The Effect of Reward on the Improvement of Self-Confidence in Children Aged 5-6 Years at TK Negeri Pembina Pemenang in the 2023/2024 Academic Year
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Bibliographic record
Abstract
Self-confidence is a positive attitude that individuals must possess to meet various needs in their environment or situations, which allows them to believe in their own abilities for the purpose of achieving personal happiness. This study aims to examine the effect of rewards on the improvement of self-confidence in children aged 5-6 years at TK Negeri Pembina Pemenang during the 2023/2024 academic year. This research employs a quantitative quasi-experimental design with a Nonequivalent Control Group Design. The sample in this study was selected through non-probability sampling, involving 24 children aged 5-6 years at TK Negeri Pembina Pemenang, consisting of 14 boys and 10 girls. The analysis method used is the Independent Sample T-test. The results of the data analysis show that the t-value is greater than the critical t-value (19.707 > 1.717), indicating that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, the hypothesis can be considered valid. Based on these findings, it is concluded that giving rewards positively affects the improvement of children's self-confidence, as evidenced by the higher self-confidence scores in the experimental group after receiving the reward intervention compared to before. It is recommended that educators acknowledge and reward children, particularly those with lower self-confidence, to help them feel more comfortable both at school and outside of school.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it