Evaluation Self Confidence of Hospitality Class Students at Vocational High Schools
Keywords:
Majoring in Hospitality, Self Confidence, Vocational Education, Vocational Schools
Abstract
Purpose of the study: This research aims to describe in depth the level of self-confidence of class XII students majoring in hospitality at Public vocational secondary schools 4 Sarolangun, providing important insights for educational development and a better understanding of the factors that influence students' self-confidence.
Methodology: The research method used in this research is descriptive quantitative. The population used in this research were Class XII students majoring in Hospitality at Public vocational secondary schools 4 Sarolangun. The sampling technique used in this research was purposive sampling. The data collection instrument used was a questionnaire. The data collection instrument used was a questionnaire.
Main Findings: Based on the results showing the level of self-confidence of class XII students majoring in Hospitality, it was found that the average self-confidence score was in the good category. Students have good abilities in facing and resolving challenges faced in the context of vocational education in the hospitality sector. These results indicate that the majority of class
Novelty/Originality of this study: The novelty of this research is the special focus on class This opens up new opportunities for a deeper understanding of the dynamics of self-confidence in the context of vocational education.
References
[1] A. Plyushteva, ‘Commuting and the urban night: nocturnal mobilities in tourism and hospitality work’, J. Policy Res. Tour. Leis. Events, vol. 11, no. 3, pp. 407–421, 2019, doi: 10.1080/19407963.2018.1556673.
[2] K. Kirillova and W. C. Au, ‘How do tourism and hospitality students find the path to research?’, J. Teach. Travel Tour., vol. 20, no. 4, pp. 284–307, 2020, doi: 10.1080/15313220.2020.1713965.
[3] J. M. López-Bonilla and L. M. López-Bonilla, ‘Leading disciplines in tourism and hospitality research: a bibliometric analysis in Spain’, Curr. Issues Tour., vol. 24, no. 13, pp. 1880–1896, 2021, doi: 10.1080/13683500.2020.1760221.
[4] X. Font and J. Lynes, ‘Corporate social responsibility in tourism and hospitality’, J. Sustain. Tour., vol. 26, no. 7, pp. 1027–1042, 2018, doi: 10.1080/09669582.2018.1488856.
[5] S. Stoyanova-Bozhkova, T. Paskova, and D. Buhalis, ‘Emotional intelligence: a competitive advantage for tourism and hospitality managers’, Tour. Recreat. Res., vol. 47, no. 4, pp. 359–371, 2022, doi: 10.1080/02508281.2020.1841377.
[6] T. Rasul and M. R. Hoque, ‘A review of social media research in the tourism and hospitality Industry through the lens of social structure’, Tour. Recreat. Res., vol. 45, no. 3, pp. 425–427, 2020, doi: 10.1080/02508281.2020.1721140.
[7] Y. Ying, F. Ruomei, and P. M. Susilo, ‘Smart Word Aplication Design for Learning Mandarin-Indonesia Vocabulary’, J. Phys. Conf. Ser., vol. 1477, no. 4, pp. 2–9, 2020, doi: 10.1088/1742-6596/1477/4/042015.
[8] K. Saddhono et al., ‘Corpus Linguistics Use in Vocabulary Teaching Principle and Technique Application: A Study of Indonesian Language for Foreign Speakers’, Int. J. Soc. Cult. Lang., vol. 11, no. 1, pp. 231–245, 2023, doi: 10.22034/ijscl.2022.1971972.2823.
[9] V. Aarkrog, ‘The standing and status of vocational education and training in Denmark’, J. Vocat. Educ. Train., vol. 72, no. 2, pp. 170–188, 2020, doi: 10.1080/13636820.2020.1717586.
[10] O. Valiente, L. Sepúlveda, and A. Zancajo, ‘Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)’, J. Vocat. Educ. Train., vol. 73, no. 2, pp. 278–294, 2021, doi: 10.1080/13636820.2020.1833076.
[11] A. Wang and D. Guo, ‘Technical and vocational education in China: enrolment and socioeconomic status’, J. Vocat. Educ. Train., vol. 71, no. 4, pp. 538–555, 2019, doi: 10.1080/13636820.2018.1535519.
[12] S. Billett, S. Choy, and S. Hodge, ‘Enhancing the standing of vocational education and the occupations it serves: Australia’, J. Vocat. Educ. Train., vol. 72, no. 2, pp. 270–296, 2020, doi: 10.1080/13636820.2020.1751247.
[13] J. Schweri, A. Eymann, and M. Aepli, ‘Horizontal mismatch and vocational education’, Appl. Econ., vol. 52, no. 32, pp. 3464–3478, 2020, doi: 10.1080/00036846.2020.1713292.
[14] A. Reich, D. Rooney, and A. L. Lizier, ‘Using technology integration frameworks in vocational education and training’, Int. J. Train. Res., vol. 19, no. 2, pp. 93–106, 2021, doi: 10.1080/14480220.2020.1864447.
[15] Z. Misbah, J. Gulikers, S. Dharma, and M. Mulder, ‘Evaluating competence-based vocational education in Indonesia’, J. Vocat. Educ. Train., vol. 72, no. 4, pp. 488–515, 2020, doi: 10.1080/13636820.2019.1635634.
[16] I. Martínez-Morales and F. Marhuenda-Fluixá, ‘Vocational education and training in Spain: steady improvement and increasing value’, J. Vocat. Educ. Train., vol. 72, no. 2, pp. 209–227, 2020, doi: 10.1080/13636820.2020.1729840.
[17] T. Hyland, ‘Embodied learning in vocational education and training’, J. Vocat. Educ. Train., vol. 71, no. 3, pp. 449–463, 2019, doi: 10.1080/13636820.2018.1517129.
[18] I. Placklé, K. D. Könings, K. Struyven, A. Libotton, J. J. G. van Merriënboer, and N. Engels, ‘Powerful learning environments in secondary vocational education: towards a shared understanding’, Eur. J. Teach. Educ., vol. 43, no. 2, pp. 224–242, 2020, doi: 10.1080/02619768.2019.1681965.
[19] I. Hildingsson et al., ‘African midwifery students’ self-assessed confidence in antenatal care: a multi-country study’, Glob. Health Action, vol. 12, no. 1, 2019, doi: 10.1080/16549716.2019.1689721.
[20] Y. L. Everingham, E. Gyuris, and S. R. Connolly, ‘Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects’, Int. J. Math. Educ. Sci. Technol., vol. 48, no. 8, pp. 1153–1165, 2017, doi: 10.1080/0020739X.2017.1305130.
[21] M. Federičová, F. Pertold, and M. L. Smith, ‘Children left behind: self-confidence of pupils in competitive environments’, Educ. Econ., vol. 26, no. 2, pp. 145–160, 2018, doi: 10.1080/09645292.2017.1395811.
[22] S. Suresh Babu, ‘Education for Confidence: Political Education for Recasting Bahujan Student Selves’, South Asia J. South Asia Stud., vol. 0, no. 0, pp. 741–757, 2020, doi: 10.1080/00856401.2020.1777692.
[23] J. J. Teh, K. Y. Cheung, Y. Patrick, M. Panahi, R. Boyle, and G. Tudor-Williams, ‘Self-perceived confidence of medical students communicating with pediatric patients in a 7-week pediatric placement: A pilot survey’, Adv. Med. Educ. Pract., vol. 11, pp. 163–169, 2020, doi: 10.2147/AMEP.S234856.
[24] H. K. Kim, S. Ryu, and K. S. Jang, ‘Effect of structured pre-simulation preparation and briefing on student’s self-confidence, clinical judgment, and clinical decision-making in simulation’, Contemp. Nurse, vol. 55, no. 4–5, pp. 317–329, 2019, doi: 10.1080/10376178.2019.1641420.
[25] O. Akbari and J. Sahibzada, ‘Students’ Self-Confidence and Its Impacts on Their Learning Process’, Am. Int. J. Soc. Sci. Res., vol. 5, no. 1, pp. 1–15, 2020, doi: 10.46281/aijssr.v5i1.462.
[26] F. Amri, E. T. Djatmika, H. Wahyono, and S. U. M. Widjaja, ‘The effect of using simulation on developing students’ character education in learning economics’, Int. J. Instr., vol. 13, no. 4, pp. 375–392, 2020, doi: 10.29333/iji.2020.13424a.
[27] G. Malandrakis, ‘Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new “Studies for the Environment” curricula’, Environ. Educ. Res., vol. 24, no. 4, pp. 537–563, 2018, doi: 10.1080/13504622.2016.1272672.
[28] A. M. Lawal, E. S. Idemudia, and O. P. Adewale, ‘Academic self-confidence effects on test anxiety among nigerian university students’, J. Psychol. Africa, vol. 27, no. 6, pp. 507–510, 2017, doi: 10.1080/14330237.2017.1375203.
[29] V. Papyrina, J. Strebel, and B. Robertson, ‘The student confidence gap: Gender differences in job skill self-efficacy’, J. Educ. Bus., vol. 96, no. 2, pp. 89–98, 2021, doi: 10.1080/08832323.2020.1757593.
[30] V. Unver et al., ‘The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire’, Contemp. Nurse, vol. 53, no. 1, pp. 60–74, 2017, doi: 10.1080/10376178.2017.1282319.
[31] E. Losekoot, E. Lasten, A. Lawson, and B. Chen, ‘The development of soft skills during internships: The hospitality student’s voice’, Res. Hosp. Manag., vol. 8, no. 2, pp. 155–159, 2018, doi: 10.1080/22243534.2018.1553386.
[32] H. Tadjer, Y. Lafifi, H. Seridi-Bouchelaghem, and S. Gülseçen, ‘Improving soft skills based on students’ traces in problem-based learning environments’, Interact. Learn. Environ., vol. 30, no. 10, pp. 1879–1896, 2022, doi: 10.1080/10494820.2020.1753215.
[33] T. K. England, G. L. Nagel, and S. P. Salter, ‘Using collaborative learning to develop students’ soft skills’, J. Educ. Bus., vol. 95, no. 2, pp. 106–114, 2020, doi: 10.1080/08832323.2019.1599797.
[34] C. Succi and M. Canovi, ‘Soft skills to enhance graduate employability: comparing students and employers’ perceptions’, Stud. High. Educ., vol. 45, no. 9, pp. 1834–1847, 2020, doi: 10.1080/03075079.2019.1585420.
[35] W. Hahn and B. Leslie, ‘Capability matters: Relating student achievement on the comprehensive business exam to skill and effort’, J. Educ. Bus., vol. 93, no. 6, pp. 276–284, 2018, doi: 10.1080/08832323.2018.1472061.
[36] L. Yan, Y. Yinghong, S. M. (Carrie) Lui, M. Whiteside, and K. Tsey, ‘Teaching “soft skills” to university students in China: the feasibility of an Australian approach’, Educ. Stud., vol. 45, no. 2, pp. 242–258, 2019, doi: 10.1080/03055698.2018.1446328.
[37] J. D. J. Wickens and D. H. Norris, ‘The imperative of soft skill development in preventive conservation practice and training’, Stud. Conserv., vol. 63, pp. S301–S306, 2018, doi: 10.1080/00393630.2018.1486078.
[38] V. Dolce, F. Emanuel, M. Cisi, and C. Ghislieri, ‘The soft skills of accounting graduates: perceptions versus expectations’, Account. Educ., vol. 29, no. 1, pp. 57–76, 2020, doi: 10.1080/09639284.2019.1697937.
[39] A. Ganci and M. Lahey, ‘Uncovering the importance of soft skills in user interface design-related fields’, Commun. Des., vol. 5, no. 1–2, pp. 5–20, 2017, doi: 10.1080/20557132.2017.1398924.
[40] V. Devedzic et al., ‘Metrics for Students’ Soft Skills’, Appl. Meas. Educ., vol. 31, no. 4, pp. 283–296, 2018, doi: 10.1080/08957347.2018.1495212.
[41] G. McCartney and R. Pao Cheng Pek, ‘An Examination of Sina Weibo Travel Blogs’ Influence on Sentiment towards Hotel Accommodation in Macao’, J. China Tour. Res., vol. 14, no. 2, pp. 146–157, 2018, doi: 10.1080/19388160.2018.1455614.
[42] J. Bury, ‘Introducing storytelling into tourism and hospitality courses: students’ perceptions’, J. Teach. Travel Tour., vol. 20, no. 2, pp. 135–155, 2020, doi: 10.1080/15313220.2019.1665486.
[2] K. Kirillova and W. C. Au, ‘How do tourism and hospitality students find the path to research?’, J. Teach. Travel Tour., vol. 20, no. 4, pp. 284–307, 2020, doi: 10.1080/15313220.2020.1713965.
[3] J. M. López-Bonilla and L. M. López-Bonilla, ‘Leading disciplines in tourism and hospitality research: a bibliometric analysis in Spain’, Curr. Issues Tour., vol. 24, no. 13, pp. 1880–1896, 2021, doi: 10.1080/13683500.2020.1760221.
[4] X. Font and J. Lynes, ‘Corporate social responsibility in tourism and hospitality’, J. Sustain. Tour., vol. 26, no. 7, pp. 1027–1042, 2018, doi: 10.1080/09669582.2018.1488856.
[5] S. Stoyanova-Bozhkova, T. Paskova, and D. Buhalis, ‘Emotional intelligence: a competitive advantage for tourism and hospitality managers’, Tour. Recreat. Res., vol. 47, no. 4, pp. 359–371, 2022, doi: 10.1080/02508281.2020.1841377.
[6] T. Rasul and M. R. Hoque, ‘A review of social media research in the tourism and hospitality Industry through the lens of social structure’, Tour. Recreat. Res., vol. 45, no. 3, pp. 425–427, 2020, doi: 10.1080/02508281.2020.1721140.
[7] Y. Ying, F. Ruomei, and P. M. Susilo, ‘Smart Word Aplication Design for Learning Mandarin-Indonesia Vocabulary’, J. Phys. Conf. Ser., vol. 1477, no. 4, pp. 2–9, 2020, doi: 10.1088/1742-6596/1477/4/042015.
[8] K. Saddhono et al., ‘Corpus Linguistics Use in Vocabulary Teaching Principle and Technique Application: A Study of Indonesian Language for Foreign Speakers’, Int. J. Soc. Cult. Lang., vol. 11, no. 1, pp. 231–245, 2023, doi: 10.22034/ijscl.2022.1971972.2823.
[9] V. Aarkrog, ‘The standing and status of vocational education and training in Denmark’, J. Vocat. Educ. Train., vol. 72, no. 2, pp. 170–188, 2020, doi: 10.1080/13636820.2020.1717586.
[10] O. Valiente, L. Sepúlveda, and A. Zancajo, ‘Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)’, J. Vocat. Educ. Train., vol. 73, no. 2, pp. 278–294, 2021, doi: 10.1080/13636820.2020.1833076.
[11] A. Wang and D. Guo, ‘Technical and vocational education in China: enrolment and socioeconomic status’, J. Vocat. Educ. Train., vol. 71, no. 4, pp. 538–555, 2019, doi: 10.1080/13636820.2018.1535519.
[12] S. Billett, S. Choy, and S. Hodge, ‘Enhancing the standing of vocational education and the occupations it serves: Australia’, J. Vocat. Educ. Train., vol. 72, no. 2, pp. 270–296, 2020, doi: 10.1080/13636820.2020.1751247.
[13] J. Schweri, A. Eymann, and M. Aepli, ‘Horizontal mismatch and vocational education’, Appl. Econ., vol. 52, no. 32, pp. 3464–3478, 2020, doi: 10.1080/00036846.2020.1713292.
[14] A. Reich, D. Rooney, and A. L. Lizier, ‘Using technology integration frameworks in vocational education and training’, Int. J. Train. Res., vol. 19, no. 2, pp. 93–106, 2021, doi: 10.1080/14480220.2020.1864447.
[15] Z. Misbah, J. Gulikers, S. Dharma, and M. Mulder, ‘Evaluating competence-based vocational education in Indonesia’, J. Vocat. Educ. Train., vol. 72, no. 4, pp. 488–515, 2020, doi: 10.1080/13636820.2019.1635634.
[16] I. Martínez-Morales and F. Marhuenda-Fluixá, ‘Vocational education and training in Spain: steady improvement and increasing value’, J. Vocat. Educ. Train., vol. 72, no. 2, pp. 209–227, 2020, doi: 10.1080/13636820.2020.1729840.
[17] T. Hyland, ‘Embodied learning in vocational education and training’, J. Vocat. Educ. Train., vol. 71, no. 3, pp. 449–463, 2019, doi: 10.1080/13636820.2018.1517129.
[18] I. Placklé, K. D. Könings, K. Struyven, A. Libotton, J. J. G. van Merriënboer, and N. Engels, ‘Powerful learning environments in secondary vocational education: towards a shared understanding’, Eur. J. Teach. Educ., vol. 43, no. 2, pp. 224–242, 2020, doi: 10.1080/02619768.2019.1681965.
[19] I. Hildingsson et al., ‘African midwifery students’ self-assessed confidence in antenatal care: a multi-country study’, Glob. Health Action, vol. 12, no. 1, 2019, doi: 10.1080/16549716.2019.1689721.
[20] Y. L. Everingham, E. Gyuris, and S. R. Connolly, ‘Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects’, Int. J. Math. Educ. Sci. Technol., vol. 48, no. 8, pp. 1153–1165, 2017, doi: 10.1080/0020739X.2017.1305130.
[21] M. Federičová, F. Pertold, and M. L. Smith, ‘Children left behind: self-confidence of pupils in competitive environments’, Educ. Econ., vol. 26, no. 2, pp. 145–160, 2018, doi: 10.1080/09645292.2017.1395811.
[22] S. Suresh Babu, ‘Education for Confidence: Political Education for Recasting Bahujan Student Selves’, South Asia J. South Asia Stud., vol. 0, no. 0, pp. 741–757, 2020, doi: 10.1080/00856401.2020.1777692.
[23] J. J. Teh, K. Y. Cheung, Y. Patrick, M. Panahi, R. Boyle, and G. Tudor-Williams, ‘Self-perceived confidence of medical students communicating with pediatric patients in a 7-week pediatric placement: A pilot survey’, Adv. Med. Educ. Pract., vol. 11, pp. 163–169, 2020, doi: 10.2147/AMEP.S234856.
[24] H. K. Kim, S. Ryu, and K. S. Jang, ‘Effect of structured pre-simulation preparation and briefing on student’s self-confidence, clinical judgment, and clinical decision-making in simulation’, Contemp. Nurse, vol. 55, no. 4–5, pp. 317–329, 2019, doi: 10.1080/10376178.2019.1641420.
[25] O. Akbari and J. Sahibzada, ‘Students’ Self-Confidence and Its Impacts on Their Learning Process’, Am. Int. J. Soc. Sci. Res., vol. 5, no. 1, pp. 1–15, 2020, doi: 10.46281/aijssr.v5i1.462.
[26] F. Amri, E. T. Djatmika, H. Wahyono, and S. U. M. Widjaja, ‘The effect of using simulation on developing students’ character education in learning economics’, Int. J. Instr., vol. 13, no. 4, pp. 375–392, 2020, doi: 10.29333/iji.2020.13424a.
[27] G. Malandrakis, ‘Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new “Studies for the Environment” curricula’, Environ. Educ. Res., vol. 24, no. 4, pp. 537–563, 2018, doi: 10.1080/13504622.2016.1272672.
[28] A. M. Lawal, E. S. Idemudia, and O. P. Adewale, ‘Academic self-confidence effects on test anxiety among nigerian university students’, J. Psychol. Africa, vol. 27, no. 6, pp. 507–510, 2017, doi: 10.1080/14330237.2017.1375203.
[29] V. Papyrina, J. Strebel, and B. Robertson, ‘The student confidence gap: Gender differences in job skill self-efficacy’, J. Educ. Bus., vol. 96, no. 2, pp. 89–98, 2021, doi: 10.1080/08832323.2020.1757593.
[30] V. Unver et al., ‘The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire’, Contemp. Nurse, vol. 53, no. 1, pp. 60–74, 2017, doi: 10.1080/10376178.2017.1282319.
[31] E. Losekoot, E. Lasten, A. Lawson, and B. Chen, ‘The development of soft skills during internships: The hospitality student’s voice’, Res. Hosp. Manag., vol. 8, no. 2, pp. 155–159, 2018, doi: 10.1080/22243534.2018.1553386.
[32] H. Tadjer, Y. Lafifi, H. Seridi-Bouchelaghem, and S. Gülseçen, ‘Improving soft skills based on students’ traces in problem-based learning environments’, Interact. Learn. Environ., vol. 30, no. 10, pp. 1879–1896, 2022, doi: 10.1080/10494820.2020.1753215.
[33] T. K. England, G. L. Nagel, and S. P. Salter, ‘Using collaborative learning to develop students’ soft skills’, J. Educ. Bus., vol. 95, no. 2, pp. 106–114, 2020, doi: 10.1080/08832323.2019.1599797.
[34] C. Succi and M. Canovi, ‘Soft skills to enhance graduate employability: comparing students and employers’ perceptions’, Stud. High. Educ., vol. 45, no. 9, pp. 1834–1847, 2020, doi: 10.1080/03075079.2019.1585420.
[35] W. Hahn and B. Leslie, ‘Capability matters: Relating student achievement on the comprehensive business exam to skill and effort’, J. Educ. Bus., vol. 93, no. 6, pp. 276–284, 2018, doi: 10.1080/08832323.2018.1472061.
[36] L. Yan, Y. Yinghong, S. M. (Carrie) Lui, M. Whiteside, and K. Tsey, ‘Teaching “soft skills” to university students in China: the feasibility of an Australian approach’, Educ. Stud., vol. 45, no. 2, pp. 242–258, 2019, doi: 10.1080/03055698.2018.1446328.
[37] J. D. J. Wickens and D. H. Norris, ‘The imperative of soft skill development in preventive conservation practice and training’, Stud. Conserv., vol. 63, pp. S301–S306, 2018, doi: 10.1080/00393630.2018.1486078.
[38] V. Dolce, F. Emanuel, M. Cisi, and C. Ghislieri, ‘The soft skills of accounting graduates: perceptions versus expectations’, Account. Educ., vol. 29, no. 1, pp. 57–76, 2020, doi: 10.1080/09639284.2019.1697937.
[39] A. Ganci and M. Lahey, ‘Uncovering the importance of soft skills in user interface design-related fields’, Commun. Des., vol. 5, no. 1–2, pp. 5–20, 2017, doi: 10.1080/20557132.2017.1398924.
[40] V. Devedzic et al., ‘Metrics for Students’ Soft Skills’, Appl. Meas. Educ., vol. 31, no. 4, pp. 283–296, 2018, doi: 10.1080/08957347.2018.1495212.
[41] G. McCartney and R. Pao Cheng Pek, ‘An Examination of Sina Weibo Travel Blogs’ Influence on Sentiment towards Hotel Accommodation in Macao’, J. China Tour. Res., vol. 14, no. 2, pp. 146–157, 2018, doi: 10.1080/19388160.2018.1455614.
[42] J. Bury, ‘Introducing storytelling into tourism and hospitality courses: students’ perceptions’, J. Teach. Travel Tour., vol. 20, no. 2, pp. 135–155, 2020, doi: 10.1080/15313220.2019.1665486.
Published
2022-12-31
How to Cite
[1]
I. Mufliha, G. A. Tan, and M. Wisessathorn, “Evaluation Self Confidence of Hospitality Class Students at Vocational High Schools”, Ind. Jou. Edu. Rsc, vol. 3, no. 6, pp. 152-158, Dec. 2022.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
