Dissertationen: „University confidence“

1

Karch, Angela Irene. „Confidence intervals in life-testing“. Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458972.

Der volle Inhalt der Quelle

Annotation:

The purpose of the study was to develop a sequential test method for obtaining a confidence interval in life-testing. The problem of using a maximum likelihood estimator based upon grouped data was considered. Life-times that were investigated are described by the exponential distribution. The sequential test used the length of the confidence interval as a stopping rule.The test method and necessary calculations were described. The results of using different length values as a stopping rule were compared using a computer simulation. Results are indicated in two categories: percent of time the estimate contained the true parameter value, and average number of data collection times needed to obtain the estimate. It was concluded that the test method was accurate and efficient. The length value was a considerable factor in deriving good results from the test method. It was recommended that research be continued to establish a method of choosing the best length value to be used.Ball State UniversityMuncie, IN 47306

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

Liu, Hong, und Ying Wang. „Female's Career Advancement in Tertiary Educational Field : University of Gävle and Guizhou University“. Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18202.

Der volle Inhalt der Quelle

Annotation:

Aim: The aim of the study is to investigate the impact of national culture on female’s career advancement and different barriers that females may confront in University of Gävle and GuizhouUniversity Method: Both qualitative and quantitative methods are employed in the current study. Qualitative data is collected by sixteen interviews including ten participants from University of Gävle and six participants from GuizhouUniversity. And the quantitative data is collected by one hundred questionnaires in the two universities. Result and Conclusions: The study finds out that Hofstede’s six cultural dimensions: power distance, collectivism vs. individualism, uncertainty avoidance, masculinity vs. femininity, long-term orientation vs. short-term orientation and indulgence vs. restraint could affect female’s career advancement in varying degree in which power distance and masculinity vs. femininity differentiate the two universities to a large extent. Moreover, the study shows gender stereotyping, lack of networking, and lack of mentorship are most obvious barriers for female’s career advancement while the impact of glass ceiling, opportunities and self-confidence is relatively. Suggestion for further studies: Future studies could take more cultural models into consideration. Bigger samples in two countries should be collected to view a whole picture of female’s situation in Swedish and Chinese tertiary education field. Contribution of the thesis: The model of relationship between national culture and female’s career advancement provides a framework for the further studies relating to female’s under-representation in tertiary field. Barriers identified by the authors remind the universities to improve their organizational management.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

McKinniss, Sean Andrew. „Understanding No-Confidence Votes against Academic Presidents“. The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211469170.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

Mazumdar, Shantonu. „Monte Carlo Methods for Confidence Bands in Nonlinear Regression“. UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/185.

Der volle Inhalt der Quelle

Annotation:

Confidence Bands for Nonlinear Regression Functions can be found analytically for a very limited range of functions with a restrictive parameter space. A computer intensive technique, the Monte Carlo Method will be used to develop an algorithm to find confidence bands for any given nonlinear regression functions with a broader parameter space. The logistic regression function with one independent variable and two parameters will be used to test the validity and efficiency of the algorithm. The confidence bands for this particular function have been solved for analytically by Khorasani and Milliken (1982). Their derivations will be used to test the Monte Carlo algorithm.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

Choi, Heeju. „Intelligent Control Using Confidence Interval Networks: Applications to Robust Control of Active Magnetic Bearings“. NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-04062005-113722/.

Der volle Inhalt der Quelle

Annotation:

Robust control synthesis requires an explicit mathematical description of the system dynamics (a model) and uncertainty bounds associated with that model. These uncertainty bounds are usually chosen arbitrarily and conservatively for guaranteed stability, frequently at the expense of controller performance. This research demonstrates the application of Confidence Interval Networks (CINs), unique artificial neural networks that utilize asymmetric bilinear error cost functions, for estimating the bounds of model uncertainty required for robust control synthesis. A highly nonlinear and unstable active magnetic bearing (AMB) system is considered. A high-speed flexible rotor supported by AMBs is modeled using analytical approaches, finite element analysis, and system identification. CINs learn the statistical bounds of model uncertainty resulting from unmodeled dynamics and parameter variations. These bounds are incorporated into the synthesis of multivariable robust controllers based on two approaches, linear time invariant and linear parameter varying. Experimental results on a multivariable AMB test rig reveal the benefits of this combination of intelligent system identification and robust control: significant performance improvements vs. conventional robust control with and without mass imbalance (process disturbances).

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

Taylor, Kristy. „Does Faith-Based Worldview Predict Confidence in College Major| A Quantitative Longitudinal Study at the University of Michigan“. Thesis, The University of Toledo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563258.

Der volle Inhalt der Quelle

Annotation:

This study attempts to show a relationship between being spiritual and choosing a college major. Using one public research institution, this quantitative, longitudinal study used secondary data from the Cooperative Institutional Research Program from the years 2000-2011. The survey included items that asked students about their spiritual preference, their confidence in choosing a major, philosophy of life, and participation in community service. Results indicated direct effects from choosing a major and being involved in community service. The study also showed direct effects of choosing a major and developing a meaningful philosophy of life. The strongest finding in this study was the gap in students changing their major (90% of college students from this institution say that they will change their major).

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

Taylor, Kristy. „Does Faith-Based Worldview Predict Confidence in College Major: A Quantitative Longitudinal Study at the University of Michigan“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352164390.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

Matoti, S. N., und K. E. Junquiera. „Assessing the academic behavioural confidence (ABC) of first-year students at the Central University of Technology, Free State“. Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/369.

Der volle Inhalt der Quelle

Annotation:

Published Article
First-year university students make judgements about their capabilities in mathematics which mainly stem from their past school experiences. It is against this background that the researchers decided to conduct a study with the aim of assessing the academic behavioural confidence of first-year students enrolled in the B.Ed. (FET): Natural Sciences programme and the B.Ed. (FET): Economic and Management Sciences programme offered by the School of Teacher Education at the Central University of Technology, Free State. Bandura's (1986) Social Cognitive Theory is the overarching theoretical framework of the self-efficacy construct and therefore also for this study. A quantitative approach was followed and the Academic Behavioural Confidence scale (ABC) designed by Sander and Sanders (2006), was adopted for use in the study. The study sought to first of all determine whether a significant difference in the academic behavioural confidence of the first-year students within the Natural Sciences and Economic and Management Sciences programmes does exist. It furthermore wanted to determine if a significant difference in the academic behavioural confidence between male and female students within these two programmes exists. The results indicated that there is a significant difference in the academic behavioural confidence of the NS and EMS groups. There is, however, no significant difference between male and female students within and between the two groups. Based on the findings some recommendations on dealing with first-year students have been made.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

Parsons, Sarah. „Enabling success in mathematics and statistics : the effects of self-confidence and other factors in a University College“. Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/15066.

Der volle Inhalt der Quelle

Annotation:

This thesis reports empirical and theoretical research into learning of mathematics and statistics at university level, with particular regard to students views of their self-confidence and experiences, and the effects of these on achievement. This study was conducted at a time of widespread national concern about difficulties in mathematics education in England, particularly at the transition from school to university Science, Technology, Engineering and Mathematics (STEM) courses. Factors which affected non-specialist students learning of mathematics and statistics were investigated using student surveys in 2004/5, 2005/6 and 2006/7 (701 questionnaires) in the a-typical setting of a University College specialising in rural and land-based higher education. 52 student interviews were also carried out, primarily in 2008 and 2009, and are referred to but are not the main focus of this thesis. Both deductive and inductive approaches were used. Self-confidence was defined using three Mathematics Self-confidence Domains: Overall Confidence in Mathematics, Topic confidences for specific tasks, and Applications Confidence. Self-confidence was considered a belief, whilst liking of the subjects was an attitude, both forming part of affect , where affect comprised beliefs, attitudes and emotions. Student motivation was also investigated. The survey data, and examination and assignment marks, of engineering students learning mathematics and other non-specialist students learning statistics, were analysed both quantitatively (by descriptive statistics, ANOVA, Kruskal Wallis, Correlation, Multiple Regression, Factor and Cluster analyses) and qualitatively. Previous success in mathematics, primarily GCSE Mathematics grade, was found to be the greatest determinant of university students success in mathematics and statistics, but self-confidence and other affective variables also had significantly measurable effects. Significant effects on student confidence were also found for gender and dyslexia despite good achievement. Findings indicate that students self-confidence in mathematics does matter, as evidenced by significant relationships between confidence and achievement, but it was also concluded that these inter-relations were complex. Educators are encouraged to adopt student-focussed teaching styles which improve students self-confidence as a means to improving attainment.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

Curry, Joanne. „Contrasting the cases of two cities in Canada : understanding the factors in building confidence in university-city government collaborations“. Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681047.

Der volle Inhalt der Quelle

Annotation:

As city governments and universities expand their roles in economic development, an opportunity is created to transform a university–city relationship from an operational one to a strategic one and from co-existence to collaboration. Impacted by history and context, there are many challenges to overcome. The goal of my thesis was to understand the “doing of collaboration” and the specific management processes in university–local government collaborations. I conducted a comparative case study of a Canadian University, Simon Fraser University, and two city governments, Burnaby and Surrey. A number of management processes are critical in building a successful collaboration. Two of the most important are the use of one or more liaison people with the appropriate skills, mandate and access to resources and the involvement of representatives at different organizational levels, particularly faculty who provide access to the university’s research capacity. Bilateral city–university committees and a good relationship between the university president and city mayor are useful but not sufficient to deepen the collaboration. The involvement of third-party organizations in the university–city relationship is beneficial. The importance of trust-building processes such as attribution and dispute resolution are heightened if there is a need to overcome a negative historical incident, an isolated geographic location, or tensions over transactional issues. While management processes are important, a shared strategic goal is paramount. This shared goal may not be evident at the start of a relationship. To identify the shared goal, it is necessary to have an understanding of the most valued university roles given the city’s context and aims. Each organization must have sufficient trust to enter into a deeper collaboration and an initial condition of openness, responsiveness, and commitment is necessary. The thesis provides practical advice to cities and universities and reveals how demonstration of value can build over increasingly ambitious projects.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

Lee, Susan Fiona. „Controlling involvement to promote confidence in pallative care decisions a grounded theory from the patient's perspective /“. Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0021.html.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

Stair, Kristin Shawn. „Identifying Confidence Levels and Instructional Strategies of High School Agriculture Education Teachers When Working with Students with Special Needs“. NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-03122009-164619/.

Der volle Inhalt der Quelle

Annotation:

In Agricultural Education, teachers are experiencing increased student diversity within their classrooms. The purpose of this study was to identify the confidence levels of high school agriculture teachers and to determine what strategies they are using when working with students with special needs. The population of this study consisted of secondary agriculture teachers in the United States. One state was randomly selected from each region of National Association of Agriculture Educator (NAAE) regions and a stratified random sampling method was used to ensure representation from all states. A random sample size of 333 was selected with a total response rate of 62%. Participants completed a survey instrument that measured teacher confidence, identified which strategies they used most often, how effective they felt those strategies were and collected demographic information. Analysis of the collected data showed that teachers are using recognized practices in their classes though they are more likely to use techniques associated with good teaching practices rather than strategies that are specifically designed to benefit students with special needs. This research also showed that teachers are confident in their abilities, however they generally disagreed that their teacher training program prepared them to work with students with disabilities. Multiple regression was used to identify predictors of teacher confidence. The best fitting prediction model consisted of three variables: participating in in-service opportunities related to special education, age, and having a friend or family member with a disability. This model had a total R2 of .118 accounting for almost 12% of the total variance in predictors of total confidence Teacher training programs should focus on providing opportunities for teachers to gain experience by working with students with special needs and to learn specific strategies for teaching students within this population.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

Tiger, Mattias, und Johan Libäck. „Utseende och självförtroende utifrån hälsoaspekter : Skillnader mellan kvinnliga och manliga studenters uppfattning på sitt eget utseende och självförtroende“. Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32420.

Der volle Inhalt der Quelle

Annotation:

Denna studie tar del i den stora hälsotrenden som pågår i dagens samhälle. Ingen kan ha undgått hur media påverkar och har ett stort inflytande när det kommer till kroppsfixering och självförtroende hos människor. Överallt får man intrycket av att man ska vara smal eller vältränad för att passa in och det är viktigt att vara som alla andra. Och är du inte det så uppfyller du inte omgivningens krav. Självklart borde detta spegla av sig på självförtroendet om man inte känner att man uppfyller kraven, eller är det verkligen så? Syftet med denna uppsats är att undersöka om manliga och kvinnliga universitetsstudenter har olika syn på sitt eget utseende och självförtroende, och även undersöka om det finns några könsskillnader i detta. Vi har valt att göra undersökningen med hjälp av enkäter via det webbaserade programmet Survey & Report. Sedan analysera resultatet i Survey & Report och statistikprogrammet SPSS. Vi valde att gå runt på Karlstads universitet med enkäten och låta slumpmässigt utvalda respondenter få svara på enkäten och det var 50 studenter som deltog i undersökningen. Resultatet visade att de kvinnliga studenterna hade generellt sämre självförtroende än vad de manliga studenterna hade. Både de kvinnliga och manliga studenterna var överlag ganska positiva till sitt eget utseende. De manliga studenterna visade sig vara mer säkra i olika sorters situationer än vad de kvinnliga studenterna var. Slutsatserna är att det var ett brett område att undersöka, kanske för brett för en b-uppsatts och för den lilla andelen respondenter vi hade. Det går inte heller dra någon generalisering av forskningen då det var för få respondenter. Men av det som vi valt att undersöka går det att dra en slutsats att de manliga respondenterna visade på ett bättre självförtroende och att de var säkrare i olika situationer. De kvinnliga respondenterna var mer jämnnöjda med sitt utseende än vad männen var, och de kvinnliga respondenterna svarade att de ville ändra mindre på sig själva utseendemässigt än vad männen svarade att de ville.
The paper takes part in the big health trend going on in today's society. No one can have failed to notice how the media influences and has a major influence when it comes to body fixation and self-confidence. Everywhere one gets the impression that one should be slim or fit to fit in and it is important to be like everyone else. And if you're not, you don’t meet the demands of your surroundings. Obviously, this should reflect on your self-confidence if you do not feel you meet the requirements, or is that the case? The purpose of this paper is to examine whether male and female university students have different views of their own appearance and self-confidence, and also investigate whether there are gender differences. We have chosen to do the survey using questionnaires via the web-based program Survey & Report. After analyzing the results of the Survey & Report and SPSS, we chose to walk around at Karlstad University with the survey and let the randomly selected respondents answer the questionnaire and there were 50 students who participated in the survey. The results showed that female students generally had lower self-confidence than the male students had. Both the female and male students were overall quite positive about their own appearance. Male students were found to be more secure in different kinds of situations than the female students were. The conclusions are that there was a wide area to explore, perhaps too wide for this kind of paper and for the small percentage of respondents we had. It is not possible to draw any generalization of the research when there were too few respondents. But from what we have chosen to investigate it is possible to draw a conclusion that male respondents showed a better self-confidence and were more reliable in different situations. The female respondents were more evenly satisfied with their appearance than men were, and female respondents answered that they wanted to change less of themselves in appearance than men responded that they would.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Shimizu, Sunao. „Japanese University Students' L2 Communication Frequency in Positive Classroom Climate“. Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.

Der volle Inhalt der Quelle

Annotation:

The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.

A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study.

Second, Dönyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.

Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study.

Positive classroom climate and task motivation (Dönyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 LTC model.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Imura, Taeko. „Community involvement as a means of developing oral communication skills and L2 confidence : the case of tertiary students in an intermediate Japanese course /“. [St. Lucia, Qld.], 2006. http://adt.library.uq.edu.au/public/adt-QU20070727.105141/index.html.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

McKinniss, Sean Andrew. „Case Studies of Organizational Mindfulness and Shared Governance“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428685097.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

Rodriguez, Rosanna. „Seft-Monitoring and Attitude Polarization: Individual Differences in the Role of Belief Consistency and Belief Confidence in the Mere-Thought Effect“. UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/631.

Der volle Inhalt der Quelle

Annotation:

The mere thought effect is the tendency for favorable attitudes to become more favorable and unfavorable attitudes to become more unfavorable following thought (Tesser, 1978). Changes in belief-consistency and belief-confidence mediate this effect (Tesser, Martin, & Mendolia, 1995). However, there are self-monitoring differences in the extent to which people are driven by consistency in their beliefs (Fuglestad & Snyder, 2009; Snyder, 1974). It was predicted that mere-thought and self-monitoring will interactively influence attitude polarization. We also hypothesized that the interactive effects of mere-thought and self-monitoring on attitude polarization will be mediated by belief-consistency and belief-confidence. After indicating their initial attitudes about capital punishment, participants were randomly assigned to two different opportunities for thought (i.e., 60s or 180s condition) to list all beliefs about capital punishment. Participants independently responded to the 25-item Self-Monitoring Scale (Snyder, 1974) and a measure on belief-confidence. As predicted, there was a marginally reliable significant interaction between mere-thought and self-monitoring. Low self-monitors compared to high self-monitors demonstrated more polarized attitudes when giving them more time to think about a target issue. As predicted, after controlling for belief-consistency and belief-confidence, the interaction between opportunity for thought and self-monitoring was attenuated. Limitations (i.e., problem with directionality, third variable problem, and threats to statistical validity) and suggestions for future research (i.e., conditions high self-monitors might exhibit more attitude polarization and exploring additional personality/situational moderators) were discussed.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Markham, Jason Yves. „Framing user confidence in a system dynamics model : the case of a workforce planning problem in the New Zealand army : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Management Studies /“. ResearchArchive@Victoria e-Thesis, 2008. http://researcharchive.vuw.ac.nz/handle/10063/262.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Branham, LaTonya M. „Interpretative Analysis of Adult Learners' Lived Experiences in a Uniquely Designed Higher Education Program“. Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537092350752002.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

Mukhopadhyay, Pralay. „Exact tests and exact confidence intervals for the ratio of two binomial proportions“. 2003. http://www.lib.ncsu.edu/theses/available/etd-06102003-215313/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Price, Steven Mitchell. „How perceived cognitive style, metacognitive monitoring, and epistemic cognition indicate problem solving confidence“. 2009. http://www.lib.ncsu.edu/theses/available/etd-02062009-095636/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Tai, Min-Nan, und 戴敏男. „The Relationships between State Anxiety and Sport Confidence among University First-level baseball players“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/40543121141961725916.

Der volle Inhalt der Quelle

Annotation:

碩士
國立雲林科技大學
休閒運動研究所
103
This research was to study the pre-competition state anxiety and self-confidence levels of Group A college baseball players and analyze how background/environmental variables could influence and impact on such states. The study was carried out by providing questionnaire to year 2014 Group A baseball players A total of 403 persons tested together with measures of “pre- competition state anxiety scale” and “athlete self-confidence levels scale.” Analyzed via typical single factor MANOVA (Multivariate Analysis of Variance) and Sheffe method. The data showed the following results: First, at the highest competition level, there were no significant differences in pre- competition player anxiety states. Second, the players those who missed the top 3 were higher than“international competition”and“national competition.”Third, at the highest competition level, there were no significant differences in pre- competition player self-confidence levels. Forth, the differences of maximum performance and athlete self-confidence were significant, and the players of national competition were higher than those who missed the top 3.Fifth, there was an moderately negative correlation between “pre-competition anxiety levels” and “athlete self-confidence level” among players, the lower the former, the higher the latter. Discussions are provided in the terms of the findings : the athletic performance made the players pre-competition anxiety levels and self-confidence different. Especially for the better athletic performance, the lower levels were, the higher self-confidence was. And there was a link between the pre-competition anxiety levels and the athlete self-confidence, when the self-confidence increased, the anxiety reaction of players spontaneous performance reduced.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

Wang, Chia-Chien, und 王家健. „A Study of Relationship between Learning Engagement and Learning Confidence of Tamkang University Students“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42753042299897410803.

Der volle Inhalt der Quelle

Annotation:

碩士
淡江大學
教育科技學系碩士班
99
The purpose of this study is to investigate learning engagement and learning confidence of Tamkamg University students. Through this study, we can understand the circumstances of learning engagement and learning confidence of university students and the relationship between them. Learning engagement means students participate in school activities which can help them acquire high-level thinking and development , including students attending classes and school activities and the interaction among students, teachers and the institution, which can divide into five dimensions: “Level of academic challenge”, “Active and collaborative learning”, “Student-faculty interaction”, “Supportive campus”, “Interpersonal relationship”. Learning confidence means how much confidence the students have to their learning behavior, which includes “Grades and Studying”, “Verbalising” , “Attendance”, “ Readiness”. The research questionnaire, “The questionnaire of Learning Engagement and Learning Confidence of Tamkang University Students”, is adopted from “Student Engagement Questionnaire” developed by NSSE and “Academic behavioral confidence scale” developed by Sander and Sanders. The questionnaire was developed by using Likert scales ranging from 1 to 5 points to measure the agreement degree of the learning outcomes. The questionnaires were sent to 1,014 university students and there were 694 returned with 68.4% of valid rate. The conclusion of the research were summarized as follows: 1. The average scores of learning engagement and learning confidence are 3.22 and 3.30, which means most of university students agreed that their performance is acceptable. As for their learning engagement, “Student-faculty interaction” is the part which should be improved. And about learning confidence, students’ performance in “Grades and Studying” and “Attendance” is worse than other parts. 2. In the average scores of learning engagement and learning confidence, seniors are higher than the students of other grades. Students from science and engineering colleges have worse performance than students from liberal arts and educational colleges. Besides, participating in the club activities and working part-time also have significantly positive correlation with students’ learning engagement and learning confidence. 3. Tamkang University students’ learning engagement and have significantly positive correlation with learning confidence. Students’ learning confidence can predict their learning engagement. The following suggestions were made for the future practice and research: 1. Suggestions for Educational practice matters (1) Suggestions for Tamkang University (a) To enhance teachers’ teaching skills to promote students’ learning engagement. (b) To rearrange the framework of curriculum to fit in with students’ demands. (c) To focus on students’ learning process and to conduct long-term survey to students’ learning engagement. (d) To enhance learning engagement and learning confidence for freshmen. (e) To improve students’ attendance, and to use tutorial system to counsel students. (f) To help clubs’ development, and to encourage students to take part in club activities. (2) Suggestions for teachers (a) To design course with students’ demands, and to give more active learning chances to students. (b) To give students more chances to interact with teachers. (3) Suggestions for students (a) To increase learning engagement to promote learning confidence. (b) To interact with teachers actively. 2. Suggestions for future research (1) To know students’ learning outcomes in university by investigating their learning engagement and learning confidence. (2) To investigate the impact factors on students’ learning engagement and learning confidence. (3) To investigate in more universities and conduct large scale of survey. (4) To conduct long-term survey to university students’ learning engagement and learning confidence.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Prosseda, Kathleen Gaye. „Synchronous online citizen panels effects of process, deliberation, and decision confidence on panelist satisfaction /“. 2007. http://www.lib.ncsu.edu/theses/available/etd-06212007-231936/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Ericksen, Danielle Jennifer. „An investigation into the effectiveness of a training program on student supervisor's self confidence“. 2005. http://www.lib.ncsu.edu/theses/available/etd-07132005-102746/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Chapman, Russell A. „Cybersupervision of entry level practicum supervisees the effect on acquisition of counselor competence and confidence /“. 2006. http://www.lib.ncsu.edu/theses/available/etd-10222006-092055/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Chiu, Ching-hsien. „New immigrant readers the role of young adult literature in literacy development and academic confidence /“. 2005. http://www.lib.ncsu.edu/theses/available/etd-04232005-231029/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

„The effects of negative emotional states and confidence levels on integrative bargaining performance“. Tulane University, 1999.

Den vollen Inhalt der Quelle finden

Annotation:

Most negotiations possess integrative potential (Lax & Sebenius, 1986; Raiffa, 1982), Yet, most negotiators fail to fully exploit the integrative potential present in their negotiations and consequently settle for less satisfying agreements than those they could have had. This paper elaborates a model of integrative bargaining and evaluates the influence of negotiator confidence and negative affective states on integrative bargaining performance. This paper hypothesizes that, contrary to conventional wisdom, negotiator overconfidence can facilitate negotiator judgment accuracy and integrative performance. Analyses suggest that high levels of confidence lead to higher aspirations and greater information exchange. Information exchange appears to influence integrative bargaining performance directly as well as through its influence on judgment accuracy. This paper also hypothesizes that sadness will facilitate and anger inhibit judgment accuracy and integrative performance. Two different negative emotional state inductions were attempted. However both of them failed. Consequently, these hypotheses were unable to be tested
acase@tulane.edu

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

„Enhancing team confidence: Collective efficacy as a mediator of the relationship between team leadership style and team outcomes“. Tulane University, 1999.

Den vollen Inhalt der Quelle finden

Annotation:

Recent research on organizational work teams has proposed collective efficacy as a key determinant of work team effectiveness and has emphasized the need for examining how collective efficacy can be fostered within teams (Lindsley, Thomas, & Brass, 1995). It is theorized that a team leader, through the expression of a motivational leadership style, can foster collective efficacy within a team which, in turn, will lead to effective team performance. The present study investigated team leadership style as an antecedent of collective efficacy. Furthermore, the relationships between collective efficacy, task cohesion, and team outcomes such as profit, team satisfaction, and team viability were examined. Fifty teams, (each consisting of a leader and three team members) from a large federal organization performed a manufacturing simulation task. In order to investigate the impact of team leadership style on collective efficacy, one-half of the team leaders were trained to set high performance goals and expectations, provide positive feedback, and express confidence while they led their teams. The present research proposed that the three leadership behaviors would be positively related to collective efficacy. Furthermore, it was proposed that collective efficacy would be positively related to task cohesion, team satisfaction, and team viability. Collective efficacy was hypothesized to partially mediate the relationships between leadership style and task cohesion, and between leadership style and team performance outcomes (team satisfaction and viability). In addition, task cohesion was purported to mediate the collective efficacy-profit relationship. Results indicated that, as predicted, trained leaders exhibited more of the three leadership behaviors as compared with untrained leaders and that the three leadership behaviors were positively related to collective efficacy. In addition, collective efficacy was positively related to task cohesion, profit, team satisfaction, and team viability. Collective efficacy did prove to partially mediate the relationship between team member ratings of leadership style and the following team outcomes: profit, team satisfaction, and team viability. However, the hypothesized mediating role of task cohesion in the collective efficacy-profit relationship was not supported. Findings are discussed in terms of the implications for practice and future research
acase@tulane.edu

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Syu, Bao-Fa, und 徐寶發. „The Relationship Study on the Leadership Behavior of University Basketball Coach to the Sportsman Confidence and Anxiety“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20803485821162225386.

Der volle Inhalt der Quelle

Annotation:

碩士
大葉大學
運動事業管理學系
98
This study aims to explore how coach leader ship of sen io University basketball teams has its impact on athletes’self - confiden ceand anxiety. The study results show: 1. Players perceived and preferred paternalistic leadership, and the perception of pa-ternalistic leadership coach, player self-confidence with positive correlation 2. Players perceived moral leadership, moral leadership preferred players, coaches perceived moral leadership, benevolent leadership perceived coach, player prefer-ences and perception of the moral leadership consistency, players and coaches like the same perception of the moral leadership sexual and somatic anxiety were nega-tively correlated. 3. Players perceived authoritarian leadership, players perceived moral leadership, play-ers perceived benevolent leadership, players like the authoritarian leadership, be-nevolent leadership preferred players, players like the benevolent leadership, players like consistency and perceived authoritarian leadership, Players like consistency and perceived moral leadership, players like benevolent leadership and perceived con-sistency, players and coaches perceived preference consistency of authoritarian leadership, players and coaches perceived preference consistency in moral leader-ship, players and coaches perceived preferences benevolent leadership of consis-tency, was positively correlated with worry worry. 4. Players perceived moral leadership, moral leadership preferred players, coaches per-ceived moral leadership, players like consistency and perceived moral leadership, and attention were negatively correlated lax. Key Words: paternalistic leadership, self-confidence, anxiety

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Pearce, Renée Deanna. „Gender and physics : the relationship between learning orientation, self-confidence, and achievement /“. 1997.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

Gainey, Paul Barrow. „Beyond the test scores a retrospective study of one school's efforts to promote teacher competence and confidence in fourth grade writing /“. 2007. http://www.lib.ncsu.edu/theses/available/etd-10292007-151629/unrestricted/etd.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Zheng, YING. „CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION“. Thesis, 2009. http://hdl.handle.net/1974/5378.

Der volle Inhalt der Quelle

Annotation:

This study examined motivation, anxiety, global awareness, and linguistic confidence, and their relation to language test performance within the context of Chinese university students taking the College English Test Band 4(CET-4) in China. Using a mixed methods approach, through survey and interview inquiries, this study explored whether and how the selected psychological factors contributed to students’ CET performance. Results from exploratory factor analysis revealed that Chinese university students displayed three types of instrumental motivation (i.e., mark orientation, further-education orientation, and job orientation), two types of anxiety (i.e., language anxiety and test anxiety), and two types of confidence (i.e., linguistic confidence and test confidence). The results of confirmatory factor analysis led to a modified socio-educational model of motivation with some context-specific concepts (i.e., new instrumental orientations, global awareness, and linguistic confidence) that more accurately represented the characteristics of the Chinese university students. The results of structural equation modelling confirmed that attitude toward the learning situation and integrative orientation were two strong indicators of motivation, which in turn influenced language achievement and confidence. The negative impact of anxiety on language achievement was confirmed. Certain group differences were found in comparing male students with female students, high achievers with low achievers, students from the Arts programs with those from the Science programs, and students who started to learn English before Grade 7 with those iii who did so after Grade 7. The interview findings indicated stronger instrumental orientations than integrative orientations. External influences, including influences from society, teachers, and peers, were also identified. Students expressed their mixed feelings toward the CET-4, indicating that this test had both positive and negative influences in promoting their English learning. Testing well-developed motivation and anxiety models in the Chinese context enriched and expanded our knowledge in theory development in English language education in China. The implications of this study point to the importance of understanding language test-takers’ characteristics in their macro and micro learning contexts, as well as the importance of establishing the relevance of English language learning to language teaching, and testing in English as Foreign Language contexts.
Thesis (Ph.D, Education) -- Queen's University, 2009-12-30 22:08:41.138

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Kuo, Chih-You, und 郭芝攸. „Investigating the Resource of Self-Confidence: a Case Study of National Taiwan Normal University Tug-of-War School Team“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/dmtwm8.

Der volle Inhalt der Quelle

Annotation:

碩士
國立臺灣師範大學
運動休閒與餐旅管理研究所
103
Of late years, the tug of war have a booming development arcoss internatinoal. Chinese Taipei tug of war girls' team include National Taiwan Normal University and JingMei has won the international competitions for 16 time during 2010 to 2013. Besides, in 2013, the story of tug of war girl team was described and published with books and movie, and make people impressive. Self-confidence is one of the key factor for athletic to have a good performance in the competition. In the research, we want to know the factor why they can get so many first prize by dicovering every factor which have influence on tug of war team member's self-confidence while they are doing sport. The research use semi-structured interview and take 5 members of National Taiwan Normal University Tug-of-war for participant, and use thematic analysis to analysis verbatim. The result of research discover that there are 4 factors which influence the tug-of-war members' self-confidence, including "team-mate factor", " coach factor", competition factor" and "personal factor". In team-mate factor, they're influenced by familiar team-mate, relieved team-mate, the encourage by team-mate, working hard for the same direction and have close connection. In coach factor, they're influenced by the method of guiding, leading attitude, the encourage by coach and relieved coach. In competition factor, they're influenced by the place, equipment, weather, referee, domestic and international tug-of-war atomosphere, experience, different kind of tug-of-war characteristic. In personal factor, they're influenced by emotional, attitude, imagination, physical state, physique, goal setting, whether reach the goal, advanced technologies, the degree of preparation. The recommendation is to arise the training of athletic mental skill to increase performance of athletic, and it can increase the self-confidence.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

LIN, TSEN-YU, und 林岑侑. „University Athletes’ Goal-Orientation, Motivation to Participate, and Confidence in Participating in Sport Activities – Universities in Kaohsiung and Pingtung as Examples“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/zsqtm7.

Der volle Inhalt der Quelle

Annotation:

碩士
國立屏東大學
體育學系碩士班
103
This study aims to explore: (1) the current situation of and difference in goal- orientation of university athletes with different individual background variables; (2) the current situation of and difference in sports participation motivation of university athletes with different individual background variables; (3) the current situation of and difference in sports confidence of university athletes with different individual background variables; (4) the interplay between university athletes’ goal-orientation when they participate in sport activities, motivation to participate, and confidence. With approximately 400 students ranging from first-year to fourth-year students who studied physical education, leisure, or related fields in universities in Kaohsiung or Pingtung as research participant, this study selected a sample of 100 students at the piolet test and handed out a paper-based questionnaire for survey and data collection. Further, the independent sample t test, one-way ANOVA, Pearson product-moment correlation, and Fisher's exact test were employed to analyze the difference in goal-orientation, motivation to participate, and confidence of research participants with different demographic variables when they participated in sport activities. Results of this study include: 1. University athletes are mostly men, and nearly 50% of them had the experience of being a contestant at national games and national intercollegiate athletic games. 2. Ego-orientation was employed by university athletes to measure success. Also, intrinsic motivation was the main motivation to participate. 3. University athletes’ school, age, year at university, years of participating in sport activities, and average days of participating in sport activities per week resulted in university athletes’ different goal-orientation when they participated in sport activities. In contrast, university athletes’ gender, being Taiwan's aborigines or not, types of sport activities, and best performance made no significant difference. 4. University athletes’ school, year at university, years of participating in sport activities, average days of participating in sport activities, games which they participated as contestants previously, or teams they used to represent for resulted in university athletes’ difference in aspects of motivation to participate. In contrast, university athletes’ gender, being Taiwan’s aborigines or not, and types of sports made no significant difference. 5. Whereas age and years of participation in sport activities made significant difference in sports confidence, other variables did not make significant difference. 6. There was a significant correlation between university athletes’ goal-orientation, motivation to participate, and confidence when they participate in sport activities. Based on research results and discussions, this study proposed the following suggestions for sports training and future research: (1) creating a good environment for training and cultivating appropriate atmosphere for training; (2) designing a suitable training plan and carrying out regular examination and modification; (3) encouraging the atmosphere for sport activities at the school campus; (4) expanding research directions and comparing athletes at different stages; (5) conducting qualitative interviews on the premise of quantitative research so as to have an in-depth study.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

Bunge, Jacquelin Ann. „A survey to determine post-graduate student confidence in their knowledge and skills acquired during the chiropractic course at the University of Johannesburg“. Thesis, 2009. http://hdl.handle.net/10210/2375.

Der volle Inhalt der Quelle

Annotation:

M.Tech.
The main purpose of the study was: • To determine the satisfaction and confidence of the graduates of the University of Johannesburg’s Chiropractic program. Additional objectives included: • To discuss the differences between the educations received at South African Chiropractic programmes and internationally recognized Chiropractic programmes by comparing the syllabus offered in each program. • To determine from the data received which areas of the program could be improved. There are 132 graduates from the University of Johannesburg’s Chiropractic program. These doctors of Chiropractic have the same skills and knowledge as internationally qualified doctors of Chiropractic however the South African programmes do not have international accreditation. The university is currently going through a process to obtain international accreditation. The postgraduate student surveys are important tools that can be used to determine where the course could be improved and where it is excelling. Being in daily practice these Doctors of Chiropractic are able to objectively point out the strengths and weaknesses of the current programme at the University. This is integral to the advancement of both the practitioner and the profession. A questionnaire-based study comprising a convenience sample was used to determine postgraduate student confidence in the Chiropractic course. A total of 47 Chiropractors responded which comprises the sample group that was used in this study. Results showed that the graduates of the University of Johannesburg’s Chiropractic course are confident in their adjustment skills, diagnostics and the knowledge pertaining to these subjects. As experience increases so does the overall confidence in adjusting techniques. With treating paediatric patients, approximately half the respondents were confident and majority of respondents think it is essential to have paediatrics incorporated into the course. With regards to pharmacology, only 43 of the respondents had had pharmacology as part of the syllabus, all of the respondents were not confident. With regards to research, approximately half of the participants were not confident in doing research. Upon qualifying most postgraduate students open up their own practices. In conclusion, on the whole the graduates of the University of Johannesburg were confident; however the data indicates that areas relating to research, pharmacology and paediatrics may need investigation.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Davis, Karelyn Alexandrea. „Statistical inference for normal means with order restrictions and applications to dose-response studies /“. 2004.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

„The effectiveness of the confidence interval and hypothesis testing for the ratio of two lognormal means applied to Weibull and gamma distribution data“. Tulane University, 2008.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Maguraushe, Kudakwashe. „Development of a diagnostic instrument and privacy model for student personal information privacy perceptions at a Zimbabwean university“. Thesis, 2021. http://hdl.handle.net/10500/27557.

Der volle Inhalt der Quelle

Annotation:

Orientation: The safety of any natural being with respect to the processing of their personal information is an essential human right as specified in the Zimbabwe Data Protection Act (ZDPA) bill. Once enacted, the ZDPA bill will affect universities as public entities. It will directly impact how personal information is collected and processed. The bill will be fundamental in understanding the privacy perceptions of students in relation to privacy awareness, privacy expectations and confidence within university. These need to be understood to give guidelines to universities on the implementation of the ZPDA. Problem Statement: The current constitution and the ZDPA are not sufficient to give organisations guidelines on ensuring personal information privacy. There is need for guidelines to help organisations and institutions to implement and comply with the provisions of the ZDPA in the context of Zimbabwe. The privacy regulations, regarded as the three concepts (awareness, expectations and confidence), were used to determine the student perceptions. These three concepts have not been researched before in the privacy context and the relationship between the three concepts has not as yet been established. Research purpose: The main aim of the study was to develop and validate an Information Privacy Perception Survey (IPPS) diagnostic tool and a Student Personal Information Privacy Perception (SPIPP) model to give guidelines to universities on how they can implement the ZDPA and aid universities in comprehending student privacy perceptions to safeguard personal information and assist in giving effect to their privacy constitutional right. Research Methodology: A quantitative research method was used in a deductive research approach where a survey research strategy was applied using the IPPS instrument for data collection. The IPPS instrument was designed with 54 items that were developed from the literature. The preliminary instrument was taken through both the expert review and pilot study. Using the non-probability convenience sampling method, 287 students participated in the final survey. SPSS version 25 was used for data analysis. Both descriptive and inferential statistics were done. Exploratory factor analysis (EFA) was used to validate the instrument while confirmatory factor analysis (CFA) and the structural equation modelling (SEM) were used to validate the model. Main findings: diagnostic instrument was validated and resulted in seven new factors, namely university confidence (UC), privacy expectations (PE), individual awareness (IA), external awareness (EA), privacy awareness (PA), practice confidence (PC) and correctness expectations (CE). Students indicated that they had high expectations of the university on privacy. The new factors showed a high level of awareness of privacy and had low confidence in the university safeguarding their personal information privacy. A SPIPP empirical model was also validated using structural equation modelling (SEM) and it indicated an average overall good fit between the proposed SPIPP conceptual model and the empirically derived SPIPP model Contribution: A diagnostic instrument that measures the perceptions (privacy awareness, expectations and confidence of students) was developed and validated. This study further contributed a model for information privacy perceptions that illustrates the relationship between the three concepts (awareness, expectations and confidence). Other universities can use the model to ascertain the perceptions of students on privacy. This research also contributes to improvement in the personal information protection of students processed by universities. The results will aid university management and information regulators to implement measures to create a culture of privacy and to protect student data in line with regulatory requirements and best practice.
School of Computing
Ph. D. (Information Systems)

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

Hebestreit, Lydia Karola. „An evaluation of the role of the university of the third age in the provision of lifelong learning“. Thesis, 2006. http://hdl.handle.net/10500/1498.

Der volle Inhalt der Quelle

Annotation:

During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults.
Educational Studies
D.Ed. (Comparative Education)

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dissertationen zum Thema „University confidence“

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an