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1
Liertz, Carmel, and n/a. "Developing performance confidence : a holistic training strategies program for managing practice and performance in music." University of Canberra. Communication & Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20060817.132817.
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The thesis aims to address a perceived gap in the training and development of
music performers, namely the lack of a practical strategies framework for
developing performance confidence, especially self-efficacy (situational selfconfidence)
in music performance. To this end, a Training Program with Training
Manual was designed to assist musicians in the management of practice and
performance, using a framework of six integrative mental and physical strategies
taken from Sport Performance and applied to Music Performance. Five musicians
trialed the Training Program for five weeks. Five individual case studies were
constructed to explore and interpret the musicians' practice and performance
experiences before and after using the Training Program / Manual.
Analyses of in-depth interviews and a follow-up questionnaire revealed that the
Training Program had produced positive changes in mental and physical
behaviour, along with increased concentration ability and coping skills in stressful
situations, resulting in a sense of control in performance. A cross-case analysis
revealed that the shared issues of significance for the musicians were
Concentration, Stress and Lifestyle Practices, and Sense of Control in practice and
performance.
This qualitative study demonstrates that a training program addressing the
lifestyle context of music performance is beneficial for practice and the lead-up to
performance. Confidence in playing ability develops, when practice and
performance are perceived to be effectively self-managed and practice becomes a
positive experience. The findings of this study suggest the need for a holistic
approach to music performance, based on awareness of the mind-body
connections involved in performance.
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Huett, Jason Bond. "The Effects of ARCS-based Confidence Strategies on Learner Confidence and Performance in Distance Education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5268/.
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The purpose of this research was to manipulate the component of confidence found in Keller's ARCS model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas university using SAM 2003 software delivery. This study also tested whether the aforementioned confidence tactics had any unintentional effect on the remaining attention, relevance, and satisfaction subscales of the ARCS model as well as on learners' overall motivation for the class and the instructional materials. This study was conducted over a 5.5-week period with an initial sample of 81 total students. Two quantitative surveys were used to measure confidence and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). The results indicated that the treatment group showed statistically greater gains than the control group in terms of learner confidence on the CIS but not the IMMS. In terms of performance, the treatment group outperformed the control group on all of the individual posttest measures and on the overall aggregate mean performance score. The results showed no statistically significant difference on the attention subsection of the ARCS model. However, statistically significant differences were noted for the relevance and satisfaction subscales of the model. There was also a statistically significant difference in overall learner motivation as measured on both surveys. This research study suggests the feasibility of improving overall learner motivation and performance through external conditions such as systematically applied confidence tactics. The research further supports claims about the effectiveness of the ARCS model as a viable tool for enhancing online learner motivation and performance. What was unclear in this study was whether individual subsections of the ARCS model, such as confidence, can be independently manipulated.
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Turner, Heather Jean. "A Performance Evaluation of Confidence Intervals for Ordinal Coefficient Alpha." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801899/.
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Ordinal coefficient alpha is a newly derived non-parametric reliability estimate. As with any point estimate, ordinal coefficient alpha is merely an estimate of a population parameter and tends to vary from sample to sample. Researchers report the confidence interval to provide readers with the amount of precision obtained. Several methods with differing computational approaches exist for confidence interval estimation for alpha, including the Fisher, Feldt, Bonner, and Hakstian and Whalen (HW) techniques. Overall, coverage rates for the various methods were unacceptably low with the Fisher method as the highest performer at 62%. Because of the poor performance across all four confidence interval methods, a need exists to develop a method which works well for ordinal coefficient alpha.
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Hays, Kate. "The role of confidence in world class sport performance." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20696/.
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This thesis provided a detailed examination of the role of sport confidence in World Class sport performance. More specifically, the sources and types of sport confidence utilised by World Class sport performers were identified, and mechanisms underlying confidence effects in this elite subgroup were explored. These findings led to the development of an applied measure of sport confidence which was validated in a practical setting, and used to provide the foundation for a cognitive-behavioural intervention designed to enhance sport confidence. Studies one and two adopted a qualitative approach utilising semi-structured interviews. Study three adopted a more idiographic approach where confidence profiling was used as the primary means of data collection, and reflective narratives were undertaken to report the findings. Finally, study four utilised a case-study approach. The purpose of study one was to identify the sources and types of sport confidence salient to athletes competing on the World Class stage. Results indicated that the most prevalent sources of confidence utilised by these athletes were preparation, performance accomplishments, and coaching. However, gender variations were evident within these confidence sources. Several types of confidence were also identified, providing evidence for the multidimensional nature of sport confidence. Again, gender variations were evident within the types of sport confidence identified. The purpose of study two was to examine the role of sport confidence in World Class sport performance. In accordance with previous research, high sport confidence was found to be synonymous with positive affect, effective competition behaviours and the efficient use of cognitive resources, resulting in successful competition performance. Furthermore, the results uncovered gender differences in both competitive orientation and the factors responsible for debilitating sport confidence. Considered in the context of previous research, the results of studies one and two highlighted the need for an applied measure to assess and monitor athletes sport confidence and factors related to their sport confidence, regardless of their age, gender, sport level or sport type. Consequently, study three described the reflections of three sport psychology consultants who successfully adapted performance profiling to sport confidence specifically. Further evidence was also provided to support the multidimensional nature of sport confidence and the recommendation that types of sport confidence might be viewed as evidence based beliefs grounded in an athlete's sources of sport confidence. The final study adopted a case study approach in which confidence profiling was used as the foundation for the successful delivery of a sport psychology service, adapted from the eight-step cognitive-behavioural consultation model (Murphy & Murphy, 1992). In this study confidence profiling was used to accurately assess the sport confidence of an elite female swimmer, provide the foundation for an athlete-centred intervention designed to enhance the athlete's sport confidence, and monitor any changes in the athlete's confidence as a result of the intervention. Evaluation of the intervention showed that with one exception, the athlete had increased her confidence levels across all types of her sport confidence. In summary, the findings of this thesis have both theoretical and practical implications. From a theoretical perspective, the findings emphasise the multidimensional nature of sport confidence, and the importance of utilising a sport-specific framework to aid future research. From a practical perspective, this thesis highlights the importance of adopting an individualised approach to the assessment of athletes' sport confidence, and developing athlete driven interventions to meet their specific confidence needs.
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Márquez, Valle Patricia. "A confidence framework for the assessment of optical flow performance." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/305105.
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L’Optical Flow (OF) és l’input d’una gran varietat de Sistemes de Suport a Decisions
(DSS) com ara assistència a la conducció, guia UAV o diagnosis mèdic. En aquestes
situacions, l’absència de ground truth ens obliga a avaluar la qualitat de l’OF calculat
mitjançant quantitats calculades a partir de les seqüències o bé a partir del mateix
OF. Aquestes quantitats es coneixen generalment com a Mesures de Confiança (CM).
Encara que tinguem una mesura de confiança, necessitem alguna eina per tal d’avaluar
la seva capacitat per descartar píxels de la imatge que tenen tendència a tindre error.
Els mètodes actuals només aporten una avaluació descriptiva del rendiment de les
CM, el problema és que aquests mètodes no són capaços de comparar equitativament
les diferents CM i OF. Així doncs, necessitem definir una metodologia que avalu¨ı el
rendiment de les tècniques d’OF.
Aquesta tesi aporta la definició d’una metodologia que ens permet decidir quines
parelles ”optical flow - mesura de confiança” (OF-CM) estan millor preparades per a
definir una cota de l’error de l’OF donat un nivell de confiança per a un DSS. Per tal
de definir aquesta metodologia, la tesis engloba els següents punts:
• Marcadors qualificatius. Es presenten 3 gràfiques descriptives que avaluen
de forma visual les capacitats de CM d’acotar l’error de l’OF. A més a més de
les gràfiques descriptives, donada una gràfica representant la parella OF-CM,
donem una qualificació automàtica que categoritza la gràfica donat el tipus de
perfil.
• Metodologia estadística. Es proporciona una metodologia comparativa que
permet determinar quina és la millor parella OF-CM per a acotar l’error de
l’OF, aquesta metodologia consta de dues parts. Primer s’avalua el valor predictiu
de la CM mitjançant la gràfica descriptiva. Després, per a una mostra
de gràfiques descriptives calculades sobre unes seqüències de training, s’obté
una corba genèrica que es podrà fer servir per a seqüències que no tenen ground
truth. En el segon pas, s’avalua la corba genèrica obtinguda i les seves capacitats
per a reflectir el valor predictiu de la mesura de confiança mitjançant ANOVA’s.
La metodologia presentada mostra el potencial en aplicació clínica per a DSS. En
concret, s’ha analitzat l’impacte de diferents artefactes en la imatge com ara soroll o
deteriorament en el resultat final d’OF per a imatges del cor. També s’ha aplicat per
a millorar la navegació dintre l’arbre bronquial en una broncoscòpia.Optical Flow (OF) is the input of a wide range of decision support systems such as car driver assistance, UAV guiding or medical diagnose. In these real situations, the absence of ground truth forces to assess OF quality using quantities computed from either sequences or the computed optical flow itself. These quantities are generally known as Confidence Measures, CM. Even if we have a proper confidence measure we still need a way to evaluate its ability to discard pixels with an OF prone to have a large error. Current approaches only provide a descriptive evaluation of the CM performance but such approaches are not capable to fairly compare different confidence measures and optical flow algorithms. Thus, it is of prime importance to define a framework and a general road map for the evaluation of optical flow performance. This thesis provides a framework able to decide which pairs ”optical flow - con- fidence measure” (OF-CM) are best suited for optical flow error bounding given a confidence level determined by a decision support system. To design this framework we cover the following points: • Descriptive scores. As a first step, we summarize and analyze the sources of inaccuracies in the output of optical flow algorithms. Second, we present several descriptive plots that visually assess CM capabilities for OF error bounding. In addition to the descriptive plots, given a plot representing OF-CMcapabilities to bound the error, we provide a numeric score that categorizes the plot according to its decreasing profile, that is, a score assessing CM performance. • Statistical framework. We provide a comparison framework that assesses the best suited OF-CM pair for error bounding that uses a two stage cascade process. First of all we assess the predictive value of the confidence measures by means of a descriptive plot. Then, for a sample of descriptive plots computed over training frames, we obtain a generic curve that will be used for sequences with no ground truth. As a second step, we evaluate the obtained general curve and its capabilities to really reflect the predictive value of a confidence measure using the variability across train frames by means of ANOVA. The presented framework has shown its potential in the application on clinical decision support systems. In particular, we have analyzed the impact of the different image artifacts such as noise and decay to the output of optical flow in a cardiac diagnose system and we have improved the navigation inside the bronchial tree on bronchoscopy.
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Gagnon-Dolbec, Alexis. "The Role of Focus and Confidence in High-level Athletic Performances." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32980.
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Despite the ability for past studies to link various psychological factors to optimal athletic performances, the roles of specific factors have yet to be fully discerned. Using a phenomenological-constructionist approach, the present study aims to gather a sharpened understanding of the roles that confidence and focus have on elite sport performances. Semi-structured interviews were conducted with 12 Canadian and Norwegian high-level athletes originating from various sporting backgrounds. The athletes were interrogated about their general perspectives towards confidence and focus, inquired about the nature of their focus with regards to different game situations and asked to revisit their best and worst performances with the emphasis put on their confidence level and focus. The analysis of the interviews was inductive and followed Giorgi’s (1985) phenomenological methodology. Results suggested that an optimal focus is very often, if not always, present in best performances and largely absent during worst performances, thus suggesting that focus indeed plays a direct role on sporting exploits. Furthermore, confidence appears to serve as a powerful facilitator for the occurrence of optimal focus, leading to suggest that its relationship with performance might be more indirect. The increased understanding of the roles that both confidence and focus have on athletic performance that is enlightened by this study can serve as basis for practitioners in the development of performance enhancement programs in addition to stimulate future research on the possible relationship between confidence, focus and performance.
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Bowling, Ann Marie. "The Effect of Simulation on Knowledge, Self-Confidence, and Skill Performance." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1309923164.
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Dunham, Penelope Higgins. "Mathematical Confidence and Performance in Technology-Enhanced Precalculus: Gender-Related Differences." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392119743.
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Dunham, Penelope H. "Mathematical confidence and performance in technology-enhanced precalculus : gender-related differences /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558445656.
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Perkins, Michael George. "Public confidence modelling : a locally based approach to police performance management." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/4597/.
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In the UK, the ability of the police to function effectively depends on the authority that they can command, rather than the force that they can deploy. It is therefore essential that police retain their image as the legitimate defenders of the British public. This can only be achieved through maintaining levels of public confidence in policing. This thesis presents the analysis of a large-scale survey, designed to assess the perceptions of York residents towards crime, their local area, and the police. Structural Equation Modelling is used to assess the drivers of public confidence in York, and create a framework to understand the multiple interactions between the factors tested in the study, and the main dependent variable of public confidence. This framework is tested to evaluate whether there are differences within the city that affect how the public confidence framework functions. Previous studies on the determinants of public confidence have mainly focused on locations outside the UK, used aggregated national data, or studied public confidence in large, metropolitan urban areas. No research has been carried out examining public confidence in an urban area with similar characteristics to York. We contribute to knowledge by revealing the drivers of public confidence in the smaller urban area of York. We develop a public confidence framework that provides a holistic understanding of the nature of public confidence in York, showing that an understanding of the relationships between all factors in a public confidence model is essential if the true nature of this concept is to be understood. We demonstrate that even in a homogenous environment, differences in the overall framework of public confidence exist, depending on the perceptions people hold about their local area. Several potential strategies are presented to assist the North Yorkshire Police in improving levels of public confidence within York.
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Moles, Troy. "The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862810/.
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Within an achievement motivation theoretical framework, there are factors thought to most heavily influence performance and task difficulty selection. More specifically, motivational climates, feedback, confidence, and anxiety have all been identified as important factors influencing outcomes within performance settings. Much of the literature in the area of achievement motivation has focused on on the effects of mastery- and ego-oriented feedback on performance within academic settings and has received limited attention in the sport psychology literature within an athletic setting. Given the demonstrated effects of mastery- and ego-oriented feedback on performance, the importance of performance within the athletic context, and the scant literature examining the effects of feedback on athletic performance, the influence of feedback on sport performance needed to be empirically examined. The primary aim of this study was to provide a clearer understanding of the relationship of factors influencing athletic performance, with the ultimate goal of moving research toward a greater understanding of how optimal performance is achieved. As a result, this research may prove applicable to researchers, coaches, and athletes working toward optimal performance. In this study, I examined how mastery- and ego-oriented feedback influenced youth athletes' soccer performance, task difficulty selection, confidence, and anxiety. Youth soccer athletes (n = 71) participated in a soccer kicking task consisting of two trials. Between subjects ANCOVA analyses revealed athletes receiving mastery-oriented feedback performed significantly better on the soccer kicking task than athletes receiving ego-oriented feedback. No differences were discovered on task difficulty selection, confidence, or anxiety. Providing athletes mastery-oriented feedback before or after skill execution could be helpful in the development of athletic skill development and performance. Limitations of the present study and questions to examine in future research are also discussed.
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Beattie, Stuart James. "Anxiety, self-confidence, self-efficacy and performance : some challenges to current thinking." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/anxiety-selfconfidence-selfefficacy-and-performance--some-challenges-to-current-thinking(57ad5e9c-a897-42e0-8707-b4d57a036741).html.
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The thesis critically reviews the relationships between anxiety and sports perfonnance, self-confidence and sports perfonnance, and self-efficacy with progress towards life goals. Limitations to previous research are highlighted and alternative theoretical explanations are offered. In subsequent empirical chapters these alternative explanations are tested. The first chapter provides a critical overview of the research area. Limitations are highlighted, and alternative theoretical explanations are presented. Chapter 2 explores the anxiety-performance relationship and provides two empirical studies that suggest that previous findings on the cusp-catastrophe model of anxiety and performance may have been due to a complex interaction between cognitive anxiety and effort required rather than between cognitive anxiety and physiological arousal. Results from both studies provide evidence to support a cognitive explanation for the effects of anxiety upon perfon-nance. Chapter 3 explores the relationship between self-confidence and perfon-nance and addresses the issue that previous research has only considered actual self-confidence (e. g. confidence levels measured within an hour of performance) and has generally ignored the nature of "self' e. g., the "ideal", "ought" and "feared" self-confidence levels that may be used by performers as reference points. Results revealed that discrepancies from these 'selves' significantly predicated 11 % performance variance over and above "actual" measures of self-confidence. Chapter 4 explores limitations in previous research into the effects of self-efficacy on goal progress; namely that this research has tended to focus only upon approach goals. However, research suggests that both goal importance and goal polarity (i. e. approach and avoidance goals) may moderate the effects of self-efficacy on goal progress. Results revealed (amongst other findings) that self-efficacy was significantly correlated with progress on important avoidance life goals but not with progress on important approach goals. The final chapter provides a general discussion of the thesis findings, suggestions for future research and applied implications.
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Waters, Anna Gabriela. "The role of confidence in rehabilitation and the recovery of motor performance." Thesis, Cardiff Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421671.
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Rittmayer, Ashley D. "The perils of unjustified confidence : an examination of casino blackjack play and performance /." Electronic thesis, 2005. http://etd.wfu.edu/theses/available/etd-05122005-165837/.
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Green, Vanessa Nashee. "Effects of classroom discussions on student performance and confidence in the science classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/green/GreenV0812.pdf.
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Middle school can be a tough time for students to be willing to share their ideas and thoughts aloud in class. This study challenges that unwillingness to speak aloud in class and teaches students how to participate appropriately in formal class discussions. While conducting this study, data was collected to determine if the discussions had an effect on student performance and confidence in the science classroom. Students were observed during five different class discussions. Data was collected by using tools such as rubrics, self-assessments, pre-assessments and post-assessments. After two months of post-treatment, the study concluded with the knowledge that class discussions can be used as another strategy to engage students to be active participants in their learning of science topics while also allowing students to demonstrate oral speaking skills in a respectful learning environment.
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Kais, Kristjan. "Precompetitive state anxiety, self-confidence and athletic performance in volleyball and basketball players /." Online version, 2005. http://dspace.utlib.ee/dspace/bitstream/10062/670/5/kais.pdf.
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Glass, Suzanne. "Performance of bootstrap confidence intervals for L-moments and ratios of L-moments." [Johnson City, Tenn. : East Tennessee State University], 2000. http://etd-submit.etsu.edu/etd/theses/available/etd-0426100-142752/unrestricted/suzanneok.pdf.
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Kidwell, Blair L. "Emotional Intelligence in Consumer Behavior: Ability, Confidence and Calibration as Predictors of Performance." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11172.
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The focus of this research is to examine the impact of emotional intelligence on consumer decision making. Several research goals are presented: 1) to develop and test a practical domain-specific scale of emotional ability, 2) to identify the influence of emotional ability on behavioral individual and group level performance in a consumer context, 3) and to identify how performance is further influenced by cognitive ability, cognitive and emotional confidence and calibration between perceived (i.e., confidence) and actual ability.
Three studies were conducted to meet these goals. Study 1 involved the development and validation of a consumer emotional ability scale (CEAS), based on four underlying emotional abilities (i.e., perceiving, facilitating, understanding, managing). This instrument allowed for further examination of how emotional intelligence affected performance among consumer relationships. A proposed conceptual model was examined in an individual (study 2) and small group (study 3) context using the CEAS scale, along with additional items to assess the influence of cognitive ability, cognitive and emotional confidence, and calibration on performance in the consumer domain of healthy food choices.Ph. D.
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Argon, Nilay Tanık. "Performance enhancements in tandem queueing networks and confidence interval estimation in steady-state simulations." Diss., Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/25671.
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Karounos, Peter. "Effect of anxiety, arousal and self-confidence on athletic performance of Australian-rules footballers /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsk1872.pdf.
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Krane, Victoria Ivy. "RELATIONSHIPS BETWEEN CSAI-2 SUBCOMPONENTS AND PERFORMANCE DURING COLLEGIATE GOLF COMPETITION (ANXIETY, SELF-CONFIDENCE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275360.
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Kabakci, Maside. "Reporting the Performance of Confidence Intervals in Statistical Simulation Studies: A Systematic Literature Review." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538784/.
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Researchers and publishing guidelines recommend reporting confidence intervals (CIs) not just along with null hypothesis significance testing (NHST), but for many other statistics such as effect sizes and reliability coefficients. Although CI and standard errors (SEs) are closely related, examining standard errors alone in simulation studies is not adequate because we do not always know if a standard error is small enough. Overly small SEs may lead to increased probability of Type-I error and CIs with lower coverage rate than expected. Statistical simulation studies generally examine the magnitude of the empirical standard error, but it is not clear if they examine the properties of confidence intervals. The present study examines confidence interval investigating and reporting practices, particularly with respect to coverage and bias as diagnostics in published statistical simulation studies across eight psychology journals using a systematic literature review. Results from this review will inform editorial policies and hopefully encourage researchers to report CIs.
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Klima, Dennis Wayne. "Physical Performance and Balance Confidence Among Community-Dwelling Older Adult Men: The Priest Study." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/112463.
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Physical TherapyPh.D.
Physical Performance and Balance Confidence Among Community- Dwelling Older Adult Men: The Priest Study Purpose: Studies examining physical performance among older adult men remain limited. The purpose of this study was to examine gait, balance ability, and balance confidence within two cohorts of Roman Catholic priests (age 60-74 years of age and 75+ years) and to analyze predictive markers of physical performance. Participants: Subjects included 131 community-dwelling Roman Catholic priests over 60 (x = 76.1; SD = 9.0; range: 60-97 years) living in rectories, senior housing, or religious communities in 10 states. Materials/Methods: Subjects completed a basic demographic profile, the Berg Balance Scale (BBS), Timed Up and Go (TUG) Test, the Dynamic Gait Index (DGI), and the Activities-specific Balance Confidence (ABC) Scale. Additional assessments included BMI, blood pressure, grip strength, and the Physical Activity Scale for the Elderly (PASE). Data were analyzed data using descriptive statistics, independent T tests with Bonferroni correction, MANCOVA analysis, and stepwise regression modeling. Results: Demographic profiles revealed that 46 subjects (35%) had fallen over the past year. Eighty-six subjects (65%) were taking four or more medications. Younger priests (60--74 years) demonstrated a significantly higher ABC score than the older cohort (75 and above years) of priests (89.1+ 12.6 vs.78.4 + 13.9). Significant differences (p < 0.001) in physical performance between the younger and older age cohorts were noted on the BBS (53.4 + 4.8 vs. 45.5 + 7.5), TUG (10.4 sec. + 2.3 vs. 13.4 sec. + 4.2), and DGI (22.6 + 2.6 vs. 19.0 + 4.2) respectively. Stepwise regression analysis demonstrated that age, balance confidence, a fall in the past three months, and diastolic blood pressure predicted 60% of the variance in the BBS, 61% of the variance on the DGI, and 49% of the variance on the TUG (all p < 0.001). Conclusions: Data findings suggest that both physiologic and psychosocial factors impact the functional profile of the older adult priest. Common tests of physical performance may be incorporated with modifiable variables to establish target interventions for balance, gait, and functional mobility.
Temple University--Theses
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Collins, Malcolm D. "Beliefs and attitudes in judo coaching : toward a new model of coaching." Thesis, University of Wolverhampton, 2009. http://hdl.handle.net/2436/88537.
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The purpose of this research programme was to propose a new structure for judo coaching. Judo coaching predominantly uses traditional methods emphasising progression through belts rather than success in competition as the measure of achievement. The research programme examined this issue in four stages involving seven studies. Stage 1 involved a qualitative examination of five elite coaches on what constitutes an effective coach, leading to the initial development of a 39-item judo coaching scale. Given the importance of demonstrating measures are valid, stage 2 investigated the validity of the scale among judo players and coaches. Factor analytic studies on data from 260 (130 coaches and 130 players) yielded a 7-factor solution; 1) Coaching is about winning, 2) Attitudes to coaching at different levels, 3) Attitudes to judo structure, 4) Relationships with players, 5) Presentational issues, 6) Technical knowledge link to coach level, and 7) Coach-player interactions. Multisample confirmatory factor analysis found support for the invariance of the model between coaches and players, thereby showing that relationships are consistent between different groups. Stage 3 used a multi-method approach, combining quantitative and qualitative methods. Responses to the judo coaching scale indicated perceptions of coach effectiveness vary as a function of being a player or a coach, and by level of participation (elite-v-non-elite). Qualitative results emphasise the importance of emotional control, an aspect not focused on in the interviews completed in stage 1. Stage 4 of the research investigated relationships between judo coaching scale scores and emotional intelligence. The study also investigated levels of emotional intelligence between elite and club coaches. High emotional intelligence is associated is proposed to be indicative of being able to manage the emotional states of other people and so should be a desirable quality in coaches. Results show significant relationship between judo coaching scale score and emotional intelligence factors, with further analysis showing that elite coaches reported higher emotional intelligence scores than club coaches. Based on the findings from the studies completed above, a revised judo coaching structure is presented. An elite structure should be based on players having specific performance targets including technical and tactical skills, psychological, and physiological, aligning judo more closely with the structure used in other Olympic sports. Coaches should also be given targets related to developing emotional control among players and instilling players with a self-belief to attain performance targets related to the above. Effective integration and usage of such personnel is required including developing and inculcating sport science knowledge into the practice of elite coaches, and then modifying this knowledge for use in the club system. It is hoped that findings from this research stimulates discussion, and action in the British Judo Association to revise the current system, which could lead to better judo coaching, better players, and ultimately enhanced Olympic success at London 2012.
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Winfrey, Mary Lynn. "Effects of self-modeling on self-efficacy and balance beam performance." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845949.
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The purpose of the investigation was to determine the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects (n=ll) were intermediate level gymnasts rated at the 5, 6, and 7 skill levels with ages ranging from 8 to 13 years. Subjects were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a six week period, the self-modeling group subjects viewed the videotape of themselves prior to practice three times a week for six consecutive weeks. All subjects completed two different self-efficacy inventories and a balance beam skills test at four intervals: a pretest, a 2-week test, a 4 week-test, and a posttest. During the six weeks, each group participated in their normal instructional program at the gymnastics academy.The results of this study indicated no significant differences in ratings of self-efficacy or balance beam performance, as based on judge's ratings between the self-modeling group and the control group. However, a significant correlation was found between predicted performance scores and actual performance scores for the self-modeling group (r=.92). This correlation was not significant for the control group (r=.02). Even though a significant effect of self-modeling on self-efficacy and performance scores was not found, this significant correlation indicates that self-modeling may enhance a subject's ability to realistically assess her/his performance. Thus, self-modeling may benefit the learner by developing an accurate conception of one's performance which would enhance the ability to understand and utilize instructional feedback to improve performance.School of Physical Education
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Mahmood, Mohamed. "Does digital transformation of government lead to enhanced citizens' trust and confidence in government?" Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15391.
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Over the years, citizens' trust and confidence in their governments has continued to decline and digital government is expected to reverse this trend. An enormous amount of money has been spent, worldwide, on electronic government initiatives that are focused on improving performance, reducing costs and enhancing citizens' trust and confidence in their governments. Yet, of the many initiatives that have been implemented, very few have achieved real transformation of government (i.e. fundamental changes to the way core functions of government are performed to achieve noticeable gains in performance and efficiency). As such, there is a need to understand how transformation of government as a construct affects citizens' trust and confidence in government in the presence of factors such as, government performance and citizen satisfaction. This research empirically investigates the influence of digital transformation of government on citizens' trust and confidence in the context of the Kingdom of Bahrain. Bahrain is a top ranking country in terms of use of ICT in the Gulf Cooperation Council (GCC) region. A conceptual model was developed and validated using an online survey targeting randomly citizens of the Kingdom of Bahrain. Based on 313 responses, the findings of this research suggest that citizens' trust and confidence in their government is positively influenced by transformation of government, mediated by government performance and citizens' satisfaction. The study found that e-government and technology are not enough for achieving a real transformation of government, and therefore, in tackling the decline in citizens' trust and confidence in government. Other factors were found to be important in this equation, including transparency and accountability of government functions and activities in meeting citizens' expectations. The research offers multiple policy implications and theoretical contributions, in addition to helping understand how digital transformation of government can enhance citizens' trust and confidence in government, improve government-to-citizen relationship, and increase the adoption of digital services offered by governments. From a policy perspective, this research offers a validated conceptual model that can be used as a frame of reference when planning ICT-enabled transformation projects in government. From a theoretical context, this study is the first to investigate the relationship between transformation of government and citizens' trust and confidence in government.
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Gibbs, Gillian Heather. "The relationship between objective measures and subjective confidence in task performance with degraded visual acuity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61555.pdf.
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Davis, Thomas Wayne. "Effects of Stress, Coping Style, and Confidence on Basic Combat Training Performance, Discipline, and Attrition." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26500.
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The attrition rate of enlistees in basic combat training is of particular concern to all Branches of the military due to the high cost associated with recruiting and training a new enlistee. Each year the military loses hundreds of millions of dollars invested in enlistees whom never make it to their first duty station.
Investigators have extensively examined the impact of physiological injuries on the rate of enlistee discharge from basic combat training. Also, investigators have reported that alcoholism, adjustment disorders, mood disorders, and personality disorders were among the leading hospital discharge diagnostic categories for enlistees during the 1990s; especially, within the first six-months of service. Additionally, investigators have reported that the transition process from civilian to military in basic combat training tends to be very stressful and anxiety provoking for enlistees. However, little data has been gathered to assess the relationship of enlisteesâ physiological and perceived stress levels and their attrition rate.
A study was conducted of 155 soldiers during their nine-week basic combat training at Fort Jackson, South Carolina. Salivary amylase testing was used as an objective measure of physiological stress, and the Multiple Affects Adjective CheckList Revised (MACCL-R) was use as a subjective measure of perceived stress. It was hypothesized that enlistees with higher levels of stress would also have a higher level of depression and hostility resulting in performance degradation. The results of linear regression analyses and multivariate pairwise correlation showed a statistically significant positive relationship among perceived stress, hostility and depression levels. Additionally, the analyses showed that for the soldiers participating in this study, coping style moderated their perceived stress experience. Those participants who were able to modify their coping mechanism to meet the physically and mentally demanding challenges of basic combat training tended to be more confident in successfully completing training. Moreover, they were less likely to receive disciplinary action.
The military training command has requested follow up studies to expand upon this current study to encompass the various training cycles over a one-year time period.Ph. D.
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Adler, William P. "Effect of Task Appropriateness, Social Comparison, and Feedback on Female Goals, Performance, and Self-Confidence with a Motor Task." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330697/.
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Lenney (1977) concluded that achievement gender differences were predicted by females' lower self confidence and expectancies in competitive situations, identifying three variables that mediated female self confidence in achievement situations, (1) task appropriateness. (2) social comparison, and (3) feedback. The present study manipulated all three mediating variables with 240 undergraduate 18-25 year old female subjects with the pursuit rotor task that requires tracking a moving (40 rpm's) white light with a hand-held stylus for 60 seconds. Response measurement was based upon time on target. Subjects were tested over five trials while setting goals for each trial. Females were randomly assigned to a male appropriate, female appropriate, or gender neutral task condition, a competition or alone condition, and to one of four feedback conditions (no feedback, feedback about own performance only, feedback about own performance that provided the perception that subject was performing better than an opponent and/or average on each trial, or feedback about own performance that provided the perception that subject was performing poorer than an opponent and/or average on each of the five trials). Results from the 2 (social comparison) X 3 (task appropriateness) X 4 (feedback) ANOVA were contradictory to previous findings (Corbin, 1981; Petruzzello & Corbin, 1988) as females performed significantly better in competition than alone. Data support the conclusion that presentation of clear and unambiguous feedback enhanced female self-confidence (Corbin, 1981; Petruzzello & Corbin, 1988; Lenney, 1977). Data also provide null findings for the task appropriateness condition which contradicts the previous research (Corbin, 1981; Lenney, 1977) in that females perceiving the task as male appropriate did not exhibit less self-confidence and perform poorer than when the task was perceived as either female appropriate or gender neutral. Conclusions reflect methodological differences from previous research and changes in gender role identification that have significantly impacted on female self-confidence and performance in competitive situations.
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Mahamadou, Mindaoudou Zoubeyda Dela. "Les alliances stratégiques entre les firmes multinationales et les PME et firmes multinationales : spécificités et évaluation de la performance." Thesis, Pau, 2014. http://www.theses.fr/2014PAUU2007/document.
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Les alliances stratégiques connaissent depuis quelques décennies un fort essor tant en termes de pratiques managériales des entreprises qu’en termes de recherches académiques. Cet essor s’est accompagné de nombreuses controverses sur leurs issues (performances) et sur les facteurs les influençant. Par cette recherche, notre objectif est d’appréhender le phénomène des alliances stratégiques asymétriques en identifiant ses principales caractéristiques et les facteurs susceptibles d’influencer positivement ou négativement sa performance. Dans cette perspective, notre première phase de recherche a consisté en la réalisation d’un état de l’art sur les concepts des alliances stratégiques en général, des alliances asymétriques en particulier et de la performance. Sur cette base, nous avons pu établir huit hypothèses de recherche que nous avons ensuite testé en adoptant une démarche qualitative par étude de 10 cas d’alliances asymétriques. Notre application empirique a concerné les alliances stratégiques entre les PME françaises et les firmes multinationales opérant dans l’industrie aéronautique et a été conduite du point de vue des PME impliquées. L’analyse de nos hypothèses de recherche nous a permis d’obtenir trois résultats principaux : l’existence de liens forts entre les spécificités des partenaires et leurs motifs pour ces alliances; l’existence de liens négatifs importants entre certaines asymétries entre les partenaires (taille, culture organisationnelle et expériences d’alliances) et la performance relationnelle ; et l’existence de liens positifs importants entre la complémentarité des ressources des PME et des multinationales impliquées et leurs résultats quantitatifs (performance financière et apprentissage organisationnel). Nos résultats confortent certaines recherches antérieures sur les caractéristiques et la performance des alliances asymétriques. Ils peuvent aussi faire l’objet de recommandations pratiques aux dirigeants des PME impliquées dans ces relationsStrategic alliances in recent decades experienced a strong growth both in terms of firms management practices and in terms of academic research. This growth has been accompanied by many controversy concerning their outcomes (performance) and the factors influencing these outcomes. Through this research, our objective is to understand the phenomenon of asymmetric strategic alliances by identifying its main characteristics and factors that may positively or negatively influence its performance. In this perspective, our research first phase consisted of the realization of a state of the art on the concepts of strategic alliances in general, asymmetric alliances in particular and performance. On this basis, we established eight research hypotheses that we tested by adopting a qualitative approach by studying 10 cases of asymmetric alliances. Our empirical application concerned strategic alliances between French SMEs and multinational companies operating in the aviation industry and was conducted from the perspective of SMEs involved. Analysis of our research hypotheses allowed us to obtain three main results: the existence of strong links between partners specificities and their alliances motivation; the existence of significant negative links between between partners asymmetries in terms of (size, organizational culture and experiences) and relational performance; and the existence of significant positive relationship between SMEs and multinationals involved resources complementarity and their quantitative results (financial performance and organizational learning). Our results confirm some previous research concerning of asymmetric alliances characteristics and performance. They can also be objects of practical recommendations to managers of SMEs involved in these relationships
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To, Lai-ming Helen, and 杜麗明. "Linguistics self confidence and oral task performance of English as second language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/192986.
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This research aims at investigating the relationships between linguistics self confidence, achievements and performance and giving new pedagogical insights to the educators concerning language learning motivation by implementing a combination of task-based research and Complexity, Accuracy and Fluency (CAF) performance evaluation model. Six English as Second Language (ESL) learners were invited to participate in an oral task and complete a self confidence evaluation questionnaire. Their performance, based on the CAF framework, was then compared and contrasted according to their confidence level. It was found that the higher confident students are more accurate in their speech production, and are also better at communicative and discussion skills. However, neither did they demonstrate a large amount of talk as in some past literature, nor did they display a very complex language. They instead articulated more false starts and made more repetitions as they self-corrected their utterances during the task. Compared to the lower-confident group, these learners surprisingly contribute fewer arguments, particularly counter-arguments such as rebuttals. These behaviors were explained by Foster and Skehan’s attention theory and Levelt’s prioritization in production. In addition, the inter-dependent relationships between linguistics self confidence, achievements and performance are proposed. Finally, Dörnyei’s L2 Motivational Self System is especially addressed, as it seems applicable in solving the research findings that there is a discrepancy between the L2 ideal self and actual self of these ESL learners.published_or_final_version
Linguistics
Master
Master of Arts
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Ryan, Kelli A. "An Investigation of Pre-Service Teacher Assessment Literary and Assessment Confidence: Measure Development and EdTPA Performance." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522746692960315.
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Culot, Catherine. "In the Mood for Introspection: Contribution of emotional states to metacognitive performance." Doctoral thesis, Universite Libre de Bruxelles, 2021. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/318965.
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Research over decades has demonstrated that emotions interact with various cognitive functions. In contrast with first-order cognition, studies exploring the influence of emotions on metacognition (i.e. the ability to reflect on and control our own cognitive processes) are still very sparse. The present thesis investigated how several emotional states influence metacognitive performance. We have considered different emotions (such as happiness, anxiety or depression) and different metacognitive measures (such as subjective difficulty, overall confidence or metacognitive efficiency). Altogether, our results provide evidence that emotional states can specifically influence the way individuals evaluate their own decisions, which exist independently of their first-order performance. Furthermore, our findings suggest that different emotions each exert a different impact on metacognition. For instance, inducing a sad mood reduces overall confidence, while induced anxiety leads to a decrease in metacognitive efficiency. However, predicting how an emotion will influence metacognition remains very difficult, as this seems to depend on many parameters.Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Borrelli, Dina M. "Examining the relationship among measures of anxiety, self- confidence, arousal, and performance of elite field hockey players." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1041905.
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The primary purpose of this study was to examine the relationship among levels of trait and state anxiety, self-confidence, arousal and performance of athletes throughout a competition. A secondary purpose was to examine the usefulness of a variety of instruments used to obtain levels of anxiety, self-confidence, arousal, and performance. Trait anxiety was measured by the Sport Competition Anxiety Test (SCAT) (Martens, 1990) and levels of state anxiety and selfconfidence were measured using the Competitive State Anxiety Inventory-2 (CSAI-2) (Martens, 1990). Pre-game and game arousal levels were distinguished by monitoring heart rates via heart rate monitors. Performance of each athlete was evaluated by the head coach. An overall rating or score was determined through the use of a Performance Rating Inventory which was developed specifically for this study.Thirteen members of the Ball State Field Hockey Team, ranging in ages from 18-22 years, agreed to participate in this study. Data was collected for 19 competitions from their regular season schedule. The SCAT was administered to the athletes in a non-competitive environment_ to determine trait anxiety levels. Levels of state anxiety (cognitive and somatic), self-confidence, arousal, and performance were obtained for every competition played.Pearson Product-Moment Correlation was used to determine the relationship among levels of trait and state anxiety and arousal to playing performance. Overall, there was no statistically significant relationships found among these levels. A follow-up analysis examined the data by the three most competitive and three least competitive games of the season. Group means were graphed according to pre-game and game arousal and no significant difference was shown between the two levels of competitiveness. Group means of the three subscales of the CSAI-2 (cognitive, somatic and self-confidence) were also graphed. Cognitive and somatic state anxiety levels were at its highest and self-confidence was at its lowest for the more competitive games and cognitive and somatic state anxiety were at its lowest and self-confidence was at its highest for the least competitive games. As a result of these findings, physiologically the athletes approached both types of games similarly. The difference was in the mental approach which ultimately could of been the difference in a win or a loss.School of Physical Education
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Czerniak, Mary Lou. "How art teachers' Internet integration training and confidence levels effect the teachers' perceptions of resulting student performance." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000czerniakm.pdf.
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Pasco-Pacheco, Crestina. "My Personal Paso Doble: An Autoethnographic Performance “Starring” the Hidden Curriculum of Confidence Within International Latin DanceSport." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32274.
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Using an autoethnographic methodology in tandem with a social constructivist lens, the purpose of this study is to critically inquire into the implicit lessons learned by competitive Latin dancers from their participation in the hidden curriculum of DanceSport culture. Additionally, this research looks to outline the intrapersonal and interpersonal development experienced by DanceSport dancers. Doing so, I focus on the voice of the dancers in the exploration of International DanceSport studios and competition floors as sites of informal and non-formal education, particularly in relation to the hidden curriculum of DanceSport.
My role as an autoethnographic researcher and participant in this study was to collect data through multimodal expression, as well as ongoing dialogue with participants. As researcher and participant, I completed the same hands-on task and interview questions as participants, and journaled to explore thoughts concerning my DanceSport experience. Information obtained from interview transcripts and journal entries has been organized, coded, and analyzed creating themes. A description and interpretation of the findings uncovers the unifying theme(s) of six narratives. Narrative inquiry reveals that the hidden curriculum of DanceSport is the awakening and development of dormant confidence as dancers acquire implicit lessons pertaining to the development of intra and interpersonal knowledge. A discussion exploring the unique ways this dissertation contributes to the DanceSport community and body of literature concludes this study. This is alongside an assessment as to the culture’s ability to meet current goals of formal education, and the potential Latin DanceSport has to be used as an educational tool in the development of student well-being.
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Cao, Jennifer Yue. "The performance and robustness of confidence intervals for the median of a symmetric distribution constructed assuming sampling from a Cauchy distribution." Kansas State University, 2012. http://hdl.handle.net/2097/14897.
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Master of ScienceDepartment of Statistics
Paul Nelson
Trimmed means are robust estimators of location for distributions having heavy tails. Theory and simulation indicate that little efficiency is lost under normality when using appropriately trimmed means and that their use with data from distributions with heavy tails can result in improved performance. This report uses the principle of equivariance applied to trimmed means sampled from a Cauchy distribution to form a discrepancy function of the data and parameters whose distribution is free of the unknown median and scale parameter. Quantiles of this discrepancy function are estimated via asymptotic normality and simulation and used to construct confidence intervals for the median of a Cauchy distribution. A nonparametric approach based on the distribution of order statistics is also used to construct confidence intervals. The performance of these intervals in terms of coverage rate and average length is investigated via simulation when the data are actually sampled from a Cauchy distribution and when sampling is from normal and logistic distributions. The intervals based on simulation estimation of the quantiles of the discrepancy function are shown to perform well across a range of sample sizes and trimming proportions when the data are actually sampled from a Cauchy distribution and to be relatively robust when sampling is from the normal and logistic distributions.
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Petersen, Jodi Mikolajcik. "Performance Self-Appraisal Calibration of ESL Students on a Proficiency Reading Test." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6764.
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Self-assessment as a placement measure or accurate assessment of skill has been scrutinized in previous research. Findings have shown a general human tendency towards overconfidence in performance (Kruger & Dunning, 1999). This study looks at performance self-appraisals in an ESL population, with participants from varying cultural backgrounds. Performance self-appraisal calibration is a measure of the relationship between an examinee's perceived skill (or confidence) and their actual skill (or ability) on a given exam item (Phakiti, 2016). Being well-calibrated is an indication that test takers know their strengths and weaknesses and thus the difference between confidence and ability is minimal, whereas poorly calibrated examinees may be oblivious to their weaknesses. While some research has explored self-appraisal calibration in first language (Hassmén & Hunt, 1994; Gutierrez & Schraw, 2015; Stankov & Lee, 2014) and foreign language contexts (Bastola, 2016; Phakiti, 2016), the language research has been limited to the performance of native language speakers on norm-referenced tests. It still needs to be determined how test takers would perform on a criterion-referenced exam with items of differing difficulty parameters administered to examinees from different language backgrounds. To that end, a proficiency-based criterion-referenced reading comprehension test was administered to 96 ESL students with 8 different language backgrounds. To measure confidence, a pre- and post-test questionnaire was administered in addition to a confidence slider bar that was embedded into each test item. We investigated correlations between cultural background and item difficulty on the students' self-appraisal calibrations. Our results showed that ESL students were overconfident in their self-calibrations, and their overconfidence was more pronounced as item difficulty increased. There were significant differences based on native language background. Implications will be discussed.
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Shahid, Muhammad Sadiq. "Investor confidence, macroeconomic forces and the performance of stock market : an empirical investigation of the Pakistan stock market." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/18506/.
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This study investigates investor confidence and the macroeconomic factors contributing to the Stock market performance in Pakistan during the period 1997- 2012. We find that: (1) Macro economic variables play an important role in explaining stock market performance in Pakistan. (2) The effects of macroeconomic variables on the stock market performance across different sectors, different firm sizes, and different risk portfolios are somewhat different. (3) Historical stock return volatility significantly influences the current stock market volatility; and historical volatility shocks drive volatility changes in all sectors of the stock market. (4) Investor sentiment exhibits explanatory power in capturing financial market anomalies such as the size, sector momentum effect and betas of the firm. Particularly, there is a positive association between investor confidence and stock returns, and the majority of variations in stock returns are explained by the investor sentiment index. (5) The sensitivities of the stock market performance are different across different industries. (6) The findings also indicate that risky portfolio returns are more sensitive to the investor confidence, and vice versa. (7) Similarly, the large firms are less sensitive, where small firms are highly sensitive to the investors’ confidence. The findings let us to conclude that high risk firms and small firms are hard-to-arbitrage. Our findings facilitate policy-makers and practitioners to understand the importance of investor sentiment and take remedial measures to build confidence among investors.
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Parikh, Ankurben H. "Quality Control Using Inferential Statistics in Weibull Analyses for Components Fabricated from Monolithic Ceramics." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1332113563.
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Van, der Bergh Erika. "The influence of academic self-confidence on mathematics achievement / Erika van der Bergh." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10180.
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It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great
concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence.MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013
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Lerner, J. Dana (Jocelyn Dana). "Manipulation of Efficacy Information to Enhance Muscular Endurance Performance." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500762/.
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The present investigation was designed to examine the effects of the positive manipulation of information on self-efficacy and subsequent performance of 180 female subjects. High, moderate, and low self-efficacy subjects were randomly assigned to a treatment condition in a 3 x 4 x 3 (preexisting self-efficacy x efficacy information source x trials) factorial design. Information from the three efficacy sources of performance accomplishments, verbal persuasion, and vicarious experience was manipulated towards success after subjects completed a muscular leg endurance task. The results supported self-efficacy theory with high self-efficacy subjects extending their legs significantly longer than moderate and low self-efficacy subjects. However, subjects did not differentially [sic] respond to the manipulation of the efficacy information. Results are discussed in terms of efficacy as a mediator of performance on an endurance task as well as the lack of differential changes in efficacy based on the source from which that information is derived.
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Matoti, S. N., and 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.
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Published ArticleFirst-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.
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Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.
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Baxter, Lynn Z. (Lynn Zander). "The Association of Self-Directed Learning Readiness, Learning Styles, Self-Paced Instruction, and Confidence to Perform on the Job." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc935689/.
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Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.
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Klug, Justin James. "Effects of an Imagery Training Program on Free Throw Self-Efficacy and Performance of High School Basketball Players." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1156375861.
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Wendt, Herwig. "Contributions of Wavelet Leaders and Bootstrap to Multifractal Analysis : Images, estimation performance, dependence structure and vanishing moments. Confidence Intervals and Hypothesis Tests." Lyon, École normale supérieure (sciences), 2008. http://www.theses.fr/2008ENSL0474.
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Cette thèse étudie l'apport à l'analyse multifractale de l'utilisation des coefficients d'ondelettes dominants et des techniques statistiques bootstrap. Les propriétés statistiques de procédures d'analyse multifractale construites à partir de coefficients dominants sont caractérisées. L'extension aux images est validée. Plusieurs difficultés théoriques, cruciales en pratique, sont étudiées : régularité minimale, espaces fonctionnels, effet de linéarisation. L'originalité de notre approche bootstrap réside dans la construction de blocs temps-échelle, qui permet le calcul d'intervalles de confiance et tests d'hypothèse, à partir d'une seule observation de longueur finie. L'étude de la structure de dépendance des coefficients d'ondelettes des cascades multiplicatives montre que le nombre de moments nuls de l'ondelette d'analyse échoue à réduire la portée de la longue dépendance. Deux applications illustrent ces procédures : turbulence hydrodynamique et classification de texturesThis thesis studies the benefits of the use of wavelet Leaders and bootstrap methods for multifractal analysis. The statistical properties of wavelet Leader based multifractal analysis procedures are characterized, and the extension to images is validated. Certain theoretical questions of crucial practical importance are investigated: minimum regularity, function space embedding, linearization effect. The proposed bootstrap procedures permit the construction of confidence intervals and hypothesis tests from one single finite length observation of data. This is achieved by an original time-scale block bootstrap approach in the wavelet domain. The study of the dependence structures of wavelet coefficients of multiplicative cascades shows that the number of vanishing moments of the analyzing wavelet is ineffective for reducing the long range dependence structure. The multifractal analysis procedures are applied to hydrodynamic turbulence data, and to texture image classification
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Machuret, Jean-Jacques. "Les facteurs de la performance commerciale en formation professionnelle : le cas du néo formateur consultant (NFC)." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1052/document.
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Les facteurs de la performance commerciale en formation professionnelle, le cas du néo formateur consultant (N.F.C.). Constat empirique : Pendant plus de 10 ans, l’auteur a formé des demandeurs d’emplois (plus de 450). Dans le cadre des enseignements prodigués, une suspicion est née sur l’origine des difficultés des N.F.C. concernant les facteurs de la performance commerciale en formation professionnelle.Posture épistémologique : La finalité de la recherche est d'établir les facteurs de la performance commerciale en formation professionnelle, le cas du N.F.C. La démarche est de type classique, par une approche positiviste, en fonction du mode de recherche empirique et avec une validation du transfert dans l’univers de la formation professionnelle. Le mode de raisonnement qui s'est imposé est la démarche abductive selon un cadre de logique hypothético-déductif avec l'utilisation de la méthode Delphi. Nous concluons ensuite par des recommandations managériales. Schéma des travaux de recherche : Le point de départ est un groupe de 5 N.F.C. par choix aléatoire pour valider la suspicion. Ensuite l’Etat de l’art apporte les définitions, l'élaboration des concepts et la revue de littérature recherche les travaux existants dans le domaine, en France et dans les pays anglo-saxons. Les concepts d'expertise et de confiance sont ainsi mis en évidence. Les hypothèses sont définies par le groupe Delphi (20 experts et 4 tours d’expression des opinions) et validées par l'étude quantitative (301 réponses). Résultat : Cette méthode propose 2 facteurs de succès : la démonstration de l'expertise et le développement du climat de confiance, portés par 4 principaux paramètres influençant les 2 facteurs de succès, La compréhension du problème du client (95%), l'implication (91%), la réalisation d'actions similaires (86%) et la démonstration des méthodes utilisées (77%). Les recommandations managériales éclairées par le groupe d’experts : proposent aux N.F.C. de développer leur charisme et de faire autorité par la maîtrise de la rhétorique. Si le travail le dispute au talent, le N.F.C. verra les facteurs de sa performance commerciale transformer son expérience en expertise et son expertise en revenuThe purpose of this research is to establish factors for commercial performance in the professional training sector, the case of the N.T.C. (Neo Trainer Consultant). Empirical observation: The author has trained job seekers (more than 450) for over 10 years. Through this experience providing lessons, a suspicion arose regarding the origin of the difficulties (N.T.C.) concerning the factors for commercial performance in professional training.Research work plan: The start point is a group of five randomly selected N.T.C. to confirm the suspicion. Then the state of the art bring the definitions, the development of concepts, and the literature review, research the works that already exist in the field in France and in English-speaking countries. The concepts of expertise and confidence are highlighted.The hypotheses are defined by the Delphi group (20 experts and 4 rounds of expressed opinions) and validated by the quantitative study (301 responses). Result: This method offers 2 factors of success: demonstration of the expertise and establishment of the confidence ascribed to the 4 principal parameters influencing 2 factors of success : comprehension of the client's problem (95%), involvement (91%), realisation of similar actions (86%) and demonstration of the methods employed (77%).Managerial recommendations enlightend by the group of experts who suggest to the N.T.C to develop their charisma and authoritativeness by mastering their grasp of rhetoric. If the work creates a conflict between this notion and talent, the N.T.C. will see factors for commercial performance transform his experience into expertise and his expertise into income
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Ao, Yu. "The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5107.
Full textAbstract:
This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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Murray, Sara. "Instruction based manipulation of memory confidence and perceived responsibility in a non-clinical sample and its effects on checking behaviour and memory task performance." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659439.
Full textAbstract:
Individuals with Obsessive-Compulsive Disorder (OCD), specifically checking compulsions (CC), report they check because they doubt their memory ability. Repeated checking, however, appears to perpetuate checking behaviour and further enhances uncertainty over memory ability. It is unclear if a memory deficit underlies CC or whether beliefs about one's memory ability initially induce CC. Beliefs about one's metamemory (specifically low memory confidence: LMC) and a high sense of responsibility (HR) over preventing harm have separately been associated with CC. However, the influence of LMC and HR together have not causally been linked to actual checking or memory performance as yet. Therefore the current study manipulated healthy participants' (n= 61) memory confidence by providing either positive or negative false feedback on performance in a memory task involving presentation of verbal and visual items. Furthermore, high or low responsibility feedback was given to manipulate sense of responsibility. Performance (memory accuracy and response bias) and memory confidence for tasks on an actual recognition test were measured, in addition to checking behaviour (urge to check and actual checking). Results revealed that the manipulations did not affect urge to check but did affect memory confidence, specifically numerically enhancing actual checking of verbal stimuli in LMC groups. Memory accuracy was better for easier visual tasks but also response bias was more liberal for verbal items in LMC groups. The responsibility manipulation appeared to be ineffective. Thus metamemory beliefs may induce checking behaviour and affect memory task performance. Limitations of the study and the roles of task difficulty and response bias are discussed in relation to CC experimental investigations, but also regarding cognitive behavioural formulations and treatments of OCD.