Relevant bibliographies by topics / Performance Self-confidence

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Performance Self-confidence'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Performance Self-confidence"

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Azimova, M. "Self-confidence in Oral Performance." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 444–52. http://dx.doi.org/10.33619/2414-2948/53/52.

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This article indicates the level of self-confidence during the oral performance of the students such as in speaking activities as well as the self-efficacy in their oral task achievements. Self-confidence is believed to be a psychological factor which has a considerable influence on students’ speaking skills. The purpose of this article is identifying the student’s self-confidence conducting the students’ survey on their self-confidence, in acquiring the English language with the help of questionnaire and students’ responds are analyzed by the author.
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Hollenbeck, George P., and Douglas T. Hall. "Self-confidence and Leader Performance." Organizational Dynamics 33, no. 3 (August 2004): 254–69. http://dx.doi.org/10.1016/j.orgdyn.2004.06.003.

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FELTZ, DEBORAH L. "Self-Confidence and Sports Performance." Exercise and Sport Sciences Reviews 16 (1988): 423???458. http://dx.doi.org/10.1249/00003677-198800160-00016.

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Woodman, Tim, Sally Akehurst, Lew Hardy, and Stuart Beattie. "Self-confidence and performance: A little self-doubt helps." Psychology of Sport and Exercise 11, no. 6 (November 2010): 467–70. http://dx.doi.org/10.1016/j.psychsport.2010.05.009.

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George, Thomas R. "Self-Confidence and Baseball Performance: A Causal Examination of Self-Efficacy Theory." Journal of Sport and Exercise Psychology 16, no. 4 (December 1994): 381–99. http://dx.doi.org/10.1123/jsep.16.4.381.

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Using path analytic techniques, the causal relationships in Bandura's model of self-efficacy were examined in a field setting. Male intercollegiate and interscholastic baseball players (N = 53) completed self-report measures over a nine-game period during the baseball season. Perceptions of self-efficacy, competitive state anxiety, effort expenditure, and objective hitting performance were measured. Moderate support for Bandura's model was found in that higher performances predicted stronger percepts of efficacy in six games, and lower levels of somatic and cognitive anxiety were associated with stronger self-efficacy beliefs in seven games. In turn, stronger self-efficacy predicted greater effort in six games and higher hitting performance in five games. Results are discussed in relation to the ecological validity of previous causal examinations of self-efficacy theory, as well as the utility of self-efficacy theory as a framework for investigating the self-confidence-performance relationship.
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Beattie, Stuart, Lew Hardy, and Tim Woodman. "Precompetition Self-Confidence: The Role of the Self." Journal of Sport and Exercise Psychology 26, no. 3 (September 2004): 427–41. http://dx.doi.org/10.1123/jsep.26.3.427.

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Higgins’ (1987) self-discrepancy theory holds that certain emotions occur as a result of discrepancies between pairs of psychological entities called self-guides. The present study explored self-discrepancies in self-confidence in relation to performance and cognitive anxiety. Slalom canoeists (n = 81) reported ideal, ought, and feared levels of self-confidence 3 hours before a national ranking slalom tournament. Within a half-hour of the start of the race, canoeists reported their actual self-confidence and cognitive anxiety levels. Hierarchical multiple-regression analyses revealed that self-discrepancies predicted significantly more performance variance than actual self-confidence alone. Additionally, hierarchical multiple-regression analyses revealed that, contrary to the specific predictions of self-discrepancy theory, ideal and feared discrepancies (not “ought” and “feared” discrepancies) significantly predicted cognitive anxiety. Additional findings, implications, and directions for further research into the nature of the self in sport are discussed.
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Petruzzello, Steven J., and Charles B. Corbin. "Tie Effects of Performance Feedback on Female Self-Confidence." Journal of Sport and Exercise Psychology 10, no. 2 (June 1988): 174–83. http://dx.doi.org/10.1123/jsep.10.2.174.

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Research has suggested that females lack self-confidence in their abilities to perform in certain physical activity situations. This "situational vulnerability," however, is not characteristic of all age levels. The present research was designed to determine if situational vulnerability was characteristic of college-age females and to determine if postperformance feedback would enhance self-confidence. Further, the research was designed to determine if feedback-enhanced self-confidence would generalize to a different task. In Study 1, males and females (N=381) rated the gender appropriateness of several motor tasks and made confidence ratings. In Study 2, high and low confidence college-age women (N=69) were tested to determine if feedback increased confidence on a gender-neutral task.. Subjects were then tested for confidence after performing a different task to determine if feedback-produced confidence differences were enduring. The results indicated that both tasks were rated as gender-neutral, but college-age females lacked confidence when compared to males. Feedback did improve confidence for low confidence females, but this feedback-enhanced self-confidence did not generalize to a different motor task. It is suggested that a fourth factor, namely lack of experience, be added to Lenney's (1977) situational vulnerability hypothesis as a factor likely to affect female self-confidence.
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Kleitman, Sabina, and Lazar Stankov. "Self-confidence and metacognitive processes." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 45–69. http://dx.doi.org/10.2298/zipi0501045k.

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This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT). The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.
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Chapman, Chris, Andrew M. Lane, John H. Brierley, and Peter C. Terry. "Anxiety, Self-Confidence and Performance in Tae Kwon-Do." Perceptual and Motor Skills 85, no. 3_suppl (December 1997): 1275–78. http://dx.doi.org/10.2466/pms.1997.85.3f.1275.

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142 male Tae Kwon-do competitors completed the Competitive State Anxiety Inventory–2 about 1 hr. before competition. Multivariate analysis of variance showed that the players who won reported lower cognitive and somatic anxiety and higher self-confidence than those who lost. Discriminant function analysis indicated that 89 (62.68%) participants could be correctly classified as winners or losers on the basis of their precompetition Competitive State Anxiety Inventory–2 scores. The findings concur with previous research in karate.
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Stankov, Lazar, and John D. Crawford. "Self-confidence and performance on tests of cognitive abilities." Intelligence 25, no. 2 (January 1997): 93–109. http://dx.doi.org/10.1016/s0160-2896(97)90047-7.

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Dissertations / Theses on the topic "Performance Self-confidence"

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Beattie, Stuart James. "Anxiety, self-confidence, self-efficacy and performance : some challenges to current thinking." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/anxiety-selfconfidence-selfefficacy-and-performance--some-challenges-to-current-thinking(57ad5e9c-a897-42e0-8707-b4d57a036741).html.

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The thesis critically reviews the relationships between anxiety and sports perfonnance, self-confidence and sports perfonnance, and self-efficacy with progress towards life goals. Limitations to previous research are highlighted and alternative theoretical explanations are offered. In subsequent empirical chapters these alternative explanations are tested. The first chapter provides a critical overview of the research area. Limitations are highlighted, and alternative theoretical explanations are presented. Chapter 2 explores the anxiety-performance relationship and provides two empirical studies that suggest that previous findings on the cusp-catastrophe model of anxiety and performance may have been due to a complex interaction between cognitive anxiety and effort required rather than between cognitive anxiety and physiological arousal. Results from both studies provide evidence to support a cognitive explanation for the effects of anxiety upon perfon-nance. Chapter 3 explores the relationship between self-confidence and perfon-nance and addresses the issue that previous research has only considered actual self-confidence (e. g. confidence levels measured within an hour of performance) and has generally ignored the nature of "self' e. g., the "ideal", "ought" and "feared" self-confidence levels that may be used by performers as reference points. Results revealed that discrepancies from these 'selves' significantly predicated 11 % performance variance over and above "actual" measures of self-confidence. Chapter 4 explores limitations in previous research into the effects of self-efficacy on goal progress; namely that this research has tended to focus only upon approach goals. However, research suggests that both goal importance and goal polarity (i. e. approach and avoidance goals) may moderate the effects of self-efficacy on goal progress. Results revealed (amongst other findings) that self-efficacy was significantly correlated with progress on important avoidance life goals but not with progress on important approach goals. The final chapter provides a general discussion of the thesis findings, suggestions for future research and applied implications.
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Liertz, Carmel, and n/a. "Developing performance confidence : a holistic training strategies program for managing practice and performance in music." University of Canberra. Communication & Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20060817.132817.

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The thesis aims to address a perceived gap in the training and development of music performers, namely the lack of a practical strategies framework for developing performance confidence, especially self-efficacy (situational selfconfidence) in music performance. To this end, a Training Program with Training Manual was designed to assist musicians in the management of practice and performance, using a framework of six integrative mental and physical strategies taken from Sport Performance and applied to Music Performance. Five musicians trialed the Training Program for five weeks. Five individual case studies were constructed to explore and interpret the musicians' practice and performance experiences before and after using the Training Program / Manual. Analyses of in-depth interviews and a follow-up questionnaire revealed that the Training Program had produced positive changes in mental and physical behaviour, along with increased concentration ability and coping skills in stressful situations, resulting in a sense of control in performance. A cross-case analysis revealed that the shared issues of significance for the musicians were Concentration, Stress and Lifestyle Practices, and Sense of Control in practice and performance. This qualitative study demonstrates that a training program addressing the lifestyle context of music performance is beneficial for practice and the lead-up to performance. Confidence in playing ability develops, when practice and performance are perceived to be effectively self-managed and practice becomes a positive experience. The findings of this study suggest the need for a holistic approach to music performance, based on awareness of the mind-body connections involved in performance.
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Bowling, Ann Marie. "The Effect of Simulation on Knowledge, Self-Confidence, and Skill Performance." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1309923164.

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Winfrey, Mary Lynn. "Effects of self-modeling on self-efficacy and balance beam performance." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845949.

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The purpose of the investigation was to determine the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects (n=ll) were intermediate level gymnasts rated at the 5, 6, and 7 skill levels with ages ranging from 8 to 13 years. Subjects were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a six week period, the self-modeling group subjects viewed the videotape of themselves prior to practice three times a week for six consecutive weeks. All subjects completed two different self-efficacy inventories and a balance beam skills test at four intervals: a pretest, a 2-week test, a 4 week-test, and a posttest. During the six weeks, each group participated in their normal instructional program at the gymnastics academy.The results of this study indicated no significant differences in ratings of self-efficacy or balance beam performance, as based on judge's ratings between the self-modeling group and the control group. However, a significant correlation was found between predicted performance scores and actual performance scores for the self-modeling group (r=.92). This correlation was not significant for the control group (r=.02). Even though a significant effect of self-modeling on self-efficacy and performance scores was not found, this significant correlation indicates that self-modeling may enhance a subject's ability to realistically assess her/his performance. Thus, self-modeling may benefit the learner by developing an accurate conception of one's performance which would enhance the ability to understand and utilize instructional feedback to improve performance.
School of Physical Education
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Kais, Kristjan. "Precompetitive state anxiety, self-confidence and athletic performance in volleyball and basketball players /." Online version, 2005. http://dspace.utlib.ee/dspace/bitstream/10062/670/5/kais.pdf.

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Karounos, Peter. "Effect of anxiety, arousal and self-confidence on athletic performance of Australian-rules footballers /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsk1872.pdf.

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Krane, Victoria Ivy. "RELATIONSHIPS BETWEEN CSAI-2 SUBCOMPONENTS AND PERFORMANCE DURING COLLEGIATE GOLF COMPETITION (ANXIETY, SELF-CONFIDENCE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275360.

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Adler, William P. "Effect of Task Appropriateness, Social Comparison, and Feedback on Female Goals, Performance, and Self-Confidence with a Motor Task." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330697/.

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Lenney (1977) concluded that achievement gender differences were predicted by females' lower self confidence and expectancies in competitive situations, identifying three variables that mediated female self confidence in achievement situations, (1) task appropriateness. (2) social comparison, and (3) feedback. The present study manipulated all three mediating variables with 240 undergraduate 18-25 year old female subjects with the pursuit rotor task that requires tracking a moving (40 rpm's) white light with a hand-held stylus for 60 seconds. Response measurement was based upon time on target. Subjects were tested over five trials while setting goals for each trial. Females were randomly assigned to a male appropriate, female appropriate, or gender neutral task condition, a competition or alone condition, and to one of four feedback conditions (no feedback, feedback about own performance only, feedback about own performance that provided the perception that subject was performing better than an opponent and/or average on each trial, or feedback about own performance that provided the perception that subject was performing poorer than an opponent and/or average on each of the five trials). Results from the 2 (social comparison) X 3 (task appropriateness) X 4 (feedback) ANOVA were contradictory to previous findings (Corbin, 1981; Petruzzello & Corbin, 1988) as females performed significantly better in competition than alone. Data support the conclusion that presentation of clear and unambiguous feedback enhanced female self-confidence (Corbin, 1981; Petruzzello & Corbin, 1988; Lenney, 1977). Data also provide null findings for the task appropriateness condition which contradicts the previous research (Corbin, 1981; Lenney, 1977) in that females perceiving the task as male appropriate did not exhibit less self-confidence and perform poorer than when the task was perceived as either female appropriate or gender neutral. Conclusions reflect methodological differences from previous research and changes in gender role identification that have significantly impacted on female self-confidence and performance in competitive situations.
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Petersen, Jodi Mikolajcik. "Performance Self-Appraisal Calibration of ESL Students on a Proficiency Reading Test." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6764.

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Self-assessment as a placement measure or accurate assessment of skill has been scrutinized in previous research. Findings have shown a general human tendency towards overconfidence in performance (Kruger & Dunning, 1999). This study looks at performance self-appraisals in an ESL population, with participants from varying cultural backgrounds. Performance self-appraisal calibration is a measure of the relationship between an examinee's perceived skill (or confidence) and their actual skill (or ability) on a given exam item (Phakiti, 2016). Being well-calibrated is an indication that test takers know their strengths and weaknesses and thus the difference between confidence and ability is minimal, whereas poorly calibrated examinees may be oblivious to their weaknesses. While some research has explored self-appraisal calibration in first language (Hassmén & Hunt, 1994; Gutierrez & Schraw, 2015; Stankov & Lee, 2014) and foreign language contexts (Bastola, 2016; Phakiti, 2016), the language research has been limited to the performance of native language speakers on norm-referenced tests. It still needs to be determined how test takers would perform on a criterion-referenced exam with items of differing difficulty parameters administered to examinees from different language backgrounds. To that end, a proficiency-based criterion-referenced reading comprehension test was administered to 96 ESL students with 8 different language backgrounds. To measure confidence, a pre- and post-test questionnaire was administered in addition to a confidence slider bar that was embedded into each test item. We investigated correlations between cultural background and item difficulty on the students' self-appraisal calibrations. Our results showed that ESL students were overconfident in their self-calibrations, and their overconfidence was more pronounced as item difficulty increased. There were significant differences based on native language background. Implications will be discussed.
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Baxter, Lynn Z. (Lynn Zander). "The Association of Self-Directed Learning Readiness, Learning Styles, Self-Paced Instruction, and Confidence to Perform on the Job." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc935689/.

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Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.
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Books on the topic "Performance Self-confidence"

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Colgrass, Michael. My lessons with Kumi: How I learned to perform with confidence in life and work. Toronto, Ont: M. Colgrass, 1998.

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Colgrass, Michael. My lessons with Kumi: How I learned to perform with confidence in life and work. Moab, Utah: Real People Press, 2000.

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Secrets of performing confidence: For actors, musicians, performers, presenters and public speakers. London: A & C Black Publishers, 2003.

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Feltz, Deborah L. Self-confidence and sports performance. 1988.

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Cotterill, Stewart. Psychology of Performance. Taylor & Francis Group, 2018.

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The Psychology of Performance. Routledge, 2018.

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Harding, Duncan. Confidence and self-belief. Edited by Duncan Harding. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198768197.003.0008.

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This chapter considers our confidence and self-belief with regards to the interview, and starts by discussing the concept of building a psychological scaffolding that underpins an interview performance. It goes on to consider being robust and resilient, and within that, the importance of understanding that we may fail and having the ability to reflect truthfully on what went wrong. The chapter then discusses interview clothing from a psychological perspective and provides an anecdote to reinforce the suggestion of wearing suitable attire. The chapter sees ourselves from the perspective of the examiner and ideas are suggested as to how we may question ourselves in order to strengthen our position as the best candidate. Finally, it thinks about optimization and belief in our own abilities.
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Self-confidence and Peak Performance: Based on the Best-selling Book "The Confidence Factor". National Businesswomen's Leadership, 1994.

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Naparstek, Belleruth. A Meditation to Help You Improve Self Confidence & Peak Performance. Hachette Audio, 2000.

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Lox, Curt. Perceived uncertainty and importance as cognitive determinants of state responses in female intercollegiate volleyball players. 1991.

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Book chapters on the topic "Performance Self-confidence"

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Sumantri, Mohamad Syarif, and Prayuningtyas Angger Wardhani. "The Influence of Competence and Self-Confidence on Elementary School Teacher Performance." In Educational Technology to Improve Quality and Access on a Global Scale, 309–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66227-5_24.

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Abdullah, Mohamad Yahya, Supyan Hussin, Zahraa Mukhlif Hammad, and Kemboja Ismail. "Exploring the Effects of Flipped Classroom Model Implementation on EFL Learners’ Self-confidence in English Speaking Performance." In Studies in Systems, Decision and Control, 223–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47411-9_13.

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Potsangbam, Archana, and Kennedy Andrew Thomas. "Effect of Audiovisual Aids and Blended Teaching on English Performance and Self-Confidence of IX Standard Students in Government Schools of Manipur." In Neuro-Systemic Applications in Learning, 461–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72400-9_23.

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Nedzinskaitė-Mačiūnienė, Rasa, and Gerda Šimienė. "A Strategic and Goal-Directed Student: Expectations vs. Reality." In Inclusive Learning and Educational Equity, 187–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_8.

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AbstractThe characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.
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"Self-efficacy, Confidence, and Fear of Failure." In Sport, Exercise, and Performance Psychology. New York, NY: Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826129697.0009.

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"Self-efficacy, Confidence, and Fear of Failure: Applying the Concepts." In Sport, Exercise, and Performance Psychology. New York, NY: Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826129697.0010.

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Onovo, Grace N. "Human Patient Simulations." In Healthcare Ethics and Training, 452–80. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2237-9.ch020.

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The relationship between self-efficacy (self-confidence) and anxiety levels, and the use of Human Patient Simulations (HPS) as a teaching-learning strategy, has not been sufficiently studied in the area of clinical nursing education. The purpose of this chapter is to evaluate the self-efficacy/self-confidence and anxiety levels in clinical skills performance of undergraduate nursing students, pre-use and post-use of Human Patients Simulations (HPS), as a teaching and learning strategy in maternity nursing. The study used a quantitative, pre-experimental, one group study design with a pretest and posttest experiment in data collection. The findings concluded that HPS reduced anxiety and increased self-efficacy/self-confidence in clinical skills performance and decision-making of the participants. In addition, the study found that the participants had difficulties in tasks performance with the following action verbs associated with the cognitive domain of Bloom's taxonomy. The verbs were “identify,” “apply,” and “analyze.”
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Onovo, Grace N. "Human Patient Simulations." In Advances in Human Services and Public Health, 233–61. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6260-5.ch014.

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The relationship between self-efficacy (self-confidence) and anxiety levels, and the use of Human Patient Simulations (HPS) as a teaching-learning strategy, has not been sufficiently studied in the area of clinical nursing education. The purpose of this chapter is to evaluate the self-efficacy/self-confidence and anxiety levels in clinical skills performance of undergraduate nursing students, pre-use and post-use of Human Patients Simulations (HPS), as a teaching and learning strategy in maternity nursing. The study used a quantitative, pre-experimental, one group study design with a pretest and posttest experiment in data collection. The findings concluded that HPS reduced anxiety and increased self-efficacy/self-confidence in clinical skills performance and decision-making of the participants. In addition, the study found that the participants had difficulties in tasks performance with the following action verbs associated with the cognitive domain of Bloom's taxonomy. The verbs were “identify,” “apply,” and “analyze.”
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Pereira, Alda, Luis Tinoca, and Isolina Oliveira. "Peer Assessment in an Online Context." In Learning and Performance Assessment, 895–917. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch042.

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In this work, making use of Tinoca, Oliveira and Pereira (2013) framework for assessment quality in digital contexts, we discuss the students' perspective about self and peer assessment practices in online environments. This research is based in the analysis of the students' perceptions in a fully online master's course being offered in a distance education university since 2007. We discuss the students' representations since that date until the present, reflecting on their roles as assessors, the challenges they faced, and the strategies they developed to overcome them. The results illustrate the participants' perceptions of self and peer assessment as innovative practices. There is a strong tendency throughout this period towards greater confidence with these practices, and increased trust in their peers' feedback and competence to share the assessment responsibility. Moreover, the transparency promoted by the sharing during the process and of the final products is recognized as crucial to support the participants' reflection process and competence development.
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"Workplace Arrogance and Organizational Performance." In Analyzing Workplace Arrogance and Organizational Effectiveness, 1–32. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5525-4.ch001.

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The aim of this chapter is to introduce the concept of “arrogance” in the psychological, sociological, and managerial field. The authors explore the origins and advance some definitions of arrogance. The relationship between this latter concept and its correlates (e.g., narcissism, hubris, self-confidence) are introduced and explained. The history of the organizational performance, its components, and the relationship between its three dimensions—culture, structure, and individuals and their behaviors—are empirically studied in the Tunisian agro-food industry. Moreover, this chapter is considered as a conceptual one necessary to the understanding of “workplace arrogance” and its implications on competitive advantage and organizational performance.
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Conference papers on the topic "Performance Self-confidence"

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Kuze, Naomi, Daichi Kominami, Kenji Kashima, Tomoaki Hashimoto, and Masayuki Murata. "Self-Organizing Control Mechanisms According to Information Confidence for Improving Performance." In GLOBECOM 2018 - 2018 IEEE Global Communications Conference. IEEE, 2018. http://dx.doi.org/10.1109/glocom.2018.8647892.

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Sugiyanto, Agus Supriyanto, and Nur Indah Pangastuti. "Social Support Role Model of Performance in Swimming Athlete: A Self-confidence Mediator." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009798005790582.

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Fatmasari, Rhini, Dewi Gunherani, Erni Murniarti, Donna Sampaleng, and Diyah Yuli Sugiarti. "Effect of Performance Expectation, Social Influence, and Self-Confidence on The Mobile Learning Behavior." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.128.

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Espinosa, Adriana, Aleksandr Tikhonov, and Jay Jorgenson. "INCREASING RETENTION IN MATHEMATICS COURSES: THE ROLE OF SELF-CONFIDENCE IN MATHEMATICS ON ACADEMIC PERFORMANCE." In 21st International Academic Conference, Miami. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.021.010.

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Pirttinen, Nea, Arto Hellas, Lassi Haaranen, and Rodrigo Duran. "Study Major, Gender, and Confidence Gap: Effects on Experience, Performance, and Self-Efficacy in Introductory Programming." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273884.

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Song, In-hye, and Hyeon-cheol Jeong. "Effects of Emergency Nursing Simulation-based Education Program for Self directed learning ability and Confidence in performance." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.32.

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Sekiguchi, Hiroshi, Shahyar M. Gharacholou, Nowell M. Fine, Ognjen Gajic, Sunil V. Mankad, and Kianoush B. Kashani. "Web-Based Learning Followed By Hands-On Training In Portable Cardiac Critical Care Ultrasonography Enhances Self-Confidence, Knowledge And Performance." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a5823.

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Zheng, Zhuobin, Chun Yuan, Zhihui Lin, Yangyang Cheng, and Hanghao Wu. "Self-Adaptive Double Bootstrapped DDPG." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/444.

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Deep Deterministic Policy Gradient (DDPG) algorithm has been successful for state-of-the-art performance in high-dimensional continuous control tasks. However, due to the complexity and randomness of the environment, DDPG tends to suffer from inefficient exploration and unstable training. In this work, we propose Self-Adaptive Double Bootstrapped DDPG (SOUP), an algorithm that extends DDPG to bootstrapped actor-critic architecture. SOUP improves the efficiency of exploration by multiple actor heads capturing more potential actions and multiple critic heads evaluating more reasonable Q-values collaboratively. The crux of double bootstrapped architecture is to tackle the fluctuations in performance, caused by multiple heads of spotty capacity varying throughout training. To alleviate the instability, a self-adaptive confidence mechanism is introduced to dynamically adjust the weights of bootstrapped heads and enhance the ensemble performance effectively and efficiently. We demonstrate that SOUP achieves faster learning by at least 45% while improving cumulative reward and stability substantially in comparison to vanilla DDPG on OpenAI Gym's MuJoCo environments.
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Putra, Ramdani Bayu, Elfiswandi Elfiswandi, Hasmaynelis Fitri, and Neni Sri Wahyu Nengsih. "The Effect of Business Knowledge and Self-Confidence on Business Performance With Business Innovation as Mediating Variable Among SMEs in Padang City." In 8th International Conference of Entrepreneurship and Business Management Untar (ICEBM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200626.014.

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Nicolescu, Alexandra-Cristina. "Optimizing sports performance through relaxation and visualization techniques. Adaptation and limitation in online practice." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p151-156.

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Achieving and maintaining a high level of performance is a goal desired by athletes and their entire training team, regardless of the chosen sport branch. Sports performance involves daily training both physically and psychologically. Decreased performance in athletes can be manifested by: lack of concentration, eating and sleep disorders, increased fatigue, anxiety, muscle tension, etc. [7, p. 247]. Relaxation techniques have been used in the sports field mainly to improve performance, manage anxiety and enhance the recovery process after training and competitions [23, p. 406]. Among the psychological factors important for achieving performance, we can find: motivation (internal and external), interest, emotional control, self-confidence, concentration, etc.
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Reports on the topic "Performance Self-confidence"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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