Concept Analysis: Confidence/Self-confidence

Perry, Patricia D.

doi:10.1111/j.1744-6198.2011.00230.x

Cited by 119 publications

(113 citation statements)

References 54 publications

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“…They compared the steps in this method with a classic research method and concluded that as a systematic and scientific enquiry this method can expand the body of knowledge in a discipline (Baldwin & Rose, 2009). Concept analysis has been widely used for the study of concepts such as quality of life, trust, pain, risk, and confidence/selfconfidence (Cheng, Foster, & Huang, 2003;Hupcey, Penrod, Morse, & Mitcham, 2001;Meeberg, 1993;Perry, 2011;Shattell, 2004). Different approaches for concept analysis have been introduced by Rogers (1989), L. O.…”

Section: Related Workmentioning

confidence: 99%

Defining Doctorateness: A Concept Analysis

Yazdani¹,

Shokooh

2018

IJDS

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Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.

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Section: Related Workmentioning

confidence: 99%

Defining Doctorateness: A Concept Analysis

Yazdani¹,

Shokooh

2018

IJDS

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“…These factors are successful performances (competence), vicarious experience, verbal persuasion (including praise and encouragement), and arousal. Self-confidence is simply defined to be a self-perceived measure of one's belief in one's own abilities which is dependent upon contextual background and setting (Perry, 2011).…”

Section: Introductionmentioning

confidence: 99%

Does self-confidence link to motivation? A study in field hockey athletes

Sarı¹,

Ekici²,

Soyer³

et al. 2015

jhse

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indicated some evidence of a positive relationship between motivation and self-efficacy beliefs/perceived competence/self-perceptions. Therefore, the relationship between self-confidence and motivation was investigated in sport context in this study. Participants of this study were 111 field hockey athletes. Sport Motivation Scale (Pelletier et al., 1995) and Self-confidence Scales (Tokinan, 2008) were used for data collection. SPSS.17 package program was used to analyse the data. Descriptive statistics techniques, t-test and Pearson's correlation analysis were used. According to the results, self-confidence was found to be positively and significantly correlating with intrinsic motivation to know and to accomplish things, intrinsic motivation to experience stimulation, external regulation, identification, introjection, intrinsic motivation and extrinsic motivation (p<0,05). Self-confidence appeared to be negatively and significantly correlating with amotivation (p<0,05). In the light of the result it could be suggested that when athletes perceive high self-confidence and efficient self-perception and trust their abilities, their motivation to practice their sports enhances. Results were discussed in line with the relevant literature and some applications were proposed.

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Section: Introductionmentioning

confidence: 99%

“…[15] It is recognised that self-confidence is essential requirement for nursing practice and that students with self-confidence are more likely to achieve their clinical goals. [15] Linked closely with the concept of confidence is competence. Defined as "the application of knowledge and interpersonal, decision-making and psychomotor skills in performance of a task or implementation of a role", [1] it can be suggested that BP measurement accuracy requires both competence and confidence.…”

Section: Introductionmentioning

confidence: 99%

Nursing students blood pressure measurement accuracy during clinical practice

Gordon

Frotjold

Bloomfield

2015

JNEP

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Background: Blood pressure measurement is a complex skill to master and we sought to determine whether nursing students could measure blood pressure accurately on patients during their first clinical placement. We also examined whether clinical facilitator's subjective rating of nursing student's competence and confidence was related to blood pressure measurement. Methods: First year nursing students (n = 105) blood pressure measurement was determined at the end of 40 hours of clinical placement. Clinical facilitators (n = 17) assessed blood pressure accuracy of the students using a double-headed stethoscope on clinical patients and rated the student's confidence and competence levels in blood pressure measurement across the clinical practicum. Results: Bland Altman plots revealed that there was no systematic bias and that that majority of student's blood pressure readings were within ±4 mmHg of the clinical facilitators. Blood pressure measurement was not significantly different between students and clinical facilitators (systolic: p = .29; diastolic: p = .96). Statistically significant correlations between clinical facilitator's ratings of student confidence, competence and blood pressure accuracy were found. Conclusions: These findings show that blood pressure accuracy in nursing students during their first clinical placement is high. Clinical facilitators can also correctly assess student's blood pressure accuracy using subjective ratings of competence and confidence, which may be sufficient to determine clinical proficiency.

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Concept Analysis: Confidence/Self-confidence

Cited by 119 publications

References 54 publications

Defining Doctorateness: A Concept Analysis

Defining Doctorateness: A Concept Analysis

Does self-confidence link to motivation? A study in field hockey athletes

Nursing students blood pressure measurement accuracy during clinical practice

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