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Journal articles on the topic 'Self-confidence'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

Grainger, Ruth Dailey. "Self-Confidence." AJN, American Journal of Nursing 90, no. 10 (October 1990): 12–14. http://dx.doi.org/10.1097/00000446-199010000-00002.

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2

Perry, Patricia. "Concept Analysis: Confidence/Self-confidence." Nursing Forum 46, no. 4 (October 2011): 218–30. http://dx.doi.org/10.1111/j.1744-6198.2011.00230.x.

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3

Sharma, Shruti. "Emotional Intelligence: A Strong Determinant of Self-Confidence." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 203–4. http://dx.doi.org/10.15373/2249555x/apr2013/66.

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4

Lee, Michele. "Dyspraxia: self-confidence and self-esteem." British Journal of Therapy and Rehabilitation 5, no. 10 (October 1998): 500–501. http://dx.doi.org/10.12968/bjtr.1998.5.10.14039.

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5

Davidhizar, Ruth E., and Ruth Shearer. "Increasing Self-Confidence Through Self-Talk." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 14, no. 2 (February 1996): 119–22. http://dx.doi.org/10.1097/00004045-199602000-00009.

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6

Sholiha, Sholiha, and Lailatuzzahro Al-Akhda Aulia. "Hubungan Self Concept dan Self Confidence." Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan 7, no. 1 (March 26, 2020): 41–55. http://dx.doi.org/10.35891/jip.v7i1.1954.

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A confidence and an attitude toward a persons ability to accept both positive and negative that are shaped and learned through the process of studying with a view to his own happiness. While self concept is an idea, mind, feeling, belief and position known by the individual in relating to others. The purpose of this study is to know a self concept relationship with a self confident. The hypothesis of this study is there's a self concept relationship with a self confidence. In the study, researchers used a quantitative approach in an attempt to test hypotheses that had been drafted. The subject in this study is a teenager sitting in class 7 and 8 MTS miftahul ulum pandaan. The sampling technique used was staggerate stratified random sampling. The analysis of data in this study uses the scale of self concept and self confidence. Data analysis was calculated by using product moment Pearson and acquired rxy by 0.657 with an r-tab 1% of 0.254. Thus there is a highly significant correlation between self concept and a self confidence.
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7

Hamzah, Khairum, Iskandar Waini, Rahaini Mohd Said, Nor Hamizah Miswan, Nurul Amira Zainal, and Aminah Ahmad. "Self-Confidence in Mathematics." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 10–13. http://dx.doi.org/10.31686/ijier.vol2.iss11.262.

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Self-confidence towards the studied subject is very important in order for students to succeed in their field of study. There is some relationship between self-confidence and the students’ achievement. The main objective of this study was to understand and examine Engineering Technology (ET) students’ attitudes towards the level of self-confidence or self-efficacy in mathematics during their class sessions at the Faculty of Engineering Technology (FTK), Universiti Teknikal Malaysia Melaka (UTeM). This study investigated the attitudes of 332 second year students in several field of studies at FTK, UTeM in the second semester of the 2013/2014 session. Students were given a set of questionnaire consisting of statements on their attitudes towards self-confidence in mathematics. This activity was performed during one of the classes. From the findings, a conclusion was drawn regarding the attitudes of ET students towards self-confidence in mathematics. The result shows that most ET students had positive self-confidence in mathematics. However, the level of confidence was not as high and depended on the students’ situations and current environment.
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8

Sakai, Toyoko. "Self-Confidence and Reflection." TRENDS IN THE SCIENCES 5, no. 2 (2000): 36–38. http://dx.doi.org/10.5363/tits.5.2_36.

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9

Bean, Joanne E. "Building Nurses Self-Confidence." Nursing Management (Springhouse) 22, no. 9 (September 1991): 72. http://dx.doi.org/10.1097/00006247-199109000-00022.

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10

Bellefleur, Carmelle. "Establishing Clinical Self-Confidence." Nursing Management (Springhouse) 22, no. 10 (October 1991): 99–101. http://dx.doi.org/10.1097/00006247-199110000-00020.

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11

Thomson, Helen. "Drug boosts self-confidence." New Scientist 234, no. 3129 (June 2017): 12. http://dx.doi.org/10.1016/s0262-4079(17)31101-6.

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12

Binnig, Horst. "Self-confidence Called for." MTZ worldwide 80, no. 12 (November 8, 2019): 78. http://dx.doi.org/10.1007/s38313-019-0148-3.

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13

Fulyani, Saelina, and Fadhila Malasari Ardini. "PROFIL SELF CONFIDENCE SISWA." JIEGC Journal of Islamic Education Guidance and Counselling 4, no. 2 (December 15, 2023): 43–50. http://dx.doi.org/10.51875/jiegc.v4i2.259.

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Program Bimbingan dan Konseling (BK) merupakan komponen integral sistem pendidikan pada setiap satuan pendidikan, yang berupaya memfasilitasi dan memandirikan peserta didik agar mencapai perkembangan yang utuh dan optimal. Semasa SMA, peserta didik dituntut untuk menjadi pribadi yang mandiri dan mampu mengambil pilihan, bertanggung jawab serta memiliki daya adaptasi tinggi terhadap dinamika kehidupan yang dihadapinya. Penelitian jenis deskriptif kuantitatif ini merupakan suatu pendekatan yang memungkinkan dilakukannya pencatatan data hasil penelitian secara nyata dalam bentuk angka sehingga memudahkan dalam proses analisis data dan penafsirannya. Data kuantitatif diperoleh dari instrumen (angket) pengungkap self confidence siswa. Penelitian dilaksanakan pada siswa kelas XII MAS Muhammadiyah Kubangkondang tahun ajaran 2022/2023 dengan jumlah total siswa sebanyak 41 orang, 19 orang siswa laki-laki dan 22 orang siswa perempuan. Adapun proses tabulasi data menggunakan MS Excel 2010 dibantu menggunakan program SPSS versi 26.0. Berdasarkan pengolahan data siswa kelas XII MAS Muhammadiyah Kubangkondang memiliki tingkat self confidence dengan capaian skor aktual 5579 dari skor maksimal ideal 8692 atau mencapai 64,18%, dengan demikian self confidence siswa kelas XII MAS Muhammadiyah Kubangkondang tergolong “tinggi”. Kemudian hasil pengukuran aspek-aspek self confidence siswa sebagai berikut: a) aspek keyakinan akan kemampuan diri (67,53%); 2) aspek optimis (62,31%); 3) aspek objektif (44,51%); 4) aspek bertanggung jawab (61,24%); dan 5) aspek rasional dan realistis (65,24%). Jadi dapat disimpulkan bahwa tingkat self confidence siswa kelas XII MAS Muhammadiyah Kubangkondang tahun ajaran 2022/2023 berada pada kategori yang tinggi.
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14

Cheng, Guangyun. "Chinese culture: self‐awareness and self‐confidence." Social Sciences in China 29, no. 4 (November 2008): 195–204. http://dx.doi.org/10.1080/02529200802500532.

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15

Giana, Devira Putri, and Citra Novita Nur Amalia. "Pengembangan Aplikasi Permainan Self-Confidence Book untuk Meningkatkan Self-Confidence pada Anak Tunagrahita." Jurnal Pendidikan Kebutuhan Khusus 4, no. 2 (November 29, 2020): 48–51. http://dx.doi.org/10.24036/jpkk.v4i2.550.

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The purpose of this study is to increase self-confidence in mentally retarded children who are designed using an application-based self-confidence book so as to provide attraction to the mentally retarded child. The method used in this study is the study of literature by examining 8 journals related to the self-confidence book (busy book) game. The literature review results that have been reviewed are used to develop this research related to application-based self confidence book games for mentally retarded children.The results showed that of 30 mentally retarded children in the intervention group before being given a game showed 16 children experienced insecurity with an average of 2.13, while in the control group showed 18 children experienced insecurity with an average of 1.73. After being given a game in the intervention group showed 14 children experienced self-confidence with an average of 3.20 while in the control group showed 17 children experienced self-confidence with an average of 1.70. There was an increase in the average self-confidence of mentally retarded children before and after the game was given with an average of 2.13 before the intervention and 3.20 after the intervention was given to the intervention group.
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16

Azimova, M. "Self-confidence in Oral Performance." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 444–52. http://dx.doi.org/10.33619/2414-2948/53/52.

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This article indicates the level of self-confidence during the oral performance of the students such as in speaking activities as well as the self-efficacy in their oral task achievements. Self-confidence is believed to be a psychological factor which has a considerable influence on students’ speaking skills. The purpose of this article is identifying the student’s self-confidence conducting the students’ survey on their self-confidence, in acquiring the English language with the help of questionnaire and students’ responds are analyzed by the author.
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17

Guzmán Urrego, Luna, and Astrid Ramírez Valencia Ramírez Valencia. "Creative writing: Creating self-confidence." Revista Boletín Redipe 10, no. 13 (April 7, 2022): 112–19. http://dx.doi.org/10.36260/rbr.v10i13.1732.

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Developing teenage students’ self-confidence could be difficult. Their age, likes, beliefs, attitudes, and perceptions are constant obstacles to learning a new language, even more, if they do not feel comfortable in their classroom. This article reflects on the implementation of creative writing and how other aspects as critical thinking, development of language skills, motivation, among others, can be improved while focusing on writing in a “funny way” based on the information gathered through different researches and personal teaching experience.
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18

Guzmán Urrego, Luna, and Astrid Ramírez Valencia. "Creative writing: creating self-confidence." Revista Boletín Redipe 11, no. 1 (January 13, 2022): 344–51. http://dx.doi.org/10.36260/rbr.v11i1.1646.

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El desarrollo de la autoconfianza en estudiantes adolescentes puede resultar difícil. Su edad, gustos, creencias, actitudes y percepciones son obstáculos constantes para aprender un nuevo idioma, más aún, si no se sienten cómodos en su salón de clases. Este artículo reflexiona sobre la implementación de la escritura creativa y cómo se pueden mejorar otros aspectos como el pensamiento crítico, el desarrollo de las habilidades lingüísticas, la motivación, entre otros, mientras se enfoca en escribir de manera “divertida” tomando como base información recopilada a través de diferentes investigaciones y la experiencia personal en el ámbito de la enseñanza.
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19

Flåm, Sjur Didrik, and Alf Erling Risa. "Ability, Self-Confidence, and Search." Journal of Institutional and Theoretical Economics 159, no. 3 (2003): 439. http://dx.doi.org/10.1628/0932456032954738.

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20

Davies, Don. "How to…Generate self-confidence." Nursing Standard 2, no. 45 (August 13, 1988): 34. http://dx.doi.org/10.7748/ns.2.45.34.s66.

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21

Головина, Е. В. "SELF CONFIDENCE: VALUE-MOTIVATIONAL ASPECT." Институт психологии Российской академии наук. Социальная и экономическая психология, no. 3(19) (October 28, 2020): 175–96. http://dx.doi.org/10.38098/ipran.sep.2020.19.3.007.

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Целью исследования являлось теоретическое обоснование и выявление взаимосвязей между уверенностью в себе , атрибутивным стилем (АС), смысложизненными ориентациями (СЖО) и уровнем переживания счастья , а также различий в их уровне у респондентов с разной выраженностью уверенности в себе . Для проверки гипотез проведено эмпирическое исследование, в котором использовались следующие методики: Тест уверенности в себе В.Г. Ромека; опросник атрибутивного стиля - ШОСТО (М. Селигман, адаптация Т.О. Гордеевой и др.); тест СЖО Д.А. Леонтьева; Эмоциональный тест М. Фордайса. В исследовании приняли участие люди с разным уровнем образования и с разным материальным достатком (60 респондентов, от 20 до 60 лет). Для анализа данных использовались методы непараметрической статистики (анализ корреляций Спирмена, и критерий Краскалла-Уоллиса для определения различий между группами респондентов). В эмпирическом исследовании основные гипотезы подтвердились: обнаружены взаимосвязи уверенности с АС, СЖО и переживанием счастья; выявлены значимые различия в субъективном уровне переживания счастья, в уровне АС как в позитивных, так и в негативных ситуациях, а также в уровне выраженности СЖО у людей с разной степенью уверенности в себе. Сделан вывод о том, что высокая выраженность уверенности соответствует экзистенциальной наполненности жизнью, оптимизму и счастью. The aim of the study was to provide theoretical justification and identify the relationships between self-confidence, attributive style (AS), meaning-life orientations (MLO) and the level of happiness experience, as well as differences in their level in respondents with different expressions of self-confidence. To test the hypotheses, an empirical study was conducted, which used the following methods: V.G. Romek's self-confidence test; attributive style questionnaire (M. Seligman, adaptation by T.O. Gordeeva, etc.); D.A. Leontiev's MLO test; M. Fordyce's Emotional test. The study involved people with different levels of education and with different material wealth (60 respondents, from 20 to 60 years). Nonparametric statistical methods were used for data analysis (Spearman correlation analysis, and the Kruskall-Wallis test for determining differences between groups of respondents). In an empirical study, the main hypotheses were confirmed: the relationship of confidence with AS, MLO, and the experience of happiness was found; significant differences were found in the subjective level of happiness experience, in the level of as in both positive and negative situations, as well as in the level of expression of MLO among people with different degrees of self-confidence.
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22

Dalen, J. van. "Assessment practices undermine self-confidence." Medical Education 36, no. 4 (April 2002): 310–11. http://dx.doi.org/10.1046/j.1365-2923.2002.01191.x.

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23

Benabou, R., and J. Tirole. "Self-Confidence and Personal Motivation." Quarterly Journal of Economics 117, no. 3 (August 1, 2002): 871–915. http://dx.doi.org/10.1162/003355302760193913.

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24

Kleitman, Sabina, and Lazar Stankov. "Self-confidence and metacognitive processes." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 45–69. http://dx.doi.org/10.2298/zipi0501045k.

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This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT). The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.
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25

Fyodor Lukyanov. "POWER VACUUM AND SELF-CONFIDENCE." Current Digest of the Russian Press, The 72, no. 022 (May 31, 2020): 19–20. http://dx.doi.org/10.21557/dsp.60081745.

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26

Fyodor Lukyanov. "POWER VACUUM AND SELF-CONFIDENCE." Current Digest of the Russian Press, The 72, no. 022 (May 31, 2020): 19–20. http://dx.doi.org/10.21557/dsp.60180405.

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27

Kleitman, Sabina, and Lazar Stankov. "Self-confidence and metacognitive processes." Learning and Individual Differences 17, no. 2 (April 2007): 161–73. http://dx.doi.org/10.1016/j.lindif.2007.03.004.

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28

Hollenbeck, George P., and Douglas T. Hall. "Self-confidence and Leader Performance." Organizational Dynamics 33, no. 3 (August 2004): 254–69. http://dx.doi.org/10.1016/j.orgdyn.2004.06.003.

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29

White, Krista A. "Self-Confidence: A Concept Analysis." Nursing Forum 44, no. 2 (April 2009): 103–14. http://dx.doi.org/10.1111/j.1744-6198.2009.00133.x.

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30

FELTZ, DEBORAH L. "Self-Confidence and Sports Performance." Exercise and Sport Sciences Reviews 16 (1988): 423???458. http://dx.doi.org/10.1249/00003677-198800160-00016.

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31

Lirgg, Cathy D., and Deborah L. Feltz. "Female Self-Confidence in Sport." Journal of Physical Education, Recreation & Dance 60, no. 3 (March 1989): 49–54. http://dx.doi.org/10.1080/07303084.1989.10603971.

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32

Albrecht, Konstanze, Emma von Essen, Juliane Parys, and Nora Szech. "Updating, self-confidence, and discrimination." European Economic Review 60 (May 2013): 144–69. http://dx.doi.org/10.1016/j.euroecorev.2013.02.002.

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33

Charness, Gary, Aldo Rustichini, and Jeroen van de Ven. "Self-confidence and strategic behavior." Experimental Economics 21, no. 1 (May 13, 2017): 72–98. http://dx.doi.org/10.1007/s10683-017-9526-3.

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34

Selvakumar, K., S. Parthasarathy, Marinarai ., and Sumitra Das. "Spiritual meditation on self confidence." International Journal of Sports, Health and Physical Education 1, no. 1 (January 1, 2019): 21–24. http://dx.doi.org/10.33545/26647559.2019.v1.i1a.6.

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35

ISHIKAWA, Chie. "Concept analysis of ‘self-confidence’: the applicability of self-confidence to mid-career midwives." Journal of Japan Academy of Midwifery 32, no. 2 (December 25, 2018): 85–100. http://dx.doi.org/10.3418/jjam.jjam-2018-0006.

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36

Beattie, Stuart, Lew Hardy, and Tim Woodman. "Precompetition Self-Confidence: The Role of the Self." Journal of Sport and Exercise Psychology 26, no. 3 (September 2004): 427–41. http://dx.doi.org/10.1123/jsep.26.3.427.

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Higgins’ (1987) self-discrepancy theory holds that certain emotions occur as a result of discrepancies between pairs of psychological entities called self-guides. The present study explored self-discrepancies in self-confidence in relation to performance and cognitive anxiety. Slalom canoeists (n = 81) reported ideal, ought, and feared levels of self-confidence 3 hours before a national ranking slalom tournament. Within a half-hour of the start of the race, canoeists reported their actual self-confidence and cognitive anxiety levels. Hierarchical multiple-regression analyses revealed that self-discrepancies predicted significantly more performance variance than actual self-confidence alone. Additionally, hierarchical multiple-regression analyses revealed that, contrary to the specific predictions of self-discrepancy theory, ideal and feared discrepancies (not “ought” and “feared” discrepancies) significantly predicted cognitive anxiety. Additional findings, implications, and directions for further research into the nature of the self in sport are discussed.
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37

Kane, Anna, Joanna Yarker, and Rachel Lewis. "Measuring self-confidence in workplace settings: A conceptual and methodological review of measures of self-confidence, self-efficacy and self-esteem." International Coaching Psychology Review 16, no. 1 (2021): 67–89. http://dx.doi.org/10.53841/bpsicpr.2021.16.1.67.

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Coaching is often used to improve self-confidence however little is known about how self-confidence is measured. For practitioners looking to evaluate their work, being able to measure self-confidence is key. This systematic review presents findings from a conceptual and methodological review of measures of self-confidence, self-efficacy and self-esteem and considers their use in workplace settings. Three databases (EBSCOhost business source premier, Proquest ABI/INFORM Collection and ASSIA and PsycINFO) were searched to retrieve empirical studies published up until 2017, with no lower time limit. A search of theses and dissertations was also conducted. 15 papers met the inclusion criteria providing the development and properties of 15 different measures of self-confidence. The conceptual review included a thematic analysis of the items across all measures and Skinner’s (1981) validity evidence framework was chosen to underpin the methodological review. A number of conceptual and methodological limitations of the available measures were noted. The available measures do not comprehensively measure the construct of self-confidence. Furthermore, they are limited in their design and development, their psychometric properties and validity in a workplace setting. We conclude that current measures are unlikely to measure self-confidence effectively within workplace settings and make recommendations for future developments.
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Li, Xin, and Li Ma. "Chinese management research needs self-confidence but not over-confidence." Asia Pacific Journal of Management 37, no. 2 (February 28, 2018): 481–98. http://dx.doi.org/10.1007/s10490-018-9562-3.

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39

Hellén, Katarina, and Maria Sääksjärvi. "Is consumer self-confidence a stable phenomenon? The effect of mood on self-confidence dimensions." Journal of Customer Behaviour 10, no. 3 (October 14, 2011): 223–43. http://dx.doi.org/10.1362/147539211x602496.

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40

Kaur, Ms Manpreet, and Dr Seema Agnihotri. "EFFECT OF PRIVATE TUTORING ON SELF-CONFIDENCE AMONG SECONDARY SCHOOL STUDENTS." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2989–98. http://dx.doi.org/10.37200/ijpr/v24i4/pr201411.

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41

Nabilah, Bella Rifqi, Fatwa Tentama, and Herlina Siwi Widiana. "Employability Predictor Factors : Resilience, Self-Esteem, and Self-Confidence." Psikostudia : Jurnal Psikologi 11, no. 2 (May 24, 2022): 240. http://dx.doi.org/10.30872/psikostudia.v11i2.7357.

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This purpose of this study is to empirically examine the relationship between resilience, self-esteem, and self-confidence with employability. The researcher used class XI and XII students of private vocational schools in Kutawaluya as research subjects. The criteria that researchers set are students who have completed the industrial work practice program. The research sample consisted of 78 students of class XI and XII Business and Motorcycle Engineering, XI and XII Office Automation and Governance. Researchers obtained it by means of cluster random sampling technique. The measurement instrument that the researcher uses is the Likert model scale (employability scale, resilience scale, self-esteem scale, self-confidence scale) which the researcher compiled himself. The data analysis that the researcher uses is multiple linear regression with the SPSS V26 program. The results of the analysis show that simultaneously there is a very significant relationship between resilience, self-esteem, and self-confidence with employability (R = 0.884 and Sig. = 0.000). Based on these results, it can be concluded that the variables of resilience, self-esteem, and self-confidence can be predictors of high and low employability , so that the higher the resilience, self-esteem, and self-confidence of students, the higher the level of employability they have. Penelitian ini bertujuan untuk menguji secara empiris hubungan antara resiliensi, harga diri, dan kepercayaan diri dengan employability. Peneliti menggunakan siswa kelas XI dan XII SMK Swasta yang ada di Kutawaluya sebagai subjek penelitian. Kriteria yang peneliti tetapkan yaitu siswa-siswa yang telah menyelesaikan program praktek kerja industri. Sampel penelitian berjumlah 78 yang terdiri dari siswa kelas XI TBSM, XI OTKP, XII TBSM dan XII OTKP. Peneliti memperolehnya dengan cara teknik cluster random sampling. Instrumen pengukuran yang peneliti gunakan adalah skala model likert (skala employability, skala resiliensi, skala harga diri, skala kepercayaan diri) yang peneliti susun sendiri. Analisis data yang peneliti gunakan adalah regresi linier berganda dengan program SPSS V26. Hasil dari analisis menunjukkan bahwa secara simultan ada hubungan yang sangat signifikan antara resiliensi, harga diri, dan kepercayaan diri dengan employability (R = 0,884 dan Sig. = 0,000). Berdasarkan hasil tersebut dapat disimpulkan bahwa variabel resiliensi, harga diri, dan kepercayaan diri mampu menjadi prediktor dari tinggi rendahnya employability, sehingga semakin tinggi resiliensi, harga diri, dan kepercayaan diri siswa maka semakin tinggi juga tingkat employability yang dimilikinya.
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42

Woodman, Tim, Sally Akehurst, Lew Hardy, and Stuart Beattie. "Self-confidence and performance: A little self-doubt helps." Psychology of Sport and Exercise 11, no. 6 (November 2010): 467–70. http://dx.doi.org/10.1016/j.psychsport.2010.05.009.

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Ulianova, T. Yu. "SELF ATTITUDE OF PERSONS WITH DIFFERENT TYPES SELF-CONFIDENCE." Habitus, no. 14 (2020): 217–21. http://dx.doi.org/10.32843/2663-5208.2020.14.36.

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44

Manning, Philip, and George Ray. "Shyness, Self-Confidence, and Social Interaction." Social Psychology Quarterly 56, no. 3 (September 1993): 178. http://dx.doi.org/10.2307/2786777.

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45

Swatinah, Titin, Muhammad Syamsul Arifin, and Sitti Ernawati. "Layanan Konseling Kelompok Terhadap Self Confidence." Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi 2, no. 2 (September 1, 2019): 48–55. http://dx.doi.org/10.36835/jcbkp.v2i2.718.

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This research is the target to be achieved through a series of research activities. Thus, this study specifically aims to determine the Effect of Group Counseling Services on Self Confidence of Class XI Students of HidayatulMubtadiin Vocational School, SidodadiTempurejo, Academic Year 2018/2019.Based on the results of the study, the results of the analysis showed that the value of rxy obtained was 0.458. This number is greater and the r table is significant at 5% = 0.202 with the number of respondents (N) = 95. This result gives the understanding that the null hypothesis (Ho) reads "There is no Effect of Group Counseling Services on Self Confidence of Hidayatul Vocational High School Students MubtadiinSidodadiTempurejo 2018/2019 Academic Year "was rejected. While the working hypothesis (Ha) which reads, "There is the Effect of Group Counseling Services on Self Confidence of Class XI Students of HidayatulMubtadiin Vocational School, SidodadiTempurejo 2018/2019 Academic Year," accepted. Thus the conclusion was the influence of Group Counseling Services on Self Confidence of Class XI Students of HidayatulMubtadiin Vocational School, SidodadiTempurejo, Academic Year 2018/2019. Keywords: Group Counseling, Self Confidence
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46

Allo, Markus Deli Girik, and Arnovan Priawan. "Students' Self-Confidence in Speaking Skill." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (March 20, 2019): 11–14. http://dx.doi.org/10.30605/jsgp.2.1.2019.1263.

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The objective of the research was to find out whether or not describing people improve students’ self-confidence in speaking skill by the second grade of SMK Kristen Makale. In doing this research, the writer used quantitative method. The population of this research was the second grade students which consist of 139 students and divided into eight classes. This research employs a cluster sampling where the writer took only 25 students as respondents. The instrument that used by the writer in collecting data is questionnaire. The result of this research found that describing people could improve students’ self-confidence in speaking. It was proved by the mean score of the students in questionnaire one (Q1) is 67.88 (precisely self-confidence level) and students mean score in questionnaire two (Q2) is 79.76 (medium self-confidence level). It means that the students have shown raising the self-confidence level from precisely into the medium after learning using describing people.
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Caziot, Baptiste, and Pascal Mamassian. "Perceptual confidence judgments reflect self-consistency." Journal of Vision 21, no. 12 (November 18, 2021): 8. http://dx.doi.org/10.1167/jov.21.12.8.

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48

Leis, Adrian. "Flipped Learning and Linguistic Self-Confidence." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 1 (January 2022): 1–14. http://dx.doi.org/10.4018/ijcallt.291107.

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The purpose of this study was to gain an understanding of what kind of student benefits most from studying under the flipped learning method. A total of 43 Japanese university students studying in a language pedagogy course participated in this quasi-experimental study. Qualitative data was taken from 385 study journal entries and interviews with 15 of the participants. The language (i.e., English or Japanese) used by students in the journals and interviews was used to measure their linguistic self-confidence. The results suggested that students with high linguistic self-confidence perceive the videos used for the flipped class as beneficial for their learning but that they preferred to challenge themselves by reading the textbook without scaffolding from the videos. Students with medium and low linguistic self-confidence, however, indicated that they found the videos were beneficial for increasing their understanding of the content of the textbook and thus participate actively in discussions held during class.
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EISENBERG, THEODORE. "On Building Self-Confidence in Mathematics." Teaching Mathematics and its Applications 10, no. 4 (1991): 154–58. http://dx.doi.org/10.1093/teamat/10.4.154.

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50

Kloosterman, Peter. "Self-confidence and motivation in mathematics." Journal of Educational Psychology 80, no. 3 (1988): 345–51. http://dx.doi.org/10.1037/0022-0663.80.3.345.

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