Empirical Study of the Effect of Surya Namaskar Yognidra and Chanting of ‘Aum’ On the Self Confidence Level of Children

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Upendra Babu Khatri
Keyword(s):  
Empirical Study ◽  
Confidence Level ◽  
The Self ◽  
Self Confidence

Suryanamaskar, Yognidra and the chanting of AUM is essential and unavoidable for today’s misguided youth if indeed the country needs a generation filled with the jewel of self confidence and they will have to be kept from coming into the grips of depression , emotional imbalances and most importantly children will have to be motivated by inculcating among them as inclination to follow yogic practices by the parents  and the teachers themselves presenting Yoga driven character before their children. Succinctly put, Yogic practices have the capability of bringing about numerous positive changes in one’s being and more so when it comes to the teenagers as has been proved in the case study delineated above.

scholarly journals Analysis of the Self-Confidence Level of Grade 4 Students at SD N 2 Brecong in Entrepreneurship Learning

2019 ◽  
Vol 2 (1) ◽  
pp. 232
Author(s):  
Arief Muhamad Fachrur Rozi ◽  
Siti Fatimah
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Confidence Level ◽  
The Self ◽  
Descriptive Data ◽  
Entrepreneurial Learning ◽  
School Year ◽  
Self Confidence ◽  
Learning Success ◽  
Fourth Grade Students

Self confidence is one of the factors that influences learning success. This study aims to analays the level of self-confidence of students in grade 4 at SD N 2 Brecong on entrepreneurial learning. This research was conducted at SD N 2 Brecong class 4 in the 2019/2020 school year. The design of this research is simple descriptive. Data collection techniques using observation and questionnaires with a population of 35 students. Data analysis was performed using descriptive techniques. Based on the results of the study it can be concluded that the confidence of grade 4 students at SD N 2 Brecong is good in their confidence. Entrepreneurial learning becomes a container in developing student learning confidence. The fourth grade students' self confidence developed at SD N 2 Brecong is supported by being independent, active in learning, discipline and responsibility.

scholarly journals Accelerating Learners’ Self-confidence Level in Second Language Acquisition: A Qualitative Study

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Md Rabiul Alam ◽  
Sultana Jahan ◽  
Md Rashed Khan Milon ◽  
Diana Ansarey ◽  
Sheaikh Umar Faruque Al Hadi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Confidence Level ◽  
Social Factor ◽  
Study Data ◽  
Structured Interviews ◽  
Self Confidence ◽  
Analysis Technique

Second Language Acquisition (SLA) is a complex psychosomatic process. As per educational psychology, its acquisition process depends on some affective determinants related to learners' self-confidence that accelerates learners’ zeal of learning the language. However, studies are rare to empirically explore the factors or the ways that help learners build their self-confidence level. Thus, the prime focus of this study is to find out factors associated with accelerating learners’ self-confidence in SLA through a qualitative case study. Data have been collected through semi-structured interviews carried out over the phone due to the COVID-19 pandemic. A total of 13 respondents (7 boys and 6 girls) have been interviewed who have recently completed their postgraduation. The obtained data have been analyzed with the help of the content analysis technique. The study finds that the self-confidence of a learner gets accelerated by three main factors like motivational factor, social factor, and environmental factor which motivate a learner to learn L2. Based on the findings, some policy recommendations have been suggested to further improve L2 learners’ self-confidence level.

scholarly journals Introvert – Extrovert Personality Types and Self-confidence- A Case Study from Philippines

2020 ◽  
Vol 16 (1) ◽  
pp. 68
Author(s):  
Ira A. De Goma ◽  
Jerald C. Moneva
Keyword(s):  
High School ◽  
Quantitative Data ◽  
Personality Types ◽  
The Self ◽  
Chi Square ◽  
Self Confidence ◽  
Significant Difference ◽  
Quantitative Design ◽  
The Difference

<p>An introvert is said to be a kind of student who is quiet and doesn’t open easily. On the contrary, when a student is friendly, talkative and quickly makes friends, the student’s form of personality is extroverted. This study aimed to know the difference between the self-confidence of introvert students and extrovert students. Introverts and extroverts pick their preferences from different priorities. For them to enhance their confidence students should establish a strong belief for their selves. The development of self-confidence must be essential and allows students to demonstrate their expertise and talents. The study was a quantitative design that makes use of the research questionnaire. The researcher surveyed the Senior High School with a total of two hundred thirty-five respondents who are requested to answer the questionnaire. Quantitative data were processed using chi-square. The study has shown the students' self-confidence in terms of education, talents, socialization, and achievements. It shows that introvert students have a higher frequency than the extrovert students. Results also show that self-confidence implies that the extrovert respondents are not enough in expressing their personality. They need to re-build their personality types to gain some confidence. It can be inferred that there is no significant difference between the self-confidence of the introvert students and extrovert students.</p>

scholarly journals Students' Self-Confidence in Speaking Skill

2019 ◽  
Vol 2 (1) ◽  
pp. 11-14
Author(s):  
Markus Deli Girik Allo ◽  
Arnovan Priawan
Keyword(s):  
Confidence Level ◽  
Quantitative Method ◽  
The Self ◽  
Second Grade ◽  
Cluster Sampling ◽  
Self Confidence ◽  
Second Grade Students ◽  
Speaking Skill ◽  
The Mean

The objective of the research was to find out whether or not describing people improve students’ self-confidence in speaking skill by the second grade of SMK Kristen Makale. In doing this research, the writer used quantitative method. The population of this research was the second grade students which consist of 139 students and divided into eight classes. This research employs a cluster sampling where the writer took only 25 students as respondents. The instrument that used by the writer in collecting data is questionnaire. The result of this research found that describing people could improve students’ self-confidence in speaking. It was proved by the mean score of the students in questionnaire one (Q1) is 67.88 (precisely self-confidence level) and students mean score in questionnaire two (Q2) is 79.76 (medium self-confidence level). It means that the students have shown raising the self-confidence level from precisely into the medium after learning using describing people.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

Developing design literacy through brand-based artefacts

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Catarina LELIS
Keyword(s):  
Empirical Study ◽  
Focus Groups ◽  
Design Process ◽  
Basic Design ◽  
Willingness To Participate ◽  
Socially Responsible ◽  
Interaction Structure ◽  
Functional Prototype ◽  
High Willingness

The brand is a powerful representational and identification-led asset that can be used to engage staff in creative, sustainable and developmental activities. Being a brand the result of, foremost, a design exercise, it is fair to suppose that it can be a relevant resource for the advancement of design literacy within organisational contexts. The main objective of this paper was to test and validate an interaction structure for an informed co-design process on visual brand artefacts. To carry on the empirical study, a university was chosen as case study as these contexts are generally rich in employee diversity. A non-functional prototype was designed, and walkthroughs were performed in five focus groups held with staff. The latter evidenced a need/wish to engage with basic design principles and high willingness to participate in the creation of brand design artefacts, mostly with the purposeof increasing its consistent use and innovate in its representation possibilities, whilst augmenting the brand’s socially responsible values.

The Effects of Teaching Reflection Diaries on In-Service High School Teachers in Japan

Relay Journal ◽  
2020 ◽  
pp. 80-99
Author(s):  
Naoya Shibata
Keyword(s):  
High School ◽  
High School Teachers ◽  
Illustrative Case ◽  
Teaching Beliefs ◽  
Experienced Teacher ◽  
Female Teachers ◽  
Self Confidence ◽  
Research Findings ◽  
Illustrative Case Study

Although teaching reflection diaries (TRDs) are prevalent tools for teacher training, TRDs are rarely used in Japanese secondary educational settings. In order to delve into the effects of TRDs on teaching development, this illustrative case study was conducted with two female teachers (one novice, and one experienced) at a Japanese private senior high school. The research findings demonstrated that both in-service teachers perceived TRDs as beneficial tools for understanding their strengths and weaknesses. TRDs and class observations illustrated that the novice teacher raised their self-confidence in teaching and gradually changed their teaching activities. On the other hand, the experienced teacher held firm teaching beliefs based on their successful teaching experiences and were sometimes less willing to experiment with different approaches. However, they changed their teaching approaches when they lost balance between their class preparation and other duties. Accordingly, although teachers’ firm beliefs and successful experiences may sometimes become possible hindrances from using TRDs effectively, TRDs can be useful tools to train and help teachers realise their strengths and weaknesses.

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