CHAPTER 1

The effect of lack of confidence in the academic performance of grade 10 students in

San Francisco Xavier High school for school year 2021-2022

Introduction

Education is the process of developing the capacities and potentials of the individual so
as to prepare the individual to be successful in a specific society or culture.

From this perspective, education is serving primarily as an individual development

function. Education begins at birth and continues throughout life. It is constant
and ongoing. It is an instrument for development
and change.

Low self-esteem or lack of confidence leaves students doubting their ability to succeed,
making them hesitant to engage in learning or take appropriate academic growth risks.
Self-esteem is often built through estimable acts and achievements—even small ones.

Palavan (2017) states that students' lack of self-confidence can cause for students' lack
of motivation which in result can cause education become compulsory and make
student show negative attitude toward learning.

Many people struggle with making decisions. If you lack confidence, it's natural to doubt
yourself, try to reverse a decision, or criticize yourself if things don't go according to
plan. Confidence helps keep things in perspective.

Self-confidence allows us to face our failure and own up to it in a positive light.

Moreover, it helps us to raise many times. This helps in quality of use which ensures we
do not give up till we succeed. Similarly, self-confidence instils optimism in us.

Healthy self-esteem supports psychological stability and positive social activity and is an
essential element for a child's psychological development.

Why is a well-developed self-concept beneficial?

Our self-concept impacts how we respond to life, so a well-developed self concept helps
us respond in ways that are more positive and beneficial for the self. One of the ways it
does this is by enabling us to recognize our worth.
Research problem

What is the effect of lack of confidence in the academic performance of grade 10

students in San Francisco Xavier High school for school year 2021-2022?

Research Objectives

The main purpose of the study is to investigate and identify the factors that influence
students lack of self-confidence and its impact on academic learning for students of San
Francisco Xavier High School.

Hypothesis

- ( Null ) There is no major factor for students' loss of confidence in the academic year
2021-2022 at San Francisco Xavier High School.
- ( Alternative ) There is a major factor for students' loss of confidence in the academic
year 2021-2022 at San Francisco Xavier High School.

Theoretical Framework

Self confidence theory was developed within the framework of a social cognitive theory
(Bandura, 1986). Bandura poses self-confidence as a common cognitive mechanism for
mediating people's motivation, thought patterns, emotional reactions, and behavior.

It is a concept originally proposed by the psychologist Albert Bandura, refers to an

individual's belief in their capacity to execute behaviors necessary to produce specific
performance attainments. He believes it affects every area of human endeavor.

By determining the beliefs a person holds regarding their power to affect situations, self-
efficacy strongly influences both the power a person actually has to face challenges
competently and the choices a person is most likely to make. These effects are
particularly apparent, and compelling, with regard to investment behaviors such as in
health, education and agriculture.
Assumptions

This study focused on thoroughly explaining the purpose of lack of self-confidence and
determining the impact of the study's findings on Grade 10 students at San Francisco
Xavier High School for the school year 2021-2022. The researchers assumed that the
efficiency of the study's results would benefit the students' superior academic
performance. We hope that the readers will be satisfied and learn from this study. The
researchers will be able to thoroughly explain the purpose of this study and determine
the efficacy of the study's results.

Significance of the study

This study aimed to determine the connection of education and self confidence. The
study revealed that students with high level of self-confidence scored higher in oral test
and students with low level of self-confidence scored lesser and showed lack of interest
in having higher oral performance

A strong sense of self confidence promotes human accomplishment and personal well
being. A person with high self-efficacy views challenges as things that are supposed to
be mastered rather than threats to avoid. These people are able to recover from failure
faster and are more likely to attribute failure to a lack of effort. They approach
threatening situations with the belief that they can control them. These things have been
linked to lower levels of stress and a lower vulnerability to depression.

In contrast, people with a low sense of self-efficacy view difficult tasks as personal
threats and shy away from them. Difficult tasks lead them to look at the skills they lack
rather than the ones they have. It is easy for them to lose faith in their own abilities after
a failure. Low self-confidence can be linked to higher levels of stress and depression.

Scope and delimitation of the study

The general intent of this study is to learn about the impact of low self-esteem on grade
10 students at San Francisco Xavier High School, with a focus on student health and
academic absenteeism prevention.

This study will primarily identify and assess various factors that influence students'
confidence. This study also seeks to determine how researchers can develop and assist
grade 10 students in becoming self-reliant in relation to the growth mindset that the
students currently needs and that may arise in the future.

This study will be carried out with limited financial and time resources.

Definition of terms

According to Oxford, the term confidence is a noun that means the feeling or belief that
one can rely on someone or something; firm trust.

According to Webster, the term doubting is a verb that means to call into question the
truth of.

According to Webster, the term hesitant is an adjective that means slow to act or
proceed (as from fear, indecision, or unwillingness).

According to Oxford, the term efficiency is a noun that means the quality of doing
something well with no waste of time or money.

According to ScienceDirect, the word cognitive mechanism is the study on how the
human brain realizes the mental activities of perception, learning, memory, thinking,
emotion, and consciousness from the micro, meso, and macro scales.

According to Stephen G. Rodriguez, General intent refers to the perpetrator's state of

mind at the time the crime was committed

According to oxford Dictionary, the term vulnerability is noun a that means the quality or
state of being exposed to the possibility of being attacked or harmed, either physically
or emotionally.

According to Merriam Webster, the term attribute is an adjective that means a quality,
character, or characteristic ascribed to someone or something

According to Springer, Psychological Stability is the ability of a person to perform

professional activities in difficult and extreme situations as successfully as under normal
condition

CHAPTER 2
Review of Related readings

Related Readings

A large body of literature has been written about the effects of students' self-confidence
on the learning process. Norman and Hyland (2003) investigated the role of self-
assurance in lifelong learning. They discovered that students' confidence is a barrier to
their learning, which is affecting their participation and progress. The study also shows
that any individual student, as well as his or her teachers, partners, temporary adviser,
and workplace supervisors, can have an impact on students' self-confidence. Similarly,
Rubio (2007) investigated self-esteem and foreign language learning and discovered
that anxiety, self-insecurity, fear, and feeling isolated from society are all psychological
situations that can arise in learning as a result of low self-confidence.

Tuncel (2015) investigated the link between self-esteem and learning Turkish as a
foreign language. The study discovered a link between self-confidence and learning,
and it discovered that high self-confidence influenced learning positively while low self-
confidence influenced learning negatively. Similarly, in the Cologne Laboratory, Fischer
and Sliwka (2018) discovered that confidence in one's ability to learn stimulates learning
by experimentally studying the causal effects of external factors based changes on
motivation for learning. According to the findings of this study, higher confidence in prior
knowledge causes students with low levels of knowledge to work harder and care more.

Furthermore, Verma et al. (2016) investigated the effects of self-esteem on elementary

school academic achievement.
students. They discovered that self-confidence affects academic achievement of
students based on low and high levels of self-confidence, and their study revealed
significant differences in academic achievements of students with low or high self-
confidence. Fatma (2015) investigated adolescent self-esteem in relation to gender,
location, and academic achievement. Her findings show that there is a link between
academic achievement and student self-confidence. Her findings suggest that there is a
link between students' self-confidence and learning outcomes because her findings
show that as self-confidence increases, so does academic achievement.

Karimi and Saadatmand (2014) conducted research to determine the relationship

between self-confidence and academic performance.
Academic motivation drives achievement. Their research discovered a link between
academic achievement and self-confidence and educational motivation. The researcher
discovered that self-assured students performed better in school. According to the
researcher, positive feedback, positive motivation, and school solving students'
problems boosts students' confidence. (Afzal, Ali, Khan, & Hamid, 2010) also suggests
a link between learning and motivation, stating that both intrinsic and extrinsic
motivation have positive effects on students' learning.

Yashima, Zenuk-Nishide, and Shimizu (2004) conducted a study to investigate the

influence of attitudes and their effect on
Communication willingness and second language communication Their findings
revealed that self-confidence is a critical factor in students' willingness to participate in
oral activities in the classroom. Al-Hebaish (2012) also investigated the relationship
between general self-confidence and academic achievement in the oral presentation
course. He discovered that students' academic achievement can be influenced by their
self-esteem. Since the study revealed that students with high levels of self-confidence
performed better in oral tests, students with low levels of self-confidence performed
worse and showed a lack of interest in performing better in oral tests.

Tridinanti (2018) conducted a similar study on the relationship between speaking

anxiety, self-confidence, and speaking achievement in undergraduate EFL students.
The findings of this study show that self-confidence, rather than anxiety, is a significant
predictor of student performance. The study found that students with higher self-
confidence had higher achievements and advised students to improve their self-
confidence for better performance. Jones (2001) investigated academic self-confidence.
His discovery demonstrates a link between academic self-confidence and achievement
striving. His research demonstrated that academic self-confidence has a high, positive
correlation with achievement striving. His findings also revealed that students who were
confident in school were also confident in goal setting and achievement. Similarly,
Verma and Kumari (2016) investigated the impact of self-confidence on elementary
school children's academic achievement. Their findings revealed that there were some
differences in academic achievement among students in
in relation to their low and high levels of self-assurance.

Jakobsson's study of students' self-confidence and learning through dialogues in a web-

based environment (2006), revealed a significant relationship exists between students'
self-confidence and academic success Furthermore, the study found that students with
high self-esteem found themselves working through the internet, full of inspiration, and
believing they had worked harder than their peers.

Sihotang, Setiawan, and Saragi (2017) investigated the effects of learning strategies
and confidence on student learning.
outcomes. They discovered that students' learning outcomes were related to their
learning strategy and self-confidence. Their research also discovered that students with
high confidence outperformed students with low self-confidence in terms of learning
outcomes.

Gardner, Dukes, and Discenza (1993) conducted a study in the field of technology,
studying computer use, self-confidence, and attitudes with a causal analysis of
computers in human behavior. They discovered that using a computer can provide an
individual with a high level of computer self-confidence. The researchers also
discovered that the negative experiences of early exposure to computers can lead to
negative attitudes toward computers. However, Puzziferro (2008) discovered that online
technologies self-efficacy and self-regulated learning as predictors of final grade and
satisfaction in college are not related to students' performance.
Review of Related literature

Local

According to Philippine Social Science Journal (PSSJ) The sense of belonging for
schools is about achievement, suggesting that the benefit of fulfilling this need is
generally higher, reaching the students. Therefore, students who do not fulfill their
needs for possessions will also have lower self-esteem. Low self-esteem is often
associated with depression. Low self-esteem can lead to depression, and depression
lowers self-esteem.

Foreign

According to Tripathy & Srivastava (2012) they believe that self-confidence is an

attitude and students with self-confidence believe on their abilities, they are goal-
directed, they believe that they will reach their goals and expectations. Self-confidence
is not the same in all areas of a person’s life. It is possible that an individual be very
confident in one area of life and less confident in some other areas of life.
if students’ poor performance continues, the intended outcomes set out the respected
departments and effective curriculum is not possible to be achieved confidence and
avoid those behaviors which lower students’ self-confidence.

Related to the study, the writers took some journals, they are:

First, by Safaa Mohammad Al-Hebaish(2012) found a positive significant correlation

between general self-confidence and academic achievement. Those who scored high in
GSCQ also had high scores in the oral achievement test. Language instructors were
recommended to enhance building up their students‟ self-confidence in order to develop
their oral performance achievement.

Second, by Hyesook Park and Adam R. Lee (2004) found that there were significant
effects of anxiety and self-confidence on L2 learners‟ oral performance: The higher
anxious the students were about speaking English, the lower scores they gained on
their oral performance; The higher confident they were, the higher oral performance
they showed. The correlation analysis of anxiety/confidence and the elements of oral
performance showed that confidence was more closely correlated with the learner’s
attitude and interaction including communication strategies and social conversation
skills of oral performance, while anxiety was more negatively correlated with the
learner’s range of oral performance such as vocabulary and grammar.

Third, by Juhana(2012) found that psychological factors such as fear of making mistake,
shyness, anxiety, lack of confidence and lack of motivation hinder students from
speaking in class. Those factors, like fear of making mistakes, were commonly caused
by their fear of being laughed at by their friends. The possible solution to overcome
those psychological factors, most students believed that motivating them to be more
confident to speak is worth considering. This finding suggests that theteachers should
be more aware of their students‟ hindrance to speak in class.

From the studies above, the topics have similarity and diversification with the writer’s
title. In this case the writer focus on students’ self-confidence.

Self-Confidence In Psychology

Over the past few years, the approach to the research, theory, and practice of self-
confidence seems to have generated some interest among psychologists and
researchers. Self-confidence from a psychological point of view appears to represent
one of the few dimensions of human behavior which broadens across the whole range
of human existence. It has created ample interest for such a long time, much like the
topics of personality or identity.

One other significant dimension that is worth considering when talking about self-
confidence, are the symptoms interconnected with alower level of confidence. There are
two categories,emotional and physical symptoms. As for the emotional symptoms, they
are as follows:apprehension, uneasiness and dread, feeling restless, strong desire
toescape, avoidance behavior, hyper- vigilance, irritability, confusion,impaired
concentration or selective attention, self-consciousness and insecurity, and behavioral
problems. The physical symptoms are noticed through racing heartbeat, chest pains,
hot flashes or chills, cold andclammy hands, stomach upset, shortness of breath,
sweating, dizziness,muscle tension or aches, headaches, fatigue and insomnia.

Furthermore, levels of confidence are variable. For instance, a learner may possess the
knowledge or skills required to do a specific task,but not be confident to act because of
the specific situation or environment in which he is involved. Thus, he could be
confident at one level of performance but not at another, such as being confident to
write a passage but feeling unconfident about starting a pronunciation learning course.
Therefore, teachers need to develop both situational and overall confidence.

Moreover, Branden offers such a distinction by putting self-esteem as ageneral term

that covers both self-confidence and self- respect, he posits:“Self-esteem has two
interrelated aspects,it entails a sense of personalefficacy and a sense of personal
worth. It is the integrated sum of self-confidenceand self-respect”.

Review of Related studies

Various studies and researches works on academic achievement have been done over
the past decades.
Hampton and Mason (2003) investigated the impact of gender, LD status, and sources
of efficacy on self-efficacy beliefs and academic achievement in the context of
Bandura's self-efficacy theory. A total of 278 high school students took part in the study.
The structural equation modeling method was used. The findings revealed that LD
status had an indirect influence on self-efficacy via the source variable; gender had no
direct or indirect influence on self-efficacy; and efficacy sources had a direct impact on
self-efficacy, which in turn affected academic performance. The structural model
accurately fit the data and explained 55% of the variance in academic achievement.

Rafferty, Shinn, and Weitzman (2004) investigated the school experiences and
academic achievement of 46 adolescents from homeless families and 87 permanently
housed adolescents from families receiving public assistance. Measures taken after the
homeless students were rehoused revealed that both groups valued school and had
similar cognitive abilities as measured by the Wechsler Intelligence Scale for Children—
similarities Revised's subtest (WISC-R). Formerly homeless students had higher school
mobility, higher grade retention, and worse school experiences, according to mother
reports, and lower postsecondary education plans, according to self-report. On
standardized tests of academic achievement, both groups performed poorly. During the
period of maximum residential disruption, homelessness was associated with further
declines in achievement, but had no effect 5 years later.

Pajares & Johnson (1994) have investigated confidence and competence in writing and
thy found the existence of a relationship between self-efficacy and performance and
revealed that writing uneasiness was negatively affected by selfconfidence. Arango
(2015) studied students’ self-confidence as a way to improve English oral production.
His findings suggested showed that there is a relation between students’ low self-
confidence and oral production in classroom. And the researcher had a theoretical
framework of three domains of learning: Cognitive, Affective and Psychomotor domains.
In the study, the researcher used a strategy in the entire lesson plans and an oral
project called, “building self-confidence”. Through implementing this strategy tenth-
grade students’ self-confidence increased. As a result of their study students become
aware of their abilities and were less reluctant to speak in the class and they were
motivated to participate in the class. Bauman (2012) has investigated self-esteem as a
part of self-confidence in performing any activity and explored the importance of self-
esteem in learning and behavior of children. He has found that there was no negative
effect of self-confidence on students’ learning and motivation. But oppositely the
researcher found self-confidence as an important factor which influences students’
motivation, learning, and behavior. Furthermore, Mahyuddin et.al (2006) investigating
the relationship between students’ self-efficacy and their English language achievement
showed that students’ trust on their ability or selfconfidence is an effective factor on
students’ learning. Similarly, Chemers, Hu, & Garcia (2001) studied the effects of
academic self-efficacy and optimism on students' academic performance, stress, health,
and commitment found that academic selfconfidence is related to students’ performance
and self-adjustment. They have suggested that it can affect students’ performances
directly and indirectly. Wright (2009) has studied Building Self-confidence with
Encouraging Words. Their study indicated that that less confident student are
experiencing fearfulness, being pessimist, having no vision of life and are feeling
insecure and live to make others happy rather than themselves. whereas high self-
confident students are ambitious and want more from life, are goal oriented, and have a
real vision of life (seeing themselves in a better circumstance in life), and are attractive
and open to others.

In a more or less clear picture, and in order to better understand the notion of
confidence, one needs to consider common misconceptions between confidence and
self esteem. The two notions are related and yet are not the same. Confidence, on the
one hand, is about how effective a person feels about himself in a given situationor
when dealing with a specific task. Self- esteem, on the other hand, is about how much a
person likes himself and how worthy he feels about himself. For instance, a learner can
feel good about himself (high self-esteem) while not feeling positive about his skills in a
certain area (confidence).

Besides, Dörnyei believes that the notion of self confidence is strongly related to self-
esteem in sharing common emphasis on the individual’s
perception of his or her abilities as a person. Glenda &Anstey clarify further that many
researchers used the terms self confidence, self-esteem, self worthself evaluation, and
self satisfaction interchangeably.

Discussing the affective factors unambiguously may help us explain the fact that there is
a general consensus among researchers that it represents the emotional side of human
behavior, and it is a vital factor in the learner’s ability to overcome setbacks or mistakes
that may takeplace in the learning process. Affective factors denote a very important
impact on students’ outcome. For this reason, it is important to understand students’
feelings and know more about these factors. Many studies were conducted to examine
factors that may affect learner’s performance, indeed, there are manifold psychological
factors that most pervasively obstruct the learning process.

For instance, Krashen believes that self-confidence appears to be a central aspect of

the ‘affective filter’ which is defined as a psychological factor which filtrates the amount
of language received bylearners’ brain. This filter may enable learners encourage
intake, or valuable input. Thus, the affective filter hypothesis represents Krashen’s view
that a number of affective variables play a facilitative, but no causal,role in second
language acquisition. Krashen assumes that well motivated, self-confident and positive
learners are more successful language learners. On the other side of the corner,
motivated, anxious and low self-confident learners can help raising the affective filter
and create a mental block which impedes comprehensible input from taking place.
When affective factors are explicitly discussed, there seems to be ageneral agreement
among psychologists that the notion of self-confidence may be considered as a key-
factor in the learners’ ability to overcome their language setbacks. It is normally
assumed to have an influence on successful language learning. In this respect, Krashen
claims that: “Not surprisingly, nearly all the available literature suggests that self-
confidence is very much related to second
language development, the self-confident,secure person is a more successful language
learner”.
Nonetheless, one should be aware that the lack of self-confidence may be an inhibiting
factor for learners and this idea is shared by Naimanetal who believe that poor learners,
in all probabilities lack self-confidence.Moreover, the higher anxiety learners
experience, the lowerscores they get, the less confident learners become. On the
contrary, themore confident learners feel the higher scores they get. The moreconfident
a learner feels, the less anxiety he experiences in learning aswell.

The lack of self-confidence in students may not only create problem for students but for
institutions areas of thereof and in effective implementation of curriculum.
Most of the current crisis in the educational system is due to low self-confidence that
leaded a number of students having lack of enough participation and unsatisfactory
progress after much time spends in the class. As Norman & Hyland (2003) state
confidence is a factor in learning which can have its effects on students’ participation
and progress. Self-confidence is very necessary for a student to take risks and engage
in the learning activities and those who have self-confidence they are assured of their
abilities and are setting goals for themselves and work hard to achieve their goals
without worrying about the outcomes (Kanza, 2016).
Mutluer (2006) & Yavuzer (1998) (as cited in Sara, Avcu & Isiklar 2010) assert that
human is born with self- confidence but it is changeable during the age Students’ self-
confidence can be lowered due to students’ anxiety, self-insecurity, fear and feeling of
being apart from the society (Rubio, 2007). According to Benabou & Tirole (2002), self-
confidence is very effective in motivating humans and can lead to changing human’s
behavior. The self-confidence should be considered as the quality of a student in which
the student feels him/herself assured of successfully performing of different activities in
the class and out of the class for the purpose of learning. However, the impact of self-
confidence in learning process the researcher means that how students’ learning varies
when students experience either high self-confidence or low self-confidence.
Functionally, learning is a set of changes which are brought to the behavior of a person
resulting from the experiences done by a human (Houwer, Holmes & Moors, 2013).
Taylor & Mackenney (2008, p.263) defines learning as a permanent change in the
behavior of an individual. They further define learning as the act of engaging students in
activities and letting them get knowledge through their sharing experiences or getting
information from the teacher.
Self-confidence is defined as the believe or trust that a student has in performing
something successfully (Kanza, 2016). According to Perkins (2018) self-confidence is
related to success, achievements in education, conciliation, and a persons’ well-being,
among other things and self-efficacy, self-esteem, and self-compassion are the three
factors which can affect the level of self-confidence of any individual.