Investigating the
Contributing Factors Affecting High School Students� Self-confidence and the
Solutions for Enhancement: A Case Study of Arabu Qala High School, Kandahar,
Afghanistan
Abdullah Rahimi
English
Language and Literature Department Education Faculty
Kandahar
University
Kandahar,
Afghanistan
E-mail:[email protected]
Abstract
This research paper examines the contributing
factors affecting high school students� self-confidence and the solutions to
enhance students� self-confidence. The study used quantitative approach, the
researcher conducted a survey study by developing a questionnaire comprising 20
items based on five Likerts scales. The data was collected from 100 high school
students through random sampling which 75 were male and 25 females. The data
was analysed and interpreted in terms of mean and standard deviation through
SPSS software (24) version. It was concluded that different factors like,
students� feeling depressed, fear of making a mistake and others� much focus
toward students affected their self-confidence. On the other hand, factors
like, teachers� humor, students� feeling a sense of pride and students�
encouragement and support from teachers� side could enhance their
self-confidence.
Keywords: high school students, self-confidence, Kandahar
1. Introduction
In general, education nowadays has become a prominent thing as it
involves most people to take part in this matter. In addition, it cannot be
separated from human�s life. Both males and females need to be educated. They
have the same right to get education as much as they want because there is no
limitation for education. No matter how old a person is, he / she can still get
education during the rest of their lives. Hence, there is no such thing as too
late to get education. Education is the only bridge that leads people to their
better futures (Johan & Harlan, 2014). Besides, education department has
the major role to fix the student�s belief on his/her own self, to perform a
task at a particular level in order to have attention to a specific academic
goal and it can be possible to hire the professional teachers based on
psychological experience (Sander & Sanders, 2005). Likewise, the child who
perceives himself confident has a high level of academic achievement. The
researcher further stated that the child who perceives himself as a worthless
is less confident and may not come up to his optimum level (Eccles &
Wigfield, 2002).
Confidence is believed to effect performance through the influence
on task perception. For example, high confidence creates a feeling of calmness
when approaching a difficult task. Low confidence on the other hand, may result
in an individual perceiving a task more difficult than it really is, which
leads to stress and nervousness of ideas when taking the solution of the
problem (Cole & Kinzie, 2008). Related to self-confidence, Ozbey (2004)
mentioned that self-confidence is defined an individual�s recognition of his
own abilities, loving himself and being aware of his own emotions. Furthermore,
students with low self-confidence enter college with lower academic skills and
are found to be less engaged and face more transition difficulties (Sander
& Sanders, 2005). In addition, individuals who are successful at school are
in the habit of good work and these individuals are also interested in school
and they are confident (Tamel & Askoy, 2001). Moreover, school has been
thought to play an important role in developing confidence, while studying at
school, students need to communicate effectively with their friends and others
strangers in high level confidence specially high school students to be
successful in their academic life (Koc & Polat, 2006). According to Mutluer
(2006) who stated that self-confidence does not mean that a person will be
happy despite all challenging conditions.�
On the other hand, people who have high self-confidence have been
thought to be active in new enterprises and to have position attitudes. Individuals
who have low self-confidence have difficulties in making of their minds, taking
responsibilities and communicating with other people (Rutledge, 2000).
Regarding self-confidence, Bengtsson, Persson, & Willenhag (2005) stated
that a gender difference is evident that there is growing literature that men
are more self-confident than women in exam situations. The overall effect is
that students who repeatedly under estimate their performances can lose
motivation for learning due to lack of self-confidence. Similarly, students who
over estimate their performances may be at a disadvantage as their over
confidence may impede their motivation to learn new techniques (Stankov, Morony
& Lee, 2014). With regards to students� self-confidence, Tett (2000) explained
that the students� self- confidence can change student if he/she enters into
the academic environment and it involves giving learning opportunities to
refine the students� academic skills. The researcher also stated that confident
attitude, a belief and a faith in oneself and one�s ideas are essential in
getting ahead, but it should also be remembered that self-confidence grows with
success that means it�s desirable to develop those qualities within oneself
that makes for success. Regarding self-confidence, Srivastava (2013) mentioned
that self-confidence is one of the attitudes possessed by each individual who
has a positive outlook on himself and his situation. Researcher also stated
that, self-confidence is the belief in self and self-ability, a mental attitude
that trusts or relies on oneself.�
Generally appears that students� self-confidence is really
important and it is essential to be existed in students, specifically in high
school students. However, there are more challenges that avoid students�
self-confidence, such as shyness, nervousness, and no trust on his/her self.
Thus, there are some barriers and difficulties of twelfth class students�
self-confidence at Arabu Qala high school. Although the students are in high level
(twelfth class) and they are under graduates, but still they are faced with
weak self-confidence. A similar concern was revealed by Martin (2004) who found
that for one particular sample of Indian students, a significant negative
association did exist between grade level and the classification of
self-confidence. The students in high levels were really weak regarding
self-confidence and self-belief, and they had a weak moral against their
responsibilities. There are very few studies conducted regarding students�
self-confidence. Therefore, the researcher want to fill this gap.
This study may help the Kandahar Education Department, In
particular, Arabu Qala high school Department and those students who are faced
self-confidence problems, to bring effective changes in this part (students�
self-confidence).
The purpose of this study is to find out the challenges that
prevent High school students� self-confidence and the solutions that enhance
twelfth class students� low self-confidence at Arabu Qala high school.
� To
investigate the contributing factors that affect twelfth class students�
self-confidence at Arabu Qala high school.
� To
investigate the solutions that enhance twelfth class students� self-confidence
at Arabu Qala high school.
� What
are the contributing factors that affect twelfth class students�
self-confidence at Arabu Qala high school?
� What
are the solutions that enhance twelfth class students� self-confidence at Arabu
Qala high school?
Students�
self-confidence is probably the ability of self-belief in learners wish to
improve as soon as possible. There is a large volume of previous literature and
ideas of scholars regarding students� self-confidence as following. The
researcher covered two aspects of self-confidence. 1) Factors that affecting
students� self-confidence 2) Factors that enhance students� self-confidence.�
Relating
to students� self-confidence, Dhall & Thukral (2009) investigated
intelligence as related to self-confidence and academic achievement of school
students. The result of the study revealed that intelligence is significantly
and positively related with self-confidence and academic achievement.
Similarly, conducted a comparative study on self-confidence of rural and urban
students studying in 8th standard of various schools of Amravati. It
was found that, the average self-confidence of rural and urban, boys and girls
are almost same and the rural boys were superior in their self-confidence in
comparison to rural girls. The self-confidence of both sexes from urban are
found almost same (Wankhade, Rokade & Meena, 2011).
According
to previous literature, Selvaraj & Gnanadevan (2014) revealed that there is
a significant and negative relationship between self-confidence and different
dimensions of stress such as, academic stress, interpersonal stress,
intrapersonal stress, environmental stress and total stress.� In addition, the impact of sources of
confidence on self-efficacy beliefs and academic achievement in the concept of
Bandura�s self-efficacy theory. The results revealed that, learning disability
status had indirect influence on self-confidence via the source variable,
gender did not have direct or indirect influences on self-confidence, and
sources of confidence had direct impact on self-confidence, which in turn
affected academic performance (Hampton & Mason, 2003). Likewise, Suzuki
& Tomoda (2015) who found that, early life stress in children, because of
lack of care, reduces child�s self-confidence and safely bond that it has with
his parents and is likely for child to have depression in the future. In this
study, stressful events are considered maltreatment, parental illness, death
and sociopathic behaviors. All these facts reinforce to avoid behavior as well
as insecure. As a result, children which have experienced these stressful events
have low self-confidence and are possible to have depressive signals. Regarding
self-confidence, lots of researches have been shown that low self-confidence is
associated with mood disorders and depression. In particular, Carter &
Garber (2011) had shown that, low self-confidence and low self-worth are
associated with stress and depression. Both of them, constitute risk factors
for appearance of depression, as people cannot manage and cope with the
stressful life events. Furthermore, another study, investigated that,
successfully coping with anxiety, depressiveness, and stressful situations may
contribute to high levels of self-esteem and self-confidence. The results in
the present study show that anxiety and depression partially effects on
self-confidence (Nima, Rosenberg, Archer, & Garcia, 2013).
According
to Rubio (2007) who had shown that low self-confidence may lead to some
psychological conditions such as sense of insecurity, fear, anxiety, and
antisocial behaviors. This may be the case in learning too. At least, due to
low self-confidence, the student will not be able to make a good start in
learning, because low self-confidence affects students� learning motivation.
Similarly, an individual who lacks in self-confidence will most probably have a
negative bias towards the course and the classroom. A student will have always
negative feelings like fear of failure, being inadequate, fear of making fun,
and anxiety towards the teacher and course during the class, and avoid from
speaking and participating in classroom activities (Bong, 2008). �Furthermore, Obidigbo (2006) revealed that as
a child, parents are the biggest influence on self-confidence. Children who are
consistently criticized, threatened, yelled at or beaten by a parent quickly
learn they are worthless. If children are continually ignored, teased or
ridiculed at home or at school or if they are expected to be perfect all the
time in order to be accepted at home or at school, they will eventually develop
a poor selfimage. Regarding students� self-confidence, Stankov, Morony &
Lee (2014) had shown that, the overall effect is that students who repeatedly
under estimate their performance can lose motivation for learning due to a lack
of self-confidence. Similarly, students who over estimate their performance may
be at a disadvantage as their over confidence may impede their motivation to
learn new techniques. In addition, socio economic status and parents� education
had significant effects on students� overall academic confidence scores. The
researcher also mentioned that these two factors have a big impact on school
students� self-confidence particularly, high school students (Farooq,
Chaudhary, Shafiq & Berhanu, 2011).
In
terms of previous literature, Schramla, Perskia, Grossia &
Simonsson-Sarnecki. (2011) examined, three major groups of stress- related
factors, namely, adolescent subjective psychosocial conditions, lifestyle, and self-confidence.
The results of this study showed that a substantial number of high school
students, especially females, feel stressed and psychologically burdened.
Furthermore, it was shown that highly stressed individuals, are more likely to
feel worse about themselves, base their self-esteem on performance, and have
more sleep problems as compared to non-stressed individuals. Compared to male
students, the females not only reported significantly more stress signals but,
lower global self-confidence, and higher performance-based self-confidence in
females was also reported. Furthermore, the factors that affect undergraduate
female students in confidence, performance, attitudes, and experience in
undergraduate education. Hence, women can face unique barriers that include
negative stereotypes, negative influences and discrimination. In the past women
have been faced with a lack of role models, lack of encouragement and
insufficient opportunities to succeed in education (Stoilescu & McDougall,
2011). Relating to students� self-confidence, Rhee, Pan, Norman, Crow, &
Boutelle (2013) revealed that controlling parenting behaviors can have negative
consequences for child self-confidence while more accepting parenting behaviors
may help children utilize healthier eating practices when feeling stressed.
This study suggested that controlling parenting behaviors decrease child
self-confidence and self-esteem to engage in healthy eating behaviors during difficult
emotional situations. Likewise, Rubio (2007) had shown that cognition is the
center of self-confidence, that success or failure is felt cognitively. This
brings us to the conclusion that self-confidence is a sense (cognitive) just
like anxiety and fear in humans. Many different factors may lead to anxiety and
fear decrease self-confidence.
According to Parachin (2003) who found that there are seven key
steps for developing self-confidence: 1- Begin the task with certainty, 2-
Accept responsibility, 3- not let what you speak make you weak, 4- Take the
bravery, 5- Reject negative advice, 6- Follow the positive voices, and 7- Make
anxiety omit. Moreover, collaborative learning really emphasizes students to
actively participate in joint tasks. This will certainly make students better
understand the concepts they are learning and can develop student
self-confidence. In addition, students in the group decide and find out for
themselves how they are solving a problem, task, or product without direct
direction from the teacher, and find the sense of self-belief on his/herself
(Laal & Laal, 2011). On the other hand, Aggarwal & Mishra (2005) found
that demand, symbolic reward love, motivation and object reward affects the
self-confidence of students significantly, and it can improve students�
self-belief on his/herself as soon as we want. Despite, make the individual
feels the excellence and success, improves self-confidence and raises
self-belief level, whereas, success makes the individual feels proud and
confident of his potentials and abilities, and that he is able to succeed and
make achievement, and that such impact is a mutual one. The need to
self-actualization is the top priorities of human needs and it is materialized
on the education level through the need of the learner to obtain a high social
rank (Al Hamaoui, 2010).
Furthermore, Ziegler & Heller (2000) reported that girls
expressed significantly lower levels of self-confidence than boys. There are
various factors which have favorable impact on self-confidence of students.
Cognitive Style, problem solving ability and educational aspiration are the
important ones which also affect self-confidence of school students. Likewise,
the enhancement of self-confidence is influenced by some factors such as, life
experiences, parents, siblings, friends, and teachers. From them, the
individual learn how to think about him/herself and the world around him/her.
It is the support and encouragement individuals receive from the people around
them or the lack of it that helps shape their inner feelings about themselves.
A nurturing environment that provides positive feedback improves
self-confidence. Hence, there is a need of environment support and more
speaking practice in order to gain the students� self-confidence (Bitterlin,
2011). Al-Hebaish (2012) demonstrated that the sources of building
self-confidence points to self-confidence being derived from several factors.
The most important factors are: (1) personal experiences. Successful
experiences increase the development of high self-confidence, while the
experiences of failure have the opposite effect, (2) social messages received
from others. Community, home, school, and peers are important for
self-confidence growth. In addition, self-confidence is developed during the
age of childhood and shows from the accumulation of inter and intrapersonal
experiences (Harris, 2009). Moreover, Rhee, Pan, Norman, Crow, & Boutelle
(2013) found that, parents may play an important role in preventing emotional
destruction in children by promoting Self-efficacy (belief or confidence in
one�s ability) to eat healthily during stressful situations.�
With regards to enhancing self-confidence, Caldwell, Horrison,
Adams, Quin & Greeson (2010) revealed that meditation helps students
improve their self-confidence. Students� meditation is helpful for increasing self
-regulation, calming themselves, relieving stress, increasing relaxation, and
improving emotional coping. In addition, students reported knowing themselves
better and increased abilities to pay attention and to control thinking.
Meditation can also be taught as a method of self-care as it has been shown to
be an effective stress reliever. Furthermore, self-enhancing humor has a
humorous outlook on life which is utilized to maintain self-confidence and cope
with stress and pressure. The self-moral humor style is one of particular interest
because it was found to have a strong and positive correlations with
self-belief, and� researchers suggesting
that, this humor style tends to be used by individuals� experiencing
psychological distress (Stieger, Formann, & Burger, 2011). Related to
development of students� self-confidence, Husainay (2004) demonstrated
that,� physical training refers to all
outdoor activities, such as jungle tracking, canoeing, abseiling, flying fox
and other physical activities, which require high power, physical and mental
strength, may has a major role in enhancing�
self-confidence of an individual. Conversely, communication among
individuals in classroom brings success faster than any material and technique,
and can improve their self-confidence. A good communication with students is an
achievement of self-confidence success for high school students. Only
self-confident students can achieve this success. Self-confident students feel
comfortable in classroom, and can present their messages to other students in
the class (Arnold, 2007).
According
to improvement of self- confidence, Bandura (2006) demonstrated that
Encouraging students to act and speak correctly, giving them feedbacks
especially, positive feedbacks and offering them in-class activities they will
enjoy and can improve their self-confidence.�
Therefore, a student�s sense of self-confidence can be promoted by other
students� sense of self-confidence in classroom with those students that they
are higher in self-confidence. In addition, Ewald (2007) reported that, only
about half of the students in her study claimed to experience a relative level
of confidence in their upper-level classes. The researcher revealed that even
more surprising is that, only 12 of the students out of 21 reported they feel
more confident now about their learning ability than ever before. The
researcher then suggested that teachers work actively is useful to build upper
level students' confidence and self-perception. In other words, when students
do something correctly, tell them well-done and convince them to avoid the
challenges and barriers of their self-belief. Meanwhile, Juhana� (2012)�
mentioned� that solution� for�
lack� of� self-confidence to� overcome�
those� psychological factors, most
students believed that motivating them to be more confident� in the class�
is worth� considering. This� finding suggests� that�
the� teachers� should�
be� more� aware�
of the obstacle of� their students
using activities and oral presentation in the class. On the other hand,
teachers need to take the time to teach the students how to work in groups and
how to communicate their ideas. Students may not know how to help effectively
and may require special training to learn how to elaborate their thinking in
order, to increase their confidence (Blumenfeld, Marx, Soloway, & Krajcik
1996). Despite, giving students several strategies to use to help them
determine what will be most effect to solve their problems. Students should get
ways of thinking, habits of persistence and confidence in unfamiliar situations
that will serve them well outside the classroom (National Council of Teachers
of Mathematics, 2000).�����
This
research was quantitatively conducted. According to Fraenke, Wallen & Hyun
(2016), in a survey method, the researchers collects information from a large
group of participants through their responses to the questionnaire items. The
researchers added that quantitative study essentially tries to explain the
problem using numbers and attempts to generalize the study from a larger
population. The aim of the study is to investigate the contributing factors
affecting high school students� self-confidence and the solutions for
enhancement: A case study of Arabu Qala high school, Kandahar, Afghanistan. In
general, case study is the preferred strategy when the investigator has little
control over events, �how� or �why� questions are being posed and when the
focus is on contemporary phenomenon within some real life context (Yin, 1998). �����
Arabu
Qala high school was selected as the data collection source because it is one
of the biggest schools of Kandahar city and also many students from different
places come here for getting their education.
3.3 Population and Sampling
The
population for this study was selected students from 12th grades and the total
population of the study was four twelfth classes which consist 140 students.
Then the researcher selected the sample 100 students based on the formula of
(Krejcie & Morgan, 1970). Among which 75 are males and 25 are females.
Participants were all aged between 15 to 30 years old. Participants were
selected through random sampling in this study, and from each class 25 students
were selected to participate. The random sampling technique helped the
researcher to ensure every respondent in the sample had an equal chance of
being selected (Gravetter & Forzano, 2006).
3.4 Instrument
The
main instrument used in this survey study was a questionnaire. The researcher
adopted and adapted questionnaire from different articles of (Ciarrochi, Heaven
& Fiona, 2007) and (Rosenberg, 1965). The questionnaire had three parts
Part: A demographic information, Part: B there were 10 items related to
challenges affecting students� self-confidence and Part C: were 10 items
related to solutions that enhance students� self-confidence based on 5 likert
scales. 1- Strongly Agree 2- Agree 3- Undecided 4-Disagree 5Strongly
Disagree.�
3.5 Questionnaire validity and reliability
Concerning
the validity of the questionnaire, the researcher shared the questionnaire with
supervisor and received effective feedback. Also the researcher measured and
checked the reliability of the questionnaire through (SPSS) software (24)
version. As a result, the consistency of the questionnaire and items� scales
was (0.70) Cronbach Alpha, which means that the scales and items were reliable.
The general reliability values between .75 and 1.00 considered excellent,
.60-.74 good, .40- .59 fair and below .40 is poor (Madhan & Kensinger,
2017).�
3.6 Data Collection Procedure
The
researcher has collected the data through questionnaire in one week and
participants were invited to participate and find out the relevant factors. As
the participants were from school, it was necessary to translate the
questionnaire by Pashto. First, the researcher took the permission from the
Education Department, then from the head of school to collect the data. Then,
the researcher went to the classes introduced himself, explained the
questionnaire to the participants and described the aim of the study for
conducting this research, and all the participants (Male and Female) were
willing to participate in this study.�
3.7 Data Analysis
After
collecting the data from participants, the data was analyzed in order to know
the result of the research. The analysis process was held with the help of SPSS
software (24) version. Data was analyzed through different aspects regarding to
the contributing factors of students� self-confidence based on Mean and
Standard Deviation. �������� �
4. Result and Findings
Characteristics
of the respondents
Table
-1 shows the demographic information of the respondents in categories
of gender, age and shift.
|
Characteristics� |
�������� No. of Respondents |
���� Percentage |
|
|
Gender:���������������������
�����Male� |
75 |
75 |
|
|
|
Female� |
25 |
25 |
|
Age:� � � |
15-20� |
77 |
77 |
|
21-25� |
16 |
16 |
|
|
26-30� |
7 |
7 |
|
|
Shift:�������������������������
|
Morning� |
25 |
25 |
|
Afternoon� |
50 |
50 |
|
|
Night� |
25 |
25 |
|
Table-1 Shows that there were hundred participants. Out of hundred, 75
were male and 25 female students. Depending to their age, 15-20 years old were
77, 21-25 years old16, and 26-30 years old were7 students. Regarding to shift
(term) 25 students were from Morning shift, 50 students from Afternoon shift
and 25 students from Night shift.
�Research question1: What are the
contributing factors that affect twelfth class students� self-confidence at
Arabu Qala high school?
Table -2 Indicates
the contributing factors affecting twelfth class students� self-confidence at
Arabu Qala High school.
|
Factors that Affect Students�
Self-confidence |
���� Mean |
Standard Dev. |
|
I often tend to think negatively in the class. |
4.19� |
1.23 |
|
I think that others don�t respect me in the class. |
3.62 |
1.47 |
|
I am usually anxious and fearful in the class. |
3.49 |
1.45 |
|
I am very concerned about my appearance in the class. |
3.45 |
1.52 |
|
I often feel in the class like I don�t know the right thing to do
or say. |
���� 3.36 |
1.54 |
|
I am easily embarrassed in the class. |
���� 2.87 |
1.61 |
|
I am very fearful of criticism and rejection in the class. |
���� 2.34 |
1.47 |
|
I think others in the class are much focused towards me what I
say or do. |
�������
2.16* |
1.30 |
|
I fear making a mistake in the class which others might notice. |
�������
2.10* |
1.41 |
|
I often feel depressed in the class when I have done something
wrong. |
���� ���1.96* |
1.18 |
Likerts scales:
1=Strongly Agree, 2= Agree, 3=Undecided, 4=Disagree, and 5= Strongly Disagree.
Table -2 Represents the mean scores for the contributing factors that
affect twelfth class students� self-confidence at Arabu Qala high school. All
of the items had the mean scores between the ranges of one to four. The average
level of the twelfth class students� self-confidence affecting factors was in
the range of �Strongly agree� and �Disagree�. Items which gained higher mean
scores in this dimension were identified as �I often tend to think negatively
in the class.� (M= 4.19, SD= 1.23), �I think that others don�t respect me in
the class.� (M= 3.62, SD= 1.47) and �I am usually anxious and
fearful in the class.� (M= 3.49, SD= 1.45). On the other hand, the three items
with comparative lower mean scores were �I think others in the class are much
focused towards me what I say or do.� (M= 2.16, SD= 1.30), �I fear making a
mistake in the class which others might notice.� (M= 2.10, SD= 1.41) and �I
often feel depressed in the class when I have done something wrong.� (M= 1.96,
SD= 1.18). The result indicates that the major factors which has effect on
twelfth students� self-confidence are: 1) when the students felt depressed in
the class whenever they have done something wrong. 2) When the students fear
making a mistake which others might notice. 3) When the students think that
others in the class are much focused towards them what they say or perform.�
�Research question2:
What are the solutions that enhance twelfth class students� self-confidence at
Arabu Qala high school?
Table- 3 Indicates the contributing factors that enhance twelfth class
students� self-confidence at Arabu Qala high school
|
Factors that enhance
students� self-confidence |
Mean |
Standard Dev. |
|
I am able to do things as other people do in the class.� |
2.27 |
1.32� |
|
On the whole I am satisfied with myself in the class.� |
2.13 |
1.20� |
|
I get courage and bravery from my peers in the class.� |
2.09 |
1.27� |
|
I feel positive while being with one or more adults in my
class.� |
2.07 |
1.17� |
|
I feel that I have a number of good qualities in the class.� |
2.06 |
1.30� |
|
My Class fellows respect my ideas in the class.� |
2.01 |
1.26� |
|
I am confident that I will achieve the goals that I have set for
myself in the class.� |
1.98 |
1.12� |
|
My teacher continually encourages and supports me in the
class.� |
1.92* |
1.26� |
|
I feel a sense of pride about my activity in the class.� |
1.90* |
1.00� |
|
My teacher has humor during the teaching in the class.� |
1.85* |
1.14� |
Likerts scales: 1=Strongly Agree*, 2= Agree,
3=Undecided, 4=Disagree, and 5= Strongly Disagree. ���
Table-3 Shows the mean scores for the contributing factors that enhance
twelfth class students� self-confidence at Arabu Qala high school. All of the
items had the mean scores between the ranges of one to two. The average level
of the twelfth class students� self-confidence enhancement was in the range of
�Strongly agree �and �Agree�. Items which gained higher mean scores in this
dimension were identified as �I am able to do things as other people do in the
class.� (M= 2.27, SD= 1.32), �On the whole I am satisfied with myself in the
class.� (M= 2.13, SD= 1.20) and �I get courage and bravery from my peers in the
class.� (M= 2.09, SD= 1.27). Meanwhile, the three items with comparative lower
mean scores were �My teacher continually encourages and supports me in the class.�
(M= 1.92, SD= 1.26), �I feel a sense of pride about my activity in the class.�
(M= 1.90, SD= 1.00) and �My teacher has humor during the teaching in the
class.� (M= 1.85, SD= 1.14). The result indicates that the respondents are
(strongly agree) and (agree) in all items of the questionnaire. As a result,
the major factors that enhance twelfth class students� self-confidence are: 1)
when their teachers are humorous during the teaching. 2) When the students feel
a sense of pride about their activities in the class. 3) When teachers
continually encourage and support students in the class.��
5. Discussion
After
analyzing and interpreting the data, the result of the current study revealed
that there were some barriers and challenges in terms of high school students�
self-confidence. Participants identified that they feel depressed inside the
class whenever they have done something wrong or false. It means when students
perform an activity untrue thus, they feel unhappy and have a tension toward
their activities. This finding is in agreement with the findings of Carter
& Garber (2011) who showed that low self-confidence and low self-worth are
associated negatively with stress and depression. The researchers added that
both of them are risky factors for self-confidence, as people cannot manage and
cope with the stressful life events, and feel displeased and unhappy each time.
Furthermore, the research finding also showed that students fear of making a
mistake which others might notice their mistakes they have done. It specifies
that students are fearful of committing an error which their classmates might
notice and make fun of them. The students further mentioned that they think
that others in the class are much focused towards them when they say or perform
something. It indicates that the students have anxiety in front of other
classmates inside the class when they say something or perform an activity so
they think if they say or do something others will laugh at them. These
findings are similar with Juvonen, Graham & Schuster (2003) who asserted
that students have anxiety in front of their classmates and worried about that
what the classmates consider about their performances.
In
addition, the current study also illustrated that there are some solutions that
enhance and increase high school students� self-confidence and self-belief. The
findings demonstrated that the students could be more self-confident whenever
their teacher has humor during the teaching. It means that the students feel
comfortable and believe on themselves if their teacher is humorous and a happy
man. This finding is further supported by the idea of Stieger, Formann, &
Burger (2011) who revealed that humor has a good outlook on life which is
utilized to maintain self-confidence and cope with stress and pressure. The
self-moral humor style is one of particular interest because it was found to
have a strong and positive correlations with self-belief, and the researchers
suggested that humor style tends to be used by individuals to avoid the challenges
which has effect on self-belief. Moreover, finding of this study also indicated
that students will be over confident when they feel a sense of pride about
their activities they have performed in the class. It shows if students are
proud of their activities and performances they did, it can increase and
develop their self-confidence against their other class fellows and teacher
inside the class. The students also stated that encouragement and support from
the teacher side can also increase their confidence. It indicates that
encouragement and assistance of the teacher can improve and enhance students�
self-beliefs. If a teacher helps the students and encourages them, they will
feel independent and will have a high level self-confidence. These findings are
in line with Bitterlin (2011) who asserted that it is the support and
encouragement that individuals receive from the people around them and helps
shape their inner feelings about themselves. Hence, there is a need of
environment support and encouragement in order to enhance students�
self-confidence.
5.1 Recommendations and Suggestion
The
current study suggests the Education Department to hire teachers that are
psychological experienced and be qualified for increasing students�
self-confidence. In addition, the current study recommends the Arabu Qala high
school administration to play an important role for developing students�
self-confidence by performing useful activities, and insist teachers to perform
some activities to increase self-belief in students. Finally, the study
strongly recommends the teachers to develop the activities in the class, having
humor during teaching in the class, give a sense of pride to students when they
do an activity and continually encourage and support the students. After all,
the researcher suggests that further research should be done to investigate the
other various aspects of students� self-confidence obstacles and challenges
which students are faced with, and to find out other factors that increase
students� self-confidence.��
6. Conclusion
The
present study was designed to determine the contributing factors that affect
high school students� self-confidence and to find out the solutions for
enhancement. In accordance with the previous literature, scholars mentioned
that there were some factors that affect students� self-confidence. Such as,
stress, learning disability, depression, anxiety, fear, and lack of encouragement
and support. On the other hand, researchers found some factors that enhance
students� self-confidence. For instance, giving sense of bravery, reward,
motivation, students� feeling of pride, and teachers� humor during the
teaching. Moreover, the study was conducted quantitatively by providing
questionnaire through random sampling. Despite, the data was analyzed through
SPSS software (24) version based on mean and standard deviation. As a result,
the present study revealed that there were three major factors that affected
high school students� self-confidence. Like, students� feeling depressed in the
class when they have done something wrong, fear of making a mistake which
others might notice in the class. And others� much focus toward them about what
they say or do. In addition, the current study found that there are three
contributing factors that could enhance high school students� self-confidence.
Such as, teachers� humor during the teaching, students� feeling a sense of
pride about their activities in class. And students� encouragement and support
from teachers� side.
Acknowledgement
First, I am grateful and happy from the support of my dear respectable
advisor Teaching Assistant Mr. Hashmatullah Tareen who helped me a lot in
preparing this research paper. That was his helping and motivation which I
completed my final formal activity at Kandahar University and also his support
and encouragement is unforgettable. Secondly, I want to thank from dear
Teaching Assistant Mr. Ahmad Zahir Wali who helped me in statistical analysis
by the help of (SPSS) software. Finally, I thank from those participants
participated in my study.�
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About author
� Name
and Last name: Abdullah Rahimi
� F/name:
Abdul Rahim
� Date
of birth: 1995
� Place
of birth: Kandahar
� Country:
Afghanistan
� Province:
Kandahar
� District:
Gach Khanay
� Level
of Education: Graduated student of B.A. degree
� University:
Kandahar University
� Faculty
and Department: Education Faculty, English Language and Literature Department
� Occupation:
Teacher in Arabu Qala High school and ASREC-EC English Academy
� Phone:
+93700365615
� E-mail:
[email protected]
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