MEASURING SELF-CONFIDENCE OF TEENAGE STUDENTS - RITUELI DAELI & EKA APRIANINGSIH PDF

Preview

Summary

MEASURING SELF-CONFIDENCE OF TEENAGE STUDENTS OF SEKOLAH CITA BUANA Ritueli Daeli, Eka Aprianingsih Kurnianingtias 00000022459, 00000021380 [email protected], [email protected] UPH Graduate School of Education Educational Technology ABSTRACT This research was using the Personal Evalu...

Description

MEASURING SELF-CONFIDENCE OF TEENAGE STUDENTS OF SEKOLAH CITA BUANA Ritueli Daeli, Eka Aprianingsih Kurnianingtias 00000022459, 00000021380 [email protected], [email protected]

UPH Graduate School of Education Educational Technology ABSTRACT This research was using the Personal Evaluation Inventory as a tool for measuring selfconfidence. Self-confidence according to Oxford dictionary means a feeling of trust in one’s abilities, qualities and judgement. Personal Evaluation Inventory uses six dimensions as their self-confidence domain, which shows people’s ability to have trust in their competence and qualities. The six domains are academic performance, athletics, physical appearance, romantic relationships, social interactions, and speaking with people. In addition to the six sub-scales, there are also general confidence and mood state factors thus forming eight sub-scales. This paper also measured the validity and reliability of Personal Evaluation Inventory. So by the end of this research researchers will be able show the validity and reliability of the Personal Evaluation Inventory, as a tool for measuring self-confidence, and also explain the confidence level of students of Sekolah Cita Buana. Keywords: Self-Confidence, Personal Evaluation Inventory, Measurement

1. INTRODUCTION The secret of a successful life is living with confidence. Every human being have extraordinary potential to succeed and prosper. We have been blessed by the Creator with sufficient talent and natural ability that we can use for our own future or the benefits of others. The only thing standing between us and the incredible life that is possible is our fear. Fear manifests in our lack of confidence. Brian Tracy (2012, 12) Teenagers need to practice and improve their confidence. Morgan and Hemsley wrote in their book (2008,15) a shy or nervous teenager would not make the most of every opportunity. In order to help our teenagers effectively researchers need to obtain reliable and valid data on their level of confidence. In this research paper researchers intended to measure the confidence level from the majority of teenagers in Jakarta, by taking samples of teenage students from Sekolah Cita Buana. Researchers hope that the teenage students from this school can be a good sample to represent the teenage students in Jakarta. Researchers are interested in this area because as teachers, researchers have the responsibility to work hand in hand with parents and community to shape our youngsters level of confidence, in order to secure a better future for the human race. Researchers were trying to discover or create the correct tools to measure the confidence level of teenage students. They also tested the validity and reliability of these tools. By using this tool, 1

they were hoping that the confidence level of teenagers in Jakarta would be known and correct of actions can be given. So at the end of this research researchers will be able to contribute to the society by describing the results of teenage confidence in Jakarta and also presenting valid and reliable tools.

2. LITERATURE REVIEW 2.1. Self-confidence Shrauger & Schohn (1995) defined Self-confidence as an element of one’s self-perception, and refers to one’s sense of his/her competence, skills, and capabilities to deal effectively with a variety of situations. Elizabeth J Tucker (2015, 17-18) supported the idea and said “Self-confidence is a belief in your ability to succeed. Lack of self-confidence stops you even trying. Don’t let lack of self-confidence hold you back. Self-confidence is how you view your abilities and will vary from situation to situation”. Taniesha Burke (2008, 62) added that self-confidence is the strong believe in one’s own ability to accomplish a goal. A child will have low self-confidence if the parents constantly criticize their behavior or only give the child attention when they do something wrong. In the other hands, a child’s selfconfidence will group when the parents provide encouraging support through kind words. It means that Self-confidence is a result of your genetic makeup, environment, life experiences and willingness to change. And the self-confidence is not absolute. Your confidence level can be improved or lowered, depending on your efforts, your desires. Cathy Wilson (2014) From the theories above we can say that Self-confidence is belief in yourself and your abilities that can be built. David Lawrence Preston (2007, 14) in his book 365 septs to self-confidence wrote 5 elements for building confidence: 1. Develop self-awareness: know yourself, acknowledge that there are aspects of yourself that you wish to change, and understand what has stopped you feeling confident so far. Then apply the I-T-I-A Formula: 2. Assert your intention to be confident, and make a commitment. 3. Change your thinking. This includes changing restrictive attitudes and beliefs. 4. Use your imagination. Imagine yourself as a confident person. 5. Act as if you are already confident. The more you speak and behave confidently, the more confident you will become

2.2. Measurement of Self-confidence (Personal Evaluation Inventory) Shrauger (1990) in a book of Robinson, at al. (1991, 147-151) introduced Personal Evaluation Inventory (PEI). This scale measures self-confidence, an aspect of self-evaluation defined as a person’s sense of his or her own competence or skill and perceive capability to deal effectively with various situations. This is a 54-item scale (with four choices: strongly agree, mainly agree, mainly disagree, strongly disagree’’) measuring self-confidence. Defined as a person’s sense of his or her own competence or skill and perceived capability to

2

deal effectively with various situations. It was designed to measure the specific domains of self-confidence: 1. Academic performance Academic Performance related to ability, self-concept of academic ability and academic motivations. Ucharan Deka wrote in his book (1993, 29), that self-concept and study behaviour are positively correlated to school achievements. In other words a student with a strong concept of themselves will have better academic achievements. Students with confidence in their academic performance will say confidently (not arrogantly), that they will end up in the top 25% of the class, they will show certainty in succeeding assignments, test or academic goals, and they seek out activities that are intellectually challenging, because they know they can do better than most people. 2. Athletics Athletics or physical exercise often viewed as the positive cause of confidence. Research also says that self-esteem can be improved by competence in the physical domain. Students who exceeds in sports tend to display higher confidence than the other students. It is also observed that students with strong confidence will display ability in exercise and physical activities. We conclude that competence in physical activities contributes to student’s confidence level. Students with athletics confidence will eagerly participate in most kinds of sports, and exhibit a manner that athletics is the area in which they excel. 3. Physical appearance Physical appearance is instantly recognized by others and is an important contributor to selfconfidence especially for teenagers. According to Christa D. Ventling, in her book Body Psychotherapy in Progressive and Chronic Disoders (2001, 41). The higher the significance of perfection in physical appearance, the more fragile individual’s self-confidence will be. A confident teenager will accept and proves his/her own physical appearance, and make the best of it. He/she will maintain the health and well-being of their appearance by body care and hygiene and chooses clothes and cosmetics without getting pressured by what others might think. Students with confidence in their appearance displays contentment in the way they look, they show gratitude to their physical beings and never say they want to change their appearance. 4. Romantic relationships Evidence shows that self-confidence is beneficial for romantic relationships, and research also suggests that high self-esteem gives positive effects on the happiness that goes with relationships. People with good self-confidence will see themselves worthy; it does not mean they feel they are better than others. According to Yasemin and Orth (2014, 5) the evidence supports conclusions that self-confidence influences romantic relationships satisfactions, rather than romance satisfactions influences self-confidence. Students with confidence in their romantic relationships will say they have no difficulty in maintaining relationships, and they display positive attitude in getting a desirable partner. 3

5. Social interactions Teenagers as well as other people have the need to feel accepted, it motivates them to seek out social interactions with others (Baumeister & Leary, 1995). Those who succeed in satisfying these needs will possess higher self-confidence. Students with good social interactions feel at ease and have no awkwardness in any crowd, they know how to behave with composure and mingle well with people who have different personalities. Students with these traits show eagerness to meet new people. 6. Speaking with people. Speaking in front of many people requires practice; a smart teenager does not guaranty confidence in delivering a speech or speaking in front of public. The art of speaking with people goes beyond delivering materials; it helps us practice our confidence. Speaking in front of people helps confidence and vice versa, confidence helps efficiency in public speaking. Students with confidence in speaking with people, have good communication skills, which allow them to freely engage in a healthy conversation with anyone. They also show less stage fright compared to other students. In addition to the six sub-scales, there are also: 7. General confidence Carmen Keller (2011) said that general confidence is a psychological buffer for coping with environmental uncertainty threat. Students with more past experience worked out over and over again can be pretty confident that things will work out in the future as well. Students with general confidence have a type of assurance that shows a belief of “I can handle it.” These students show positive attitude towards themselves. 8. Mood Mood can be expressed as happiness, anger, tension, or anxiety. Teenagers with a more stable mood have a better opportunity to have a better self-confidence. Students with positive mood will have a clean slate, they show joy, sure about themselves, confident, and they exhibit no sense of stress. Thus forming eight sub-scales with seven items in each (except the sub-scale of athletics, which had five items). Item selection was based on four criteria: high item-subscale correlations; low correlation with other sub-scales; low correlations with the MarloweCrowne Social Desirability Scale; and balance between positively and negativity worded items within each sub-scale. All sub-scales contain seven items except for the athletics subscale, which contains five items, thus, there are a total of 54 items, each scored from one to four with a possible range of total scores of 54-216, with higher scores indicates higher selfconfidence.

2.3. Questionnaire as a type of survey Personal Evaluation Inventory (PEI) is using questionnaire as their type of survey method. Making and distributing questionnaire is a popular way to gather primary data. 4

Jerry R. Thomas, Jack K. Nelson, and Stephen J. Silverman (2011, 273), stated questionnaire and interview are essentially the same except for the method of questioning. Questionnaires are answered on paper by writing, while interviews are being done orally. It can be used to collect information from big as well as small data. Big data has more respondent such as populations, while smaller data has less such as samples. David E. McNabb wrote in his book (2002, 135), the greatest advantage of questionnaire is the flexibility. It can be customized designed to meet the objectives of any research projects. According to Chris Gratton, and Ian Jones (2010, 131), to make an efficient questionnaire, there are three questions need to be asked at the beginning of the design stage. 1. What information do I need to answer my research question? 2. What question can I ask that will provide me with data that will, when analyzed, give me such information? 3. How am I going to analyze the data that I get from such questions to give me the answer to my research question? A crucial part of a good research design is making sure that the questionnaire design addresses the needs of the research. This means defining the characteristic, what it is comprised of and what measures it. We need to make sure that the questions asked are the correct ones. There are different types of questions that can be used in a questionnaire. 1. Open questions, researchers are ready to receive a wide variety of answers. This method is widely used in qualitative research. 2. Closed/ pre-coded questions. Respondent are asked to choose one or more responses from series of options. After defining the characteristic and its components, and also producing the questions, a testing stage is necessary. The aim of the testing is to make sure that the questions are measuring what they are intended to, that is that they are valid and reliable. Validity means we are measuring what we want to measure. There are a number of types of validity including: 



 

Face validity, the questionnaire appears to be measuring the characteristic. This is a “common sense” assessment. Content validity, the questionnaire has all-important aspect of the characteristic are covered. Criterion validity, the questionnaire successfully predicts a specific criterion. Construct validity, the result of the questionnaire is consistent with the resultestablished measures. It correlates the performance on the instrument with the performance on an established instrument. Our paper is using this type of validity measures.

Reliability means the consistency of the measure/questionnaire, whether repeating the test/questionnaire under the same conditions produced the same result, and all the questions designed to measure a particular conditions or characteristic are measuring the same traits. 5

Types of Reliability:  Test-retest reliability, is a measure of reliability obtained by conducting the same test twice over a period of time to a group of individuals.  Parallel forms reliability, is a measure of reliability obtained by conducting different versions of an assessment tool to the same group of individuals.  Inter-rater reliability, is a measure of reliability used to assess the degree to which different assessor agree in their assessment decisions.  Internal consistency reliability is a measure of reliability used to evaluate the degree to which different test items, that assess the same characteristic produce similar results. To test the validity and reliability of Personal Evaluation Inventory (PEI) we can use the formulas; Validity rxy 

n x

n xy   x   y 2

2

The item is valid if,

�

= ��

=

��



  x  n y 2   y 

�

≥

2

�

� �

��

.



�, − ′

�

−

.

Correlation coefficient measures the degree of relationships between two sets of scores. It can range from -1 to +1, and 0 indicates the absence of any relationships. This paper uses disagree level (level of significance) of 0.01, and critical value of 0.33 from Pearson’s table, which represents 60 correspondences. Where: = � � = n= number of pairs of scores Σ = ℎ Σx = sum of x scores Σ = Σx = Σ =

� .

Internal Reliability, Cronbach’s Alpha

�=

�

�−

−

∑ ��2

Where:

�2

=

�� =

6

�=

�

� �

ℎ

�

A reliability coefficient � of 0.70 or higher is considered acceptable, 0.80 or higher indicates good reliability.

3. MEASUREMENT AND ASSESSMENT PLAN 3.1. Measurement Plan The Personal Evaluation Inventory (PEI) is a 54-item scale designed to measure selfcompetence or capability over a variety of situations. The PEI examines 8 specific dimensions of self-confidence including: a. Academic performance (PEI-AP) b. Athletic (PEI-A) c. Physical appearance (PEI-P) d. Romantic relationships (PEI-R) e. Social interactions (PEI-SI) f. Speaking with people (PEI-S) g. General confidence (PEI-G) h. Mood state factors (PEI-M) Table 1. Question Items Subscale of Self-Confidence

Items

Academic Performance Athletic Physical Appearance Romantic Relationships Social Interactions Speaking with People General Confidence Mood

11,16,21,30,36,41,50 7,10,14,17,23 3,6,12,20,35,45,54 4,28,34,39,44,48,51 1,9,24,26,38,42,52 8,13,19,32,37,40,46 15,18,25,27,31,33,49 2,5,22,29,43,47,53

Participants were asked how much they agree or disagree to the statement applied to them over the past two months, on a 4-point scale. A sample item is “I almost never feel uncomfortable at parties or other social gatherings.” Response options for all scales were: 1: Strongly agree 2: Mainly agree 3: Mainly disagree 4: Strongly disagree Higher scores reflect more self-confidence. 3.2. Data Collection The data was gathered by distributing The Personal Evaluation Inventory (PEI) to 60-teenage students, aged 15-17 years old at Sekolah Cita Buana, Jakarta – Indonesia. Researchers started collecting data in the 1st week of October 2016.

7

Table 3.1 Respondents Gender Male Female

Respondents 37 23 Total 60

To gather the data, researchers will conduct these following steps: 1. Discovering the instrument (PEI) 2. Distributing the PEI to the 60 students 3. Collecting the survey result 4. Analysing the survey result. Based on the survey result the researchers will perform the measurement test: a. Validity, to make sure whether the question items are accurate to measure the selfconfidence? b. Reliability, to measure the consistency between indicators in measuring the same component. 3.3. The Objective of the study The objectives of the study are not only to test the validity and reliability of the instrument but also to measure students’ confidence and to test 2 hypotheses as below: 1. There is no relationship between gender and self-confidence. 2. There is no mean difference in the confidence level between female and male students.

4. ANALYSIS ON THE INSTRUMENT & HYPOTHESIS TESTS 4.1. Validity and Reliability Test The 54-item questionnaire was divided in both negative and positive statements to help the researchers to test the respondents’ honesty, so that way ensures researchers whether using the respondent as sample or not. This questionnaire was measured on a Likert Scale with the range scores from 1 (Strongly Agree) to 4 (Strongly Disagree) with a possible range of total scores of 54-216, with higher scores indicates higher self-confidence (see Appendix A). Example: Table 4.1 Example No.

1 2

Strongly Agree

Mainly Agree

Mainly Disagree

Strongly Disagree

1

2

3

4

Several times in the last few days I have gotten 1 down on myself.

2

3

4

Items

I am a good mixer. (people who gets on easily with all types of people)

Item1 is a positive statement while item 2 is a negative statement. If a respondent has higher selfconfident, he must choose 1 (Strongly Agree), so the authors shifted all the positive statements 8

from 1 to be 4, 2 to be 3, 3 to be 2, and 4 to be 1, because higher scores indicates higher selfconfidence. Once ...