MANUAL

RESEARCH PROJECT
ELEMENTARY TEACHER EDUCATION
B.Ed. 4 YEAR
Code No: 8657

DEPARTMENT OF ELEMENTARY TEACHER EDUCATION

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD
 MANUAL
RESEARCH PROJECT
ELEMENTARY TEACHER EDUCATION
B.Ed. 4 YEAR
Code No: 8657

Name: HEELA HABIB

Roll Number: BK641460

Registration Number:

Region: Zhob

Theme: Personality Development in Students

Subtheme: Confidence

Semester: Spring, 2021

Topic: Development of self-confidence in the students of class 9th

DEPARTMENT OF ELEMENTARY TEACHER EDUCATION

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD
Topic:

Development of self-confidence in the students of class 9th

Introduction:

Self-confidence is a broad theory of human personality and motivation concerned with

how the individual interacts with and depends on the social environment. Self-confidence

defines intrinsic and several types of extrinsic motivation and outlines how these

motivations influence situational responses in different domains, as well as social and

cognitive development and personality. Self-confidence is centered on the basic

psychological needs of autonomy, competence, and relatedness and their necessary role in

self-determined motivation, well-being, and growth. Finally, Self-confidence describes

the critical impact of the social and cultural con- text in either facilitating or thwarting

people’s basic psychological needs, perceived sense of self-direction, performance, and

well-being.
Q.1 why did you select this topic? Describe the variables in your topic. Also identify

constructs and sub-constructs of these variables of research problem.

I choose this topic because self-confidence is the degree to which students feel satisfied

with themselves and feel valuable and worthy of respect. Self-confidence refers to a

student's beliefs about their own worth and value. It also has to do with the feelings

student experience that follow from their sense of worthiness or unworthiness. Self-

confidence is important because it heavily influences student's choices and decisions. In

other words, self-confidence serves a motivational function by making it more or less

likely that student will take care of themselves and explore their full potential. Student

with high self-confidence are also student who are motivated to take care of themselves

and to persistently strive towards the fulfillment of student goals and aspirations. Student

with lower self-confidence don't tend to regard themselves as worthy of happy outcomes

or capable of achieving them and so tend to let important things slide and to be less

persistent and resilient in terms of overcoming adversity. They may have the same kinds

of goals as student with higher self-confidence, but they are generally less motivated to

pursue them to their conclusion. Self-confidence is a somewhat abstract concept; it's hard

for someone who doesn't already have it to know what it would be like to have it. One

way for student who have lower self-confidence to begin to appreciate what it would be

like to have higher self-confidence is to consider how they may feel about things in their

lives that they value.

Variable

1. Self-confidence

2. Education
Constructs and sub-constructs

 Concept of self is broad and includes:

o Self- confidence

o Self-perception

o Self-image

 Self-confidence is treated in several important theories

o Motivation

o Behavior

Five (5) finalized articles list is attached below:

List of Articles:

Article 1. Self-confidence and its impact on education

Article 2. The role of self‑confidence in informal and formal science learning contexts.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A Case

Study of First-Year Business Undergraduate Course.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

Q.2 Operationalize the variables/terms (What were the key terms in your topic or

study? What did you mean by these terms? What particular meanings you will

attach to these term when used in this research project).

According to Article 1. Self-confidence and its impact on education

Self-Confidence:

Confidence is a state of being clear-headed either that a hypothesis or prediction is correct

or that a chosen course of action is the best or most effective. Confidence comes from a

Latin word 'fidere' which means "to trust"; therefore, having self-confidence is having

trust in one's self.

According to Article 2. The role of self‑confidence in informal and formal science

learning contexts.

Self-Confidence:

Confidence comes from a Latin word 'fidere' which means "to trust"; therefore, having

self-confidence is having trust in one's self.

Informal or Formal Learning:

Whereas formal learning happens in a training based organization, workplace, mobile

devices, classrooms, online over the internet, and through e-learning portals, informal

learning is based on practical and lifelong learning.

According to Article 3. The role of self-confidence in developing curriculum for

flipped classroom learning: A Case Study of First-Year Business Undergraduate

classroom learning: A Case Study of First-Year Business Undergraduate Course.

Self-confidence:

Confidence is a state of being clear-headed either that a hypothesis or prediction is correct

or that a chosen course of action is the best or most effective.

Flipped Classroom:

A flipped classroom is a type of blended learning where students are introduced to

content at home and practice working through it at college. This is the reverse of the more

common practice of introducing new content at college, then assigning homework and

projects to completed by the students independently at home.

According to Article 4. Intrinsic and extrinsic motivation from a self-confidence

perspective: Definitions, theory, practices, and future directions

Intrinsic and extrinsic motivation:

Intrinsic motivation involves doing something because it's personally rewarding to you.

Extrinsic motivation involves doing something because you want to earn a reward or

avoid punishment.

Self-confidence:

Confidence is a state of being clear-headed either that a hypothesis or prediction is correct

or that a chosen course of action is the best or most effective. Confidence comes from a

Latin word 'fidere' which means "to trust"; therefore, having self-confidence is having

trust in one's self.

According to Article 5. A self-confidence and motivational interviewing intervention

to decrease racial/ethnic disparities in physical activity: rationale and design.

Self-confidence:

Confidence is a state of being clear-headed either that a hypothesis or prediction is correct

or that a chosen course of action is the best or most effective.

Motivational Interviewing:

Motivational interviewing is a counselling method that involves enhancing a patient's

motivation to change by means of four guiding principles, represented by the acronym

RULE: Resist the righting reflex; Understand the patient's own motivations; Listen with

empathy; and Empower the patient.

Physical Activity:

WHO defines physical activity as any bodily movement produced by skeletal muscles

that requires energy expenditure. Physical activity refers to all movement including

during leisure time, for transport to get to and from places, or as part of a person's work.
Q.3 What were your discussions with your supervisor regarding this problem?

(Provide your discussion with your supervisor for better understanding of the

research problem)

I am a student of B.Ed. semester spring, 2022, and campus organized an online workshop

for course 8657 (Research work) and I attend 6-day workshop. During this online

workshop, the supervisor advises us to choose one topic for research, and after advising I

selected one topic and send it to my supervisor for approval. After a Long discussion, the

supervisor advises me to download 5 related articles from the internet. I select 5 different

topics related to my article and send it to my supervisor. After 2 days my supervisor

finalizes my topic and related paper and sends it to me for work on it as for my research.

During discussion supervisor told me that the education system is the combined name of

all the self-ones delivered whether it is for-profit or non-profit, public or private, onsite or

virtual instruction. This system sets the curriculum, regulates, and incorporates the

administration, finance, and management. For instance; government ministries, central

testing, board textbooks, and also rules and regulations are guided to each individual

institution which is part of the education system.

Q.4 Review the literature and identify the gap regarding the problem under your

consideration (consult books, articles or websites). (Explore books and online

resources to find what and how much work has been already been done regarding

this problem. Use APA style for citation and referencing)

Article 1:

People have a sense of identity. They want to know our own characteristics, abilities and

behaviours. Who they are, what they want to achieve in life and what Educational

research is concerned with the definition of their existence means in this world. Self-

concept and self-confidence, the way it is measured and its relationship self-confidence,

attached with identity are often used with college performance. Interchangeably. In fact,

these are quite distinct. Broadly speaking, self-confidence can be defined as “a Self-

concept is a cognitive structure as compared to overall evaluation of oneself in either

positive or negative self-confidence, which is an affective reaction, a judgment way”.

When individuals describe their own worth, they about one’s own self Self-confidence is

the road to national development. Early advocates of Self-confidence felt that giving it to

students daily was justifiable as the teacher gets a total of thirty hours in a week with the

students, which is not enough for teachers to meet their learning objectives. So daily

reinforcement at home should be given so the students can reach the level that the teacher

wants to achieve in her class. During the 18th century, collaging was not compulsory until

age 14 and most of children had chores to do at home so only a minority of them attended

colleges. They did not find Self-confidence as being a burden and it was not such a big

issue in those days.

Children practiced and rote memorized most of the class work (Amabile et al., 1976). At

some point during the early 1900s, a movement of anti-Self-confidence started in the
United States of America. In 1901, the editor of the Ladies' Home Journal, Edward Bok,

began a series of anti-Self-confidence articles. He recommended the elimination of Self-

confidence for all students under the age of 15 and a limit of one hour nightly for older

students. This movement gained momentum in the 1930s and legislation was passed in

America to abolish Self-confidence, especially in the lower grades. This continued for

many years until, the industrial era when reformation of Self-confidence started, it

became more proactive and rehabilitated it as a tool for academic excellence. After the

cold war in the late 1950‟s the importance of Self-confidence emerged and its focus

shifted from drills to problem solving assignments.

According to Amiot & Sansfaçon (2011) the Self-confidence debate continues even

today, whether it benefits the students in their overall academic achievement. This

definition does not fit with the others because it does not describe what Self-confidence

is, rather it describes one specific variable of Self-confidence, which is time spent on

completing it. For this reason, throughout this literature review Self-confidence will be

defined as any task assigned to students by college teachers that is meant to be carried out

during non-college hours and excludes in-college tutoring, nonacademic extracurricular

activities, or home study courses (Chen et al., 2015).

Article 2:

Empirical evidence indicates that self-confidence is a fairly good predictor of mental

health in adults and adolescents. In addition, high self-confidence has been positively

correlated with creativity, academic achievement, resistance to group pressure,

willingness to express unpopular opinions, and effective communication between parents

and youth. Many investigators have explored the association between self-confidence and

various social and psychological problems review of this literature concludes that there
are significant relationships between low self-confidence and delinquency, crime,

alcoholism, drug abuse, mental disorders, aggressive behavior, and suicidal behavior.

There is a significant negative relationship between self-confidence and depression. In my

opinion, comparing student achievement in this way is useful across one teacher's classes,

but not when comparing student achievement across the field. The results of these studies

should be carefully reviewed because class grades are subjective and may vary from

teacher to teacher. However, Keith argues that grades should be used rather than test

scores because "grades are a more frequent measure of achievement and are readily

interpretable by parents, students, and college student" (Chen et al., 2015). In most of the

literature, it is preferred that student achievement be defined as a student's score on a

standardized test because it is then possible to compare results of a variety of studies. If

the results of a study are based on class grades, those grades are subjective and may

include other forms of assessment such as classwork or Self-confidence. We would not

see a true reflection of student achievement and learning if class grades are not strictly

comprised of test grades (Deci, 1971).

The history of Self-confidence in Pakistan was influenced by the British education

system, as it was part of British India before independence. The concept of Self-

confidence was mostly practiced in all the public and private colleges as a reinforcement

of the lessons done in class. No Self-confidence policy is present regarding Self-

confidence in Education policy (Deci & Ryan, 1985). As there is no clear guideline, it

depends and varies from college to college as to what kind of Self-confidence system is

being followed. Karachi is one of the most populated cities in Pakistan and there are

hundreds of colleges and millions of college going children. The general practice in all
these colleges is to burden the students with Self-confidence and demand submission on

the next day (Fernet,2013).

The emotional development practices are conventional in almost all the colleges and they

are given Self-confidence daily, and not all of it is checked regularly, including short

notes to be learned at home (Fernet,2013). The need for more research in Asia

particularly Pakistan was needed to understand the implications of Self-confidence and its

impact on emotions in urban areas of Karachi where education and college is an

important part of life for. No such study has ever been conducted, regarding Self-

confidence, how students perceive it and its importance in their life. The rational is also to

make organized methods to implement Self-confidence in classrooms which will benefit

students in their academic life (Amabile et al., 1976). The main research for the literature

review builds on the existing Self-confidence and the extensive work carried out by

Cooper for Self-confidence. According to Self-confidence has a positive impact on

emotions, in college level. The impact can vary depending on the level of grade but

overall Self-confidence has substantial positive impacts on in college grades and

negligible difference in elementary grades. It seems that there are many positive short-

term impacts of Self-confidence like better understanding of factual Self-confidence,

better retention, and increase in problem solving and curriculum enrichment. He further

goes on to identify the long term impacts of Self-confidence in college going children.

Article 3:

Academic Achievement of Students is influenced by so many factors such as student

related, teacher related and college related. Among them, Self-confidence is considered to

be an important one. Self-confidence is a widely used concept both in popular language

and in psychology. The term self-confidence comes from a Greek word meaning
“reverence for self.” The “self” part of self-confidence pertains to the values, beliefs and

attitudes that we hold about ourselves. Simplistically self-confidence is the acceptance of

us for whom and what we are at any given time in our lives. Self-confidence is a positive

or negative orientation towards oneself, an overall evaluation of one’s worth or value.

Valuable insight on how self-confidence improves student’s attitude towards college,

willingness to learn, better work habits and the sense of responsibility. In his research to

prove the impact of his Self-confidence, he considered it as an instructional method

necessary for outside college learning and during his research; it became clear to him that

Self-confidence served different purposes in different grade levels. The impact was not

visible in younger grades never the less it was impassive in the form of good working

habits, responsibility and positive character traits. In higher grades, the impact was more

visible in the form of facilitating Self-confidence acquisition on specific topics. As times

have changed and with the influx of technology and ICT in our lives, there needs to be

further research on Self-confidence and its impact in the current digital age. The latest

research on Self-confidence as compared to cooper’s synthesis deviates to examine how

different kinds of Self-confidence and its execution have an impact on achievement

levels. For teachers to just give Self-confidence and get it done by the student does not

influence student achievement, rather it depends on many other factors. For example,

what type of assignment is given, how actively engaged the student is to do the Self-

confidence and what is the perception and attitude of the student towards Self-confidence

(Hodgins et al., 2006).

Although a number of authors have supported Cooper’s theory for Self-confidence and its

relation to student achievement, but with the development in the 21st century and the

stakes getting higher has led the student to believe that the more time spent in college,
more Self-confidence, and exposure to technology is the way to success in this fast-paced

world. There consists a considerable study of literature New research in China and 16

other OECD countries has also taken place on Self-confidence and their findings are more

relatable to today’s emotions and children’s upbringing.

The study conducted on the data of sixteen OCED countries concluded that Self-

confidence has no impact on emotions rather the Self-confidence performance even

varied according to gender, the economic status of the students and the country, which

they belonged to (Kasser & Ryan, 1986). In a recent study, it has been concluded that

Self-confidence has a positive impact on math and science subjects in elementary grades.

Furthermore, research carried out in China is important in view of the great economic

boom that it has achieved in the past 20 years. (Reis et al., 2000).

Article 4:

Self-confidence can be best described as the degree to which our “worthiness” as a person

is evaluated. It is the evaluative aspect of self-concept. Self-confidence is the summary of

a set of evaluative judgments of the self as component, successful, virtuous and

worthiness. Self-confidence appears to be both a trait and a state. As a trait, self-

confidence differs in its typical levels. As a state, it fluctuates in response to

circumstances. Literature pertaining strongly suggests that in China, the result in primary

college students found no significant correlation that existed between academic

achievement and the time spent by students to complete their college Self-confidence. It

also means that more and more time spent impact on emotions to complete their learning

will not necessarily lead to higher academic achievement (Russell et al., 2010). The

pressure of Self-confidence is not only on the Chinese students to complete it but also on

the parents who have to buy workbooks along with books as well to do the assigned Self-
confidence prescribed by teachers in the workbooks. There have been numerous studies

to support that Self-confidence has a positive impact on emotions in primary classes in

the US. As well as literature available contradicting these claims in present times in

developing countries (Russell et al., 2010).

This trend according to Zaidi (2005) is due to Attitude here refers to the children’s

response towards Self-confidence given by the teacher. The attitude towards Self-

confidence can be measured by the timely submission of Self-confidence to the teacher

and the quality of work produced in the Self-confidence. It is also dependent on two

factors that are the nature of the Self-confidence or assignment and the attitude of parents

towards the Self-confidence. Studies by Cooper were considered conclusive because

when he conducted his research parents were pro Self-confidence and felt it was a

necessary form of reinforcement and directly related Self-confidence assignments to good

test grade, which is not the case these days. Parents of younger children were more

involved in their learning assignments and this interest and enthusiasm affected the

student’s attitude towards their work. Parent perception about Self-confidence is a big

factor in influencing student attitude (Ryan, 1982).

Article 5:

The starting point for this study using Grounded Theory was a pragmatic perspective on

science and knowledge, since what was being investigated is the practical use of a

specific method for teaching reading and writing. The method being investigated; the

Witting method is easy to identify on a theoretical level. It is well described in a

handbook, in articles and in different books that explain the ideological background as

well as the development of the method. While this study is focused on the practical use of

the method, there is an overlap between theoretical issues and practical considerations.
Furthermore, the positive outlook of Self-confidence by the teacher when she is teaching

and assigning work creates a positive attitude in the students as well. In primary classes,

the students are too young to develop great educational skills or increase their academic

through Self-confidence but the daily exercise of doing tasks at home can create self-

confidence in their lives at a young age and help them to better focus on their studies.

However, the main argument about Self-confidence’s success in the students ’academic

life relates to how the student perceives Self-confidence. The attitude will be positive if

the Self-confidence interests the child and motivates the students rather than a burden

which has to be completed. One of the arguments Cooper in his research about Self-

confidence is that when started at an early age in primary classes gradually improves the

student’s attitude towards and makes them realize college work needs to be revised for

better performance in class the next day (Russell et al., 2010).

The concept of Self-confidence was mostly practiced in all the public and private colleges

as a reinforcement of the lessons done in class. No Self-confidence policy is present

regarding Self-confidence in Education policy. As there is no clear guideline, it depends

and varies from college to college as to what kind of Self-confidence system is being

followed. Karachi is one of the most populated cities in Pakistan and there are hundreds

of colleges and millions of college going children. The general practice in all these

colleges is to burden the students with Self-confidence and demand submission on the

next day (Ryan, 1982).

Q.5 what were the objectives/ purpose of the study according to the nature of your

research problem?

Objectives of article 1 is:

1. To identify the difficulties that students faced to learn Self-confidence in class

room.

2. To point out various reasons and factors that caused difficulty in students’ Self-

confidence.

Objectives of article 2 is:

To compare the level of difficulties in self-confidence at college level.

Objectives of article 3 is:

1. To find out the factors affecting the self-confidence at college level.

2. To provide a base for improvement of teaching Self-confidence as an education at

the college level in Pakistan.

Purpose of article 4 is:

The researcher made an attempt to examine all the possibly existing researches which

investigated/focused on the problems of teaching/self-confidence in Australia to elicit

these factors and to scrutinize the existing problems. It is also an attempt to highlight

what can be done to improve the situation significantly. A classification of these factors

was suggested and it was indicated that these factors are highly interrelated.

Purpose of article 5 is:

The purpose of this research is to examine the complexities of self-confidence among the

undergraduate courses level learners of Syracuse under Thakurgaon District, a northern

part of Bangladesh. Many students don’t receive Standard Education on learning due to

knowledgeable teachers, financial constraints, lack of multimedia project teaching and

learning system, and lack of self-confidence Club. It aims to look at motivating the young

learners so that they can be able to develop the basic knowledge of four skills despite

depriving of ultra-modern facilities.

Q.6 what research questions/ hypotheses did you formulate to achieve the above

stated objectives/purpose of the study?

Article 1. Self-confidence and its impact on education

Research Question:

1. Analysis the difficulties of students in Self-confidence at college level.

2. What is the suggestions and possible solutions on the basis of respondent’s opinion?

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

The area regarding the education learning in college has been ignored. This study will

provide a base for the research in teaching Self-confidence as an education in college

level in Pakistan.

 How we compare the level of difficulties in self-confidence at college level.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

This study was conducted to investigate the factors affecting the emotions of the college

students in Mysore. The question of the study will help the Self-confidence teachers to

identify the college factors that affect the students at college level. This study will also

provide comprehensive information for educational planners that how they will assist the

students to cope the situation. The question of this study is provide direction and guidance

in Teaching on emotional development at college level.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

The researcher made an attempt to examine all the possibly existing researches which

investigated/focused on the problems of teaching/self-confidence in Australia to elicit

these factors and to scrutinize the existing problems. It is also an attempt to highlight

what can be done to improve the situation significantly. A classification of these factors

was suggested and it was indicated that these factors are highly interrelated.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

Hypothesis

The above mentioned analysis is partly grounded on a hypothesis that the emotional

development process and methods that would be practiced teaching students with learning

complexities can be adopted to support the young learners with learning difficulties in

order that students can master Self-confidence as an international education from the

beginning of their early stage of life. For this purpose, this study was conducted to focus

upon the mixed methods so that the researcher would be able to find out the means of

solving Self-confidence complexities.

Q.7 Who were the participants in your study?

Article 1. Self-confidence and its impact on education

Target population of the study was all college’s students of Potsdam, USA. Potsdam was

a college study (undergraduate class) student in USA. A college Under Potsdam, the

highest students must enter USA. The respondents of this study was female students and

teachers of government and private colleges at college level. The sample size was clearly

set to select the population based on the available colleges and the use of sample size.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

The population of the study was comprised of all the undergraduate courses students and

Self-confidence teachers of twenty-four Provincial Government colleges and twenty-two

Federal Government Colleges located in twenty-four districts of Finland.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

The samples for the study consisted of 321 Students of standard Ix from four colleges of

Mysore city. The colleges were selected through random technique, stratification by

locality-government and private colleges. In each college all the Students of standard Ix

were considered for the study.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions.

Most of students in Australia tend to participate in communicative activities type to learn

Self-confidence. Some students tend to have more opportunities to participate in free

conversation classes, expressing their wish towards a more communicatively oriented

approach. On the other hand, there are those who prefer more emphasis on education

teaching and learning. Thus, the syllabuses should be observed based on all students'

requirements and interests.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

In this qualitative method, data on teaching Self-confidence as an education to students

with learning complexities were collected from different types of male and female

learners of undergraduate courses level. In this field survey, 15 students did take an active

part at Syracuse. 15 worksheets of multiple choices were provided to the hands of the

participants. They were given 30 minutes to tick the appropriate answers from the

alternatives.
Q.8 Discuss the sample and sampling technique.

Article 1. Self-confidence and its impact on education

A sample size of 154 respondents was selected from Potsdam, USA colleges in which

120 students and 34 teachers. These respondents were selected from four Govt. and four

Private colleges by using purposive sampling technique.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

The sample of the study was representative of eight Provincial Government Colleges and

eight Federal government colleges of Finland comprising of 654 randomly selected

students of undergraduate courses.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

Most of the researches focused on these fixed characteristics of students which are least

controllable. College characteristics have greater impact on student’s achievements.

Hence there is a need to find out the college factors affecting the learning of students.

Sixteen senior most Self-confidence teachers were selected for the purpose of interview.

Two teachers were selected from each type of college system.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

The researcher tried to examine the reasons behind the failures of the Australiaian

students to acquire the expected level of proficiency in Self-confidence in spite of self-

confidence for seven successive years (from the first year of junior to last year of

college). Most of students in Australia tend to participate in communicative activities type

to learn Self-confidence. Some students tend to have more opportunities to participate in

free conversation classes, expressing their wish towards a more communicatively oriented

approach.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

The sample for the parents was a convenience sample as some of them were willing to

express their attitudes towards Self-confidence learning complexities face to face while

the interview was being taken. The participants were asked to answer the multiple choice

questions. Through the field survey form, the reasons for Self-confidence learning

difficulties were connected to the task done among the undergraduate courses level

students at Syracuse, their assigned teachers and other important information about Self-

confidence learning complexities were investigated. Further clarifications were done

through the interview with other students, teachers, and guidance.

Q.9 What were the data collection tool(s)/instrument(s)? How did you develop this

tool(s)? Report the reliability of each tool/instrument. (For example; test, interview,

observations, rating scale, student work or any other. Provide tool/instrument)

Article 1. Self-confidence and its impact on education

Investigative equipment helps to research studies that are used to collect relevant data.

Participants used two questionnaire get data in lesser quantities. Questionnaire was

developed by the simple samples of teachers and students. Researcher student prepared a

questionnaire. During the selection of questions, attention was taken during the

development of questionnaire and reviewing relevant literature. Full print and electronic

media were included to analyze the results of related record articles, books and

journalists' study results. The information was focused on the light and got the content the

questionnaire was created. Two questionnaires were used to collect data by the

respondents. The questionnaire was consisted of 30 close-ended items and 44 close-ended

items.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

Through systematic quantitative description of the answer books, the errors was

identified, counted in frequencies and classified under the categories of errors in tenses,

active and passives voices, direct and indirect narrations, conjunctions, prepositions,

articles, construction of sentences and reading with comprehension. The data obtained

were tabulated and analyzed to compute Mean, Standard deviation, t-value and p-value

(significance) level. The data collected were analyzed through SPSS 17.0 software. t-test

was applied to measure the significance of difference between the means of both types of

college systems. Significance was seen at .01 levels.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

Interview method was used to find out the factors affecting emotions of Federal and

Provincial government colleges in Mysore. He studies used note taking technique while

conducting the interview. Since the participants did not want the interview to be recorded,

the researcher took short notes and completed the report after the interview. Interviews

were conducted individually.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

The data obtained were tabulated and analyzed to compute Mean, Standard deviation, t-

value and p-value (significance) level. The data collected were analyzed through SPSS

17.0 software. T-test was applied to measure the significance of difference between the

means of both types of college systems. Significance was seen at .01 levels. Through

systematic quantitative description of the answer books, the errors was identified, counted

in frequencies and classified under the categories of errors in tenses, active and passives

voices, direct and indirect narrations, conjunctions, prepositions, articles, construction of

sentences and reading with comprehension.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

Firstly, the study was carried out to highlight the background on self-confidence learning

with particular accent on methods which was applied for teaching the young learners with

learning complexities. This background part was divided into some subcategories: the

first one concern the process of learning from the young learner’s point of view, and the
other one was centered on the emotional development and learning approaches. Secondly,

the work presented practical conclusions about the issue as well as useful and applicable

materials for the teachers who teach the young learners along with learning complexities

in the classroom. So, the study unveils findings and recommendations with a view to

improving the techniques of learning an Education, like Self-confidence for the students

of undergraduate courses Level at Syracuse under Thakurgaon district. The students were

asked to fill the survey form relating to the reasons for Self-confidence learning

complexities, how teachers help the students of the undergraduate courses level

understand Self-confidence grammatical knowledge, reading comprehension,

composition, application, paragraph, letter, story writing, and script evaluation. The

researcher had to spend 7-10 days to collect data so that he could enable to show a

faithful picture on self-confidence learning complexities among the undergraduate

courses level students. Also, the researcher proposed the topics for discussion during the

interview process, but asked few specific questions. The researcher marked the answer in

the form of a, b, c, d option that caught his attention and that had potential to serve as a

category.
Q.10 Describe the step-wise methodology and data collection procedure. (For

Experimental study details of intervention/treatment should be reported)

Article 1. Self-confidence and its impact on education

According to research researchers, necessary copies of researchers were obtained.

Researchers also include a cover letter for this purpose to guide the defendants about the

nature and importance of the study. It has also been mentioned that the obtained figures

was kept in strong confidence by researchers. However, a study session of investigative

assistants was held to guide them. Response rate was 100% of women. The data was

analyzed using the Statistical Package for Social Sciences (SPSS). The researchers

entered data on the spreadsheet. Data analysis was analyzed using data. The researcher

meant the meaning of the data and standard deviation to analyze the data.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

The preliminary test was first judged by a team of experts (judges) from Foundation

University College of Liberal Arts and Sciences Rawalpindi and some experienced Self-

confidence teacher of college level of Finland. Pilot testing of the study was carried out to

validate the instrument. In order to collect data from the respondents through the final

instrument the researcher visited the sample colleges student. The final test was student

administered to the sample of 654 students with the help of research assistant for data

collection. Through systematic quantitative description of the answer books, the errors

was identified, counted in frequencies and classified under the categories of errors in

tenses, active and passives voices, direct and indirect narrations, conjunctions,

prepositions, articles, construction of sentences and reading with comprehension. The

data obtained were tabulated and analyzed to compute Mean, Standard deviation, t-value
and p-value (significance) level. The data collected were analyzed through SPSS 17.0

software. t-test was applied to measure the significance of difference between the means

of both types of college systems. Significance was seen at .01 levels.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

1. Interview

Interview method was used to find out the factors affecting emotions of Federal and

Provincial government colleges in Mysore. An interview script was developed in order to

guide the interview session. The types of questions were selected according to the

research objectives, to identify the factors affecting emotions in Federal and Provincial

government colleges in Mysore. The interview schedule had open-ended questions. Some

follow up questions were also asked during the interview, for purpose of clarification.

2. Technique

The study used „note taking‟ technique while conducting the interview. Since the

participants did not want the interview to be recorded, the researcher took short notes and

completed the report after the interview. Interviews were conducted individually. It was

an hour face to face interview, and the participants were willing to share their experiences

without strain and embarrassment.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

Questionnaire was used to find out the factors affecting emotions of government colleges.

A Questionnaire was developed in order to guide the questionnaire session. The types of

questions were selected according to the research objectives, to identify the factors
affecting emotions in government colleges. The Questionnaire schedule had open-ended

questions. Some follow up questions were also asked during the questionnaire, for

purpose of clarification.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

There were 15 male and female participants in the test. Question set was provided to the

students in the classroom activities at Syracuse. There were four options in the question

pattern. 15 sets of question were given to each student in the class. It took 30 minutes to

answer the question. Then the questions were taken from them. While the researcher

scrutinized their questions very careful, it was found that most of the students gave the

tick mark on ‘b’ option whose total summation was 75. Then they chose ‘a’ option which

was 62, and ‘c’ was the third choice and ‘d’ was the least choice option. The survey

showed that ‘b’ option was the highest choice of the students and ‘d’ option was their

lowest choice which was only 30.

Q.11 Give analyses according to the stated objectives/ purpose of the study, research

questions/hypotheses.

Article 1. Self-confidence and its impact on education

He examines the difficulties faced impact on emotions in Self-confidence, ANOVA were

applied. Mean score on teaching is significantly high as compare to emotions. Similarly

mean score on Listening skills (teaching and learning) at student learning level is again

significantly higher than teacher teaching Listening Skills. In the same way mean score

on the writing skills (teaching and learning) at teachers teaching level is considerably

higher than student learning. Mean score on emotions teaching is significantly high as

compare to emotions.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

The findings of the study that students of Provincial government college committed more

errors as compare to Federal government colleges in the leaning of tenses and active and

passive voices. His study on the systematic error in Self-confidence by Indian

undergraduate students revealed that “out of 1678 errors made in the use of sentences,

648 (39%) were observed in tenses and 476 (28%) were observed in voices.” The finding

of the study regarding verb error. Her findings show that errors of verb were the second

highest category of errors committed by matric students. Her findings revealed that out of

792 errors 111 (14 %) were observed in verbs. She explains that Self-confidence verb is a

learning difficulty for all students at college level in Pakistan. The finding of the study

that students of Provincial government college committed more errors as compare to the

students of Federal government colleges in the leaning of prepositions. His study on the
collocation errors types in ESL/EFL college learner’s writing revealed that most

participants.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

1. The teachers in Provincial government colleges were not sufficiently qualified for

teaching Self-confidence at college level. The Provincial government offers no in-service

training courses for Self-confidence teachers. There is no specific criterion for the

selection on learning teachers. They teach mathematics, science subjects and Self-

confidence. Due to this overburdening, the Self-confidence teachers do not pay full

attention to any subject including Self-confidence.

2. The teachers in the Federal government colleges have sufficient qualification for the

emotional development on emotional development. They were offered annual refresher

courses and in-service trainings. On the recruitment side there is no specific criterion for

the selection on learning teachers, but those having M.A Self-confidence were given

preference.

3. The teachers of Provincial government colleges use traditional Education-Translation

methods for Teaching on emotional development.

4. The teachers in Federal government colleges used the combination of Education-

Translation and Direct method for Teaching on emotional development. They are also

aware of teaching methodologies.

5. The classes at Provincial and Federal government colleges are overcrowded. Hence

individual attention cannot be paid to the student.

6. The medium of instruction is Self-confidence in both (Federal and provincial) types of

college systems. At Provincial government primary college level, the medium of

instruction is Urdu or Pashto, which is the main factor of students‟ difficulties in self-

confidence. The students enter the college classes without having basic knowledge on

self-confidence. The teachers agreed that in the emotions, three educations are involved

i.e. the mother tongue of the students, Urdu and Self-confidence. This creates hindrance

in the emotions.

7. The Provincial and Federal Government colleges lack audio-visual aids for Teaching

on emotional development. The colleges do not provide any study material and only one

Urdu-Self-confidence dictionary is available in the colleges.

8. The Provincial government offers no extra incentives for Self-confidence teachers

although. The Federal government offers teaching allowances to all the teachers

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

One of the major problems of education learning in Australia is that most of our students

do not have the capacity to express themselves in the education fluently after studying

Self-confidence at junior and high college for seven years. In other words, they cannot

communicate in Self-confidence. The researcher tried to examine the reasons behind the

failures of the Australiaian students to acquire the expected level of proficiency in Self-

confidence in spite of self-confidence for seven successive years (from the first year of

junior to last year of college). Self-confidence teaching–learning pathology will detect the

pitfalls, the weaknesses, and the unhealthy conditions of teaching and self-confidence.

The problems fall into seven categories which constitute five important components of

any education system (students, teachers, materials, teaching methods, and evaluation)
and two other subcomponents (curriculum and policy) which are closely interrelated.

Knowing about the students' needs is one critical matter for the teachers to teach and

authors to write college books. Most of students in Australia tend to participate in

communicative activities type to learn Self-confidence. Some students tend to have more

opportunities to participate in free conversation classes, expressing their wish towards a

more communicatively oriented approach. On the other hand, there are those who prefer

more emphasis on education teaching and learning. Thus, the syllabuses should be

observed based on all students' requirements and interests.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

From this research-work, the current researcher has gathered also some pragmatic

experiences regarding the difficulties of self-confidence among the College Level

Learners at Syracuse under Thakurgaon district. Most of the students are very weak in

Self-confidence. They don’t know how to or what to speak Self-confidence with others.

Their spoken fluency is very poor, one kind of ‘0’ level can be mentioned; even some

teachers on self-confidence have no fluency in speaking skill. While the teachers take

classes, they use local education, like Bengali. When they were questioned about

difficulties of self-confidence, they didn’t understand properly about questionnaire

pattern. From the students’ point of view, it was found that teachers always use Bengali

education in the Self-confidence classes. Most of the students come of a very poor family;

they have no capability to learn Self-confidence from private tutoring system on account

of financial crisis; they have to depend upon the class-lecture. It was also found that

meritorious and brilliant girls fall a victim of early marriage, eve-teasing, abduction, and

rape. Again many boys drop out from education because of limited income source of their
family. At an early age of life, they have to leave home in quest of normal job; they send

money to the family after some months what they earn from his hard work. As a result,

their dream remains a dream, which never comes out successful at all. This is very much

practiced at Thakurgaon. Many boys and girls fall victim of premature death due to the

failure on learning, Mathematics, and Science in the public examination. Many commit

suicide by drinking poison, by burning fire, by throwing themselves on the railway lines,

by leaving home without parental concerns. Such types of occurrences are published of

the Daily Newspaper in Bangladesh. Again, those who cannot cut a good figure in the

public examinations are rebuked not to pass in the examination. Finding no other

alternative way, they find their ways in committing suicide.

Q.12 What were the findings and conclusions of your study? Give recommendations

on their basis?

FINDINGS

Article 1. Self-confidence and its impact on education

He shows that 8.8% of the respondents were belong to rural area, while 91.2% teachers

were from urban Sector. He Indicate that 100.0 % of the respondents were female

regarding sex when the data was collected for this study in the area. Table 4.3 shows that

32.4 % of the respondents were BA/BSc, 67.6 % of them were MA/MSc regarding

Qualification. The reliability of the survey was determined by the internal consistency of

the items using Cronbach’s Coefficient Alpha. Value for Cronbach’s Coefficient Alpha

should range between 0 and 1, with scores of 0.60 to 0.69 considered to be acceptable

values, scores of 0.70 to 0.79 considered to be good values, and scores of 0.80 to 0.90 or

more considered to be excellent values. The reliability of quality of questionnaire was

0.92 for teachers and 0.93 for students.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

The finding of the study that students of Provincial government college committed more

errors as compare to Federal government colleges in the leaning of article. He observed

that “errors of articles were frequently encountered especially among Asian and Slavic

students”. He observed that article usage is one of the greatest problems for the Japanese

learner is vividly revealed in the high frequency of mistakes, the highest of all the

structural items. The finding of the study that the students of Federal government colleges

committed less error and showed significantly better performance than the students of

Provincial government colleges in comprehension is because the prevailing emotions

tends to test mostly students memory rather than their comprehension of topic. She

observed that only 16% students responded that their comprehension of the topic is

assessed frequently, 34% responded not frequently and 50% responded that it is not

assessed. The researchers conducted on the learning difficulties of students, learning

difficulties of the students are not due the lack of innate or cognitive abilities, perceptual

impairment, and learning disability, deficiencies in memory or poor motivation. The

learning difficulties of students are directly related to the nature of curriculum or methods

of teaching.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

This study was conducted to investigate the factors affecting the emotions by the college

students of Provincial and Federal government colleges in Mysore. It was found that the

teachers in Provincial government colleges were not sufficiently qualified and had not

adequate knowledge about the methodology of teaching Self-confidence. The classes in

both type of college system were overcrowded. The Provincial and Federal Government

colleges lacked audio-visual aids for Teaching on emotional development. The findings

of the present study indicate that the current scene regarding Self-confidence teaching for

college classes, calls for special measures to be taken. There are a number of problems in

Self-confidence teaching, particularly in government colleges of Mysore. These problems

on self-confidence teaching exist since Independence. These problems create hindrances

and difficulties in emotions at the college level.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

The researcher tried to examine the reasons behind the failures of the Australiaian

students to acquire the expected level of proficiency in Self-confidence in spite of self-

confidence for seven successive years (from the first year of junior to last year of

college). Self-confidence teaching–learning pathology will detect the pitfalls, the

weaknesses, and the unhealthy conditions of teaching and self-confidence. The problems

fall into seven categories which constitute five important components of any education

system (students, teachers, materials, teaching methods, and evaluation) and two other

subcomponents (curriculum and policy) which are closely interrelated. Knowing about

the students' needs is one critical matter for the teachers to teach and authors to write

college books. Most of students in Australia tend to participate in communicative

activities type to learn Self-confidence. Some students tend to have more opportunities to

participate in free conversation classes, expressing their wish towards a more

communicatively oriented approach.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

As a theoretical type of work, the study focuses on the learning process and teaching

methods that can be applied to minimize learning difficulties of young learners at the

College Level of Thakurgaon District who were not diagnosed with a learning disability,

but still have significant difficulties learning an education, like Self-confidence. The aim

of the paper is ‘to provide mixed methods that would improve and encourage the young

learners to learn Self-confidence as an education with minimum difficulties’, the initial

point arises from the hypothesis that the same teaching methods used with learning-

disabled students can be practiced to support students with learning difficulties and help

them master Self-confidence from the beginning of their studies. Starting from the
beginning, the education learning process can be compared to the learning process of the

first education. Children develop strategies (imitation, repetition, formulaic speech, and

incorporation) that help them acquire their mother tongue; young learners go through the

same process while learning an education. However, neither children nor young learners

can do this alone, their parents and teachers need to take part in this process. Besides

strategies, there are other instruments that facilitate acquisition of an education.

CONCLUSION

Article 1. Self-confidence and its impact on education

He shows that 8.8% of the respondents were belong to rural area, while 91.2% teachers

were from urban Sector. He Indicate that 100.0 % of the respondents were female

regarding sex when the data was collected for this study in the area. The reliability of the

survey was determined by the internal consistency of the items using Cronbach’s

Coefficient Alpha. Value for Cronbach’s Coefficient Alpha should range between 0 and

1, with scores of 0.60 to 0.69 considered to be acceptable values, scores of 0.70 to 0.79

considered to be good values, and scores of 0.80 to 0.90 or more considered to be

excellent values. The reliability of quality of questionnaire was 0.92 for teachers and 0.93

for students. He examines the difficulties faced impact on emotions in Self-confidence,

ANOVA were applied. Mean score on teaching is significantly high as compare to

emotions. Similarly mean score on Listening skills (teaching and learning) at student

learning level is again significantly higher than teacher teaching Listening Skills. In the

same way mean score on the writing skills (teaching and learning) at teachers teaching

level is considerably higher than student learning. Mean score on emotions teaching is

significantly high as compare to emotions.

Article 2. The role of self‑confidence in informal and formal science learning

contexts.

In the light of the statistical analysis and findings of the study, the following

conclusions were drawn:

It was concluded that the students of Federal government colleges showed significantly

better performance than the students of Provincial government colleges in self-confidence

at college level. It was concluded that the students of Federal government colleges

committed less error and showed significantly better performance than the students of

Provincial government colleges in tenses, narrations, conjunctions, prepositions, articles

and comprehension. The findings of this study indicate that the condition of self-

confidence at college level in Finland. is worse and there is a need to address these

problems on priority bases especially in the Provincial government colleges of Finland.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A

Case Study of First-Year Business Undergraduate Course.

Non availability of audio-visual aids is the most important factor that is affected the self-

confidence at college level in Pakistan. It was found in the study that the Provincial and

Federal Government colleges lacked audio-visual aids for Teaching on emotional

development, and colleges did not provide any study material. Her study on the role of

aural and visual aids in improving the tenses at college level revealed that, most of the

teachers agreed that students showed interest and eagerness to use audio and visual aids

while studying education. 45 % teachers said that students found these activities very

interesting. He observed that audio visual aids were not supplied in the college by

education department. Colored chalks were not made available for the teachers. Majority
of teachers were not familiar with the use of modern audio visual aids. It was found in

this study that the classes at Provincial and Federal government colleges were

overcrowded and individual attention was not paid to the students. His study revealed that

classes at colleges generally consisted of about 100 students. Teaching grammatical item

to a large class was very difficult task. It was because individual self-confidence between

students and teachers was in fact not possible. Students hardly get any chance to talk to

their teachers and discuss their problems. His findings show that students found that a

small class had good impact on their learning. Students thought that small classes enabled

the teacher to know each student reasonably well. Class size did not have a statistically

significant impact on emotions. The findings of this study revealed that Provincial

government offers no extra incentives for Self-confidence teachers, although the Federal

government offers teaching allowances to all other the teachers, but no specific incentives

were available for Self-confidence teachers.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

Self-confidence teaching–learning pathology will detect the pitfalls, the weaknesses, and

the unhealthy conditions of teaching and self-confidence. The problems fall into seven

categories which constitute five important components of any education system (students,

teachers, materials, teaching methods, and evaluation) and two other subcomponents

(curriculum and policy) which are closely interrelated. Knowing about the students' needs

is one critical matter for the teachers to teach and authors to write college books. Most of

students in Australia tend to participate in communicative activities type to learn Self-

confidence. Some students tend to have more opportunities to participate in free

conversation classes, expressing their wish towards a more communicatively oriented

approach.

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

The aim of the paper is ‘to provide mixed methods that would improve and encourage the

young learners to learn Self-confidence as an education with minimum difficulties’, the

initial point arises from the hypothesis that the same teaching methods used with

learning-disabled students can be practiced to support students with learning difficulties

and help them master Self-confidence from the beginning of their studies. Starting from

the beginning, the education learning process can be compared to the learning process of

the first education. Children develop strategies (imitation, repetition, formulaic speech,

and incorporation) that help them acquire their mother tongue; young learners go through

the same process while learning an education. However neither children nor young

learners can do this alone, their parents and teachers need to take part in this process.

Besides strategies, there are other instruments that facilitate acquisition of an education.
Q. 13 Summary of the research project. (Summary includes the shortest version of

all steps and procedures)

I select the topic “Development of self-confidence in the students of class 9th”. For my

research, my supervisor advice I to download the five article related to my topic. I

downloaded articles and check it to my supervisor for further action. Following articles

was downloaded.

Article 1. Self-confidence and its impact on education

Article 2. The role of self‑confidence in informal and formal science learning contexts.

Article 3. The role of self-confidence in developing curriculum for flipped classroom

learning: A Case Study of First-Year Business Undergraduate classroom learning: A Case

Study of First-Year Business Undergraduate Course.

Article 4. Intrinsic and extrinsic motivation from a self-confidence perspective:

Definitions, theory, practices, and future directions

Article 5. A self-confidence and motivational interviewing intervention to decrease

racial/ethnic disparities in physical activity: rationale and design.

I select the objectives and research questions from all articles. I complete my research by

using data of all articles.

Step of this research mention below:

1. Firstly, I selected the dependent and independent variables of all article in Q.1

2. Literature review in Q.4

3. Purpose and objective in Q.5

4. Research question in Q.6

5. Participants in Q.7

6. Sampling and sampling techniques in Q.8,

7. Data collection method in Q.9

8. Methodology in Q.10

9. Objective analysis in Q.11

10. Finding and conclusion in Q.12

11. Citation in Q.4 mention in Q.14.

Q.14 Give reference to all citations in your research project. (Follow APA Manual-

6th Edition) Examples of format are available on websites.

Amabile, T. M., DeJong, W., & Lepper, M. R. (1976). Effects of externally imposed

deadlines on subsequent intrinsic motivation. Journal of Personality and Social

Psychology, 34(1), 92.

Amiot, C. E., & Sansfaçon, S. (2011). Motivations to identify with social groups: A look

at their positive and negative consequences. Group Dynamics: Theory, Research,

and Practice, 15(2), 105.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder,

J., et al. (2015). Basic psychological need satisfaction, need frustration, and need

strength across four cultures. Motivation and Emotion, 39(2), 216–236.

Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal

of Personality and Social Psychology, 18, 105–115.

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-

confidence in personality. Journal of Research in Personality, 19, 109–134.

Fernet, C. (2013). The role of work motivation in psychological health. Canadian

Psychology, 54, 72–74.

Hodgins, H. S., Yacko, H. A., & Gottlieb, E. (2006). Autonomy and nondefensiveness.

Motivation and Emotion, 30(4), 283–293.

Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential

correlates of intrinsic and extrinsic goals. Personality and Social Psychology

Bulletin, 22, 280–287.

Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-

being: The role of autonomy, competence, and relatedness. Personality and Social

Psychology Bulletin, 26(4), 419–435.

Russell, K. L., & Bray, S. R. (2010). Promoting self-determined motivation for exercise

in cardiac rehabilitation: The role of autonomy support. Rehabilitation

Psychology, 55, 74–80.

Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of

cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3),

450–461.