on two groups of experimental and control based on a pre- and post-test design. The study population was all females (n=33) suffering from a stuttering disorder who were the clients of speech-therapy centers. Eventually, 30 individuals were selected using a simple random sampling method from Aftab Institute and Empowerment Mind Center in Tehran, Iran, during 2019. They were subsequently divided into two control and experimental groups each containing 15 people according to the Cochran formula. Package of stuttering by Taghizadeh and Bigdeli Shamloo (2016), Cattell’s anxiety questionnaire, Coopersmith’s self-esteem measurement, Rogers’s self-concept measurement, and Monjemizadeh’s Social Communication measurement were used to collect data in this study. The data were then analyzed in SPSS software (version 18) through multivariate covariance analysis. Results: In general, the findings indicated a significant difference between the pre- and post-test mean scores of the two groups regarding self-concept, self-esteem, social interactions, and anxiety involved in the mind simulation process (P=0.001). Conclusion: The current mind simulation methods have a considerable impact on psychological symptoms and mental capabilities of adults suffering from stuttering, which can be used as an effective way to improve stuttering.

scholarly journals Collaborative learning supported by rubrics improves critical thinking

2014 ◽  
pp. 10-19 ◽  
Author(s):  
Carlos Saiz Sanchez ◽  
Silvia Fernandez Rivas ◽  
Sonia Olivares Moral
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Effect Size ◽  
Teaching Program ◽  
Significant Extent ◽  
Post Test ◽  
Induce Change ◽  
Key Variables ◽  
Student’S T ◽  
Student’S T Test

In previous works we developed and assessed a teaching program, ARDESOS v.1, with which we aimed to improve the fundamental skills of Critical Thinking. The results obtained were positive, but modest. After analyzing the limitations of the program we introduced certain modifications and assessed the new version. The changes involved designing the activities programmed by means of rubrics and making the students perform them with less direct orientation from the instructor. In sum specificity and initiative proved to be the key variables in the improved program, ARDESOS v.2. The data collected pointed to a significant improvement of the new version over the old one in the following aspects: a) version 2 improved all the fundamental dimensions, mainly in the pre- and post-test measurements, to a significant extent (Student’s t test); b) the effect size (Cohen’s d) was significantly higher, and finally c) these improvements in the program elicited better performance. Accordingly, an improvement in Critical Thinking can be achieved via an instruction design that attends to the factors that really induce change. Currently, these results have allowed us to successfully add a new improvement to the instruction, which we havere-evaluated.

The FRIENDS for Life Program for Mexican Girls Living in an Orphanage: A Pilot Study

2012 ◽  
Vol 29 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Julia Gallegos ◽  
Alejandra Rodríguez ◽  
Graciela Gómez ◽  
Marisol Rabelo ◽  
Mónica Fernanda Gutiérrez
Keyword(s):  
Negative Mood ◽  
Self Esteem ◽  
Proactive Coping ◽  
Self Concept ◽  
Anxiety And Depression ◽  
Negative Consequences ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Cognitive Behavioural ◽  
Post Test

Anxiety and depression are common problems experienced by children and adolescents that, without an effective intervention, can lead to a series of negative consequences. The aim of this study was to evaluate the effectiveness the Spanish version of the FRIENDS for Life program (Barrett, 2008a, 2008b), a social and emotional skills program that uses cognitive-behavioural techniques for the prevention and early intervention of anxiety and depression. The program was implemented at the selective level of prevention with girls living at an orphanage in Mexico. Participants received the program for 10 consecutive weeks, and pretest and post-test measures were administered. Measures evaluated participants’ anxiety and depressive symptoms and risk status, proactive coping skills, levels of self-concept, self-esteem, and optimism. Social validity was also assessed. Results showed positive changes particularly in optimism and self-concept. Particular items and subscales of the measures also reported statistically significant changes, such as a decrease in worry, physiological symptoms of anxiety, and negative mood, and an increase in self-esteem at home and with peers. Participants evaluated the program as enjoyable and useful. Implications of the findings and further research are discussed.

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