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首页> 外文会议>ASEAN Conference on Psychology, Counselling, and Humanities >An Individual Positive Emotion Exercise: Its Influence on Self-Efficacy and Procrastination of Nursing Students
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An Individual Positive Emotion Exercise: Its Influence on Self-Efficacy and Procrastination of Nursing Students

机译：个人积极的情感运动：对护理学生的自我效力和拖延的影响

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Two of indicators to be succeed in learning are high self-efficacy and low procrastination behavior. In order to create these conditions, teachers have to contribute actively not only by giving order relating to the teaching materials, but also to conduct certain strategy in order to help their students for improving their psychological ability which will support accomplishment academic goal eventually. One of the skills advantages learning process is an emotion regulation. In achieving emotion regulation, three aspects have to be considered: awareness, execution, and evaluation. Through emotional positive state, students are ready to engage with their tasks. Improving emotion can be implemented through individual or group exercise. The aim of this study measured the difference of self-efficacy and procrastination between experiment group and control group. The experiment group was given individual emotion training and the control group experienced regular class without specific treatment. This research used an experimental method with nonrandomized two groups posttest only design. A group of 91 students from a nursing school was involved in this research. Two adaptation scales, namely Students' self-efficacy and procrastination were used for measurement. The result revealed only one hypothesis was accepted, procrastination difference level between two groups. However, the effect size showed a small contribution from emotion regulation on it. It indicated that individual emotion exercise for five weeks decreasing procrastination. For the more effective strategy, this exercise should be accompanied by other treatments such as short training and specific emotion target.
机译：两个指标在学习中取得成功是高自我效能和低拖延行为。为了创造这些条件，教师不仅通过提供与教学材料有关的订单，还要贡献一定的策略，以帮助他们的学生改善他们最终支持成就学术目标的心理能力。学习过程的技能之一是情绪调节。在实现情绪规范中，必须考虑三个方面：意识，执行和评估。通过情绪正面的国家，学生准备涉及他们的任务。可以通过个人或团体锻炼来实现改善的情绪。本研究的目的是测量实验组和对照组之间的自我效力和拖延的差异。实验组被赋予单独的情感培训，对照组经历了常规课程而无需具体治疗。该研究使用了非沉积的两组仅限于后测试的实验方法。来自护士学校的一组91名学生参与了这项研究。两个适应秤，即学生的自我效能和拖延用于测量。结果显示只接受一个假设，两组之间的拖延差异水平。然而，效果大小表现出对其情绪调节的贡献。它表明，个体情绪锻炼持续了五周降低拖延。对于更有效的策略，这项运动应伴随着其他治疗，例如短暂的培训和特定情感目标。

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