How might teachers enable self-confidence? A review study

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Abstract

In the context of learner-centred learning and curricular reform, self-confidence is invoked as an important construct. However, there is no easily available research-informed guidance on what self-confidence means for the professional teacher. This study uses the analytic technique of Concept Analysis to review psychology and education literatures to provide a 'take-home' message for teachers. The review identifies conceptual artefacts (ideas, theories, concepts which explain, connect, predict or apply knowledge) that the teacher can appropriate in order to enable learner self-confidence. These conceptual artefacts are classified in three groups: characterising self-confidence; self-judgements of confidence; and factors that influence the development of self-confidence. The review finds self-confidence to be a robust and stable psychological construct, best promoted through teachers' attention to learners' development of knowledge and engagement in socially designed learning activities. It further finds that teachers' attention to activities which involve learners' self-regulation are of importance.
Original languageEnglish
Pages (from-to)59-74
Number of pages6
JournalEducational Review
Volume66
Issue number1
Early online date5 Mar 2013
DOIs
Publication statusPublished - 2014

Keywords

  • teachers
  • enable
  • self-confidence
  • review study
  • educational achievement
  • conceptual artefacts
  • metacognition
  • psychology

Activities

  • 1 Editorial board member

Teaching and Teacher Education (Journal)

Effie MacLellan (Editorial board member)

2009 → …

Activity: Publication peer-review and editorial work typesEditorial board member

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