Exploring the relationship between selfconfidence and academic performance in Pinetown District High Schools.

Abstract

Self-confidence (SC) and academic performance (AP) are crucial educational constructs. SC has been reported to empower individuals, enabling them to tackle challenges, persevere through setbacks, and pursue their goals with assertiveness and resilience. In contrast, AP has been reported to boost learners’ self-esteem. Both are influenced by factors such as family background, school environment, and teaching quality. Although there has been an increasing interest in the relationship between SC and AP in the past decade, their relationship has not always been shown to be uniform across individuals and contexts. Using a mixed methods research approach, this study explores the relationship between self-confidence and academic performance among high school learners in KwaZulu-Natal, and the study addresses a critical gap in the existing literature. Quantitative data from questionnaires administered to a diverse sample of 94 high school learners and qualitative insights obtained through interviews with 10 teachers were employed to generate data. Statistical techniques such as correlation and regression analyses were performed to identify patterns and trends in the relationship between self-confidence and academic performance. Meanwhile, thematic analysis was used to formulate themes on factors influencing learners' confidence and educational outcomes. Findings indicate a significant positive correlation between selfconfidence and academic performance. Socioeconomic background emerged as another influential factor, with students from supportive and resource-rich environments displaying higher levels of self-confidence and better academic performance. Additionally, the study found that effective teaching practices, such as encouragement and constructive feedback, played a critical role in fostering self-confidence and academic success. Recommendations include equipping teachers with strategies to boost SC and promoting collaboration among stakeholders, including parents and policymakers. These insights guide teachers and policymakers in fostering confident, motivated learners.