CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

While most people generally think of self-esteem and self-confidence as two names for the same

thing, and probably rarely think about the term “self-efficacy,” these three terms hold slightly

different meanings for the psychologists who study them (Druckman & Bjork, 1994; Oney, &

Oksuzoglu-Guven, 2015).

Self-confidence is about your trust in yourself and your ability to deal with challenges, solve

problems, and engage successfully with the world (Burton, 2015). As you probably noted from

this description, self-confidence is based more on external measures of success and value than the

internal measures that contribute to self-esteem. One can have high self-confidence, particularly

in a certain area or field, but still lack a healthy sense of overall value or self-esteem.

Build your confidence through failure. Use failure as an opportunity to learn and grow, and seek

out failure by trying new things and taking calculated risks (Laurinavicius, 2017).

Academic self-confidence has been shown to be one of the most salient factors leading to enhanced

academic performance as student’s transition to college (Komarraju & Nadler, 2013). Academic

self-confidence is based on self-confidence and is defined as students’ beliefs in their ability to

perform well in school. Students are likely to perform well in school if they believe they can

perform well (Komarraju & Nadler, 2013). Komarraju and Nadler (2013) established that students

with high levels of academic selfconfidence had increased level of academic performance.

Additionally, students with high levels of academic self-confidence welcomed challenges and
showed a desire to learn, which have also been linked to academic performance (Komarraju &

Nadler, 2013). Stankov, Lee, Luo, and Hogan (2012) found that self-confidence was a better

predictor of performance than other factors. Consequently, low academic self-confidence can lead

to poor academic performance (Komarraju & Nadler, 2013; Stankov et al., 2012).

(Shoemaker 2011), from Kansas State University's Department of Horticulture, Forestry, and

Recreation Resources, explained: "In psychological literature "knowing" refers to performance

accuracy, while "knowing how much they know" relates to confidence. Confidence is a measure

of one's belief in one's own abilities and is considered a psychological trait that is related to, but

distinct from, both personality and ability traits." An interrelated construct is "self-efficacy," which

refers to a person's belief in one's capabilities to learn or perform behaviors. Research shows that

self-efficacy influences academic motivation, learning, and achievement. "Although confidence

and self-efficacy are interrelated, a defining aspect of self-efficacy, which distinguishes it from the

more general construct of confidence, is its domain-specific nature

(Srivastava, S. K. 2013),The human self-confidence conquered nature and made slave for the

welfare of mankind, and in the process, can even create the things which were not even available

in the world before. Behind all the technological progresses are the determined efforts of hundreds

of dedicated men and women, who faced all the challenges to make their dream, comes true. Many

of what we see today as solid facts of life and proof of man's achievements were only mere ideas

yesterday in the minds of a few men of great self-confidence. Those ideas would not have become

realities, had they not put the will and determination to their ideas into practice. All men of

achievement had the blessing of tremendous will power in their makeup, and history is full of

names of such men of achievement. It is everywhere seen that in this remaking of one's destiny,
there is negative and there is a positive approach. The negative approach essentially is careful

observance of the quality and texture of our thoughts, detecting the dissipations within, and

eradicating those false values and wrong tendencies in our thought-patterns. The present study

aims to examine the relationship between the academic achievement and self-confidence. This

research attempt to determine that academic achievement can effect on the level of self-confidence

in school going children. It is recognized by the result that the level of self-confidence, variables

have been effected by the academic achievement.

Ultimately, students’ self-confidence is central to many educational areas, including subject

choices, which have strong relevance to educational policies (The Royal Society, 2014); an

increased understanding of students’ self-confidence also gives insight into or helps refine

assumptions within motivational theories, which benefits international researchers and educators.

While much prior research has been undertaken, there are fundamental areas that remain unclear.

Firstly, it remains unclear whether under-confidence and over-confidence necessarily associate

with motivational detriments or benefits for science, considered through lower or higher reported

experiences and beliefs; prior research has considered various different academic subjects and

student ages.

Secondly, it remains unclear as to what best predicts students’ self-confidence; little research has

considered consistent sets of predictive influences across both self-concept and self-efficacy,

and/or included the influence of factors such as students’ interest and utility value despite these

having theoretical links to self-confidence via the expectancy-value model.

Thirdly, it remains unclear whether any such predictive influences on self-confidence may

associate with under-confidence or over-confidence; if confidence biases are detrimental or

beneficial, then they need to be understood so that they could be amended via interventions or

other actions. Intuitively, some influences on self-confidence may potentially lead to confidence

biases: for example, undertaking relative comparisons against peers may lead someone to believe

that they are doing better or worse than their attainment might indicate when considered nationally,

and so introduce a bias towards over-confidence or under-confidence; however, any such

associations remain unconfirmed through empirical research.

Students’ science self-confidence (their various beliefs of their abilities and capabilities, expressed

here as self-concept and as self-efficacy) was predicted by their interest and utility, together with

other influences, over and above their attainment. Interest and utility are also motivational factors

predicting wider outcomes such as students’ subject choices (Regan & DeWitt, 2015). Motivation

appears to an inherent aspect of self-confidence, so that expressions of self-confidence appear to

be, partially, also expressions of motivation. This helps explain why higher self-confidence, when

considered alone, may associate with higher subsequent attainment, over and above prior

attainment.

Statement of the Problem

This study seeks to determine the level of confidence and academic performance in

Senior High Student of Our of Lady of Fatima University. Specifically it seeks to answer the

following questions:

1) What is the demographic profile o the respondents in terms of:

, 1.1) Age

1.2) Sex
2) What is the level of confidence in verbal skills of the respondents in terms of:

2.1) Public speaking

2.2 ) Reporting

2.3) Recitation

3) What is the academic grade of the respondents?

4) Is there any significant relationship between the levels of confidence in verbal skills of the

respondents when grouped according to demographic profile?

5) Is there any significant relationship between the level of confidence in verbal skills and

academic grade of the respondents?

Hypothesis of the Study

Null Hypothesis (Ho). There is no significant relationship between the levels of confidence

in verbal skills according to demographic profile.

Null Hypothesis (Ho). There is no significant relationship between the levels of confidence

in verbal skills and academic grade of the respondents.

Significance of the Study

Important to explore the relationship between Level of Confidence and Academic

Performance of Stem Senior High Students of Our Lady of Fatima. This study helps to identify

the Level of Confidence of Senior High Students and does positive and negative Level of

Confidence that give an impact to Academic Performance and Improving the acknowledge of

students regarding Level of Confidence.

Student This study can help students to improve their self-confidence and easily interact with

other students and to focus with their goals and achievements. Through adolescence schools should

be preparing students to become a comfortable part of the general population. Easily adjusting to

their surroundings.

Teachers. The given data would guide the teachers on what to do with the students that having

lack of confidence and academic performance the teacher would be able to understand on why

some students have a lacking the confidence and academic performance of senior high students

and later on help them. Should be provide congenial environment to the students in the classroom

for sufficient development. The teacher by acting as a friend and guide can help students to develop

their self-confidence to use their talents which would help in achieving success in life. But, it

should be remember that self-confidence of students should be remember that self-confidence of

students should not turn into their ego, because it will result in reducing academic achievement.

Parents. The parents will also understand why their children lacks confidence in academics, they

will be able to help their own children on how to increase their ability to voice out their own

opinion.

Scope and Delimitation

The study is all about the level confidence and its effect on the academic performance of a student,

the variables that are included is the demographic profile in terms of age, sex and length of level

of confidence. The locale of the study took place at Our Lady of Fatima University, Quezon City

Campus on the first semester of A.Y. 2019-2010. The respondents of this study are only limited

for Senior High School students. The researchers used a Quota sampling is a non-probability

sampling technique wherein the assembled sample has the same proportions of individuals as the
entire population with respect to known characteristics, traits or focused phenomenon. The purpose

of this study was to design a measure to provide students with an opportunity to self-assess their

levels of confidence both within a placement and throughout their entire fieldwork experiences,

by utilizing a survey questionnaire

Definition of Terms

•Academic self-concept A relatively stable set of attitudes and feelings reflecting self- perception,

self-evaluation and attitudes concerning performance in basic school-related tasks like reading,

writing, spelling, and math (Chapman & Boersma, 2015).

•High self-esteem - Appreciating oneself and acknowledging self-worth, self-control and

competence, with a corresponding positive attitude and high self-evaluation (Walz, 2017)

•Low self-esteem Low self-evaluations, self-criticism and feelings of hopelessness

(Brendgen,2014).

•Self-concept - An individual's general composite or collective view of him or herself across

multidimensional sets of domain specific perceptions, based on self-knowledge and evaluation of

value or worth of one's own capabilities formed through experiences with and interpretations of

the environment (Eccles, O'Neill, & Wigfield, 2015).