Journal articles: 'University confidence'

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Igawa, Jennifer, and Douglas Forrester. "University in English? Questions of Confidence." Language Teacher 40, no. 6 (November 1, 2016): 9. http://dx.doi.org/10.37546/jalttlt40.6-3.

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This paper reports on an investigation into the low application rates of students at a Japanese public high school with an international studies curriculum to English-medium university programs in Japan. The study examines one potential reason for low application rates among students who have expressed interest in such university programs. An examination of confidence in the four basic skill areas, and specifically in respect to participation in such programs, shows that these students had lower confidence in their speaking skills relative to their listening, reading, and writing skills. The questions that arise from this research, including whether or not confidence levels influence application rates, are meaningful not only for universities offering English-medium curricula, but also for primary and secondary school educators. 本論文では、ある公立高校国際学科の生徒の、全授業を英語で行う日本の大学の学部に対する出願率が低いことに関する調査を報告する。本調査では、英語で授業を行う学部への生徒の関心が高いにもかかわらず、出願率が低い潜在的理由について分析を行った。上述の学部での授業に必要となる英語の４技能に関して、生徒の自信レベルを調査したところ、リスニング、リーディング、ライティングのスキルに比べて、スピーキングスキルに対する自信が低いという結果が示された。本調査結果から示唆される課題は、生徒の自信レベルが出願率に影響を与えるかという問題にとどまらず、英語によるカリキュラムを実施する大学及び、小、中、高校の教育関係者にとっても非常に重要である。

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Lanier, A. B., M. A. Collins, B. Goldfine, J. A. Beck, and M. V. Nahas. "EXERCISE CONFIDENCE AND PROFILES OF URBAN UNIVERSITY STUDENTS." Medicine & Science in Sports & Exercise 35, Supplement 1 (May 2003): S188. http://dx.doi.org/10.1097/00005768-200305001-01044.

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Sander, Paul, and Jesús de la Fuente. "Undergraduate Student Gender, Personality and Academic Confidence." International Journal of Environmental Research and Public Health 17, no. 15 (August 1, 2020): 5567. http://dx.doi.org/10.3390/ijerph17155567.

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Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, whereas the relationship between sex and academic confidence has been mixed. Using self-report measures of personality and academic confidence from 1523 Spanish students, it was found that the female students were more confident in their grades, studying and attendance components of academic confidence and had higher scores for conscientiousness, agreeableness and neuroticism personality measures. A multiple regression analysis found that personality predicts academic confidence, with conscientiousness being the trait that statistically loaded the most strongly. This research further confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of personality and, especially, academic confidence could be usefully used in student support situations to help students acquire the strategies and skills that lead to successful university study. It is suggested that further research in the area needs to include outcome or achievement measures and measures of hypothetical constructs, such as personality and academic confidence, that go beyond self-report measures.

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Hemmings, Brian, and Russell Kay. "University lecturer publication output: qualifications, time and confidence count." Journal of Higher Education Policy and Management 32, no. 2 (March 12, 2010): 185–97. http://dx.doi.org/10.1080/13600800903575520.

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Alrahabi, Mothanna. "The confidence of undergraduate dental students in Saudi Arabia in performing endodontic treatment." European Journal of Dentistry 11, no. 01 (January 2017): 017–21. http://dx.doi.org/10.4103/ejd.ejd_190_16.

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ABSTRACT Objective: This study examined the endodontic experience, perceptions of endodontic practice, and self-rated confidence of dental students enrolled in Taibah University, Saudi Arabia. Materials and Methods: A questionnaire was distributed to 41 undergraduate dental students registered in endodontic courses in the 2015 academic year. The questionnaire evaluated their confidence performing nonsurgical root canal treatment. The level of confidence was classified using a 5-point scale as “very confident,” “confident,” “neutral,” “not very confident,” or “not at all confident.” The data were analyzed using SPSS version 20.0 (SPSS, Chicago, IL, USA). Results: The participation rate was 93%. The maxillary incisor was the most common first tooth treated. The students were relatively confident, but their confidence levels were lower regarding endodontic radiology, evaluation of root canal obturation, and determining the correct recall period for the patient. Conclusion: The confidence of undergraduates in endodontics must be enhanced to increase their clinical competence when performing root canal treatment.

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Schaeffer, Donna M., and Patrick C. Olson. "Securing Confidence With Data Escrow." International Journal of Management & Information Systems (IJMIS) 22, no. 2 (December 5, 2018): 1–6. http://dx.doi.org/10.19030/ijmis.v22i2.10225.

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In the past several years, the general public has had concerns about hacking and identity theft. Headlines in news media include computer system breaches at popular and respected companies like Target and universities like The University of California at Berkeley. This paper explores options available for providing the general public with the benefits of the information age while mitigating against the security risks. We begin with a discussion of it is reasonable for the general public to expect organizations engaged primarily in commerce to provide for their cybersecurity. We then look at how electronic transactions are currently secured. We conclude with a consideration of the “protocols” or “institutions” that might provide for security for consumers.

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Simon, Annette. "Levels of motivation and confidence among first year university learners." TEANGA, the Journal of the Irish Association for Applied Linguistics 23 (July 16, 2019): 45–57. http://dx.doi.org/10.35903/teanga.v23i0.139.

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This paper explores some motivational aspects of foreign language grammar learning. Subjects are Irish first-year university students of German with five years’ previous language learning experience. Findings are presented with regard to learners’ reaction to a dedicated grammar class which was designed in order to assist students in the transition from a primarily memory-based approach to language learning to a cognitive-analytical approach. Two cross-sectional sets of investigations were conducted, one at the beginning of the first semester and the other at the end of the second semester, in which both qualitative and quantitative elicitation instruments (interviews and questionnaires) were used. Results for the questionnaires and the follow-up interviews conducted at the end of semester two of year one reveal that learners reacted positively to the grammar programme and that confidence levels with regard to German grammar learning and usage had increased.

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Akbari, Myrza, Firmansyah Dlis, and Widiastuti Widiastuti. "THE EFFECT AT MUSCLE POWER ARM, HAND-EYE COORDINATION, FLEXIBILITY AND SELF CONFIDENCE UPON BADMINTON SMASH SKILL." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, no. 2 (December 28, 2017): 84–94. http://dx.doi.org/10.21009/jipes.032.07.

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This study aims to reveal whether there is effect muscle power arm, hand eye coordination, flexibility and confidence to smash badminton skills, either directly or indirectly. The research was conducted at the Serambi Mekkah University, with a sample consisting of 73 samples were selected from 677 students from the Serambi Mekkah University penjaskesrek program.. The analysis technique used in this research is using path analysis (path analysis), with the aim to identify the direct and indirect effect between variables. The results showed that: (1) Arm muscle power directly effect the confidence of 4.62%, (2) Hand-eye coordination has a direct effect on confidence of 59.29%. (3) Flexibility of the torso indirectly effect the confidence of 92.69%, (4) Arm muscle power indirectly effect badminton smash skills of 66.55%. (5) Eye-hand coordination directly effects badminton smash skills by 8.64%, (6) Flexibility of the torso directly effects badminton smash skills by 10.43%, (7) Confidence directly effects badminton smash skills of 14.90%. Keywords:Badminton smash skills, muscle power arm, hand- eye coordination, flexibility, confident

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Akbari, Myrza, Firmansyah Dlis, and Widiastuti Widiastuti. "THE EFFECT AT MUSCLE POWER ARM, HAND-EYE COORDINATION, FLEXIBILITY AND SELF CONFIDENCE UPON BADMINTON SMASH SKILL." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 1 (July 30, 2018): 57–64. http://dx.doi.org/10.21009/jipes.041.05.

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This study aims to reveal whether there is effect muscle power arm, hand eye coordination, flexibility and confidence to smash badminton skills, either directly or indirectly. The research was conducted at the Serambi Mekkah University, with a sample consisting of 73 samples were selected from 677. physical education, health and recreation students, serambi mekkah university of Banda Aceh" . The analysis technique used in this research is using path analysis (path analysis), with the aim to identify the direct and indirect effect between variables. The results showed that: (1) Arm muscle power directly effect the confidence of 4.62%, (2) Hand-eye coordination has a direct effect on confidence of 59.29%. (3) Flexibility of the torso indirectly effect the confidence of 92.69%, (4) Arm muscle power indirectly effect badminton smash skills of 66.55%. (5) Eye-hand coordination directly effects badminton smash skills by 8.64%, (6) Flexibility of the torso directly effects badminton smash skills by 10.43%, (7) Confidence directly effects badminton smash skills of 14.90%. Keywords: Badminton smash skills, muscle power arm, hand- eye coordination, flexibility, confident

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Akbari, Omidullah, and Javed Sahibzada. "Students’ Self-Confidence and Its Impacts on Their Learning Process." American International Journal of Social Science Research 5, no. 1 (January 22, 2020): 1–15. http://dx.doi.org/10.46281/aijssr.v5i1.462.

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The purpose of this study was to measure students’ self-confidence and finds its impacts on their learning process at Kandahar University. The study is descriptive in nature where quantitative questionnaire is used to collect data through stratified sampling from 1375 male and female students. The findings revealed only some of the students were low self-confident and most students were highly self-confident. In addition, students’ self-confidence effected their learning in areas of students’ participation, in seeking goal, developing interest in lessons, in decreasing students’ anxiety, they are being comfortable with their instructors and classmates and also in sharing their opinions related to lessons in class.

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Kohnke, Lucas, and Andrew Jarvis. "Enriching students’ language skills and confidence through a university mentoring scheme." Journal of Education for Teaching 45, no. 2 (November 23, 2018): 223–24. http://dx.doi.org/10.1080/02607476.2018.1548176.

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Lawal, Abiodun Musbau, Erhabor Sunday Idemudia, and Omotola Peter Adewale. "Academic self-confidence effects on test anxiety among Nigerian university students." Journal of Psychology in Africa 27, no. 6 (November 5, 2017): 507–10. http://dx.doi.org/10.1080/14330237.2017.1375203.

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Hlalele, Dipane, and Gregory Alexander. "Academic Behavioural Confidence of First-entering Humanities University Access Program Students." Journal of Social Sciences 26, no. 3 (March 2011): 203–9. http://dx.doi.org/10.1080/09718923.2011.11892897.

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Palpanadan, Sarala Thulasi, Iqbal Ahmad, Ros Eliana Ahmad Zuki, Zulida Abdul Kadir, and Mazlan bin Aris. "English-Speaking Confidence among Malaysian Technical University Students: A Pilot Study." English Literature and Language Review, no. 67 (August 9, 2020): 105–9. http://dx.doi.org/10.32861/ellr.67.105.109.

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Speaking in English confidently is a challenging task but very crucial for university students. Graduates with good communication efficiency especially in the engineering field are greatly demanded in the current work industry. Performing confidently is not only important for scoring academic tasks but also to help expand the revenue of the companies at workplace. Thus, a pilot study was conducted to investigate the perceptions of a public technical university engineering undergraduates’ confidence level in speaking English. A mixed method design was employed where a survey and semi-structured interview were conducted for data collection. The participants were selected using purposive sampling method where a total number of 50 undergraduates provided valid responses to the online questionnaire and 5 undergraduates participated in the semi-structured interview. Descriptive statistics using Statistical Package for the Social Science Version 25.0 (SPSS version 25.0) and thematic analysis were adopted for data analyses. The results revealed three main areas that were identified as important to build the students’ confidence in speaking: applying manual skills, familiarization of vocabulary and correct usage of grammar. The findings also highlighted that the participants felt that more public speaking practices should be provided to them to improve their confidence level further in speaking English fluently.

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Mudzingiri, Calvin, John W. Muteba Mwamba, Jacobus Nicolaas Keyser, and Wai Ching Poon. "Financial behavior, confidence, risk preferences and financial literacy of university students." Cogent Economics & Finance 6, no. 1 (January 1, 2018): 1512366. http://dx.doi.org/10.1080/23322039.2018.1512366.

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Telbis, Nicola Miky, Lars Helgeson, and Cheryl Kingsbury. "International Students’ Confidence and Academic Success." Journal of International Students 4, no. 4 (October 1, 2014): 330–41. http://dx.doi.org/10.32674/jis.v4i4.452.

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Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a correlation exists among a sense of self-efficacy and each of these four issues. This study includes quantitative analysis of 137 students’ responses to a questionnaire addressing each of these issues that constitute their total resources. Data show that international students attending a mid-western university who scored high on confidence levels in completing their programs of study also scored high on the confidence of their resources. Analysis revealed that students who scored low in confidence for completing their programs of study also scored low on their confidence of these four aforementioned issues.

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Et. al., Omar Azeez Abbas ,. "Organizational confidence and its role in improving the performance of staff Field research for a sample of Samaraa University and the Samaraat University staff." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 3051–59. http://dx.doi.org/10.17762/turcomat.v12i2.2347.

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The research is to learn about organizational confidence and its role in improving the performance of staff and to achieve this goal, the researchers have found through the research hypothesis and its change of organizational confidence in its dimensions (confidence in senior management, confidence in the direct president, trust with co-workers). The second change is to improve the performance of staff, where the research sample consisted of 50 staff members at the university and college levels. The most important results were the lack of delegation of authority, participation in decision-making and insufficient attention to work requirements The experience of the management of the system is that the system is not only a function of the system, but also a function of the system. The 2-way

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Bennett, Dawn, Elizabeth Knight, Sherry Bawa, and Alfred M. Dockery. "Understanding the career decision making of university students enrolled in STEM disciplines." Australian Journal of Career Development 30, no. 2 (July 2021): 95–105. http://dx.doi.org/10.1177/1038416221994312.

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This study investigated why university students choose to major in Science, Technology, Engineering, Mathematics, and Medicine/health (STEM(M)) disciplines, and how their study and career-related confidence compares with that of their peers. The study engaged 12,576 students enrolled at Australian universities. The findings suggest that STEM(M) students’ career decision making is guided by their interest in the subject and their intentions to help people. Within the STEM(M) cohort, students in medicine and health were more confident in their career decision making than either their STEM or non-STEM(M) peers. Of interest, they were less aware of alternative career pathways and less prepared to reorient their careers should this be necessary. Female students reported greater confidence than male students in their career decision making, career identity, and career commitment. Implications include the need for career narratives beyond the STEM industries and for career development initiatives that are mindful of disciplinary and gendered differences.

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Nedjm, Bellal. "The Relationship Between Emotional Intelligence and Self-Confidence Among University Students in Algeria." Journal of Arts and Social Sciences [JASS] 9, no. 3 (March 6, 2019): 79. http://dx.doi.org/10.24200/jass.vol9iss3pp79-93.

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

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Johnson, Wendy, David Zava, and Norma Mc Coy. "Overall Self-Confidence, Self-Confidence in Mathematics, and Sex-Role Stereotyping in Relation to Salivary Free Testosterone in University Women." Perceptual and Motor Skills 91, no. 2 (October 2000): 391–401. http://dx.doi.org/10.2466/pms.2000.91.2.391.

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Mehdiyev, Esmira, Celal Teyyar Uğurlu, and Gonca Usta. "The University Student’s Motivation Level on Learning English." European Journal of Social Sciences Education and Research 7, no. 1 (December 1, 2016): 130. http://dx.doi.org/10.26417/ejser.v7i1.p130-134.

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This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

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Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.

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Malkoç, Asude, and Aynur Kesen Mutlu. "Mediating the Effect of Cognitive Flexibility in the Relationship between Psychological Well-Being and Self-Confidence: A Study on Turkish University Students." International Journal of Higher Education 8, no. 6 (November 17, 2019): 278. http://dx.doi.org/10.5430/ijhe.v8n6p278.

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This study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self- Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.

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Giacomin, Olivier, Frank Janssen, and Rachel S. Shinnar. "University Students and their faculty: Perceptions of entrepreneurial optimism, overconfidence and entrepreneurial Intentions." Management international 20, no. 1 (May 4, 2018): 123–34. http://dx.doi.org/10.7202/1045360ar.

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While an entrepreneurial career requires some level of optimism and confidence, unfounded optimism and overconfidence can be detrimental to entrepreneurial success. By comparing student and faculty perceptual differences, we assess whether university students are overly optimistic regarding the outcomes they expect from an entrepreneurial career as well as overconfident in their perceptions of barriers to entrepreneurship. Findings suggest that, overall, students are more optimistic but not more confident than faculty. Also, students who are more optimistic and more confident than their faculty, also perceive themselves to be more entrepreneurial and have stronger entrepreneurial intentions than their peers.

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Jeon, Ki-Young. "The Effect of Self-confidence and stress on University Judo Athletes Performance." Journal of Digital Convergence 14, no. 12 (December 28, 2016): 545–53. http://dx.doi.org/10.14400/jdc.2016.14.12.545.

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Cho, Sun-Lyoung. "Relationship among Sports Confidence, Exercise Satisfaction and Exercise Flow of University Athletes." Journal of Sport and Leisure Studies 63 (February 29, 2016): 511–23. http://dx.doi.org/10.51979/kssls.2016.02.63.511.

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Roysmanto, Roysmanto. "A CORRELATION BETWEEN SELF-CONFIDENCE AND THE STUDENTS’ SPEAKING SKILL." Research and Innovation in Language Learning 1, no. 1 (April 18, 2018): 1. http://dx.doi.org/10.33603/rill.v1i1.1076.

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This research entitled “A Correlation between Self-Confidence and the Students’ Speaking Skill”. The objective of the research was to investigate whether there is a significance correlation or not between self-confidence and the students’ speaking skill of the third grade of Swadaya Gunung Jati University in academic year 2014/2015, the writer obtained the data by the quantitative research. The writer used correlational design. The population was the third grade students of Swadaya Gunung Jati University Cirebon. There were 40 students as sample. The data were collected through interview and questionnaire. The results of this research shows that there is a significance correlation between score of questionnaire and interview. It was represented in the test hypothesis that tobserved is higher than ttable (10.39 > 0.320). So the writer concluded that there is a significance correlation between self-confidence and the students’ speaking skill. Keywords: Correlation, Self-confidence, Speaking skill

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Siahoei, Reza Ameri. "Investigating the Impact of Clothing Color on the Students' Level of Self-confidence at Bandar Abbas University of Culture and Arts." International Academic Journal of Humanities 05, no. 02 (December 24, 2018): 156–61. http://dx.doi.org/10.9756/iajh/v5i2/1810034.

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Kitakata, Hiroki, Takashi Kohno, Shun Kohsaka, Junko Fujino, Naomi Nakano, Ryoma Fukuoka, Shinsuke Yuasa, Yuichiro Maekawa, and Keiichi Fukuda. "Patient confidence regarding secondary lifestyle modification and knowledge of ‘heart attack’ symptoms following percutaneous revascularisation in Japan: a cross-sectional study." BMJ Open 8, no. 3 (March 2018): e019119. http://dx.doi.org/10.1136/bmjopen-2017-019119.

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ObjectiveTo assess patient perspectives on secondary lifestyle modification and knowledge of ‘heart attack’ after percutaneous coronary intervention (PCI) for coronary artery disease (CAD).DesignObservational cross-sectional study.SettingA single university-based hospital centre in Japan.ParticipantsIn total, 236 consecutive patients with CAD who underwent PCI completed a questionnaire (age, 67.4±10.1 years; women, 14.8%; elective PCI, 75.4%). The survey questionnaire included questions related to confidence levels about (1) lifestyle modification at the time of discharge and (2) appropriate recognition of heart attack symptoms and reactions to these symptoms on a four-point Likert scale (1=not confident to 4=completely confident).Primary outcome measureThe primary outcome assessed was the patients’ confidence level regarding lifestyle modification and the recognition of heart attack symptoms.ResultsOverall, patients had a high level of confidence (confident or completely confident,>75%) about smoking cessation, alcohol restriction and medication adherence. However, they had a relatively low level of confidence (<50%) about the maintenance of blood pressure control, healthy diet, body weight and routine exercise (≥3 times/week). After adjustment, male sex (OR 3.61, 95% CI 1.11 to 11.8) and lower educational level (OR 3.25; 95% CI 1.70 to 6.23) were identified as factors associated with lower confidence levels. In terms of confidence in the recognition of heart attack, almost all respondents answered ‘yes’ to the item ‘I should go to the hospital as soon as possible when I have a heart attack’; however, only 28% of the responders were confident in their ability to distinguish between heart attack symptoms and other conditions.ConclusionsThere were substantial disparities in the confidence levels associated with lifestyle modification and recognition/response to heart attack. These gaps need to be studied further and disseminated to improve cardiovascular care.

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Webster, Robert L., and T. Selwyn Ellis. "Men's and Women's Self-Confidence in Performing Financial Analysis." Psychological Reports 79, no. 3_suppl (December 1996): 1251–54. http://dx.doi.org/10.2466/pr0.1996.79.3f.1251.

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It has been suggested that observed differences in self-confidence between the sexes may be dependent on the context and domain of items tested. Expressed self-confidence toward financial analysis by men and women was assessed by a survey mailed to 450 professional business analysts and university professors of accounting. Respondents analyzed a set of multiyear corporate financial reports and reported their self-confidence assessments in six financial areas. Expressed self-confidence was significantly higher for men than for women.

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Kuzma, Ann T., John R. Kuzma, and Harold F. Thiewes. "An Examination Of Business Students Student Loan Debt And Total Debt." American Journal of Business Education (AJBE) 3, no. 4 (April 1, 2010): 71–78. http://dx.doi.org/10.19030/ajbe.v3i4.416.

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Under the current economic environment and its high levels of unemployment, many people are turning to university education to attain higher education or simply to upgrade their skills and avoid continued unemployment. This paper examines student workloads, debt levels, and the debt perceptions of junior- and senior-level College of Business students at a Midwestern state university during the current economic downturn. The paper also examines factors that influence the level of student debt such as semester credit load taken, employment and family assistance. Overall, the students felt confident in securing employment upon graduation and in managing their debt load. Results of regression analyses indicated that expected salary was significantly influenced by this confidence. Additionally, students’ confidence in their employment prospects and debt management abilities, and their belief that debt would impact their future lifestyles, were significantly related to student debt levels.

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Jia, Hepeng. "We have confidence to lead gravitational-wave science: an interview with Yueliang Wu." National Science Review 4, no. 5 (June 24, 2017): 718–20. http://dx.doi.org/10.1093/nsr/nwx072.

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Abstract Yueliang Wu, chief scientist of Taiji Program, is a well-known theoretical physicist and the Vice-President of the University of Chinese Academy of Sciences (UCAS). Taiji Program, initially proposed in 2008, is one of China's ambitious plans to observe gravitational waves. Obtaining his Ph.D. at the Institute of Theoretical Physics (ITP) under the Chinese Academy of Sciences (CAS) in 1987, Wu had been working at Dortmund University and Mainz University in Germany and Carnegie-Mellon University and the Ohio-State University in the USA. In 1996, he joined the ITP and became its director in 2007. He has also served as the Director of the Kavli Institute for Theoretical Physics China at the CAS since 2006. In 2007, he was elected as a CAS member. Wu's research is focused on elementary particle physics, quantum field theory, symmetry principle and cosmophysics. In recent years, he has been proposing a gravitational quantum field theory as a new approach to reconciling the general theory of relativity and quantum mechanics. The most fundamental unanswered question of the general theory of relativity is how general relativity can be reconciled with the laws of quantum physics to produce a complete and self-consistent theory of quantum gravity. To extend the general relativity to realize the reconciliation, Wu suggested a basic gravitational field be needed in the future model. Since 2012, he, together with Wenrui Hu, has been working as Taiji Program's chief scientist and promoting nationwide gravitational-wave research. National Science Review (NSR) spoke with Wu about the future of gravitational-wave research, the development of China's nationwide gravitational-wave studies and particularly the progress of Taiji Program.

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Omal, Felix. "Being Accountable and Resultant Stakeholder Confidence in the Era of the Decolonisation of the University." International Research in Higher Education 4, no. 1 (February 13, 2019): 24. http://dx.doi.org/10.5430/irhe.v4n1p24.

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Today's higher education landscape can best be described as unpredictability. This places university governing councils in critical places to begin to think deeply in terms of forms positionality to provide effective governance. For instance, in the South African higher education scenario currently, there are urgent calls for university decolonisation as such university governing bodies have to show that they are on top of the game through demonstrating to their stakeholders that have in place a responsive habitus that supports stakeholder accountability and confidence in these times. This paper examines the relationship between stakeholder accountability and confidence in institutional values that underpin effective governance. Consequently, this paper was developed from a research project that looked at the role of the university councils in bringing about good governance in the former historically black South African universities grappling with such institutional realities. Utilizing the notion of micro-politics developed from the concept of cultures derived from a multi-theoretical approach, the paper examines the framing of good university governance by governing bodies. Data for this study was collected from institutional documentary sources in the public domain, interviews and surveys. This paper ends with suggestions of governance practices that would assist the university councils grappling with such institutional contexts to provide good governance and possibilities for further research.

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Sadeghi, Abbas, Gholam Hossein Niayfar, Setareh Azizi, Dors Aslan Nejad, and Maryam Babaei. "Investigation of the Role of the University in Students’ Academic Self Confidence, University of Guilan, Faculty of Humanities." Sociology Mind 06, no. 03 (2016): 130–39. http://dx.doi.org/10.4236/sm.2016.63011.

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Sylvara, Ashley L., and Jon T. Mandracchia. "An Investigation of Gatekeeper Training and Self-Efficacy for Suicide Intervention Among College/University Faculty." Crisis 40, no. 6 (November 2019): 383–89. http://dx.doi.org/10.1027/0227-5910/a000577.

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Abstract. Background: Suicide is a major global issue; US college students may be at greater risk and faculty may play a crucial role in prevention. Aims: The primary purpose of the present study was to examine: the level of confidence of college/university faculty in identifying at-risk students, to what extent they believed that their actions might reduce suicide, and their knowledge and experiences of their school's policies regarding intervention with at-risk students. Method: Data from 507 higher education faculty across the US were obtained via an online survey tool. Participants consisted mostly of professors and all had completed some level of graduate school. Results: Most participants reported believing it is the college/university faculty's role to identify students at risk for suicide; however, many reported that their institution did not provide gatekeeper training. Participants who had received gatekeeper training were more confident in identifying and assisting at-risk students. Limitations: The study did not determine participants' actual policy knowledge or the various types and lengths of training received. Conclusion: More widespread gatekeeper training for college/university faculty may provide benefits to faculty's confidence and could promote increased assistance for at-risk students.

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Oliver, Damian. "University Student Employment and Expectations of the Graduate Labour Market." Journal of Industrial Relations 53, no. 1 (February 2011): 123–31. http://dx.doi.org/10.1177/0022185610390301.

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Young Australians are increasingly combining study with work. Research and media reports frequently reveal that young Australian workers know little about their employment rights, placing them in a poor bargaining position and exposing them to the risk of exploitation. This study, using data from a survey of 1200 Australian university students, finds that students with experience in the labour market are more knowledgeable about their current employment arrangements and more confident about entering the graduate labour market once they finish their studies, reporting higher expectations of job security and being able to negotiate pay. Students also seem aware of segments in the graduate labour market, with confidence also varying by field of study.

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Eberman, Lindsey, Stephanie Mazerolle Singe, and Christianne M. Eason. "Formal and Informal Work-Life Balance Practices of Athletic Trainers in Collegiate and University Settings." Journal of Athletic Training 54, no. 5 (May 1, 2019): 556–61. http://dx.doi.org/10.4085/1062-6050-245-17.

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Context Organizational policies for work-life balance exist, but little is known about athletic trainers' (ATs') awareness of and willingness to use them. Objective To explore ATs' formal and informal work-life balance policies in the collegiate and university athletic training setting. Design Sequential mixed-methods study. Setting Web-based survey. Patients or Other Participants We sent 4673 e-mails to National Athletic Trainers' Association ATs (full-time employment for at least 1 year, nonacademic appointment); 1221 participants began our survey (access rate = 26.1%), and 783 completed the survey (64.1% completion rate). Demographics were as follows: men = 375 (48.0%) and women = 404 (51.7%); age = 36 ± 10 years; experience = 13 ± 9 years; years at current place of employment = 8 ± 8 years; and participants with children or minor dependents = 262 (33.5%). Main Outcome Measure(s) We created a 17-item instrument from an earlier qualitative study. A panel of experts (n = 3; employer, employee, and researcher) completed a content analysis. Variables of interest were confidence (scale = 1–4) and satisfaction (scale = 1–5) with policies. We used Pearson χ2 analyses to compare the effect of undergoing an orientation and the presence or absence of children on the main outcome measures. Results A majority of participants had experienced formal orientation through the human resources department (n = 522, 66.8%), the direct supervisor (n = 240, 30.7%), or a colleague (n = 114, 14.6%). However, many had received no orientation (n = 184, 23.6%). Those who had undergone orientation indicated greater confidence in knowing about (P < .001) and greater satisfaction with (P < .001) formal workplace policies and benefits. Those with children stated that they had greater confidence in knowing about (P < .001) and greater satisfaction with (P = .013) formal workplace policies and benefits. Those who had been oriented felt greater confidence in knowing about (P = .009) but no difference in satisfaction with (P = .060) informal workplace policies and benefits. We did not identify differences between those with and those without children regarding their confidence in knowing about (P = .653) or satisfaction with (P = .150) informal workplace policies and benefits. Conclusions Athletic trainers in the collegiate and university setting were not confident in their knowledge of formal or informal work-life balance policies.

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Shtewy, Thabet. "Level of Self-confidence and Its Relationship to the Motivation of Performance among Team Sports Players at the Palestinian Universities." Journal of Educational and Psychological Studies [JEPS] 11, no. 3 (July 1, 2017): 483. http://dx.doi.org/10.24200/jeps.vol11iss3pp483-499.

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The study aimed at investigating the level of self-confidence and its relationship to motivation of performance among team sports players in Palestinian universities. Differences in the level of self confidence and motivation of performance according to university and type of game were detected. A purposive sample consisted of 90 players. A questionnaire was used as a tool to collect data. The results of the study showed that the level for both self-confidence and motivation of performance were high among league players in Palestine. There was a statistically significant positive correlation between self-confidence and motivation (r = 0.65). The results revealed that there were statistically significant differences in the level of self- confidence due to university and type of game. Also, there was a difference in the motivation between universities.

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Al-Lawati, Esam, and Abdullah Al Farsi. "The effectiveness of the educational qualification diploma program in raising self-confidence among the trained teachers at the College of Arts and Humanities at A’Sharqiyah University in the Sultanate of Oman." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 71–76. http://dx.doi.org/10.33495/jerr_v9i3.20.204.

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The concept of self-confidence has been dealt with by many interested scientists, whether in the psychological, educational, economic, social, or other vital and different fields. Philosophers, writers, educators and of course psychologists all have emphasized the crucial role played by self-confidence in motivation, affect, and social interactions (Bénabou and Tirole, 2002). Self-confidence is the courage to know yourself, believe in yourself, and act on your beliefs. A definition of self-confidence is a positive feeling about oneself and the world that leads to courageous actions born out of a sense of self-respect (Anneli, 2014). The study investigated self-confidence with (70) postgraduate diploma education student-teachers. These trainee-teachers “students” joined the educational qualification diploma in the College of Arts and Humanities at A’Sharqiyah University in Oman after completing their university degree in various institutions. The researchers used the self-confidence scale prepared by Sidney Shrauger 1990 that was modified, revised, and translated into Arabic language by Dr. Adel Abdullah from the Faculty of Education at the University of Zagazig in the Arab Republic of Egypt and researchers themselves reviewed it according to the Omani environment. The results of the current study revealed that the level of self-confidence among trainee-teachers in the educational qualification diploma program was low. Therefore, those in charge of this program decided to conduct individual personal interviews with the trainees (students) to determine their level of self-confidence and to provide the necessary support to raise their self-confidence level.

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Suhendar, Uki. "PENERAPAN MODEL TSTS UNTUK MENINGKATKAN KEPERCAYAAN DIRI MAHASISWA PRODI PENDIDIKAN MATEMATIKA UNIVERSITAS MUHAMMADIYAH PONOROGO PADA MATA KULIAH TEORI BILANGAN." JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya 2, no. 2 (December 30, 2017): 56. http://dx.doi.org/10.24269/js.v2i2.802.

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Self confidence in learning must be owned by students. However, the fact that happened to the students of semester 1 year 2016/2017 in Fondasi Matematika course still not maximal. Teori Bilangan is a course given to students of the second semester of mathematics education program at Muhammadiyah University of Ponorogo. The purpose of this research is to increase students' self confidence in the subject of Teori Bilangan using Two Stay Two Stray learning model. Thus it is expected that students will be more confident in learning in other subjects in Mathematics Education program. This classroom action research is conducted in two cycles. Results of data analysis before the implementation of the study is 18.52% of the overall students who have high confidence. After analyzing the final data of cycle 2, it is found that the percentage of students who do not have high confidence is 22.22%. The TSTS steps used to improve students' self-confidence is with the improvement effort in the form of lecturers providing assistance to groups that have difficulty in solving the LKM problem..

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Jæger, Kirsten, and Malene Gram. "(Self)Confidence or compliance: Students' experience of academic quality in study-abroad contexts." Learning and Teaching 8, no. 3 (December 1, 2015): 37–59. http://dx.doi.org/10.3167/latiss.2015.080303.

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This article investigates the views of quality in higher education held by two groups of international students: Chinese students at a Danish university and Danish students at Chinese universities. Given that there are no agreed international 'quality standards' in higher education, we analysed the students' understanding of the 'quality values' of their host institution and their own preferences and priorities. Representatives of the two groups participated in an interview study addressing the experience of academic quality at their study-abroad university. An intriguing trend was identified in the data. Danish students felt confident that they themselves were able to judge the academic quality of programmes, classes and lecturers both at home and abroad. The participating Chinese students tended to express themselves in slightly depreciatory terms regarding the academic quality values of their home universities. Regarding research methods and theoretical knowledge, they adopted the quality values of the Danish host university and referred to these values when evaluating their home universities.

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Al-Dajani, Mahmoud. "Dental students’ perceptions of undergraduate clinical training in oral and maxillofacial surgery in an integrated curriculum in Saudi Arabia." Journal of Educational Evaluation for Health Professions 12 (September 24, 2015): 45. http://dx.doi.org/10.3352/jeehp.2015.12.45.

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Purpose: The aim was to understand dental students’ experiences with oral and maxillofacial surgery (OMS) teaching, their confidence levels in performing routine dento-alveolar operations, and the relationship between the students’ confidence level and the number of teeth extracted during the clinical practice. Methods: The survey questionnaire was distributed to 32 students at Aljouf University College of Dentistry, Saudi Arabia during their fourth and fifth year in 2015. Respondents were asked to rate 19 items, which represent a student’s confidence in performing routine surgical interventions, using a four-point Likert scale (1=very little confidence, 4=very confident). A multivariate regression was computed between average confidence and the variables: weekly hours devoted to studying oral and maxillofacial surgery, college grade point average, and the total number of teeth extracted. Results: The response rate was 100%. Students revealed the highest level of confidence in giving local anesthesia (96.9%), understanding extraction indications (93.8%), and performing simple extractions (90.6%). Less confidence was shown with handling difficult extractions (50.0%), extracting molars with separation (50.0%) or extracting third molars (56.3%). The average confidence in performing surgical procedures was 2.88 (SD=0.55), ranging from 1.79 to 3.89. A given student’s confidence increased with an increase in the total number of teeth extracted (P=0.003). Conclusion: It reveals a significant impact of undergraduate clinical training on students’ confidence in performing oral and maxillofacial surgery clinical procedures: The more clinical experience the students had, the more confidence they reported.

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Martins, Izaias, Juan Pablo Pérez Monsalve, and Andres Velásquez Martinez. "Self-confidence and fear of failure among university students and their relationship with entrepreneurial orientation." Academia Revista Latinoamericana de Administración 31, no. 3 (August 6, 2018): 471–85. http://dx.doi.org/10.1108/arla-01-2018-0018.

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Purpose The purpose of this paper is to identify the impact of features of personality such as self-confidence and fear of failure on the entrepreneurial orientation (EO) of university students enrolled on entrepreneurial education courses. Design/methodology/approach Variables related to risk-taking, innovativeness, proactiveness, as well as those related to self-confidence and fear of failure, are taken into account. Using linear regression, the authors investigate how self-confidence and fear of failure affect the EO of university students. Findings As pointed out by results, both self-confidence and fear of failure are determinants of the EO of university students. Self-confidence has a positive and consistent effect on the three dimensions of EO, whereas fear of failure has a negative effect on EO. Research limitations/implications It is not possible to assure that, in the medium and long term, individuals more prone to taking risks, innovating and proactivity will in fact become entrepreneurs. Also, even though it does not affect the relevance of the findings, it must be highlighted that this study has been carried out with a specific sample of students and results may vary in different contexts. Originality/value This study offers a new insight relating individual’s self-perceptions and their impact on EO. Equally important, the findings of this paper offer relevant information for the design of academic programs aimed at strengthening students’ personal aspects to promote self-confidence and tolerance to fear of failure as predictors of the EO in this collective.

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TERENT’EVA, T. V., T. V. VARKULEVICH, and N. R. PASHUK. "METHODOLOGY OF TRUST LEVEL ASSESSMENT IN CONDITION OF UNIVERSITY AND BUSINESS INTERACTION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 1, no. 4 (2020): 16–28. http://dx.doi.org/10.36871/ek.up.p.r.2020.04.01.003.

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Trust is an integral element of effective cooperation between economic entities, which is due to a reduction in transaction costs, time savings, an increase in the quality of products and services in building communication between potential partners. Of particular relevance is the lack of business confidence in universities. In this connection, on the basis of a literature analysis conducted by the authors, a methodology for assessing the level of business confidence in universities was developed. Based on the results of the assessment, criteria indicators and confidence indices are calculated, compared with target values. The main goal of the proposed methodology is a comprehensive assessment of the trust necessary for making managerial decisions by both the university and business.

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Meric, Odemis, and Adilogullari Ilhan. "Does 12-Week Latin Dance Training Affect the Self-Confidence of the University Students?" Journal of Education and Learning 5, no. 4 (September 25, 2016): 159. http://dx.doi.org/10.5539/jel.v5n4p159.

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

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M Francom, Gregory, and Andria L Moon. "Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership." Journal of Information Technology Education: Research 17 (2018): 423–40. http://dx.doi.org/10.28945/4129.

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Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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MUTLU, T. Osman, Yavuz ÖNTÜRK, A. Yavuz KARAFİL, Ercan ZORBA, Erkan BİNGÖL, and Kazım KAYA. "ANALYSIS ON THE SELF-CONFIDENCE PERCEPTIONS OF UNIVERSITY STUDENTS PLAYING TENNIS IN SPORTS." INTERNATIONAL REFEREED ACADEMIC JOURNAL OF SPORTS, no. 18 (June 30, 2016): 17. http://dx.doi.org/10.17363/sstb.20161816489.

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Han, Lim-SooK. "Relationships among Personality Trait, Self-confidence, and Dance Achievement of University Dance Majors." Official Journal of the Koeran Society of Dance Science 30, no. 3 (October 2013): 123–36. http://dx.doi.org/10.21539/ksds.2013.30.3.123.

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Maslova, T. M. "The relationship of self-confidence and the locus of control of university students." Trends in the development of science and education 58, no. 9 (February 29, 2020): 29–33. http://dx.doi.org/10.18411/lj-02-2020-187.

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Hlalele, Dipane. "Academic Behavioural Confidence of First-entering Mathematics and Science University Access Program Students." Anthropologist 14, no. 6 (November 2012): 587–92. http://dx.doi.org/10.1080/09720073.2012.11891284.

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Journal articles on the topic 'University confidence'

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