scholarly journals College Students’ Self-Acceptance: A Paint Therapy Group Counseling Intervention

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zheng Qiu-Qiang ◽  
Liang Wen-Jun ◽  
Fan Wan-Yi ◽  
Zhang Qi-Zhe
Keyword(s):  
College Students ◽  
Group Counseling ◽  
Therapy Group ◽  
T Test ◽  
The Self ◽  
Control Group ◽  
Self Evaluation ◽  
Self Acceptance ◽  
Acceptance Score ◽  
Experimental Group

This research highlights the effect of paint therapy group counseling on college students’ achievement in the field of education. For this purpose, we have used a quasiexperimental design with pretest/posttest of control group and experimental group. The sample used in our experiment consists of 18 students at a university in Guangdong Province. Participants were randomly assigned to two groups, i.e., experimental group and control group, and completed pretest and posttest measures of self-acceptance and self-evaluation over 2 months. The difference between the two groups before and after the intervention was determined using an independent-samples t-test. We have also used a paired-sample t-test to compare the effects of the intervention on the experimental achievement scores of the groups. The results showed that the self-acceptance score in the experimental group’s posttest was 40.78 ± 6.91 (t = 3.66, p < 0.01 ), while the scores of self-acceptance factor and self-evaluation factor were 20.67 ± 4.12 (t = 3.19, p < 0.05 ) and 20.11 ± 3.59 (t = 3.71, p < 0.01 ), respectively. Besides, the two months, posttest follow-up showed that the self-acceptance score was 43.67 ± 4.64 (t = 1.0, p < 0.05 ), and the scores of self-acceptance factor and self-evaluation factor were 22.11 ± 2.85 (t = 4.06, p < 0.01 ) and 21.56 ± 2.65 (t = 2.86, p < 0.05 ), respectively.

scholarly journals Using ePortfolio-based Learning Approach to Facilitate Knowledge Sharing and Creation of College Students

2017 ◽  
Author(s):  
Chi-Cheng Chang ◽  
Pao-Nan Chou ◽  
Chaoyan Liang
Keyword(s):  
College Students ◽  
Multivariate Analysis ◽  
Knowledge Sharing ◽  
T Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Approach ◽  
Before And After ◽  
Group A ◽  
Experimental Group

The purpose of the present study was to examine the effects of the ePortfolio-based learning approach (ePBLA) on knowledge sharing and creation with 92 college students majoring in electrical engineering as the participants. Multivariate analysis of covariance (MANCOVA) with a covariance of pretest on knowledge sharing and creation was conducted for examining differences in knowledge sharing and creation between an experimental group (a total of 47 participants using ePBLA) and a control group (a total of 45 participants not using ePBLA or creating eportfolio). A t-test was also performed for examining the differences in knowledge sharing and creation of the experimental group before and after using ePBLA. The results showed that: a) the experimental group had significantly better knowledge sharing and creation than the control group; and b) the experimental group had significantly better knowledge sharing and creation after using ePBLA. The results implied that ePBLA facilitated knowledge sharing and creation. Furthermore, relationships between knowledge sharing and creation were also enhanced by the use of ePBLA

A Course in Religious Community and its Effects on Self-Concept

1981 ◽  
Vol 9 (4) ◽  
pp. 359-363 ◽  
Author(s):  
Michael Galligan-Stierle ◽  
Harvey M. Rapp
Keyword(s):  
College Students ◽  
Science Fiction ◽  
Religious Community ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
Group Discussions ◽  
Christian Community ◽  
Class Room ◽  
Experimental Group

The present study investigated the effects of a course in religious community on the self-concept of college students. The experimental group (n=10) participated in a four week minimester course entitled “Experiences in Christian Community.” In addition to class room instruction, this course contained a seven-day off-campus religious community experience involving encounter group sessions, group discussions, prayer sessions, recreation, and household tasks. Students in the control group (n=9) concurrently attended the course, “Biology and Science Fiction.” Tennessee Self Concept Scale results indicated that the experimental group showed significant increases from the beginning to the end of the course in the following self-concept scores: Moral-Ethical (p<.013). Identity (p<.015), and Total P (p< .012). These results suggest that a course involving experiences in religious community can facilitate a positive change in the self-concept of college students.

scholarly journals The Effect of Solution-Focused Group Counseling Intervention on College Students’ Internet Addiction: A Pilot Study

2020 ◽  
Vol 17 (7) ◽  
pp. 2519
Author(s):  
Xinhe Zhang ◽  
Xiaoxuan Shi ◽  
Shuowei Xu ◽  
Jingwen Qiu ◽  
Ofir Turel ◽  
...  
Keyword(s):  
College Students ◽  
Pilot Study ◽  
Internet Addiction ◽  
Group Counseling ◽  
Two Dimensions ◽  
Control Group ◽  
Four Dimensions ◽  
Counseling Intervention ◽  
Solution Focused ◽  
Experimental Group

This pilot study aimed to explore the effect of solution-focused group counseling intervention on Internet addiction among college students. Eighteen college students participated in this study, out of which nine subjects were assigned into the experimental group and the rest (n = 9) to a control group. The experimental group received group counseling for five weeks, while the control group did not receive any intervention. The revised version of the Chinese Internet Addiction Scale (CIAS-R) was used to capture pre-test and post-test excessive use in the two groups. The experimental group was also subjected to a follow-up test and self-reported Internet addiction scores six months after the end of group counseling. Results showed that after the five-week solution-focused group counseling, the scores of four dimensions of the CIAS-R in the experimental group had CIAS-R decreased, and the reduction trend of the total score of CIAS-R was similar across all subjects in this group. The treatment effect was larger than the placebo reduction in the control group in two dimensions: compulsive and withdrawal (Sym-C & Sym-W) and tolerance (Sym-T) symptoms. Qualitative research confirmed the conclusions from the quantitative data, showing that the experimental group reduced its Internet addiction symptoms. Overall, the findings suggested that solution-focused group counseling had positive intervention effects on Internet addiction.

scholarly journals The Effect of a Counseling Program on Modifying the Negative Thoughts of Late Marriage Age

2012 ◽  
Vol 6 (2) ◽  
pp. 90
Author(s):  
Siham Abu Eita ◽  
Ziad M. AL- Khazaleh
Keyword(s):  
Group Counseling ◽  
T Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Counseling Program ◽  
Cognitive Approach ◽  
Marriage Age ◽  
Significant Difference ◽  
Negative Thoughts ◽  
Experimental Group

The aim of the study was to explore the effect of group counseling program based on cognitive approach in modifying the negative thoughts of late marriage –age in Jordan. The sample consisted of 20 delayed marriage – age males from Jaresh Governance. The sample members' ages exceeded 30 years old. The participants were divided into two groups: The experimental group (N=10) whose members received a group counseling based on cognitive and rational emotive therapy; consisting of 13 sessions and the control group (N=10) whose members did not receive any counseling. Negative thoughts scale was developed and applied before and after the study. In order to test the hypotheses of the study, means and standard deviations, independent samples t-test, paired samples t-test and analysis of covariance (ANCOVA) were utilized. The statistical analysis indicated that there was significant difference at (p < 0.05) in the negative thoughts between experiment and control group in post measures and there was significant differences between the post measure and the fellow up measure for the experimental group. The study ended by some recommendations such as conducting more studies to examine the ability of cognitive approach that used in current study to resolve various individual problems especially those related to cognitive knowledge or thinking. 

scholarly journals KEEFEKTIFAN KONSELING KELOMPOK COGNITIVE BEHAVIOR UNTUK MENINGKATKAN REGULASI DIRI SISWA SMP

2019 ◽  
Vol 33 (1) ◽  
pp. 15-26
Author(s):  
Bakhrudin All Habsy
Keyword(s):  
Group Counseling ◽  
Self Regulation ◽  
T Test ◽  
Wilcoxon Test ◽  
Control Group ◽  
Counseling Services ◽  
Cognitive Behavior ◽  
Test Results ◽  
Paired Samples ◽  
Experimental Group

Self regulation is a process of self-regulation to set a mind and feeling to achieve a goal to be achieved. Self regulation determines student success, because students who have self-regulation can plan, evaluate, and control themselves. This study aims to determine the effectiveness of cognitive behavior group counseling can improve self-regulation of junior high school students. This study, using an experimental design with the Nonequivalent Control Group Design design. The data normality test results show that the control group is not normally distributed where the Sig.Asymp is smaller than 0.05. Whereas for the experimental group is normally distributed, where Sig.Asymp is greater than 0.05. Then it is obtained a hypothesis test that is appropriate for the control group using Wilcoxon test and for the experimental group using paired samples t test. Wilcoxon test results showed Sig.Asymp (2-tailed) of 0.080> 0.05, meaning that without giving counseling the Cognitive behavior group in the control group was not effective in improving student self-regulation, while for the paired samples t test test results showed Sig.Asymp ( 2-tailed) of 0.003 <0.05 means that the counseling behavior of Cognitive behavior groups in the experimental group is effective in enhancing student self-regulation. The research was carried out starting from April 2018 to January 2019, which took place at SMP Islam Mbah Bolong Jombang. Based on the results of the research, researcher gives suggestions for: 1) Teachers of Counseling Guidance, can be used as a reference that Cognitive behavior group counseling services can improve student self-regulation,  2) For further research: can apply Cognitive behavior counseling and can use different techniques in group counseling services so that they will gain a broader insight

Verbal Conditioning, Acceptance of Self and Acceptance of others

1967 ◽  
Vol 20 (3) ◽  
pp. 715-722 ◽  
Author(s):  
W. H. Coons ◽  
D. L. McEachern
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Control Group ◽  
Verbal Conditioning ◽  
Conditioning Procedure ◽  
Control Groups ◽  
Positive Attitudes ◽  
Self Acceptance ◽  
And Control ◽  
Experimental Group

The experiment concerned the hypotheses that the frequency of self-accepting responses to questionnaire items can be increased by standard verbal conditioning techniques and that this increase generalizes to similar but novel questionnaire items as well as to items indicative of more positive attitudes toward others. Two comparable forms (Forms A and B) of a scale of self-acceptance and acceptance-of-others were used. Form A of the scale, consisting of 18 self-acceptance items and 14 acceptance-of-others items, was administered to 400 R.C.A.F. personnel. The 60 lowest scorers on the self-acceptance items were selected and randomly divided into experimental and control groups. Each member of the experimental group was conditioned to a pre-determined criterion on the 18 self-acceptance items of Form A of the scale. Members of the control group received the same treatment except that reinforcement of responses was withheld. Immediately after the conditioning procedure, each S completed 50 questionnaire items drawn from Forms A and B of the scale. The results are interpreted as demonstrating that attitudes which are theoretically relevant to social interaction can be modified by means of verbal conditioning techniques.

scholarly journals Effects of Circuit Training on Cardio-Respiratory Endurance Among College Students

2020 ◽  
Vol V (III) ◽  
pp. 40-47
Author(s):  
Irfan Ullah Khattak ◽  
Syed Zia Ul Islam ◽  
Mehwish Manzoor
Keyword(s):  
College Students ◽  
T Test ◽  
Control Group ◽  
Circuit Training ◽  
Paired Sample ◽  
Special Training ◽  
Before And After ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Experimental Group

The main purpose of the study was to investigate the effects of circuit training on cardiorespiratory endurance among college students. The thirty healthy and volunteered students were selected as subjects through Physical readiness questionnaire (PAR-Q) having an age of 18-22 years. Subjects were equally divided into two groups as Experimental and Control. The data on cardiorespiratory endurance was collected (before and after the treatment) of each subject of both groups through the Copper test. The treatment of circuit training was given to the experimental group three times a week on alternate days for 12 weeks. During the same period, the control group did not take part in any sort of special training except routine life activities. The data were analyzed by applying the paired sample t-test. The results show that circuit training of 12 weeks significantly improved cardio respiratory endurance in experimental group (p < 0.05) than control group.

scholarly journals The Relation Between Self-Esteem Development and Learning Breaststroke Swimming Performance

2016 ◽  
Vol 12 (20) ◽  
pp. 164
Author(s):  
Khitam Mousa Ay
Keyword(s):  
Swimming Performance ◽  
Self Esteem ◽  
T Test ◽  
The Self ◽  
Control Group ◽  
Physical Practice ◽  
Skill Performance ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigates the relation between self-esteem development and learning to perform the breaststroke swimming skill. Twenty four female students from physical education faculty at the university of Jordan (19 ± 0.5) years of age, who were assigned in swimming course (2) in the first semester 2014/2015. After completing the self-esteem Questionnaire (Robson Self-Esteem Questionnaire, 1989) the subjects were randomly divided into two groups: experimental group (n=12) received physical practice of the breaststroke swimming skill performance, and dialogues for self-esteem development, and control group (n=12) received only physical practice of the breaststroke swimming skill performance. Two measurements were taken; both groups were measured at the beginning (pre-test), in order to establish that all students started at the same level of performance and global self-esteem level, after the pre-test of the breaststroke skills performance, all subjects filled out the self-esteem questionnaire. After the completion of the intervention the final measurements were taken (post-test), to note the impact of the intervention on the student`s performance in breaststroke swimming skills and selfesteem improvement. Statistical analysis included t-Test for mean at pre and post test for the two groups and t-Test for mean at post test in the two groups. The results showed significant differences (p < 0.05) in post test between the two groups in favor of the experimental group. In conclusions learning new swimming skills performance engaged to dialogues for self-esteem development enhanced learning and improved skills performance of the breaststroke swimming.

scholarly journals Efikasi Diri Siswa Dalam Pembelajaran Proyek Berbasis STEM pada Materi Termodinamika

2020 ◽  
Vol 5 (3) ◽  
pp. 421
Author(s):  
Abdul Hamid Hasbullah ◽  
Parno Parno ◽  
Sunaryono Sunaryono
Keyword(s):  
Research Design ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Project Based Learning ◽  
T Test ◽  
The Self ◽  
Control Group ◽  
Learning Models ◽  
Experimental Group ◽  
Better Than

<p><strong>Abstract:</strong> This study aims to analyze students' <em>self-efficacy</em> using STEM-based <em>Project Based Learning</em> (PjBL) learning models. The research design uses a quasi experiment consisting of two groups, namely the experimental group and the control group. The experimental group got the treatment in the form of STEM PjBL learning while the control class used conventional learning. The self-efficacy instruments used in this study were divided into five categories. Quantitative data obtained from the study were analyzed using an <em>independent sample t-test</em> to see whether there were differences in self-efficacy in the two classes. The effectiveness of the treatment given in both classes was analyzed using the average Gain (<em>N-Gain</em>) value obtained by both classes. The results showed that the students' <em>self-efficacy</em> increased after the learning of STEM PjBL was given. In addition, the increase in the average <em>N-Gain</em> score obtained by the experimental group is better than the control group.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan menganalisis efikasi diri siswa menggunakan model pembelajaran <em>Project Based Learning</em> (PjBL) berbasis STEM. Desain penelitian menggunakan eksperimen kuasi yang terdiri dari dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen mendapatkan treatment berupa pembelajaran PjBL STEM sedangkan kelompok kontrol menggunakan pembelajaran konvensional. Instrumen efikasi diri yang digunakan pada penelitian ini terbagi menjadi lima kategori. Data kuantitatif yang diperoleh dari penelitian dianalisis menggunakan <em>independent sample t – test</em> untuk mengetahui ada tidaknya perbedaan efikasi diri pada kedua kelompok. Efektivitas treatment yang diberikan pada kedua kelompok dianalisis menggunakan nilai Gain (<em>N – Gain</em>) rata – rata yang dicapai kedua kelompok. Berdasarkan analisis yang dilakukan, diperoleh bahwa efikasi diri siswa mengalami kenaikan setelah pembelajaran PjBL STEM diberikan. Selain itu, peningkatan skor rata – rata <em>N-Gain</em> yang diperoleh kelompok eksperimen lebih baik dibandingkan kelompok kontrol.

scholarly journals Eating behavior as a form of self-attitude

2021 ◽  
pp. 11-29
Author(s):  
Kokorina Yu.Ye. ◽  
Psatii A.V.
Keyword(s):  
Eating Disorders ◽  
Qualitative Analysis ◽  
Eating Behavior ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Integral Scale ◽  
Self Acceptance ◽  
Group Control Group ◽  
Experimental Group

The article focuses on the study of personality self-attitudes and the type of eating behavior. The correlation, comparison and qualitative analysis are an attempt to understand the relationship between the type of eating behavior and attitude of the individual to himself. The obtained results help a better understanding and differentiation of a person's formation, expressed through self-attitudes and its derivatives, which form the self-concept of personality, which, in turn, makes it possible to further introduce this experience into psychocorrectional assistance to a person, in particular: to draw up a program for correcting a person’s self-attitude, which, in turn, will help balance his eating behavior. The purpose is to study the type of eating behavior and its relationship with a person's attitude to himself. Research methods: During the study, the following methods were applied:correlation, comparative and qualitative analysis, tests with standardized questionnaires. Results: With the help of comparative and qualitative analysis, three types of eating behavior were analyzed and compared with the characteristics of self-esteem, and it was found that the key scales by which groups are differentiated are: integral scale S “self-relation” (p≤.029) and scale “self-acceptance” (р≤.039). In a comparative analysis of the data obtained from the experimental and control groups, it was found that the eating behavior for the respondents of the experimental group (with eating disorders) is characterized by high tension in two types: emotional and external types of eating behavior. Conclusions. The study of the "self-relation" factor, which is a structural component of the “Self”, also reveals differences between the two groups. It is concluded that eating disorders are closely related to the balance of structural components of the self, such as: self-esteem, self-acceptance, self-interest, which, in turn, affect the psycho-emotional state of a person.Keyw ords:emotional type of eating behavior, external type of eating behavior, restrictive type of eating behavior, self-relation, features of self-relation, experimental group, control group. Стаття фокусується на вивченні самоставлення особистості та типу харчової поведінки. За допомогою кореляційного, порівняльного та якісного аналізу здійснюється спроба зрозуміти тип харчової поведінки з формою ставлення особистості до себе. Отримані результати допомагають кращому розумінню і диференціації становлення людини, що виражається через самоставлення і його деривати, які формують Я-концепцію особистості. Дозволяє у подальшому впровадити цей досвід у психокорекційну допомогу людині, зокрема: скласти програму корекції самоставлення особистості, що, у свою чергу, допоможе збалансувати її хар-чову поведінку. Метою є вивчення типу харчовоїповедінки та співвідношення його зі ставленням людини до себе. У ході дослідження були застосовані наступні методи: кореляційний, порівняльний та якісний аналіз, тести зі стандартизованими анкетами. За допомогою порівняльного та якісного аналізу було проаналізовано три типи харчовоїповедінки та порівняно з особливостями самоставлення особистості. Встановлено, що ключо-вими шкалами, за якими диференціюються групи, є: шкала S “глобальне самоставлення” (р≤.029) та шкала “самоприйняття” (р≤.039). При порівняльному аналізі отриманих даних експериментальноїта контрольної груп було встановлено, що харчова поведінка для респондентів експериментальноїгрупи (із порушенням харчової поведінки) відрізняється більшою напругою по двох типах: емоційному та екстернальному типам харчової поведінки. Дослідження фактору “самоставлення”, який є структурним компонентом “Я”,також виявляє відмінності між двома групами. Зроблено висновок, що порушення харчової поведінки тісно пов’язано зі збалансованістю структурних компонентів Я, таких як: самоставлення, самоприйняття, самоінтерес, які, в свою чергу, впливають на психоемоційний стан людини. Отримані результати дослідження доцільно операціоналізувати в психокорекційних і психопрофілактичних програмах в рамках роботи з порушенням харчової поведінки особистості.Ключовіслова: емоційний тип харчової поведінки, екстернальний тип харчової поведінки, обмежувальний тип харчової поведінки, самоставлення, особливості самоставлення, експериментальна група, контрольна група.

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