scholarly journals Does 12-Week Latin Dance Training Affect the Self-Confidence of the University Students?

2016 ◽  
Vol 5 (4) ◽  
pp. 159 ◽  
Author(s):  
Odemis Meric ◽  
Adilogullari Ilhan
Keyword(s):  
University Students ◽  
Test Scores ◽  
Working Group ◽  
The Self ◽  
Control Group ◽  
Self Confidence ◽  
Dance Training ◽  
Post Test ◽  
The University ◽  
Confidence Scale

<p>In this research, it is aimed to investigate the effect of 12-week Latin dance training on the self confidence of university students. This research was conducted with a total of 60 students, including 30 students as control and 30 students as working group. 33-item self-confidence scale developed by Akin (2007) was applied to both control and working group. Latin dance training was carried out once a week (2 hours) for a total of 24 hours, in 12 weeks. SPSS 16.0 was used for the evaluation of the data obtained in the study. Percetage, frequency, Paired Sample and Independent t-test were used for the analysis of the data. When post-test scores of self-confidence were evaluated, score of working group was found to be statistically significant compared to control group. According to the result of the research, it might be said that 12-week Latin dance training had increased the self confidence of the participants.<strong> </strong><strong></strong></p>

scholarly journals The Relationship Between Emotional Intelligence and Self-Confidence Among University Students in Algeria

2019 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Bellal Nedjm
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
The Self ◽  
Intelligence Scale ◽  
Self Confidence ◽  
Males And Females ◽  
The University ◽  
The Relationship ◽  
Confidence Scale

This research aims to study the relationship between emotional intelligence and self-confidence and to understand the effects of gender (male-female) and specialization (scientific-humanities) on emotional intelligence and self-confidence. The sample of the study consisted of 450 students from the University of Tizi-Ouzou in Algeria.  The study used two scales: the emotional intelligence scale and the self-confidence scale. After analyzing the data, the results revealed that there is a statistically significant correlation between emotional intelligence and self-confidence. There are also statistically significant differences between males and females in emotional intelligence in favor of females. Furthermore, there are statistically significant differences between males and females in self-confidence in favor of males. It also revealed that there are no statistically significant differences in emotional intelligence between students specializing in the sciences and those specializing in the humanities.  However, there are statistically significant differences in the self-confidence between students specializing in the sciences and those in the humanity specialties in favor of scientific students.

scholarly journals TEACHING READING THROUGH RECIPROCAL TEACHING METHOD

2020 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Beny Hamdani
Keyword(s):  
University Students ◽  
Reading Ability ◽  
English Education ◽  
Teaching Method ◽  
Alternative Hypothesis ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Direct Reading ◽  
Post Test ◽  
The University

 This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well. 

scholarly journals O treinamento mental gera efeito positivo na ansiedade competitiva de jovens nadadores?

2016 ◽  
Vol 18 (3) ◽  
pp. 353 ◽  
Author(s):  
Leonardo De Sousa Fortes ◽  
Hugo Augusto Alvares da Silva Lira ◽  
Raphaella Christine Ribeiro de Lima ◽  
Sebastião Sousa Almeida ◽  
Maria Elisa Caputo Ferreira
Keyword(s):  
Subscale Score ◽  
The Self ◽  
Control Group ◽  
Mental Training ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Significant Difference ◽  
Post Test

DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n3p353 The aim of this research was to analyze the effect of mental training on the competitive anxiety of young swimmers. The sample consisted of 35 swimmers aged 15 - 17 years (M = 15.93; SD = 0.98), randomly divided into two groups: experimental group (EG, n = 17) and control group (CG, n = 18). The study lasted eight weeks. Both groups performed the same physical/technical training planning. CG watched advertisement videos while EG performed mental training. The Competitive State Anxiety Inventory (CSAI-2R) was administered to all athletes before the start of the season and the last week of the “taper” mesocycle. The findings revealed that the “cognitive anxiety” and “somatic anxiety” subscale scores attenuated from pre-test to post-test in EG (p = 0.01) and remained stable in CG (p = 0.15). The results showed that the “self-confidence” subscale score increased from pre-test to post-test in EG (p = 0.01) and remained stable in CG (p = 0.26). Significant difference was found in “cognitive anxiety” (p = 0.01), “somatic anxiety” (p = 0.01) and “self-confidence” (p = 0.01) subscales across EG and CG after 8 weeks. It was concluded that mental training was effective in reducing anxiety (cognitive and somatic) and increasing the self-confidence of young swimmers. 

scholarly journals Learning the parabola through semiotic records in university students

2020 ◽  
pp. 16-25
Author(s):  
Francisco Javier Encinas-Pablos ◽  
Julia Xochilt Peralta-García ◽  
Omar Cuevas-Salazar ◽  
Mucio Osorio-Sánchez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Control Group ◽  
Test Design ◽  
Basic Sciences ◽  
Semiotic Representations ◽  
Post Test ◽  
The Subject ◽  
The University ◽  
Experimental Group

Learning achieved by students in their first course of mathematics at the university reflects a low achievement, which is especially observed in the topic of the parabola. Due to this problem, the objective of improving the academic achievement of students in that topic, through a didactic strategy based on semiotic representations, was proposed. To this end, a quantitative inquiry was carried out, with a pre-test post-test design, on both a control group and an experimental group. There, a total of 44 students, of an average age of 19 years who were taking the subject of Mathematics Foundations, participated. It was found that the gain between the post-test and pre-test measurement was significantly higher (p<0.01) in the experimental group with respect to the control group, where the conventional strategy for the course was being used. It is concluded that it is possible to improve the learning of the parabola in students through the strategy based on semiotic representations, and that it is highly recommended to apply it for the learning of other mathematical objects in the basic sciences courses of the engineering division.

scholarly journals Effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn during COVID-19 pandemic

2021 ◽  
Vol 15 ◽  
pp. 136-185
Author(s):  
Reham Hamza ◽  
Awatef Bioumy
Keyword(s):  
The Self ◽  
Control Group ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Self Confidence ◽  
Quasi Experimental ◽  
Group 10 ◽  
Cognitive Play ◽  
Experimental Group ◽  
Confidence Scale

The study aimed to identify the effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn, and verify the effectiveness of the program, and the study sample consisted of (20) children with intellectual disabilities who are able to learn who are inIntellectual Education. The study sample was divided into two groups.The experimental group(10)children, and the control group (10) children, of the mentally handicapped children who are able to learn, their ages ranged between (9-12), and their IQs ranged between (50-70), and the researcher used in the study the quasi-experimental approach The researcher applied the following tools to the study sample: the Stanford Binet Scale (5thimage), citation and preparation. The self-confidence scale, andthe existing training program.On the cognitive play used in the current research, the researcher numbers, and the results of the study revealed.There are statistically significant differences between the average scores of children in the post-measurement on the scale of self-confidence.There are statistically significant differences between the mean scores of the control group and the experimental group on the self-confidence scale in the post-measurement in favor of the experimental group .Predicting the effectiveness of the training program based on cognitive play in developing self-confidence in mentally handicapped children who are able to learnduring COVID-19 pandemic.

scholarly journals The Effect of Employing Electronic Static Infographic Technology on Developing University Students’ Comprehension of Instructional Design Concepts and ICT Literacy

2021 ◽  
Vol 9 (1) ◽  
pp. 54
Author(s):  
Abdulmajid Alsaadoun
Keyword(s):  
Instructional Design ◽  
University Students ◽  
Test Scores ◽  
Control Group ◽  
Ict Literacy ◽  
Design Concepts ◽  
Significant Difference ◽  
Post Test ◽  
Support Students ◽  
Experimental Group

The current study examined the effectiveness of the use of electronic static infographic (information graphic) technology to support university students’ learning, to develop their comprehension of instructional design concepts and to improve their Information and Communication Technology (ICT) literacy. The researcher used an experimental design in which 64 students in an instructional design course in the second semester of the 2019-2020 were randomly divided into an experimental group and a control group. The students in the experimental group received treatment on instructional design concepts and ICT literacy with the aid of electronic static infographic technology while the students in the control group received instruction about the same topic using regular method of instruction without the aid of electronic static infographic technology. Pretest and post-tests were administrated for the students in the two groups. Analysis of the pretest and post-test scores revealed that the implementation of electronic static infographic to support students’ learning contributed considerably in developing comprehension of instructional design concepts. There was significant difference at the level (0.05) between the post-test scores of the control and experimental groups with the benefit going to the experimental group. Based on the findings, the current study recommends the use of electronic static infographic technology to support students’ learning in teaching instructional design courses.

scholarly journals The Effectiveness of a Treatment Program in Decreasing the Psychological Stressors and Improving Self-Concept of Philadelphia University Students

2018 ◽  
Vol 12 (3) ◽  
pp. 642
Author(s):  
Sanaa N. Al-Khawaldeh ◽  
Asmaa N. Al- Khawaldeh
Keyword(s):  
University Students ◽  
Treatment Program ◽  
The Self ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Control Group ◽  
Psychological Stressors ◽  
Post Test ◽  
Level Of Significance ◽  
Experimental Group

The current study aimed to identify the effectiveness of a treatment program in decreasing the psychological stressors and improving self-concept of Philadelphia University students. The study population consisted of all students of the Faculty of Arts at Philadelphia University for the academic year 2015-2016. The psychological stressors and the self-concept measures were applied as a pre-test on 45 students, who wished to participate in the program.The study sample was selected from students who obtained high scores on the psychological stressors scale, and students who obtained low scores on the self-concept scale, which amounted to 30 students, who were divided randomly into two groups: the experimental group, which included 15 students who received the treatment program, and the control group, which included 15 students who did not receive the treatment program. Multivariate Analysis of Covariance was used to answer the first and the third questions, and the T-test of the associated samples was used to test the significance of differences between the two groups and answer the second and the fourth questions. The results of the statistical analysis indicated that there were statistically significant differences at the level of significance (α ≤ 0.05) between the experimental and the control groups on the post-test of both the stressor and the self-concept scales due to the effectiveness of the treatment program that has been applied to the experimental group.

scholarly journals Integrating the Gender Perspective into Literature Studies to Enhance Medical University Students’ Gender Awareness and Critical Thinking

2020 ◽  
Vol 17 (24) ◽  
pp. 9245
Author(s):  
Hung-Chang Liao ◽  
Ya-huei Wang
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Test Scores ◽  
Control Group ◽  
Gender Perspective ◽  
Gender Consciousness ◽  
Post Test ◽  
Gender Awareness ◽  
Thinking Disposition ◽  
Medical University

Objective: This study attempted to integrate the gender perspective into literature studies to allow medical university students to examine internalized gender prescriptions and investigate whether the integration of the gender perspective into literature studies would create any difference among students in gender awareness and critical thinking. Methods: This study used fifteen-week quasi-experimental research to verify the feasibility of using the gender perspective in literature studies to arouse medical university students’ gender awareness and critical thinking. Before and after the intervention, a gender awareness test and a critical thinking disposition test were carried out by both the experimental group (41 students) and control group (41 students). Results: The findings show that regarding gender awareness, with the integration of the gender perspective into literature studies, medical university students had significantly higher post-test scores for “public gender consciousness” and “private gender consciousness.” In regard to critical thinking, they also had significantly better post-test scores in “systematicity and analyticity,” “maturity and skepticism,” and “inquisitiveness and conversance.” Conclusion: This study demonstrated that the integration of the gender perspective into literature studies could result in positive learning outcomes among medical university students in terms of gender awareness and critical thinking.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

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.

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