SELF CONFIDENCE

FOREGIN STUDIES
Aya Goto (2014) Conducted a study on Maternal Confidence of Fukushima Mothers
before and after the Nuclear Power Plant Disaster in Northeast Japan: Analyses of
Municipal Health Records. The present study focused on levels and associated factors of
maternal confidence (one of the indicators used to evaluate Japan's national Maternal and
Child Health Plan) before and after the accident. Comparing three samples of mothers with
18-month-old children in Fukushima City (218 in 2010; 300 in 2011, the year of the accident;
and 188 in 2012) indicated that maternal confidence was lower in 2011 compared to 2010
and 2012. Interpersonal problems at home were significantly associated with lower maternal
confidence in 2011, as well as increased depression in 2012. Other factors associated with
lower maternal confidence across these 3 years were poorer perceived health and first-time
motherhood. Suggested strategies include giving special attention to maternal confidence
after nuclear disasters, as well as continuous monitoring of maternal confidence and a focus
on mothers' interpersonal issues. Improving access to health information is
one key to supporting maternal confidence after a disaster occurs.

AnnaLena Zietlow (2014) conducted a study on Maternal Self-Confidence Postpartum

and at Pre-School Age. The aim of this study was to analyze the impact of maternal
postpartum depression and/or anxiety disorders according to DMSIV on maternal selfconfidence throughout infancy and early childhood. Exploratively, associations between
maternal attachment insecurity and maternal self-confidence at pre-school age were
examined. The sample (N = 54) of this prospective longitudinal study was comprised of n =
27 women with postpartum depression and/or anxiety disorders according to DSM-IV criteria
and n = 27 healthy women without present or history of mental health disorders or
psychotherapy. Data was collected in the postpartum period (M = 60.08 days) and at preschool age (M = 4.7 years). Subjects were recruited between 2004 and 2011 in South
Germany. Data revealed a significant difference in maternal self-confidence between clinical
and control group at child′s pre-school age: Women with postpartum depression
and/or anxiety disorder scored lower on maternal self-confidence than healthy controls, but
only if they had current SCID-diagnoses or partly remitted symptoms. According to
explorative analyses maternal attachment insecurity turned out to be the strongest predictor of
maternal self-confidence at pre-school age besides maternal mental health status. The results

emphasize the impact of attachment insecurity and maternal mental health regarding maternal
self-confidence leading to potential adverse long-term consequences for the motherchild
relationship. Attachment based interventions taking maternal Self Confidence into account
are needed.
Aidin (2014) conducted a study on Foreign Students Self-Confidence in Learning
Chinese.This survey study was aimed to inspect different amount of self-confidence
experienced by foreign students in learning Chinese. Forty two students from the CICE
(College of International Cultural Exchange) of CCNU (Central China Normal University), in
Wuhan, in spring 2013, has been randomly given a questionnaire about their motivation,
effort, self-confidence, and the subjective evaluation of the effect of their own native
languages on their overall performance in Chinese. It was assumed that phonological
similarity between learners native language and Chinese can enhance their self-confidence,
and consequently, increase their performance. However, since processing an actual CLS
(cross-language similarity) is beyond the scope of this study, and the perceptual similarity
evaluation of individuals has shown to be inaccurate, the study has failed to find such
relationship, and even found some negative links. Never the less, result shows a significant
effect of the number of languages participant speak on their perceived performance. Also
their perceived performance has a significantly positive correlation with some self-confidence
components.
Sadler (2013) conducted a study on The role of self-confidence in learning to teach in
higher education. The paper considered teacher self-confidence, which emerged as a theme
within a wider study into the influences upon new academics' development as teachers over
time. Three interviews took place, over a two-year period, with 11 new teachers from a range
of higher education institutions and discipline areas. The first phase of analysis was the
creation of detailed cases studies for three of the participants, of which one is reported in the
current paper to illustrate the role of self-confidence in teacher development. The second
phase used a thematic analysis of all interview transcripts. The new teachers' self-confidence
appeared as a key influence in the use of teaching strategies that actively involved the
students. Content knowledge and teaching skills were related to feelings of self-confidence,
with "experience" being a key factor in the teachers' perceptions of their knowledge and
skills. The findings hold implications for managers to ensure new staff have as familiar and
stable teaching schedule as possible, and teacher developers to encourage dialogue and
reflection in relation to the self-confidence and content knowledge of new teachers.

Park (2012) conducted a study on Relations between Technology, Parent Education, SelfConfidence, and Academic Aspiration of Hispanic Immigrant Students. This study
utilized data from the TIMSS 2007. To compare the effect size of technology use, multigroup analyses of the path model were performed with Analysis of Moment Structures. The
result showed that later immigrated students' technology use is positively related to their
mathematics performance. They may gain more benefits from technology use than
moderately or early immigrated student groups. It is reasoned that later immigrated Hispanic
students may reduce their learning hindrance associated with cultural barriers or limited
English proficiency by using educational technology. Enhancement in the investment of
educational technology into this subgroup may narrow the achievement gap between later
immigrated, moderately immigrated, and early immigrated students.
Kleitman (2011) conducted study on Meta cognitive Beliefs, Self-Confidence and Primary
Learning Environment of Sixth Grade Students
The present study examined the relationship between academic self-efficacy and perception
of one's own competence in memory and reasoning abilities, and their role in predicting the
Self-confidence trait. The study also aimed to determine the role of key classroom factors
(goal orientation and self-efficacy with the teacher) in predicting self-beliefs, the Selfconfidence trait and academic achievement in Year 6 students (N = 177). EFA and Path
analysis were used to determine these relationships. The hypothesized path model was tested
in a simultaneous fashion of the entire system of variables to determine whether or not
hypothesized relationships were consistent with data. The results suggest that academic selfefficacy and metacognitive competency beliefs define a broad factor--Metacognitive Beliefs-which serves as a key predictor of Self-confidence. Mastery goal-orientation and self-efficacy
with teacher predicted metacognitive beliefs and, indirectly, Self-confidence. Students with
stronger Metacognitive Beliefs were less engaged in self-handicapping behaviours. Known
common factors--intelligence, gender and a proxy for SES, school fees were controlled for.
The present study has important implications for both metacognitive theory and educational
practice.
Nunez (2009) conducted a study on The modeling the effects of diversity experiences and
multiple capitals on Latina/O College Students' Self-Confidence
This study develops a model predicting academic self-confidence for 2nd-year Latina/o
college students. Findings indicated that forms of academic, cultural, social, and intercultural
capital (the capacity to negotiate diverse racial and ethnic environments) are positively

associated with academic self-confidence. The prevalence of negative cross-racial

interactions is negatively associated with academic self-confidence. The study's results
suggest policy and programming implications to support the development of Latina/o
students' academic self-confidence.
Beckmann (2009) conducted a study on Self-Confidence and Performance Goal
Orientation Interactively Predict Performance in a Reasoning Test with Accuracy
Feedback. This study takes an individual differences' perspective on performance feedback
effects in psychometric testing. A total of 105 students in a mainstream secondary school in
North East England undertook a cognitive ability test on two occasions. In one condition,
students received item-specific accuracy feedback while in the other (standard condition) no
feedback was provided. While accuracy feedback had, on average, no effect on test
performance, differential effects were observed. Performance goal orientation and selfconfidence moderated feedback effects on performance. The provision of accuracy feedback
seemed to have performance optimising effects upon test takers with high performance goal
orientation in combination with low self-confidence. The implications of these findings in
relation to the validity of findings from psychological testing are discussed.
Chachra (2009) conducted a study on Exploring Gender and Self-Confidence in
Engineering Students. A multi method approach. Despite generally higher academic
achievement, female students display lower academic self-confidence than males. Of
particular interest to engineering educators is the difference in confidence in mathematical,
scientific and problem-solving skills. Using a multi-method approach that utilizes the rich
dataset of the Academic Pathways Study, the researchers were able to consider approaches to
understanding the "confidence gap" in engineering students. The quantitative data indicates
that, over the course of the four years of their engineering education, men have higher
confidence than women in their math and science abilities and in their ability to solve openended problems. No difference was observed in confidence in professional and interpersonal
skills.
Chang (2008) conducted a study on Science Achievement and Students' Self-Confidence
and Interest in Science. The interrelationship between senior high school students' science
achievement (SA) and their self-confidence and interest in science (SCIS) was explored with
a representative sample of approximately 1,044 11th-grade students from 30 classes attending
four high schools throughout Taiwan. Statistical analyses indicated that a statistically
significant correlation existed between students' SA and their SCIS with a moderate effect

size; the correlation is even higher with almost large effect sizes for a subsample of higherSCIS and lower-SCIS students. Results of t-test analysis also revealed that there were
significant mean differences in students' SA and their knowledge (including physics,
chemistry, biology, and earth sciences subscales) and reasoning skill subtests scores between
higher-SCIS and lower-SCIS students, with generally large effect sizes. Stepwise regression
analyses on higher-SCIS and lower-SCIS students also suggested that both students' SCIS
subscales significantly explain the variance of their SA, knowledge, and reasoning ability
with large effect sizes.