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Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school
ARTICLE

International Journal of Educational Research Volume 76, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

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.

Citation

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(1), 50-65. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2015.12.001

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