Study Of Academic Achievement Of Secondary School Students In Relation To Their Self-Confidence

Abstract

Education is important for development of self and society, as it help the individuals to gain knowledge and skills that are required for their growth and development. School is the second home for students where teachers provide them basic training of education. The phase of secondary school is an important period for self-confidence development. Self-confidence may be defined as a belief in oneself or his/her capabilities or a kind of attitude that allow the person to be realistic towards himself and circumstances of the life. (Welford,2013) has defined self-confidence “to be aware of when a person is struggling and he has the strength and commitment to do something about it.” (Neill, 2005) has stated that self-efficacy and self-esteem in combination forms the self-confidence. According to (Stevens,2005) self-confidence may be defined as “an individual’s expectation about his/her ability to attain goal in a given situation and very significant factor in ensuring an individual’s potential.”  Self-confidence is defined as a belief in potential of someone to achieve goals and has been found to have an impact on learning outcomes and academic performance of the students (Bhat,2022). Students undergo significant physical, intellectual, and emotional changes during this period that can impact their academic engagement along with self-perception (Eccles et al., 1993). The relationship between self-confidence and academic achievement of secondary school students is an area of interest in both psychological and educational research areas. (Bandura, 1997) has defined self-confidence as an individual’s belief in their ability to succeed that is linked with success in various life domains. Self-confidence of students can affect their processes of learning, engagement, and overall academic outcomes dramatically, in the educational context (Pajares,1996). Therefore, understanding the self-confidence dynamics in this stage of development is crucial for educators, parents, and policymakers as well. The study will draw upon existing frameworks and theories, like Social cognitive theory of Bandura (1986), and Expectancy-Value Theory of Eccles’ (1983), which links achievement-motivation and self-concept. (Dictionary of Education, Good,1959) stated that self-confidence is a kind of faith in one’s own abilities. This study aims to bridge the gap that how self-confidence affect academic achievement directly, among secondary school students. It will take into account several dimensions of self-confidence like resilience, academic self-concept, and their correlation with indicators of academic performance like test scores, grades, and classroom participation. By analyzing these relationships, the study intends to offer insights that could inform educational practices and interventions aimed at enhancing student outcomes through the nurturing of self-confidence.