Self‐confidence as a predictor of senior dental student academic success

2021 ◽  
Author(s):  
Dalia E. Meisha ◽  
Raghad A. Al‐dabbagh
Keyword(s):  
Academic Success ◽  
Dental Student ◽  
Self Confidence

scholarly journals Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Susan Hattar ◽  
Abeer AlHadidi ◽  
Sandra Altarawneh ◽  
Suha Abu-Ghazaleh ◽  
Mohammad Hammad
Keyword(s):  
Comprehensive Care ◽  
Dental Student ◽  
Teaching Methodology ◽  
Comprehensive Model ◽  
Analytical Skills ◽  
Self Confidence ◽  
Conservative Dentistry ◽  
Comprehensive Care Model ◽  
Didactic Skills ◽  
Dental Schools

Background/Objectives. The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Materials and Methods. A questionnaire was distributed at the end of the academic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching, as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for the purpose of comparing confidence during supervised tasks versus confidence during comprehensive patient care. Results. Complete responses were gathered from 127 students out of 202, giving a response rate of 63%. The majority of students believed that the comprehensive model of teaching allowed them to better address patients’ needs, gave higher satisfaction, positively influenced self-confidence, permitted greater exposure to clinical techniques, and enhanced reasoning and analytical skills. However, their confidence was still lower in comprehensive patient management when compared to supervised tasks. Conclusion. Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would, therefore, be beneficial to adapt this methodology to earlier years and other disciplines to enhance the effectiveness of education and achievement of learning outcomes.

scholarly journals Honors College Students' Adjustment Factors and Academic Success: Advising Implications

2018 ◽  
Vol 38 (2) ◽  
pp. 20-30
Author(s):  
Christina Clark ◽  
Alan Schwitzer ◽  
Tisha Paredes ◽  
Tim Grothaus
Keyword(s):  
College Students ◽  
Academic Success ◽  
College Choice ◽  
Retention Rates ◽  
Honors Students ◽  
Honors College ◽  
First Semester ◽  
Self Confidence ◽  
Adjustment Factors ◽  
Honors College Students

We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.

Psychosocial Construct of Career Adaptability from the Point of View of Theory and Empirical Evidence - Overview

2016 ◽  
Vol 6 (3) ◽  
pp. 102-125
Author(s):  
Petr Hlaďo
Keyword(s):  
Academic Success ◽  
Professional Identity ◽  
Career Education ◽  
Career Satisfaction ◽  
Self Esteem ◽  
Point Of View ◽  
Time Orientation ◽  
Career Adaptability ◽  
Self Confidence ◽  
Self Image

This overview focuses on a multidimensional psychosocial construct of career adaptability, to which a special attention has been paid recently. Career adaptability indicates individual’s means of coping with current or anticipated challenges, changes and traumas in professional roles. The study provides a description of career adaptability construct creation, its definition and dimensions – interest, control, curiosity and self-confidence. Further, tools for career adaptability measurement and selected empirical findings about career adaptability are presented. Focus is, among other things, on the relation of career adaptability and demographical variables, personality traits, self-image, self-esteem, confidence in own abilities, professional identity, time orientation, academic success, career vocation, career satisfaction etc. Presented theoretical and empirical findings are important for career counsellors and teachers of career education, who can, based on the knowledge of career adaptability, suggest interventions reflecting specific needs of individual clients and students.

scholarly journals Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes

2019 ◽  
Vol 39 (1) ◽  
pp. 49-59 ◽  
Author(s):  
April A. Brecht ◽  
Dana D. Burnett
Keyword(s):  
Academic Success ◽  
Student Athletes ◽  
The United States ◽  
Transition To College ◽  
Division I ◽  
Institutional Commitment ◽  
First Year ◽  
High School Gpa ◽  
Self Confidence ◽  
Students First

Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this study to enhance the resources designed to improve the academic performance and persistence of student-athletes.

‘A Big Door Opened for Us’: Parents' Perceptions of Comprehensive Preschool

2012 ◽  
Vol 13 (4) ◽  
pp. 328-343
Author(s):  
Elizabeth K. Demulder ◽  
Stacia M. Stribling
Keyword(s):  
Academic Success ◽  
Low Income ◽  
Goal Attainment ◽  
Comparative Method ◽  
Qualitative Research Study ◽  
Self Confidence ◽  
Self Sufficiency ◽  
Constant Comparative Method ◽  
Emerging Themes

This qualitative research study was designed to explore the perceptions of parents with low income regarding the effects of involvement in a comprehensive preschool program on their children's development and on the families' quality of life. A purposeful sample of parents who became actively involved in the preschool community was interviewed about their experiences and the experiences of their children. These interviews were analyzed using the constant comparative method for emerging themes related to their experiences of the preschool. Parents' perspectives provided important insights into the processes that influence what they identified as positive outcomes. These insights, all connected to a larger theme of empowerment, included: (1) replacing isolation with affiliation, (2) increased self-confidence, (3) enhanced opportunity and ability to set goals and develop skills that promote self-sufficiency and goal attainment, and (4) empowering parents to empower their children through positive parenting. The evidence suggests that preschool structures and processes can enhance the development of the whole family by serving as a support system, and by nurturing relationships that are at the core of academic success. The study contributes to the research base on the effects of comprehensive preschool approaches to support families living in poverty.

scholarly journals Educating Marginalized Girls: Examining the Concept of Tuseme

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Kennedy O. Ongaga ◽  
Mary Ombonga
Keyword(s):  
Decision Making ◽  
Academic Success ◽  
Instructional Strategies ◽  
Female Genital Mutilation ◽  
Life Skills ◽  
Leadership Skills ◽  
Word Meaning ◽  
Genital Mutilation ◽  
Self Confidence ◽  
Female Genital

This article examines the concept of Tuseme, a Swahili word, meaning Let’s Speak Out and how it is used to empower girls in a Center of Excellence in Kenya. The Center serves as a school and home to girls rescued from female genital mutilation and child marriages. Data were collected from students, teachers and the Center’s principal. Findings indicated that Tuseme, through its creative activities, empowers students with life skills, including how to speak out, build self-confidence, decision making, negotiation and leadership skills. It also helps teachers to acquire and use gender-responsive instructional strategies, which boost girls’ academic success, self-efficacy and a consciousness to identify, understand, and articulate problems that affect them and take action to solve them.

scholarly journals Assement of Anxiety and Factor Related Among Mizan Tepi University Freshman Students, South, Ethiopia 2021

2021 ◽  
Author(s):  
yetayale berhanu wolde ◽  
Alem Eskeziya Ayenalem
Keyword(s):  
Academic Success ◽  
Dropout Rate ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Public Intervention ◽  
First Year Students ◽  
Self Confidence ◽  
Freshmen Students ◽  
Collection Data

Abstract Background Anxiety can disturb a student's academic success and his future, including withdrawal from classes. The dropout rate was found to be twice as high as in the 1st grade compared to the 2nd or 3rd grade. It also causes people around the world to feel excessive anxiety, fear, lack of self-confidence, and embarrassment. One of the key reasons in the current study is the lack of data on the degree of mental illness, especially in higher education institutions. Objective: To assess the anxiety and factors of Mizan Tepi University students. METHODS From April 21th to May 21, 2020, an organization-based cross-sectional survey was conducted in the city of Mizan Tepi. The survey used a structured questionnaire and a self-administered questionnaire-ASQ tool. The stratified sampling method included 301 individuals in the study.Pre-test questionnaires that are also used for data collection. Data analysis was done using SPSS version 20. Result There are 320 freshmen students of these, 301 attended during the investigation. There are 162 (54%) male respondents and 138 (46%) female respondents in the study. The average student age and (SE) age are 21.6, (± 0.13) years old. The prevalence of anxiety was found to be 26.7% among first-year students. Compared with males (16.7%), female freshmen (40.6%) have a statistically higher incidence of anxiety. [AOR 95%CI=3.36 (1.88, 6.01) Conclusion his study shows that anxiety is a common mental problem among college students calling for public intervention to prevent more serious forms of anxiety. This finding indicates that women and older students have a high chance of suffering from anxiety.

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

2008 ◽  
Vol 10 (3) ◽  
pp. 361-389 ◽  
Author(s):  
Kadian M. Callahan
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Peer Interactions ◽  
First Year ◽  
Undergraduate Mathematics ◽  
First Year Students ◽  
University Environment ◽  
Self Confidence ◽  
Undergraduate Study ◽  
Undergraduate Programs

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs.

Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role

2018 ◽  
pp. 109-140
Author(s):  
Hong Shi ◽  
Maria Martinez Witte
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Classroom Environment ◽  
Cultural Influences ◽  
Autonomous Learning ◽  
Self Assessment ◽  
Western Education ◽  
Self Confidence ◽  
Scaffolding Strategy ◽  
New Forms Of Learning

The purpose of this chapter is to identify cultural influences on self-directed language learning. Self-directed language learning may take place in the classroom environment, but mainly goes on outside of the classroom, and how students regulate this aspect of learning is crucial to their language learning and academic success. Autonomy is a key characteristic of western education while some aspects of collectivist culture appear to be impediments to autonomous learning. Culture influences learners' beliefs about the learner and teacher's relationship and their perceived roles in language learning. Students accustomed to more teacher-centered classrooms need to be given time and support to make the transition to new forms of learning. Teachers are suggested to provide guidance and assistance for learners, such as scaffolding, strategy teaching and self-assessment to encourage independent and autonomous learning to promote learners' self-confidence, motivation, abilities and skills for lifelong learning.

Teacher Attitudes and Influence on Student Academic Lives: Perceptions of High School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 25-44
Author(s):  
Reneta Sibel Yolak ◽  
Sibel Akmehmet Şekerler ◽  
Zeynep Kızıltepe ◽  
Fatma Nevra Seggie
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Teacher Attitudes ◽  
Small Scale ◽  
School Students ◽  
Negative Attitudes ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Personal Qualities ◽  
Academic Lives

The attitudes of teachers towards their students are of utmost importance in contributing to students’ academic development. This small scale qualitative study investigated the perceptions of 36 students from five different high schools on teacher attitudes and the influence of these attitudes on their lives. Findings suggested that perceived positive attitudes such as being patient and compassionate supported students’ self-confidence helping them love the lessons, socialize, develop their personalities, recognize and improve their abilities, potentials, and personal qualities. In contrast, perceived negative attitudes such as being humiliating and biased led to psychological problems, low academic success, and low self-confidence.

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