Articles

An Overview of Attitudes Toward Mathematics Across Different Disciplines, Gender and STEM

/in /by

In this research study, the aim is to inspect the attitudes toward mathematics amongst disciplines, gender, and STEM and non-STEM students. To attain this objective, a questionnaire-based research was chosen; this instrument with 20 items in total consisted of four components, namely, self-confidence, enjoyment, motivation, and value. A total of 391 university students answered the questionnaire; the data is tested and analysed using SPSS 20. Since the data was not normally distributed, the Kruskal-Wallis Test for each factor was performed to check for significant differences across disciplines and post hoc tests in all cases to confirm which pairs have differences. Results of pair comparison revealed that a significant difference in all factors exists between Math Education (with higher mean rank) and other disciplines. To provide evidence of the possibility of group differences between STEM and non-STEM students in self-confidence, value, enjoyment, and motivation, the Mann-Whitney U Test is used. Findings detected slightly more positive attitudes among STEM students than non-STEM students. Performing the Mann-Whitney U Test for each factor revealed a significant difference between them with a medium effect size. Related to gender, no significant difference was detected. Whereas a significant difference was detected regarding gender among students in STEM disciplines. Evaluating attitudes of the respondents towards mathematics revealed that students had a moderately high level of enjoyment, self-confidence, and motivation in learning mathematics.

Fostering Self-Confidence in Elementary School Students through the Integration of World Café Learning in Pancasila and Citizenship Education

/in /by

Character education, especially in learning Pancasila and Citizenship Education (PPKN), plays an important role in shaping students’ personalities. However, students’ low self-confidence in expressing their opinions is one of the main challenges that hinders the effectiveness of learning in elementary schools. This study aims to address this problem by implementing a World Café-based learning model, which is believed to be able to increase student engagement and build their character. This model involves collaborative discussion, reflection, and in-depth problem solving, which is expected to foster students’ self-confidence in communicating. This study used a product trial in class V of SDN No. 2 Majene with an effectiveness analysis based on the achievement of learning outcome tests. The results showed that the implementation of the World Café model can increase students’ self-confidence, communication skills, and critical thinking skills. Although there are challenges in the development of non-linear self-confidence, the use of strategies such as peer mentoring and variations in discussion topics managed to overcome these obstacles. Overall, this model has proven effective in supporting more inclusive and transformative learning in PPKN classes.

The Correlation between Self-Confidence and Social Anxiety among Secondary and High School Students in Bangkok, Thailand

/in /by

Social anxiety disorder (SAD) is a debilitating condition characterized by a marked and persistent fear of being humiliated or scrutinized by others. It is the third most common mental health disorder and has its origins in adolescence. Accordingly, social relationships are particularly challenging for socially anxious adolescents. Therefore, we assume that self-confidence, which represents your belief in your own abilities, capacities, and judgments, plays an important role. This research aims to explore whether there is a correlation between self-confidence and social anxiety. It also aims to determine differences in selfconfidence and social anxiety according to age and grade. Individual data from 222 participants were collected using an online questionnaire that included general information, a self-confidence section, and a social anxiety section. The participants were secondary and high school students in Bangkok, Thailand. The collected quantitative data were analyzed using Pearson’s correlation coefficients and independent sample t-test within the Statistical Package for the Statistical Product and Service Solutions (SPSS) version 29 program.

The results indicate a significant correlation between self-confidence and social anxiety at the .01 level. Additionally, self- confidence did not show significant differences according to grade or age. The results also revealed that social anxiety does not significantly change based on grade or age.

 

A Study of Relationship between Metacognition, Self-Confidence and Family Environment of 10+1 Students

/in /by

The present study was undertaken to investigate the relationship between metacognition, self-confidence and family environment of 10+1 students. The sample of the present study consisted of 800 students selected randomly from four districts of Haryana (India). Metacognition Inventory by Govil (2003), Self-confidence inventory by Agnihotri (1987) and Family Environment scale by Bhatia and Chadha (1993) were used. The findings indicate that there exists significant and positive relationship between metacognition, family environment and dimensions of family environment. On the other hand, significant but negative correlation between self-confidence and metacognition; self- confidence, family environment and dimensions of family environment is found.