Sheldrake, R; (2016) Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research , 76 (C) pp. 50-65. 10.1016/j.ijer.2015.12.001.

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Abstract

An enhanced understanding of how students’ self-confidence is influenced benefits educational practice and motivational theories. For 1523 students in 12 secondary schools in England, science self-confidence was predicted by various factors: current self-confidence (self-concept) was most strongly predicted by received praise, current grades, and interest in science; self-confidence for future attainment (self-efficacy) was most strongly predicted by current grades and perceived utility of science. For both measures of self-confidence, reported subject-comparisons (science being harder than other subjects) predictively associated with under-confidence, while reported utility predictively associated with over-confidence. Under-confident students reported consistently lower than other students, highlighting that under-confidence may ultimately be motivationally detrimental.

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