scholarly journals A Program to Develop Resiliency, Self-confidence, Intrinsic Motivation, and a Sense of Purpose in Young Adults

2015 ◽  
Author(s):  
Sergio Sedas
Keyword(s):  
Young Adults ◽  
Intrinsic Motivation ◽  
Sense Of Purpose ◽  
Self Confidence

scholarly journals Socijalna integracija mladih u riziku od ispadanja iz sustava obrazovanja: rezultati slovenskog programa Projektno učenje mladih odraslih

2020 ◽  
Vol 27 (3) ◽  
pp. 287-308
Author(s):  
Miloslav Poštrak ◽  
Natalija Žalec ◽  
Gordana Berc
Keyword(s):  
Young Adults ◽  
Education System ◽  
Social Inclusion ◽  
Team Work ◽  
Drop Out ◽  
Dropping Out ◽  
Project Learning ◽  
Self Confidence ◽  
Social Fund ◽  
The Republic

SOCIAL INTEGRATION OF YOUNG PERSONS AT RISK OF DROPPING OUT OF THE EDUCATION SYSTEM: RESULTS OF THE SLOVENIAN PROGRAMME PROJECT LEARNING FOR YOUNG ADULTS In order to understand the phenomenon of dropping out of the education system, it is important to direct scientific and professional interest on understanding the lifestyle of these young persons from their perspective. The concept of social vulnerability of the youth is useful for that purpose, as it explores risk factors in various life circumstances of young persons, based on which approaches and programmes focused on prevention of dropping out, solving the problems of droputs and unemployed young persons are developed. The programme Project Learning for Young Adults combines both approaches and is based on an individualised, holistic and structured way of working with vulerable young persons. It consists of three levels of project activities: elective, individual and interest based with the aim of developing working habits, team work, self-confidence and career interests in order to reintegrate young adults in the education system and promote their entering the labour market and social inclusion. The programme has been active for 25 years in the Republic of Slovenia and it has included over 1,370 young adults. It has been financed by the European Social Fund. Key words: vulnerable youth, drop-out, NEET population, project learning for young adults.

scholarly journals Prospective evaluation of the psychosocial impact of the first 6 months of orthodontic treatment with fixed appliance among young adults

2015 ◽  
Vol 86 (4) ◽  
pp. 644-648 ◽  
Author(s):  
Renata França Prado ◽  
Joana Ramos-Jorge ◽  
Leandro Silva Marques ◽  
Saul Martins de Paiva ◽  
Camilo Aquino Melgaço ◽  
...  
Keyword(s):  
Young Adults ◽  
Orthodontic Treatment ◽  
Social Impact ◽  
Psychological Impact ◽  
Psychosocial Impact ◽  
Wilcoxon Test ◽  
Control Group ◽  
Fixed Appliance ◽  
Self Confidence ◽  
Experimental Group

ABSTRACT Objective:  To evaluate the psychosocial impact of the first 6 months of orthodontic treatment with a fixed appliance among young adults and compare the results with those of a control group of patients awaiting treatment for malocclusion. Materials and Methods:  A study was conducted with a sample of 120 patients on a waiting list for orthodontic treatment at a university. The participants were allocated to an experimental group submitted to treatment and a control group awaiting treatment. The groups were matched for sex and age. All participants were instructed to answer the Brazilian version of the Psychosocial Impact of Dental Aesthetics Questionnaire (PIDAQ) at baseline and after 6 months. Statistical analysis involved the Wilcoxon test for the total PIDAQ score and the score of each subscale. All patients participated until the end of the study. Results:  Significant differences between baseline and the 6-month evaluation were found for the total PIDAQ score as well as the dental self-confidence and social impact subscales in both groups. No differences between baseline and the 6-month evaluation were found regarding the psychological impact or esthetic concern subscales in the control group. The patients in the experimental group reported greater esthetic impact 6 months after beginning treatment (P < .001). The first 6 months of orthodontic treatment seem to improve psychosocial impact. Conclusion:  The first 6 months of orthodontic treatment seem to improve the psychosocial impact of malocclusion. The patients analyzed in the present study reported a greater esthetic impact and less psychological impact after 6 months of using an orthodontic appliance.

Selected Correlates of Creativity in Young Adults

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1246-1250 ◽  
Author(s):  
Noreen E. Mahon ◽  
Adela Yarcheski ◽  
Thomas J. Yarcheski
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Significant Positive Correlation ◽  
Perceived Social Support ◽  
Interpersonal Dependency ◽  
Social Self ◽  
Personal Resource ◽  
Adjective Checklist ◽  
Loneliness Scale ◽  
Self Confidence

A sample of 68 young adults responded to the Creativity Scale of the Adjective Checklist, the Revised UCLA Loneliness Scale, the Personal Resource Questionnaire (PRQ85) Part II, and the Lack of Social Self-confidence Subscale of the Interpersonal Dependency Inventory. As predicted, statistically significant inverse correlations were found between scores on measures of loneliness and creativity and between scores on measures of lack of social self confidence and creativity. Contrary to the hypothesized direction, a statistically significant positive correlation was found between scores on measures of perceived social support and creativity.

scholarly journals Acute Effects of Immersive Virtual Reality Exercise on Young Adults’ Situational Motivation

2019 ◽  
Vol 8 (11) ◽  
pp. 1947 ◽  
Author(s):  
Wenxi Liu ◽  
Nan Zeng ◽  
Zachary C. Pope ◽  
Daniel J. McDonough ◽  
Zan Gao
Keyword(s):  
Virtual Reality ◽  
Young Adults ◽  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Innovative Technology ◽  
Immersive Virtual Reality ◽  
Acute Effects ◽  
External Regulation ◽  
Situational Motivation ◽  
Identified Regulation

The development of innovative technology, such as virtual reality (VR), has provided opportunities for promoting physical activity (PA) in a fun and engaging manner. The purpose of this study was to examine differences in young adults’ situational motivation (SM) among immersive VR, non-immersive VR, and traditional stationary cycling sessions. In all, 49 healthy college students (35 females; Mage = 23.6 years, SD = 3.4; M%BF = 24.0%, SD = 7.5) completed three separate 20 min cycling sessions: (1) immersive VR cycling; (2) non-immersive VR cycling; and (3) traditional cycling. Participants’ SM was assessed via the situational motivation scale, which included four subconstructs: intrinsic motivation, identified regulation, external regulation, and amotivation. Repeated measures ANOVAs indicated significant differences for situational motivation between cycling sessions (F (2, 96) = 4.74–53.04, p < 0.01, ηp2 = 0.090–0.525). Specifically, participants elicited the highest level of intrinsic motivation in immersive VR cycling compared to the other two sessions. Moreover, participants in both immersive VR and traditional cycling showed greater identified regulation than the non-immersive VR session. Furthermore, participants showed greater external regulation compared to the immersive VR session. In addition, greater amotivation was observed in non-immersive VR compared to the immersive VR session. Findings suggested that immersive VR exercise has the potential to be an attractive exercise alternative, possibly promoting greater PA participation and adherence among young adults.

scholarly journals Analisis Diskors Kurikulum dan Pedagogi pada Mata Kuliah Bahasa Inggris dalam Konteks Interdisipliner di Politeknik Negeri Jember

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Adriadi Novawan
Keyword(s):  
Focus Group ◽  
Intrinsic Motivation ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Naturalistic Inquiry ◽  
Self Confidence ◽  
Written Curriculum

Artikel ini melaporkan hasil studi kasus yang meneliti realita kurikulum Bahasa Inggris dalam konteks kurikulum induk yang menaunginya dan implementasinya ditingkat pedagogi. Tujuan penelitian adalah untuk mengetahui sejauh mana implementasi pedagogi telah sesuai dengan kebijakan pada kurikulum induknya. Framework yang dipergunakan khususnya menganalisa hubungan antara curriculum as written, curriculum as taught, dan curriculum as experienced. Penelitian ini dilandasi prinsip naturalistic inquiry yang mengutamakan eksplorasi terhadap realita alami tanpa modifikasi. Data dikumpulkan dengan menggunakan dokumentasi, wawancara dan focus group discussion dan dianalisa dengan menggunakan metode Immersion/Crystallisation (I/C). Hasil penelitian menunjukkan bahwa realita curriculum as written bersifat implisit dan terbuka, curriculum as taught mewakili konsep weak framing, dan curriculum as experienced cenderung mengutamakan terbentuknya self-confidence dan intrinsic motivation ketimbang pencapaian materi. Implikasi penting yang perlu diperhatikan dalam pengembangan kurikulum dan pedagogi kedepan adalah bahwa realita kuatnya weak classification pada curriculum as written dan weak framing pada curriculum as taught akan menyebabkan sulitnya standarisasi kompetensi bahasa dalam kerangka konvergen dengan mengikuti standar yang direkomendasikan. 

The added value of college radio: student self development, fulfillment, and confidence

2019 ◽  
Vol 10 (2) ◽  
pp. 339-354 ◽  
Author(s):  
Tal Laor
Keyword(s):  
Intrinsic Motivation ◽  
Sense Of Self ◽  
Well Being ◽  
Project Based Learning ◽  
Radio Station ◽  
Added Value ◽  
Content Type ◽  
Radio Stations ◽  
Self Confidence ◽  
College Radio

Purpose College radio stations provide tools, skills and experience to students and graduates, facilitating their integration into the media industry. The purpose of this paper is to examine whether the college radio station gives students, beyond practical tools, a sense of self-fulfillment and self-confidence. Design/methodology/approach Research was carried out through semi-structured in-depth interviews with about 70 interviewees: senior directors of the college radio project, students and graduates. Findings It was found that students gained self-fulfillment and developed considerable self-confidence through intrinsic motivation, in accordance with Deci’s self-determination model. In addition, it was found that activities in college radio stations match the components of the Project Based Learning model, based on learning in small groups and producing a real product, which is then presented to an audience. Social implications This will impact students to develop their high intrinsic motivation to study. As a result, they will become more creative and satisfied employees, producing higher quality and added value work. Ultimately, the outcome will be one of more positive social welfare and individual well-being. Originality/value This research emphasizes the importance of integrating practical workshops in academic studies as a way to empower students in all fields: theoretical study, practical experience and personal development.

scholarly journals Pengaruh Pemberian Penguatan Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Bahasa Indonesia Kelas V SDN Se-Kecamatan Suppa Kabupaten Pinrang

2021 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Evi Syarah ◽  
Asdar Asdar ◽  
Mas'ud Muhamadiyah
Keyword(s):  
Intrinsic Motivation ◽  
Learning Process ◽  
Primary Schools ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Learning Motivation ◽  
Class V ◽  
Self Confidence ◽  
Ex Post ◽  
Bahasa Indonesia

Penelitian ini bertujuan (1) Untuk pendeskripsian jenis-jenis penguatan yang diberikan guru pada mata pelajaran bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang, (2) Untuk pendeskripsian gambaran motivasi belajar siswa pada mata pelajaran bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang, dan 3) Untuk pendeskripsian pengaruh pemberian penguatan terhadap motivasi belajar siswa pada mata pelajaran bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang.  Metode penelitian yang digunakan adalah Penelitian kuantitatif dengan menggunakan expostfacto (kausal komparatif). Berdasarkan hasil penelitian disimpulkan bahwa (1) Jenis-jenis pemberian penguatan guru pada Mata Pelajaran Bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang secara maksimal tercapai melalui penguatan berupa verbal, nonverbal dan penghargaan yang diberikan kepada siswa yang telah menuntaskan proses pembelajaran yang diberikan oleh guru, (2) Gambaran motivasi belajar siswa pada Mata Pelajaran Bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang berupa motivasi instrinsik dan motivasi ekstrinsik. Motivasi instrinsik berupa adanya motivasi diri dengan menumbuhkan rasa percaya dalam diri. Motivasi ekstrinsik berupa adanya dukungan atau pembelajaran sebaya, dan media pembelajaran yang mendukung dalam proses pembelajaran, dan (3) Hasil Rhitung 0.488 > Rtabel 0. 334. Nilai signifikansi pengaruh  penguatan yang diberikan kepada siswa terhadap motivasi belajar sebesar 0,003 yang berarti lebih kecil dari 0,01 hal tersebut dapat disimpulkan data tersebut adalah adanya hubungan antara penguatan yang diberikan kepada siswa terhadap motivasi belajar. This study aims (1) to describe the types of reinforcement given by the teachers to the Indonesian language subject for class V Primary Schools in Suppa District, Pinrang Regency, (2) to describe the picture of student learning motivation in Indonesian language subject in class V Primary Schools in Suppa District, Pinrang Regency, and 3) to describe the effect of providing reinforcement on students' learning motivation in Indonesian language subject in class V Primary Schools in Suppa District, Pinrang Regency. The research method used is quantitative research using ex post facto (comparative causal). Based on the results of the study, it was concluded that (1) The types of teachers’ reinforcement in Indonesian Language Subject for class V Primary Schools in Suppa District, Pinrang Regency were maximally achieved through reinforcement in the form of verbal, nonverbal and awards given to students who had completed the given learning process by the Teachers, (2) The description of students' learning motivation in Indonesian Subject for Class V at Primary Schools in Suppa District, Pinrang Regency in the form of intrinsic motivation and extrinsic motivation. Intrinsic motivation is in the form of self-motivation by growing self-confidence. Extrinsic motivation in the form of support or peer learning, and learning media that supports the learning process and (3) the results of R-count 0.488 > R-table 0.334. The significance value of the effect of reinforcement given to students on learning motivation is 0.003 which means it is smaller than 0.01. It can be concluded from the data that there is a relationship between the reinforcement given to students and their motivation to learn.

scholarly journals School Students’ Self-confidence in Science and Intrinsic Motivation for Learning Science: Self-Concept and Self-Efficacy Approach

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 138-155
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Self Concept ◽  
Learning Science ◽  
School Students ◽  
Self Confidence ◽  
Motivation For Learning ◽  
Timss 2015

The study deals with the Lithuanian school students’ self-confidence in science and motivation for learning science on the basis of TIMSS 2015 data. The study analyses two components of self-confidence: science self-concept (SSC) and science self-efficacy (SSE). The research revealed that self-confidence in science of school students statistically significant correlate with the motivation for learning science.

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