浅谈对学生自信心的培养 张玉珍

小学阶段正是一个人心理品质形成的 重要阶段,让学生树立自信,增强自信,学会自信,是 小学教学中的一项重要任务。要相信学生,让学生习 惯自信,就要在平时的教学活动中,为学生创设环 境,营造氛围,在与孩子相处中爱孩子,赏识孩子,增 强孩子的自信心。

Research on the Development of Daur Ethnic Education under the Influence of Big Data

In this paper, we conduct research on the development of Daur ethnic education under the influence of big data. Life in the river valley of Daur ethnic which is a nationality has a long history, splendid culture and the national spirit of national self-confidence, the foundation of national culture has a strong self-confidence. Combining the concept of big data and data analysis technique to the Daur ethnic education will largely enhance the result of the current education pattern. The survey of the research indicated that we should pay attention to the precious data captured.

Handling the EFL Students＇ Crisis of Self-confidence to Ask Questions

It is no wonder that inquiring is an important skill. This paper deals with a research which was intended to see if respect and encouragement could solve the problem of students＇ self-confidence to inquire in the EFL （English as a Foreign Language） classroom. The research involved a secondary group of students whose self-confidence to ask questions was considered low by the teacher and research collaborators. The data were collected through observation, questionnaire and interview. Based on a pre-observation, problem sources had been identified, i.e., the students were afraid of being thought of as ＂looking for sensation only＂, afraid that their classmates would laugh at them, worried of being judged as arrogant or pretentious, did not want to be considered stupid, and wondered if they could produce qualified questions. Teachers believed that fear of asking questions is part of the Indonesian students＇ culture. The research team agreed upon the way to handle the problem--by respect and encouragement procedure. The first session implementing the procedure was not successful enough in raising the students＇ self-confidence. Though students had already started to address some questions of this stage, their behaviors did not seem to be improved. They were still afraid, doubtful and unhappy with questioning, which were the signs of lacking of confidence. However, the next cycle was in general a success. The students＇ questions increased considerably. They looked more enthusiastic, passionate and happier in response to teachers＇ invitation to inquire, showing that their self-confidence for asking questions has developed.

How Financial Knowledge Affect Household Wealth

This paper is based on the research conducted in Shanghai. We use Probit model empirically analysis how tinanclal hteracy affect household wealth. The results are as follows： financial literacy does have positive effects on household financial wealth and debt, but do not have significant effect on fixed wealth. Age growth, household income growth, self-owned house and seeking for financial consultant will significantly boost household wealth. Moreover, consumer＇ s self-confidence and risk aversion have positive effects on both fixed and financial assets, but do not have significant effect on debt.

Cardiac Neurons Firing Preceding Cortical Neurons Firing by Variable Time Equivalent to RP before Conscious Act

The signals and the neuronal mechanisms that underlying the behavior, actions, and action-directed goals in man and animals during conscious state are not fully understood, and the neuro-dynamic mechanisms and the source of these neuronal signals are not authenticated. Temporal judgment alone can neither account for neural signaling necessary for emergence of conscious act nor explain RP （Readiness Potential, the accepted neural correlate time needed for the neurons to fire） that precedes the onset of action or the latency time of 0.5 ms that precedes the conscious act found by Libet. Neuronal feedback mechanisms between the heart and the brain seem feasible and logical suggestions to be considered, so clearly, I would suggest that the onset of a conscious-directed goal, conscious action, freewill, intension, and the neural signals and mechanisms that control them may depend upon the interaction between two sources： （1） the brain and （2） the heart. The temporal-cardiac （neural system） interaction has been well established in heart-brain interaction studies by many workers who found that the work of the heart precedes that of the brain in EEG （electroencephalography） findings in conscious stimulation, which may explain and account for RP time and the 0.5 ms latency period of Libet＇s important findings. According to my hypothesis （AlFaki 2009） and views, the temporal neurons in the soma to-sensory cortex will respond to conscious stimulation only after receiving neuronal signals from the cardiac neurons in the neural plexus of the heart; after variable millisecond equivalent to RP or Libet＇s latency period prior to temporal neuronal firinging in response to conscious act, this time is the time needed by cardiac neurons to process and signal information to the brain through feedback mechanism and heart-brain interaction.

Psychometric testing of the cross-culturally adapted Thai version of the Self-Care Self-Efficacy Scale version 3.0 in individuals with chronic illnesses

Objective:To assess the psychometric properties of the Thai version of the Self-Care Self-Efficacy Scale version 3.0(SCSES-v3.0)in individuals with chronic illnesses.Although originally developed and tested in a Western context,its applicability in Asian populations,including Thailand,remains inadequately explored.Methods:Psychometric tests were guided by COSMIN principles.This included the translation of the English version into Thai based on the ISPOR framework.Nine nursing experts evaluated the content validity.Data were obtained from a multicenter cross-sectional study conducted between July and November 2022.This study included individuals with chronic conditions from 16 primary care centers in Thailand.We tested the structural validity using exploratory factor analysis(EFA)and confirmatory factor analysis(CFA),and concurrent validity in relation to the Self-Care of Chronic Illness Inventory version 4.c(SC-CII-v4.c).We tested the scale’s reliability with McDonald’s u,Cronbach’s a,and the intraclass correlation coefficient(ICC).Results:The Thai SCSES-v3.0 demonstrated excellent content validity(k¼1.00).Thefinal analysis included a total of 385 participants.The EFA with thefirst split-half subsample(n¼193)extracted a twofactor structure.One reflected SCSES for maintenance and monitoring behaviors and another captured SCSES for management behaviors(item 6e10).CFA with the second split-half subsample(n¼192)and the overall sample(n¼385)supported the scale’s two-factor model with high factor loadings.Each dimension and the overall SCSES-v3.0 positively correlated with each scale and the overall SC-CII-v4.c.McDonald’s u and Cronbach’s a(both ranged 0.91e0.94)and ICC(ranged 0.95e0.96),indicated excellent internal reliability and test-retest reliability,respectively.Conclusions:The identification of a valid and reliable two-factor model for the Thai SCSES-v3.0 renders it a valuable tool for clinicians and investigators,facilitating the assessment of self-efficacy in self-care across diverse contexts.