Self-Respect and Self-Confidence - Personal Statement Example

 Self-Respect and Self-Confidence The art appreciation study was meant to test a number of different adults from different backgrounds and different ages. Basically, I wanted to find out how appreciation of art varied from one individual to another due to a set or a myriad of different factors. Since there is no correct or wrong way for answers given to the art appreciation study, I wanted to investigate how the age, level of need for cognition; level of general knowledge and level of education affects art appreciation. My role in the art appreciation study was that of a general major. I was the overall pioneer or director of individuals who did not have knowledge on how the cognition tests, art appreciation and other tests were performed. I, therefore, took the opportunity to guide them and give them suitable instructions that would help them in performing the procedures correctly. In addition, I specified the requirements that were needed in conducting the art appreciation measure and other relevant measures. I prepared adequately for this project. In the first week, I prepared a brief, but accurate and suitable questionnaire that was used to measure and gauge the level of need for cognition. This questionnaire was necessary since it helped determine the interests and the predispositions to do activities or tasks in a required manner. Secondly, all individuals who participated in the projected submitted information concerning their biography. This was helpful since it measured the age and the level of education. Other things that I made sure were present included the participant score sheet, the NART score sheet, art appreciation score sheet and need for cognition answer sheet among others. Further, it was important to prepare the need for cognition question sheet and a ward card for National Adult Reading Test (NART). What went well in the project was the cognition testing. Its instructions were simple and clear, plus the questions in the cognition question sheet were very interesting and easy to respond to. Also, the most motivating element in the cognition test was that I told the participants that every answer was correct and no one answer could be wrong. However, I also experienced some difficulties. Some of the study participants dropped out before its completion. Another problem that I encountered was that some people found it tiresome to look at the pictures and compare them while at the same time recalling them since they were too many. Other difficulties encountered while conducting the project include; some participants were shy and thus did not want to pronounce some words. Others did not fill the questionnaires as required. This was difficult especially on my part as I had to be patient. Lastly, I faced a lot of difficulty in familiarising myself with all the tests and different paintings simply because I was familiar with only a few of them. The testing method would have been done differently since it was long. Rather than carrying out the testing all at once, I could have subdivided it into parts to be tested at different periods. The older people were negatively affected by taking the long tests. In the end, most of them were either very tired or bored. Additionally, I could have commenced the project at an earlier period or time. Although the project ran for five weeks, I commenced testing the participants on the second week of the project. Starting testing the participants two weeks into the project was detrimental since it made it harder for me to find the required suitable participants of all ages. As such, I was stressed in addition to being anxious. Generally, it is always necessary to start any research early. Starting early would have enabled me to get the required participants easily hence avoiding the anxiety and stress I experienced as a result of starting late. Also, an earlier start would have given me the opportunity to familiarise myself with the participants. When I started this project, I always thought it would be very easy since everything that I needed was present or at hand. I also assumed that since the participants who had been selected will be cooperative to the end of the project. However, that was not the case. As such, I learnt a lot of things from the experience. First, I have learnt the importance of organisational skills. In starting the project late, I experienced a lot of stress and anxiety. Also, I could have structured the testing period differently so as to avoid a long and continuous testing period which if often boring. Thus, organisational skills is a skill I learnt during this experience. Additionally, the experience gained from the research was vital since it enhanced my research design skills.. Moreover, since the participants asked many questions about painting, I got an opportunity to learn a lot about art painting. In the following weeks, I changed a lot of things. First, I sat down and decided on what I would do each week. This is vital since apart from ensuring proper time management, it brought about a sense of order into the research. Next, I decided to commence testing a single participant each day so as to reduce fatigue, boredom, tiredness and stress. Previously, I was used to testing more than one participant daily. This in most cases left me fatigued. In addition, I specified the appropriate time when the participant testing process would begin and end. Part Two Reflective Practice I have developed a myriad of skills as a result of undertaking this project. These skills include; communication skills, leadership skills, organising skills, self-confidence skills, punctuality skills, and problem solving skills. Since I was engaging with the participants a lot, I developed good communication skills. Practicing daily or interacting with them daily for the five week duration polished and honed my communication skills. With time, I developed the required courage to say what I think without fear. Hence, I was confident while making the relevant contributions in conversations with the participants. Further, I developed leadership skills. This is mainly because I was in charge of the project and thus I carried it out independently. I had to know how to manage the participants to make the project a success. To avoid the testing from being boring and long, I organised the research into short periods. Additionally, I decided to attend to or to test a single participant each day. Thus, I learnt organising skills during the course of the project. In any undertaking, it is advantageous and necessary to be time conscious. When starting the project, I commenced the testing late. From this, I learnt the significance of being punctual. Lateness only gave me stress and confusion. As such, I developed punctuality or time management skills form this study. As participants dropped out, I had to quickly look for others and, therefore, solve the problem. From this, I learnt problem solving skills. Although I developed a lot of skills during the five week project, I feel that some of them require further development. These skills include self-confidence, critical analysis skills and leadership skills. To develop these skills, I will employ SMART goals. According to Branden (2011), self-confidence is not a skill which can be learned just like a group of rules. Rather, self-confidence is a state of the mind. The goal of using practice, positive thinking, training, talking or communicating with other people to improve self-confidence is specific since it is meant to boost and improve my level of self-confidence. I will measure the success of the goal by viewing or evaluating my level of confidence. A higher level of confidence translates to success. I acknowledge that self-confidence usually emanates from believing in myself, in my experience, skills and abilities, and having a sense of well-being coupled with good self-esteem. As such, it is achievable through training, talking and having a positive mind (Branden, 2011). Generally, self-confidence attracts other people. As such, Branden (2011) implies that being around more confident people id beneficial to improving my self-confidence and charisma. Further, the goal is result focused since it specifically focuses on improving my level of self-confidence. Lastly, it will take almost a month for my self-confidence skills to be learnt. Branden, (2011) implied that training could improve self-confidence if undertaken regularly for a period of more than three weeks. To develop my leadership skills, I would first learn how to delegate. A good leader is someone who knows how to choose the best men to do a job, and subsequently avoid meddling in it while they are doing it. Also, I would learn how to solve or handle conflicts. Through this, I will be able to handle complex and difficult people while doing future research. A good leader is generally a good listener. Thus, I will improve my leadership skills by being a good listener. I will measure my leadership skills by analysing how fluid and efficient projects flow while I am the leader. It is possible to develop and learn new leadership skills. DuBrin (2012) stated that learning how to delegate, listen and solve conflicts is the surest way to developing good leadership skills. It is beneficial to have leadership skills since they are integral to the success of any research. Unlike other skills, leadership skills take time to develop. Finally, I need to develop my critical analysis skills further. Developing critical analysis is vital because during the research, I experienced some difficulty in analysing situations and coming up with quick and good decisions. I will develop my critical thinking and analysing skills by adopting two strategies; improving my questioning skills and changing my perspective. These specific goals will lead to better critical thinking and analysis skills. Additionally, the goal is measurable. I will measure it on how easy I analyse situations. Learning (2013) implied that learning critical thinking skills is possible. Additionally, learning critical thinking and analysing skills will require a duration of 2 weeks. Reference Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34-38. Branden, N. (2011). How to raise your self-esteem: the proven action-oriented approach to greater self-respect and self-confidence. Bantam. Crowther, J., & Kavanagh, K. (1999). Oxford Guide to British and American Culture for Learners of English. Oxford University Press, Great Clarendon Street, Oxford OX2 6DP, England (Hardback: ISBN-0-19-431333-6; Paperback: ISBN-0-19-431332-8).. DuBrin, A. (2012). Leadership: Research findings, practice, and skills. Cengage Learning. Havranek, G., & Cesnik, H. (2001). Factors affecting the success of corrective feedback. EUROSLA yearbook, 1(1), 99-122. Learning, A. (2013). Strategies to promote critical thinking and active learning. Teaching in nursing: A guide for faculty, 258. Spitzberg, B. H., & Cupach, W. R. (2011). Interpersonal skills. ML Knapp & JA Daly, The Sage Handbook of Interpersonal Communication (4th Ed.). Thousand Oaks, CA: Sage, 481-526. Read More