Approaches to Increasing the Self-Confidence and Competencies

By

TABLE OF CONTENTS

Introduction1

Hypotheses2

Literature Review2

Methodology4

Design4

Participants4

Instruments5

Results5

Discussion7

Ethical Concerns7

Limitations of Study8

Suggestions for Future Research8

REFERENCES9

APPENDIX10

APPROACHES TO INCREASING THE SELF-CONFIDENCE AND COMPETENCIES

Introduction

It has been noticed that some students are able to work unassisted after a brief period of instruction and that will seek assistance from the teacher only on the occasions when they have reached the limit of their abilities. On the other hand, there were some students who asked for help repeatedly, and who sought constant reassurance that their work was progressing successfully. If asked, the instructor might point to one of the first group and say, “There's a self-confident, self-directed student.” Of one of the latter group, he might comment, “He sure does lack self-confidence” (Baumeister, et al., 2003, pp 145). If pressed, the instructor would be at a loss to define what determined a self-confident, self-directed student, or what constituted the difference between that student and the one who was not. However, if you asked other teachers about those same students, you might get a consensus on the ones who were or were not self-confident and self- directed. Probably few of the other teachers would be able to define the differences.

With growing emphasis on individualized instruct ion, contract teaching, open classrooms, and ungraded elementary schools, greater demands are being placed on the student to be self-motivated and self-directed. The student is in an environment where students and teachers are involved in many levels of learning and several different activities are going on inside and outside the classroom at the same time (Froman, Owen, 1991). The teacher has the task of devising an individual program in which the students can feel successful. It becomes increasingly important, therefore, that the teacher and other school personnel understand the complex nature of self-confidence and the role it plays in the success of the student.

Through the development of a fault tree, the factors that could cause a student to fail to be self- confident and self-directed may be isolated. The information generated would help the classroom teacher, other staff, and, possibly, the parents to help the student overcome deficiencies in self-confidence, and to help adjust to the classroom.

Hypotheses

The hypotheses were tested with K 3 grade teachers and students from their classes. An analysis of variance was applied to the hypotheses:

1. Does a simplified, success driven curriculum increase student self-confidence and lead better educational outcomes

Literature Review

The student who is said to be self-directive is one who enjoys a sense of freedom when he is permitted to have a reasonable share in the determination of his school behavior and in setting the general policies that shall govern his academic pursuits.

Self-confidence is important in all situations of life. Whether an adult, child or a student, anyone can end up with heavy tasks to complete, and self-confidence is necessary to perform these tasks successfully (Baumeister, et al., 2003).

Take the case of students in high school with so many subjects; they face a lot of stress, despite their young ...