self confidence is key to success essay

Essay On Self Confidence

500 words essay on self confidence.

Self-confidence refers to the state of mind where a person pushes their boundaries and encourages belief within oneself. It is something which comes from self-love. In order to have confidence in yourself, one must love oneself to get freedom from constant doubt. This essay on self confidence will help you learn more about it in detail.

The Key to Success

It won’t be far-fetched to say that self-confidence is the key to success. If not, it is definitely the first step towards success. When a person has self-confidence, they are halfway through their battle.

People in school and workplaces achieve success by taking more initiatives and being more forward and active in life. Moreover, they tend to make better decisions because of having confidence in oneself.

Thus, it makes them stand out of the crowd. When you stand apart, people will definitely notice you. Thus, it increases your chances of attaining success in life. Alternatively, if there is a person who does not trust or believe in himself, it will be tough.

They will find it hard to achieve success because they will be exposed to failure as well as criticism. Thus, without self-confidence, they may not get back on their feet as fast as someone who possesses self-confidence.

In addition to gaining success, one also enjoys a variety of perks as well. For instance, you can find a job more easily. Similarly, you may find the magnitude of a difficult job lesser than it is.

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Importance of Self Confidence

Self-confidence allows us to face our failure and own up to it in a positive light. Moreover, it helps us to raise many times. This helps instil a quality in use which ensures we do not give up till we succeed.

Similarly, self-confidence instils optimism in us. People who have self-confidence are not lucky, they are smart. They do not rely on others to achieve success , they rely on their own abilities to do that.

While self-confidence is important, it is also important to not become overconfident. As we know, anything in excess can be bad for us. Similarly, overconfidence is also no exception.

When you become overconfident, you do not acknowledge the criticism. When you don’t do that, you do not work on yourself. Thus, it stops your growth. Overlooking all this will prove to be harmful.

So it is essential to have moderation which can let you attain just the right amount of self-confidence and self-love which will assure you success and happiness in life.

Conclusion of the Essay on Self Confidence

All in all, a person will gain self-confidence from their own personal experience and decision. No one speech or conversation can bring an overnight change. It is a gradual but constant process we must all participate in. It will take time but once you achieve it, nothing can stop you from conquering every height in life.

FAQ on Essay on Self Confidence

Question 1: What is the importance of self-confidence?

Answer 1: Self-confidence allows a person to free themselves from self-doubt and negative thoughts about oneself. When you are more fearless, you will have less anxiety . This is what self-confidence can offer you. It will also help you take smart risks and get rid of social anxiety.

Question 2: How do you develop self-confidence paragraph?

Answer 2: To develop self-confidence, one must first look at what they have achieved so far. Then, never forget the things you are good at. Everyone has strengths and weaknesses, so focus on your strengths. Set up some goals and get a hobby as well. Give yourself the pep talk to hype up your confidence.

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Essay On Self-Confidence is the key to success

INTRODUCTION

Self-Confidence is nothing but a state of mind that pushes one to believe in himself or herself. It is something that can not be learned from an institute and can not be bought from anywhere. It is not even something god gifted. It is developed over time through different incidents and experiences oneself.

A STORY OF SELF-CONFIDENCE

Once upon a time, Emperor Akbar asked Birbal about the most powerful thing in the world. Birbal replied that it is self-confidence. Then Emperor Akbar challenged him to prove his point. After some days, Emperor Akbar has to battle with a huge troop of soldiers whereas his troop was ten times shorter.

Then Birbal saw a tree near the battlefield. He brought his troop to the tree and told them that this tree is wish-fulfilling. He tossed a coin under the tree and told the troop if we get three consequent tails, we will win. He gets three consequent tails.

Knowing this Akbar’s troop heads towards the battlefield and eventually wins the battle. Then Birbal told Akbar that the tree was a normal tree and the coin had a tail on both sides. This was the self-confidence that did the miracle to defeat ten times stronger troops.

To conclude, When we have strong faith in ourselves that is also called self-confidence. We can achieve the hardest goals in the world. That is why there is a saying that self-confidence is the key to success.

Why Self-Confidence Is More Important Than You Think

Self-confidence is linked to almost every element involved in a happy life..

Posted September 20, 2018 | Reviewed by Gary Drevitch

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Self-confidence is linked to almost every element involved in a happy and fulfilling life. I highlight five key rewards of self-confidence below. Understanding these benefits is an important first step toward living your best life with confidence.

Less Fear and Anxiety

The more confident you become, the more you’ll be able to calm the voice inside you that says, “I can’t do it.” You’ll be able to unhook from your thoughts and take action in line with your values.

If you’ve suffered from low self-confidence, you’re probably familiar with rumination, or the tendency to mull over worries and perceived mistakes, replaying them ad nauseam. Excessive rumination is linked to both anxiety and depression , and it can make us withdraw from the world. But by filling up your tank with confidence, you’ll be able to break the cycle of over-thinking and quiet your inner critic .

Greater Motivation

Building confidence means taking small steps that leave a lasting sense of accomplishment. If you’ve ever learned a language, mastered a skill, reached a fitness goal, or otherwise overcome setbacks to get to where you wanted to be, you’re well on your way.

You might be thinking, “Well, sure, I was proud of my ‘A’ in Calculus back in high school, but what does that have to do with anything now?” If you think back to a key accomplishment in your life, you’ll likely find that it took a lot of perseverance. If you could triumph through adversity then, you can do it in other areas of your life where you feel self-doubt.

As your confidence grows, you’ll find yourself more driven to stretch your abilities. “What-if” thoughts will still arise: “What if I fail?” “What if I embarrass myself?” But with self-assurance, those thoughts will no longer be paralyzing. Instead, you’ll be able to grin and act anyway, feeling energized by your progress in pursuing goals that mean something to you.

More Resilience

Confidence gives you the skills and coping methods to handle setbacks and failure. Self-confidence doesn’t mean you won’t sometimes fail. But you’ll know you can handle challenges and not be crippled by them. Even when things don’t turn out anywhere close to what you planned, you’ll be able to avoid beating yourself up.

As you keep pushing yourself to try new things, you’ll start to truly understand how failure and mistakes lead to growth. An acceptance that failure is part of life will start to take root. Paradoxically, by being more willing to fail, you'll actually succeed more — because you're not waiting for everything to be 100 percent perfect before you act. Taking more shots will mean making more of them.

Improved Relationships

It might seem counterintuitive, but when you have more self-confidence, you’re less focused on yourself. We’ve all been guilty of walking into a room and thinking, “They’re all looking at me. They all think I look dumpy and that every word I say is stupid.” The truth is, people are wrapped up in their own thoughts and worries. When you get out of your own head, you’ll be able to genuinely engage with others.

You'll enjoy your interactions more because you won't be so worried about the kind of impression you're making, and you won’t be comparing yourself to others. Your relaxed state will put others at ease as well, helping you forge deeper connections.

Self-confidence can also breed deeper empathy. When you’re fully present, you’re more likely to notice that your date seems to be a little down, or that a friend in the corner looks like she needs a shoulder to cry on. When you’re not preoccupied with your own self-doubt, you can be the person who reaches out to help others.

Stronger Sense of Your Authentic Self

Finally, confidence roots you in who you really are. You’ll be able to accept your weaknesses, knowing they don’t change your self-worth. You'll also be able to celebrate your strengths and use them more fully.

Your actions will be in line with your principles, giving you a greater sense of purpose. You'll know who you are and what you stand for. You’ll have the skills to show up, stand up, and speak up. In other words, you'll be able to let your best self shine through.

A Few Action Steps

Write down a favorite confidence quote and put it somewhere you'll see it often. My colleague Meg Selig has compiled a great list.
Do you have a photograph of a time you felt confident and successful? It could be a graduation photo, a picture of you as a kid after you learned to ride a bike or anything else that resonates with you. Hang it on your fridge or bathroom mirror, and reflect on all the steps it took to get to that point.
Try one of these self-confidence tricks from my colleague Alice Boyes.

Barbara Markway, Ph.D., is a clinical psychologist with over 20 years of experience. She is the author of four psychology books and has been featured in media nationwide.

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Self Confidence Essay | Essay on Self Confidence for Students and Children in English

February 7, 2024 by Prasanna

Self Confidence Essay: Self-confidence can be defined as the belief and assurance you feel towards yourself. It is not something you are taught in school, as confidence has to come from inside. In a way, it’s freedom from doubting about every step you take in life.

Self-confidence is one of the most important routes you have to take in your path to success. It makes a person independent, eager, optimistic, loving and positive.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

Long and Short Essays on Self Confidence for Students and Kids in English

We provide children and students with essay samples on a long essay of 500 words and a short essay of 150 words on the topic “Self Confidence” for reference.

Long Essay on Self Confidence 500 Words in English

Long Essay on Self Confidence is usually given to classes 7, 8, 9, and 10.

Self-confidence is a state of mind where someone pushes their boundaries and encourages belief from the very beginning, and this comes from a place of self-love. You ought to love yourself to gain that freedom from doubting your actions.

Self Confidence is the key to success, or we can say it the first step towards success. If a person possesses self-confidence, then he/she has inevitably won half the battle.

We see people in school, workplaces and public sectors who have achieved success be more initiative, more forward and active, and more confident with their decisions, making them stand out from the crowd.

But when it comes to a person who cannot trust themselves or believe in themselves, success is a hard gain for them. They become more vulnerable to criticism and failure. They also find it super hard to get back on their feet and carry on.

Everyone who has self-confidence gets to enjoy various perks that come along with that state of mind. One of them being is finding the magnitude of a difficult job lesser than it is.

It helps you face your failure and own up to it in a positive light. It helps you rise multiple times to believe that you will excel and improve in your next attempt.

If you somehow lack this ability, there are high chances of you overcoming with pessimism. Simple jobs and daily chores feel like a challenge in every way. It’s harder for them to take a stand and they are most likely not to be taken seriously.

You can now access more Essay Writing on the topic Self Confidence and many more topics.

But one why does it make a self-confidence person more persist-able to success? — It’s not because they are lucky, or smarter, or because of something external. It’s because self-confident people understand the impact of believing in themselves and relying on their abilities.

Though being confident in themselves is one of the best abilities to acquire, but one must also be familiar with the fine line separating self-confidence with overconfidence. Excess of anything is bad, and self-confidence is no exception to that rule.

Overconfident people tend not to acknowledge every form of criticism and work on it. People who are experiencing tend to overlook the other side of the coin and embrace themselves now and then, which at some point in time proves harmful. Their narcissism leads them to spiral down in the tunnel of failure.

So having moderation helps one attain just the right amount of self-confidence and self-love that will assure them success and satisfaction and happiness that we’d all love to experience from life.

The way to gain self-confidence is completely personal and an internal decision, so no speech or essay or conversation will leave a person lacking; it changes all at once.

Just like self-love, self-confidence takes time to acquire. But once you start believing in yourself, no one can stop you from conquering all the heights in your life and career.

Short Essay on Self Confidence 150 Words in English

Short Essay on Self Confidence is usually given to classes 1, 2, 3, 4, 5, and 6.

See yourself as the self-confident person you want to be, and before you know it, you will become that person. That’s how self-confidence works! Once you decide your mindset, nobody can stop you.

You have to start deciding for yourself as this comes from within. Exude confidence even if you don’t feel like it. Encouragingly talk to yourself and try to stay away from negative thoughts and people. Surround yourself with positive and confident people. This will become a habit and will build confidence.

This confidence will ultimately form opportunities for success, and their success builds up another block of self-confidence within a person, and the cycle repeats.

Therefore we come to see, self-confident people perceive themselves as able to achieve those things they set out to do, and this perception creates reality in their lives.

So start looking at yourself differently, in a positive way. It can change your life and help your confidence level to rise.

10 Lines on Self Confidence Essay in English

1. Self-confidence is the key to success. 2. The confidence of a person can be seen in the work done by that person. 3. A person with self-confidence can alone face the biggest problems or challenges in his/her life. 4. A self-confident rarely give up as they strive to achieve success even if it takes multiple tries. 5. We should overcome your fears and weaknesses to become self-confident. 6. One should avoid negativity and try to get surrounded by positivity to do much better. 7. Self-confident people should always be careful not to become overconfident. 8. To develop self-confidence, one must also start loving themselves. 9. Every person should have self-confidence because it is essential for us to have confidence in us for doing any work. 10. We all should have faith in ourselves, and that will become the reason for our success.

FAQ’s on Self Confidence Essay

Question 1. What’s the difference between self-confidence and self-esteem?

Answer: Self-confidence is the belief that you have in yourself, and self-esteem is how much you love yourself.

Question 2. Can you “fake” self-confidence?

Answer: When you first start building your self-confidence, it’s okay to fake it a bit. There is a famous saying — “fake it until you make it.”

Question 3. Can self-confidence lead you to success?

Answer: Absolutely! The more self-confident you are, the more attracted you will be to success.

Question 4. Can meditation increase self-confidence?

Answer: Yes, meditation can help you to develop this skill, but it is you who needs to believe in yourself to become self-confident.

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Essay On Self Confidence

Self Confidence Essay

500 words self confidence essay.

Self-confidence is essential in achieving goals and success in your life. A person needs to have self-confidence to achieve success. Self-confidence is something that comes from within. It helps people think freely without any negativity and focus on their goals. A self-confident person has fewer chances of failure. People cannot achieve their goals without self-confidence because they are optimistic, eager, and positive by nature. It is also vital in leading a healthy and happy life. This Essay on Self Confidencewill help students know the importance of self confidence and boost their confidence.

Knowledge is the key to self-confidence. It helps you to understand your capabilities. The power of knowledge can be used to protect yourself from failure. If knowledgeable people surround you, they will support you and even advise you with good ideas and suggestions.

Definition of Self-Confidence

Self-confidence is a term defined to explain people’s state of mind that makes them push boundaries and encourages them to believe in themselves. Self-confidence has the power to motivate people to do things that seemed to be impossible for them. A self-confident person possesses an attitude that nothing is impossible, and they accomplish everything in life. It is important to have strong self-confidence, to avoid failure in life.

The concept of self-confidence is divided into three levels; self-confidence based on feeling, self-confidence based on belief and self-confidence based on knowledge. These three levels are used in different combinations, and a person who lacks these three levels would typically be less confident.

Self-confidence helps a person improve their career, as it is simple for them to follow the rules and regulations of their job. It helps them to achieve success in their life. It also helps to strengthen relationships and work on leadership and communication skills. Overall, we can say that self-confidence is necessary to become independent in life.

The Key to Success

It won’t be wrong to say that self-confidence is the key to success or the initial step towards success. People in workplaces and schools achieve success when they voluntarily take the initiative and come forward actively in life. They even participate actively in the decision-making process, as they feel confident in themselves. If a person is self-confident about himself, he has won half the battle.

People will notice you when you make yourself unique and stand apart from the crowd. Thus, it helps in attaining success in life. A person should believe in himself to gain self-confidence. Self-confidence is necessary if you want to move forward in your career, too. Success comes with lots of perks. For example, you can find your desired job efficiently.

People with less self-confidence are scared of getting criticised and exposed to failure. So, you should work on your self-confidence to get back on your feet and succeed in life.

Importance of Self Confidence

A person with self-confidence can face any kind of challenge in life. They are not scared of hurdles because they are confident that they can handle any situation. On the other hand, some people are afraid of failure, making them under-confident. A person who lacks self-confidence will get scared and leave the task midway.

Self-confidence is considered the first step towards success. In today’s society, people who lack confidence are looked down upon. They are always neglected and left behind in the race of life.

However, many people are famous because of their extraordinary achievements. Success cannot be achieved overnight. It is a long process of hard work, patience and passion towards your desired field.

Conclusion of the Essay on Self Confidence

To live a successful and healthy life, self-confidence is an essential trait. For people who keep themselves calm and compose, everything seems more straightforward. People face challenges at some point, but they remain confident enough to trust their abilities and work accordingly.

A person gains self-confidence with their own experience. No one can bring changes overnight, nor can they be obtained from others. It is a slow and constant process, and we all should participate in it. It takes time, but once you achieve it, nothing can stop you from conquering every height in life. So, to hype up your confidence, always give yourself a pep talk.

From our BYJU’S website, students can also access CBSE Essays related to different topics. It will help students to get good marks in their exams.

Frequently Asked Questions on Self confidence Essay

How to build self-confidence.

One can build self-confidence by setting achievable goals, thinking positively and through constant practice and hard work.

Why is self-confidence important?

Self-confidence helps us to move freely with other people and also improves our communication in the workplace.

How does self-confidence affect success?

People who are confident automatically spread an aura and are more likely to get hikes and promotions.

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Why is Self-Confidence Important to Success? (11 Reasons)

Self-confidence is crucial for success as it encourages resilience and perseverance in facing challenges. It fosters a mindset that values growth and learning from failures. With self-confidence, individuals are more likely to set realistic goals and take calculated risks, which are essential for achieving success. Self-assured individuals inspire confidence in others, enhancing personal and collective achievements. It's not just about believing in one's abilities, but also courage to act upon them and endure setbacks.

Sanju Pradeepa

Why is self-confidence important to success (13 Importance)

So, what is self-confidence? Self-confidence is knowing yourself, believing in your ability for success, and working on achieving that goal. Lack of self-confidence can be one of the worst things that could happen to someone who wants to achieve their goals and dreams.

Self-confidence is important to success because it keeps us from making mistakes and taking stupid risks. The majority of people don’t feel confident about themselves because they give up way too early in their efforts and careers. It’s tough to succeed when you’ve been defeated before you even started.

Self-confidence will keep you striving for your goals with conviction and focus instead of giving up on something because it isn’t easy.

Confidence is a state of mind that can have a profound impact on our lives. When we believe in ourselves, we are more likely to take risks, set ambitious goals, and achieve success. Self-confidence is not something that we are born with, but rather something that we develop over time through our experiences and interactions with others.

In this blog post, we will explore the power of self-confidence and how it can be cultivated to achieve personal and professional success. We will discuss the building blocks of self-confidence, strategies for overcoming self-doubt , and the importance of fostering self-confidence in others. By understanding the significance of self-belief and implementing practical strategies, we can unlock our full potential and create a path to lasting success.

What is self-confidence

Self-confidence is the ability to believe in oneself and one’s abilities. When you have self-confidence, you can go out and achieve something. When you don’t have self-confidence, it’s hard to do anything.

The best way to build self-confidence is to start believing in yourself and your abilities. You need to show people you have what it takes to do whatever you want. If you don’t believe in yourself, no one else will either.

Self-confidence is important because it helps make you feel good about yourself and gives you the strength and motivation to accomplish your goals. If there were no self-confidence, then life would be dull for everyone involved because nothing would happen.

The more confident we are about ourselves, the more likely we try new things and get better at them over time. It allows us to grow as individuals and become successful adults in society. It allows enjoying life more than if we didn’t have any self-confidence.

The Power Of Self-Belief: How Confidence Breeds Success

Self-confidence is the unwavering belief in one’s abilities, a potent force that propels individuals towards their aspirations with unwavering determination . It’s the bedrock of success, empowering individuals to embrace challenges as stepping stones rather than insurmountable obstacles. With self-confidence, individuals develop the resilience to overcome setbacks and the courage to seize opportunities, transforming their dreams into tangible realities.

Those who possess a robust belief in their capabilities radiate an aura of competence and magnetism, drawing others towards them like moths to a flame. They effortlessly establish connections, building bridges of trust and rapport that foster fruitful collaborations and enhance their personal and professional lives. Confident individuals inspire confidence in others, creating a ripple effect that elevates the entire collective.

Beyond its interpersonal benefits, self-confidence bestows upon individuals a heightened sense of self-awareness and self-worth . It allows them to recognize their strengths and weaknesses, capitalizing on their talents while seeking avenues for growth. This introspective clarity empowers them to make informed decisions, chart their own course, and navigate the complexities of life with unwavering self-assurance .

read more What Is Self-Belief: The Key to Unlocking Your Potential

Why is Self-Confidence Important to Success

Self-confidence is a powerful thing. It’s not just about feeling good about yourself. It’s also about being able to take risks and bettering your life. It can be learned. It also grew through having a belief in yourself – an inner sense that everything will be okay no matter what happens.

Confidence is one of the most valuable traits you can have as an adult. It’s like a superpower that allows you to achieve your goals without feeling overwhelmed or nervous about them. When you’re confident in what you’re doing, it’s easier to take action and get things done.

The first rule of self-confidence is: believe in yourself. It’s not about having unrealistic expectations for yourself; it’s about believing that you have what it takes to succeed at whatever task or challenge you set your mind to.

You have to believe that you’re capable of achieving whatever goals you set for yourself whether they’re big or small if you want them to happen. Without this belief system, things will never get done, and we’ll always feel like failures because we don’t believe in ourselves enough.

1. It makes you happier.

Self-confidence is a key component of happiness and success. It can help you land a job, find the right mate, and even make it through the tough times in life.

Self-confidence makes us feel better about ourselves when we’re interacting with other people, whether they are strangers or friends. When we like ourselves, it motivates us to go after what we want in life whether that’s career success or finding someone special to love.

Read more; 12 Simple Ways to be Happy – The Root of Happiness

2. It helps you build better relationships.

Self-confidence is the foundation of relationships. It allows you to be more open and honest with others. If you’re not confident in yourself, you may feel uncomfortable talking to someone new or being around friends (who are close enough to notice your nervousness).

You won’t want to make small talk because even if it’s just part of a conversation, it’ll be too much for you at first. But as soon as a friend shows interest in something specific about yourself (for example, asking about one of your hobbies) you’ll have an easier time opening up and sharing what makes up who YOU are.

Self-confidence also helps build stronger relationships by allowing us all the space we need when meeting new people (even strangers).

Let’s build better relationships – 10 Strong Ways to Makes a Good Relationship

3. It allows you to take risks.

Having a healthy dose of self-confidence can help you take risks. It helps to be more adventurous and push your boundaries, which can be very important in life. If you’re not willing to take risks, it becomes much hard for you to experience the things that will make your life better and more meaningful.

It helps you persevere through tough times. Self-confidence can be a great asset when you’re going through difficult times. Knowing that you can overcome any obstacle helps you stay strong and focused on what matters most.

It allows you to set realistic goals and expectations. The best way to set goals is to have a clear picture of what you want. If you’re not sure what your goals are, ask yourself these questions:

What do I want?

Why do I want it?

How will I know when I have achieved this?

4. It’s contagious, inspiring those around you.

Self-confidence is contagious. It’s an attractive quality that can inspire others to be more confident in their abilities. It can help people feel better about themselves, which makes them more likely to achieve their goals and build stronger relationships with others, including yourself.

Self-confidence is important because it translates into having a positive self-image and a sense of self-acceptance . Confidence is the key to success in both your personal and professional life. If you don’t believe in yourself, no one else will either.

5. Self-confidence helps you to be more creative.

Creativity is an essential element in every career. Most jobs require creativity every day, but it’s often difficult to find ways to express your creativity and show others what you can do.

If you’re not confident about your abilities or think that people don’t take you seriously, this may hold you back from sharing your ideas.

The ability to share your ideas and opinions is part of self-confidence—the belief that you have something valuable to offer others. You must believe that what you say matters and that others will listen to what you have to say.

read more Characteristics of Creativity: 12 Things That Makes Us Creative

6. Self-confidence helps you think more positively.

When you have confidence,

It is easier to think positively about your situation, even when things go wrong.

-It is easier to bounce back from any setback or failure. You can see failure as an opportunity instead of something to be feared or avoided at all costs.

It allows you to believe that anything is possible if only your mind is open to new ideas or possibilities.

You can also see success as something within reach rather than something out of reach and unattainable.

When people are confident in themselves, they naturally attract people who mirror their values and beliefs, which typically leads them on a positive path toward success and happiness.

7. Self-confidence makes you more resilient.

A confident person is more resilient than an insecure person, who is more likely to crumble under pressure and fail.

If you’re confident, you’ll be able to take on new challenges without feeling overwhelmed or anxious. You’ll be able to think clearly and make decisions quickly.

And you’ll be able to deal with rejection or failure without feeling devastated or letting it throw your confidence off balance.

read more Types of Resilience: Building Strength for Life’s Challenges

8. People with high self-confidence tend to be more productive.

People with high self-confidence tend to be more productive in their work and are better at taking risks. They also tend to be more successful in life, whether they are trying to make a career change or just navigate through the complexities of everyday life.

Self-confidence can be developed over time, but it is also something that you can fall back on when needed. The right mindset can help you get through tough times and overcome obstacles.

It can also be achieved through positive thinking or having a strong belief in yourself as well as your abilities. A person with positive thoughts will have higher self-esteem than someone with negative thoughts, which leads to greater motivation and performance.

read more 18 High Self-Esteem Examples to Inspire Your Success Mindset

9. Self-confidence can challenge the fear of failure.

If you don’t have self-confidence, then you may be more likely to give up when faced with difficulties. Self-confidence will help you persevere even when others around you are giving up.

Looking at it another way, if you’re afraid of failing, then it’s likely that the fear will keep you from trying new things or taking risks. But when your self-confidence is strong, even if something goes wrong, there’s a greater chance that you’ll bounce back and come out stronger than before.

read more fea Fear of Failure and Procrastination: The Intersection

Fostering Self-Confidence in Others: The Ripple Effect of Empowerment

Fostering self-confidence in others is not only an act of compassion but also a catalyst for positive change. When we empower individuals to believe in themselves, we set in motion a ripple effect of growth and success that benefits not only the individual but also the entire community.

As mentors or leaders, we can foster self-confidence in others by providing guidance and support, creating a nurturing environment, and recognizing and celebrating achievements. By mentoring and guiding individuals, we can share our knowledge, experiences, and insights, helping them to develop their skills and abilities. Creating a supportive environment involves fostering a sense of belonging, trust, and psychological safety, where individuals feel comfortable taking risks, expressing their ideas, and seeking help when needed. Recognizing and celebrating achievements, no matter how small, reinforces positive behaviors and boosts self-esteem, further fueling an individual’s self-confidence.

Encouraging individuals to set realistic expectations for themselves is another crucial aspect of fostering self-confidence . By setting achievable goals, individuals experience a sense of accomplishment, which in turn boosts their self-belief. It is also essential to lead by example and demonstrate self-confidence in our actions and interactions. When others observe our self-assured behavior, they are more likely to adopt similar attitudes and behaviors.

Fostering self-confidence in others has a profound impact on their personal and professional lives. Confident individuals are more likely to take on challenges, pursue their dreams, and achieve their full potential. They are also more likely to contribute positively to their communities, fostering a culture of empowerment and success. The ripple effect of self-confidence spreads far and wide, creating a positive impact on society as a whole.

read more Fearless and Courageous: How to Become Your Best Self

Building Blocks of Self- Confidence:

Self-confidence, the bedrock of personal empowerment and success, is built on a foundation of essential components. Understanding these building blocks is paramount in cultivating a healthy sense of self-belief.

1. Self-awareness: The Foundation of Self-Confidence

At the core of self-confidence lies self-awareness , an introspective journey to comprehend one’s strengths, shortcomings, and core values. This clarity allows individuals to set realistic goals, make informed decisions, and recognize areas for growth. Self-aware individuals possess a deeper understanding of their capabilities, enabling them to navigate life with a clear sense of purpose and direction.

2. Positive Self-Talk: Cultivating a Positive Mindset

The power of self-talk cannot be overstated. The words we use in our internal dialogue profoundly shape our thoughts, emotions, and actions. Positive self-talk is the antidote to self-doubt , replacing negative thoughts with affirmations, encouragement, and self-compassion . By nurturing a positive inner dialogue, individuals cultivate a more optimistic outlook, boosting their self-esteem and unlocking their true potential.

3. Setting Realistic Goals: Building a Path to Success

Ambitious yet attainable goals serve as stepping stones on the path to self-confidence. Achieving these objectives instills a profound sense of accomplishment, reinforcing self-belief and motivating individuals to embrace greater challenges. Realistic goals, crafted with precision and purpose, provide a clear roadmap for personal growth and success.

4. Skill Development: Unleashing Potential

The pursuit of skill development is a transformative journey that unlocks doors to self-confidence . Whether through education, training, practice, or experience, acquiring new skills or refining existing ones empowers individuals with a sense of competence and mastery. As proficiency grows, so does self-assurance , propelling individuals to embrace new opportunities and conquer unexplored horizons.

5. Supportive Environment: A Catalyst for Growth

Self-confidence thrives in an environment of support and encouragement. Surrounding oneself with a network of caring family, friends, mentors, or colleagues provides a bedrock of validation, guidance, and positive reinforcement. This nurturing atmosphere fosters self-belief, enabling individuals to overcome self-doubt and showcase their true capabilities.

In conclusion, self-confidence is a dynamic interplay of self-awareness , positive self-talk, realistic goal setting , skill development, and a supportive environment. By nurturing these building blocks, individuals can build an unwavering foundation of self-belief, propelling them towards personal and professional fulfillment.

In the pursuit of success, self-confidence is a key ingredient. It helps us to take on challenges, overcome obstacles, and achieve our goals. When we cultivate self-belief, we unlock a reservoir of untapped potential within us, allowing us to overcome obstacles and embrace new challenges with unwavering determination. As we navigate the complexities of life, self-confidence serves as a compass, guiding us through uncharted territories and empowering us to make bold decisions that shape our destiny.

Individuals with high self-confidence tend to set ambitious goals and strive for excellence, believing in their ability to achieve them. They are more likely to take risks, step outside their comfort zones, and persevere in the face of setbacks. With self-confidence, we can seize opportunities, embrace challenges, and turn our dreams into reality.

Moreover, self-confidence positively impacts our interactions with others. When we believe in ourselves, we are more likely to communicate effectively, assert our opinions, and build strong relationships. People are naturally drawn to those who exude confidence, and this can lead to greater success in personal and professional endeavors.

Fostering self-confidence is a lifelong journey, but it is one that is well worth undertaking. By investing in ourselves and developing a strong sense of self-belief, we can unlock our full potential and achieve greatness. Let us all embrace the power of self-confidence and embark on a path of continuous growth and success.

What Do Reinforcement and Confidence Have to Do with It? A Systematic Pathway Analysis of Knowledge, Competence, Confidence, and Intention to Change. by Katie Stringer Lucero and Pan Chen .| J Eur CME. 2020; 9(1): 1834759.Published online 2020 Oct 12. doi: 10.1080/21614083.2020.1834759
Students’ Self-Confidence and Its Impacts on Their Learning Process/ 4.0 ,Authors: Omidullah Akbari – Kandahar University, Education Faculty, Javed Sahibzada

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What Is Self-Confidence? (+ 9 Proven Ways to Increase It)

Self-Confidence: 9 Essential Ways to Become More Self-Confident

This movement started with a book published in 1969, in which psychologist Nathaniel Branden argued that most mental or emotional problems people faced could be traced back to low self-esteem. Branden laid the foundation for the Self-Esteem Movement with his assertion that improving an individual’s self-esteem could not only result in better performance but could even cure pathology.

Since then, there have been thousands of papers published and studies conducted on the relationship between success and self-esteem. This is a popular idea not only in literature but in more mainstream mediums as well. Before we begin exploring the complexities of self-esteem it is essential to unpack the differences between the overlapping concepts of self-efficacy , self-confidence, and self-esteem .

“Once we believe in ourselves, we can risk curiosity, wonder, spontaneous delight, or any experience that reveals the human spirit.”

E.E. Cummings

Before you read on, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only increase your compassion and self-esteem but will also give you the tools to help your clients, students or employees show more kindness and compassion towards themselves.

This Article Contains

Defining the difference: self-efficacy, self-confidence, and self-esteem, popular theories of self-confidence, the importance of self-confidence, too much of good thing: the consequences of self-esteem education, the benefits of fear: practicing courage and building confidence, 9 lessons for practicing self-confidence, a take-home message: it’s a process, frequently asked questions.

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).

What is Self-Efficacy?

Albert Bandura is arguably the most cited author on the subject of self-efficacy, and he defines self-efficacy as an individual’s beliefs about their capacity to influence the events in their own lives (Bandura, 1977).

This differs from self-esteem in an important way: the definition of self-esteem often rests on ideas about an individual’s worth or worthiness, while self-efficacy is rooted in beliefs about an individual’s capabilities to handle future situations . In this sense, self-esteem is more of a present-focused belief while self-efficacy is more of a forward-looking belief.

What is Self-Confidence?

This is likely the most used term for these related concepts outside of psychological research, but there is still some confusion about what exactly self-confidence is. One of the most cited sources about self-confidence refers to it as simply believing in oneself (Bénabou & Tirole, 2002).

Another popular article defines self-confidence as an individual’s expectations of performance and self-evaluations of abilities and prior performance (Lenney, 1977).

Finally, Psychology Dictionary Online defines self-confidence as an individual’s trust in his or her own abilities, capacities, and judgments, or belief that he or she can successfully face day to day challenges and demands (Psychology Dictionary Online).

Self-confidence also brings about more happiness. Typically, when you are confident in your abilities, you are happier due to your successes. When you are feeling better about your capabilities, the more energized and motivated you are to take action and achieve your goals .

Self-confidence, then, is similar to self-efficacy in that it tends to focus on the individual’s future performance; however, it seems to be based on prior performance, and so in a sense, it also focuses on the past.

Many psychologists tend to refer to self-efficacy when considering an individual’s beliefs about their abilities concerning a specific task or set of tasks, while self-confidence is more often referred to as a broader and more stable trait concerning an individual’s perceptions of overall capability.

What is Self-Esteem?

The most influential voices in self-esteem research were, arguably, Morris Rosenberg and Nathaniel Branden. In his 1965 book, Society and the Adolescent Self-Image, Rosenberg discussed his take on self-esteem and introduced his widely used accepted Self-Esteem Scale.

A Free PDF of the Rosenberg’s Self-Esteem Scale is available here .

His definition of self-esteem rested on the assumption that it was a relatively stable belief about one’s overall self-worth. This is a broad definition of self-esteem, defining it as a trait that is influenced by many different factors and is relatively difficult to change.

In contrast, Branden believes self-esteem is made up of two distinct components: self-efficacy, or the confidence we have in our ability to cope with life’s challenges, and self-respect, or the belief that we are deserving of happiness, love, and success (1969).

The definitions are similar, but it is worth noting that Rosenberg’s definition relies on beliefs about self-worth, a belief which can have wildly different meanings to different people, while Branden is more specific about which beliefs are involved in self-esteem.

What about those who have too much self-esteem? Could narcissism be the result of having too much self-esteem? A psychological definition would be that narcissism is an extreme amount of selfishness, with a grandiose view of one’s own talents and a craving for admiration.

Self-esteem at high and low levels can be damaging, so it is important to strike a balance in the middle. A realistic but positive view of the self is often ideal.

Where does self-esteem come from? What influence does it have on our lives? Self-esteem is often seen as a personality trait, which means it tends to be stable and enduring.

There are typically three components which make up self-esteem:

Self-esteem is an essential human need that is vital for survival and normal, healthy development
Self-esteem arises automatically from within based on a person’s beliefs and consciousness
Self-esteem occurs in conjunction with a person’s thoughts, behaviors, feelings, and actions.

Self-esteem is one of the basic human motivations in Abraham Maslow’s hierarchy of needs. Maslow would suggest that individuals need both esteem from other people as well as inner self-respect. These needs must be fulfilled in order for an individual to grow and thrive.

These needs must be fulfilled in order for an individual to grow and achieve self-actualization . Self-confidence and self-esteem are two closely related psychological phenomena, both based on past experiences and both looking forward at future performance.

With these definitions in hand, we can take a closer look at common beliefs and popular theories surrounding self-confidence and self-esteem.

As noted earlier, Branden’s theory of self-esteem became a widely referenced and understood theory, but there were also other theories and frameworks for understanding self-esteem in the psychological literature.

Maslow’s Hierarchy of Needs

Maslow’s hierarchy of needs, an iconic although somewhat out-of-date framework in psychology, theorizes that there are several needs that humans must have met to be truly fulfilled, but, generally, the most basic needs must be met before more complex needs can be met (1943). In his pyramid, self-esteem is the second highest level of need, just under self-actualization.

According to Maslow, humans must have their needs of physiological stability, safety, love and belonging met before they can develop healthy self-esteem. He also noted that there are two kinds of self-esteem, a “higher” and a “lower,” the lower self-esteem derived from the respect of others, while the higher self-esteem comes from within.

In the years following his introduction of the hierarchy of needs, Maslow refined his theory to accommodate the instances of highly self-actualized people who are homeless or individuals who live in a dangerous area or war zone but are also high in self-esteem.

This hierarchy is no longer considered as a strict theory of unidirectional growth, but a more general explanation of how basic needs being met allow individuals the freedom and ability to achieve their more complex ones.

Terror Management Theory

A darker theory that delves a bit deeper into the human experience to explain self-confidence is the Terror Management Theory .

Terror Management Theory (TMT) is based on the idea that humans hold great potential for responding with terror to the awareness of their own mortality, and that worldviews that emphasize peoples’ beliefs in their own significance as humans protect them against this terror (Greenberg & Arndt, 2011).

TMT posits that self-esteem forms as a way to protect and buffer against anxiety, and subsequently, people strive for self-confidence and react negatively to anyone or anything that could undermine their beliefs in their comforting worldview.

Sociometer Theory

Mark Leary, a social psychologist who researches self-esteem in the context of evolutionary psychology, also contributed a theory of self-esteem to the literature.

The Sociometer Theory suggests that self-esteem is an internal gauge of the degree to which one is included vs. excluded by others (Leary, 2006). This theory rests on the conception of self-esteem as an internal individual perception of social acceptance and rejection.

There is some strong evidence for the accuracy and applicability of this theory. For example, studies have shown that the outcomes of events on people’s self-esteem generally match up with their assumptions about how the same events would cause other people to accept or reject them (Leary, Tambor, Terdal, & Downs, 1995).

Finally, evidence shows that social exclusion based on personal characteristics decreases self-esteem (Leary et al., 1995).

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“Trust thyself: every heart vibrates to that iron string.”

Ralph Waldo Emerson

Regardless of which theory you may personally subscribe to, the outcomes of high self-confidence are generally agreed upon by researchers.

A broad review of the correlates of self-esteem found that high self-esteem is associated with better health, better social lives, protection against mental disorders and social problems, healthy coping, and mental well-being (Mann, Hosman, Schaalma, & de Vries, 2004).

Children with high self-confidence perform better at school and, later in life, have higher job satisfaction in middle age. Self-esteem is also strongly linked to happiness, with higher levels of self-esteem predicting higher levels of happiness. High self-confidence has even been found to increase the chances of survival after a serious surgical procedure (Mann et al., 2004).

As noted earlier, there have been thousands of papers published on self-confidence or self-esteem, and many of these papers connect self-confidence with success in life.

Some studies show a strong relationship between self-confidence and positive mental health (Atherton et al., 2016; Clark & Gakuru, 2014; Gloppen, David-Ferdon, & Bates, 2010; Skenderis, 2015; Stankov, 2013; Stankov & Lee, 2014). The success of individuals with high self-esteem lies in these six attributes:

A greater sense of self-worth
Greater enjoyment in life and in activities
Freedom from self-doubt
Freedom from fear and anxiety, freedom from social anxiety, and less stress
More energy and motivation to act
More enjoyable time interacting with other people at social gatherings. When you are relaxed and confident others will feel at ease around you.

In less hopeful news, some research has shown that increasing confidence does not always lead to enhanced positive outcomes (Brinkman, Tichelaar, van Agtmael, de Vries, & Richir, 2015; Forsyth, Lawrence, Burnette, & Baumeister, 2007).

Journalists in mainstream media have pointed out that there are also negative correlates with self-confidence. For example, self-confidence has steadily increased over the last 50 years, and with it, narcissism and unrealistic expectations have also increased (Kremer, 2013). Maybe there is such a thing as “too much a good thing,” when we are building our children’s self-esteem.

Self-confidence or self-esteem has been praised in Western society for the past 25 years. During this time, it was believed that a positive self-image was the key to a happy and successful life, leading to the birth of the self-esteem era of education.

Children of this generation are taught in schools and at home to consider themselves to be special, to only focus on their positive traits , and to receive praise for very little accomplishment.

Recent research, however, suggests that these practices and beliefs, rather than protecting people from depression, may contribute to low motivation and a decrease in goal-directed behavior (Dweck, 2007).

If boosting self-confidence is better at increasing narcissism and ambition than achievement and success, what should we do? Do we ditch the idea of improving self-confidence?

Baumeister and colleagues have an answer. There are certain contexts where a boost of self-confidence can improve performance, and these opportunities should not be ignored.

They recommend continuing to boost self-esteem, but in a more measured and cautious manner (Baumeister et al., 2003). They encourage parents and teachers to give children praise in order to increase their self-confidence, but only as a reward for socially desirable behavior.

This method ensures that children receive some positive attention and have the opportunity to develop healthy self-esteem, and it does not run the risk of convincing children that they are exceedingly competent whether they work hard or not.

Steve Baskin (2011) lays out another positive move parents can take: letting their children fail. Recently, parents have taken great care in shielding their children from pain and problems and forming a protective bubble of love and esteem-building around them. This often has the unintended consequence of not only protecting children from struggle but also from growth.

Baskin suggests taking a step back as parents, and letting children figure out how to deal with disappointment and pain, an undertaking that will likely result in the development of resilience and successful coping skills. If we want to encourage all children to not only feel their best but to also do their best, these seem like good solutions.

In his TED Talk Dr. Ivan Joseph (2012), a former athletic director and soccer coach connects his dedication to building self-confidence with his subsequent career success and encourages the audience to follow some tips to build healthy self-confidence in their children.

Fear exists to protect us from physical danger; it is our instinct to prevent ourselves from being eaten by a predator. However, in the absence of such predators and with protection designed into our homes, cars and parenting styles, fear has adapted to respond instead to modern day stresses, which can trigger past negative feelings of shame , hurt or fear.

These experiences operate in the background of our psyche, taking up mental bandwidth and memory, just like mobile apps which run in the background of your phone using memory and battery power.

When we stay in our comfort zone protected from these experiences by the familiarity of routine activities, we live life unaware of our ability to grow and develop new strengths and skills. The less we experience opportunities for mistakes and failure, the more scared we become of what could happen if we were to step outside of our comfort zone.

However, when we do take that plunge, even without confidence in our abilities, courage takes over. In the realm of the known, confidence operates without any hindrance, but in the realm of fear of the unknown courage takes over.

Courage is typically a more noble attribute than confidence because it requires greater strength, and typically a courageous person is one without limits for growth and success.

We can be grateful for fear. We can learn to eagerly embrace it, understand its origin and use it as a signpost for what needs to be dealt with, a powerful tool to declutter the mental closets. And just like actually cleaning out our closets, we can sort through what we want to keep and what no longer fits us . And when it’s cleared out we can feel renewed and energized.

But fear can’t always be overcome just by crossing your fingers and hoping for the best.

We, humans, are strange creatures. We expect our fear to disappear in an instant, however, we accept that we cannot just pick up the violin and play Vivaldi in an instant.

“To build confidence, you have to practice confidence”

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Martin Seligman reminds us that a positive self-image by itself does not produce anything. A sustainable sense of security in oneself arises from positive and productive behavior (Seligman, 1996).

This is not to say that feeling secure and trusting in yourself is not important for wellbeing. High self-confidence or self-efficacy has been linked to many positive physical and mental health outcomes (Pajares, 1996).

Many of us would like to have higher self-confidence but struggle to overcome insecurity, fear, and negative self-talk. With some reflection, hard work, and perhaps a shift in perception we can work towards a strong and stable belief in ourselves.

“Wellbeing cannot just exist in our own head. It is a combination of actually having meaning, good relationships, and accomplishment.”

Martin Seligman

1. Stand or Sit in a Posture of Confidence

Harvard psychologist Amy Cuddy and others have studied the positive effects of confident body postures on our hormones.

Look for the sensations of confidence and practice feeling them more in your body. Feel your feet on the ground, keep your body relaxed and open. Think regal.

Watch Amy Cuddy’s TED Talk about all about the effect of posture on self-confidence.

Her basic message in the video is that an individual’s posture does not just reflect the level of confidence or insecurity. Posture sends messages to the brain that can actually change the way you feel. So, if you want to feel more powerful, sit up straight, smile, or stand in a “power pose,” and that message will be sent to your brain.

2. Practice Presence

Mindfulness is proven to have significant benefits for your physical and psychological wellbeing. You can practice mindfulness anytime, anywhere. You can give try it right now by following these steps:

Become aware of your awareness; that is, begin to observe yourself and your surroundings.
Start with your body sensations, feeling your feet and legs, your belly and chest, your arms, neck, and head.
Notice your breath flowing in and out, the many sensations that you are experiencing.
Let your eyes notice what is in your visual field, your ears, what they are hearing. Perhaps sensations of smell and taste will come to awareness as well.
Go beyond these simple sensations to feel the energy, the quiet, or the noises that surround you. Feel your presence.

3. Build Your Capacity for Energy

What does this mean? A bit of stress can be useful to keep us alert and give us the extra energy needed to perform. Try reframing your nervous jitters as excitement! Knowing how to engage with these feelings in your body will expand your presence rather than shrinking it down.

4. Exercise Regularly

Exercise has a powerful effect on confidence. Regular exercise releases endorphins which in turn interact with the opiate receptors in the brain, which produces a pleasurable state of mind and, in turn, you’ll view yourself in a more positive light.

When you exercise regularly, you will not only get better physically but you will feel more motivated to act in ways that build your self-confidence.

5. Visualize: Imagine Confidence

Close your eyes and relax your body completely. Stay firmly connected to the sensation of relaxation and in your mind’s eye, see yourself speaking on camera or doing whatever activity for which you would like more confidence. Allow the feelings of a comfortable presence to pervade your body and your mind.

6. Give Yourself Permission To Be In The Process, Take Risks and Make Mistakes

From the outside, we often think, “wow, everybody else is more happy, beautiful, creative, successful, active, etc. than me. I’m just not good enough to be like them.” What we don’t tend to consider is that failure is inherent in accomplishment and that in order to pursue our goals, we have to work hard and face our weaknesses. Even those who are exceptional in some areas of life are likely struggling in others.

Allow yourself to be a learner, to be a novice. Trust that it’s okay not to be perfect; in fact, you’ll likely provide inspiration to others in similar situations.

When breaking out of your comfort zone and starting something new, you are expanding your own limitations. When you successfully complete something that is out of your confidence zone, you are building confidence in yourself.

7. Clarify Your Goals

Making progress towards personally meaningful goals is the scaffolding upon which healthy self-confidence is built. In his book, Flourish Seligman proposes PERMA , a five-factor framework for wellbeing in which the “A” stands for accomplishment.

The S.M.A.R.T goals system offers a guideline for goal-setting in which goals are specific, measurable, attainable, relevant, and time-bound. This system is based on research that suggests that these types of goals lead to greater and more consistent achievement (Locke, 1968).

When considering what goals you’d like to set for yourself, it may be helpful to start big considering your core values and life goals . Then you can come up with actionable steps to work toward these. Writing a personal mission statement is a great way to give yourself some direction.

“Happiness does not simply happen to us. It’s something that we make happen and it comes from doing our best.”

Mihali Csikszentmihalyi

8. Speak Well to Yourself

It’s always delightful to get good feedback from others. However, always seeking approval from outside yourself is an easy trap.

“Approve of yourself; be the one that says the words of encouragement you long to hear.”

Speak to yourself with self-compassion , kindness, and encouragement. After all, the most important relationship you have in your life is with yourself- make it a good one!

9. Ask For Help and Offer Your Help to Others

Many of us struggle to ask for help due to fear of rejection or being seen as incompetent. In Western cultures, the high value placed on self-reliance gets in the way of reaching out to others even though this is a necessary part of working toward our goals. However, conversely, a core feature of self-confidence also lies in being valued by others.

A sense of belonging within our social system is fundamental to personal wellbeing (Baumeister & Leary, 1995).

In a recent review of contemporary literature, Stephen Post, head of Case Western Reserve University Medical School, found a profound connection between giving, altruism, and happiness (2008). When we play a positive role in our families, friendships, and communities we rightly feel good about ourselves. We feel that we are fulfilling a greater more meaningful purpose in our lives.

A study by Frank Flynn, professor of organizational behavior at Stanford, revealed that people tend to grossly underestimate the willingness of others to help (2008). Flynn says “our research should encourage people to ask for help and not to assume that others are disinclined to comply” (2008).

Collaboration among people creates the most powerful results. When we reach out to others, we can see our efforts flourish in ways that we could never achieve on our own.

“Doing a kindness produces the single most reliable increase in momentary wellbeing than any other exercise we have tested.”

Martin Seligman

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The bottom line is that a healthy sense of self-confidence is not something that we achieve once and then just have for the rest of our lives. If you are a parent, teacher, or someone else who interacts with children frequently, notice whether you are trying to build children’s self-esteem through protecting and praising them.

Consider what you are encouraging the child to learn from their actions, provide them with enough opportunities to safely learn through failure and offer them space to build their courage and express their self-efficacy.

No matter how confident they are, there will be a moment when they will need to draw from a deep well of self-esteem, resilience, and problem-solving to successfully navigate a complex and challenging world.

Self-confidence waxes and wanes and takes work to build, develop and maintain. We all experience moments which challenge our confidence. However, when we understand the sources of healthy self-confidence we can always work on cultivating it within ourselves.

What do you think about the challenge of building self-confidence? How do you feel about building self-confidence in education? What is your greatest confidence maker or breaker? Let us know in the comments box below.

We hope you enjoyed reading this article. Don’t forget to download our three Self Compassion Exercises for free .

There are many reasons why someone may lack confidence, including:

past experiences of failure or criticism,
negative self-talk or beliefs,
comparison to others, or
lack of experience or knowledge in a particular area.

The 3 types of self-confidence are:

Task-specific: confidence in your ability to perform a specific task or skill
General: overall confidence in yourself and your abilities
Situational: confidence that varies depending on the situation or context, such as public speaking or social situations

You can stop being insecure by:

Challenging negative self-talk and beliefs
Focusing on your strengths and accomplishments
Practicing self-care and self-compassion
Seeking out positive and supportive relationships
Practicing mindfulness or meditation to increase self-awareness and decrease anxiety
Developing new skills and knowledge to increase competence and confidence
Seeking professional help if necessary, such as therapy or counseling.
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It’s a really helpfull article. I must apply in my daily life. Thanku so much for giving me this knowledge.

This is really useful article. Helps to apply this points in my corporate life. Thanks!

Sorry i mistakenly clicked on the number 1 to evaluate this article. On the contrary to my evaluation, the article was very useful to me. On the scale of 1 to 10, i will choose 9

Great article and I appreciate the references to other resources!

I disagree with “What about those who have too much self-esteem? Narcissism is the result of having too much self-esteem.” No, Narcissism is an extreme form of selfishness, entitlement and self-delusion – not self-esteem.

As your paragraph continues: “A psychological definition (of narcissism) would be an extreme amount of selfishness, with a grandiose view of one’s own talents and a craving for admiration.” Confident people don’t need to be selfish, and don’t need to crave admiration.

Perhaps the greater point, we can agree on, is that self-confidence needs to be aligned with reality, not self-delusion.

Aside from this one point of disagreement, thank you for a great article and the nine ways to build self-esteem.

Self confidence is so important especially in the workplace when surrounded by great talent.

Hi, Dr. Nathaniel Branden and I disagree with the research involving, “too much self-esteem.” Branden ( 2011) states the following, “The question is sometimes asked, “Is it possible to have too much self-esteem?” No, it is not; no more than it is possible to have too much physical health or too powerful an immune system. Sometimes self-esteem is confused with boasting or bragging or arrogance; but such traits reflect not too much self-esteem, but too little; they reflect a lack of self-esteem. Persons of high self-esteem are not driven to make themselves superior to others; they do not seek to prove their value by measuring themselves against a comparative standard. Their joy is in being who they are, not in being better than someone else. I recall reflecting on this issue one day while watching my dog playing in the backyard. She was running about, sniffing flowers, chasing squirrels, leaping into the air, showing great joy in being alive (from my anthropomorphic perspective). She was not thinking (I am sure) that she was more glad to be alive than was the dog next door. She was simply delighting in her own existence. That image captures something essential of how I understand the experience of healthy self-esteem. People with troubled self-esteem are often uncomfortable in the presence of those with higher self-esteem and may feel resentful and declare, “They have too much self-esteem.” But what they are really making is a statement about themselves. Insecure men, for instance, often feel more insecure in the presence of self-confident women. Low-self-esteem individuals often feel irritable in the presence of people who are enthusiastic about life. If one partner in a marriage whose self-esteem is deteriorating sees that the partner’s self-esteem is growing, the response is sometimes anxiety and an attempt to sabotage the growth process. The sad truth is, whoever is successful in this world runs the risk of being a target. People of low achievement often envy and resent people of high achievement. Those who are unhappy often envy and resent those who are happy. And those of low self-esteem sometimes like to talk about the danger of having “too much self-esteem.”” (p. 33).

Branden, N. (2011). The six pillars of self-esteem. Bantam.

Hi Joe, Thanks for sharing your thoughts and yours and Dr Branden’s thinking. I quite liked the analogy regarding the dog running amongst the flowers. You make a great point about the conceptual confusion regarding arrogance and self-esteem. Just because a person is highly content wth themselves, it doesn’t mean that will translate into comparison or arrogant behaviors. As you note, such behaviors would likely suggest underlying problems with self-esteem. – Nicole | Community Manager

Hello Nicole, thanks for your perspective! I find it somewhat upsetting that self-esteem is not clearly defined by the general sources that I have researched. I have found that the most logical and precise meaning of self-esteem has been explained by Dr. Nathaniel Branden in his book mentioned in my post.

Confidence is like an artist/journey, the more an expert one becomes, the more one can unravel: there is no limit to it. However, it’s important that one keeps a balance through the journey.

Hi there, I should have added, it was due to your article, I came up with the thought

nice one to the world

Your 9 ways made feel as if I was surfing a big long wave, (and I don’t surf) . What you have compiled here I have known about, but I enjoyed how you wrote and how you referenced. I am 64 and just beginning a bachelor of psychology course online with no prior tertiary education(scary). I’m very interested in self-confidence as in education because of how much it strangles potential, in my observations of self & the more I listen to many deprive themselves because of this

The best of learning on your new path, Rocky!! I love how you are putting yourself out there for your new educational path! 🙂

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Essay on Self Confidence 500+ Words

Self-confidence is like the key that unlocks our potential and helps us navigate the challenges of life with resilience and determination. It is our belief in our abilities and our faith that we can overcome obstacles. In this essay, we will explore the significance of self-confidence and how it can positively impact our lives.

Self-Confidence and Success

Self-confidence is closely linked to success in various aspects of life. Studies have shown that individuals who believe in themselves and their abilities are more likely to set and achieve ambitious goals. For example, a survey of successful entrepreneurs revealed that 95% attributed their success to their high levels of self-confidence.

Overcoming Challenges

Life is full of challenges and setbacks. However, self-confidence equips us with the strength to face these challenges head-on. When we believe in ourselves, we are more likely to persevere and find solutions to difficult problems. Expert opinions emphasize the role of self-confidence in building resilience. Psychologists suggest that self-confidence helps individuals bounce back from adversity more effectively.

Positive Self-Image

Self-confidence is closely tied to a positive self-image. When we have confidence in ourselves, we tend to view ourselves in a more positive light. This self-assurance can boost self-esteem and lead to a happier and more fulfilling life. According to research, individuals with high self-confidence often report higher levels of life satisfaction.

Healthy Relationships

Self-confidence also plays a crucial role in building healthy relationships with others. When we believe in ourselves, we are better at asserting our needs and boundaries. This leads to more balanced and mutually respectful relationships. Studies have shown that individuals with self-confidence are more likely to communicate effectively and maintain strong connections with others.

Academic Success

Self-confidence is a key factor in academic achievement. Students who believe in their abilities tend to perform better in school. They are more likely to participate in class discussions, seek help when needed, and persevere through challenging subjects. A study found a strong correlation between self-confidence and higher academic grades.

Career Advancement

In the professional world, self-confidence is a valuable asset. It can lead to career advancement and opportunities. Individuals with high self-confidence tend to be more assertive, willing to take on leadership roles, and better at handling workplace challenges. Research has shown that self-confident employees are more likely to be promoted and achieve career success.

Building Self-Confidence

While some people may naturally possess self-confidence, it is a skill that can be developed and nurtured. Techniques such as setting achievable goals, practicing positive self-talk, and seeking support from mentors or counselors can help build self-confidence. Education experts stress the importance of fostering self-confidence in students to help them excel academically and socially.

Conclusion of Essay on Self Confidence

In conclusion, self-confidence is the foundation upon which we build our success, happiness, and resilience. It empowers us to overcome challenges, maintain healthy relationships, and achieve our goals. It is a valuable asset in academic and professional settings, and it contributes to a positive self-image. As a fifth-grader, you are at a stage where developing self-confidence can have a profound impact on your life.

Remember that self-confidence is not about being perfect or never facing doubts. It’s about believing in yourself and your abilities, even when you encounter setbacks. It’s about knowing that you have the strength to face challenges and the resilience to bounce back from failures. So, nurture your self-confidence, set ambitious goals, and believe in your potential. With self-confidence as your ally, you can embark on a journey of personal growth and success, turning your dreams into reality.

Also Check: List of 500+ Topics for Writing Essay

Learning, Remembering, Believing: Enhancing Human Performance (1994)

Chapter: self-confidence and performance, 8 self-confidence and performance.

Self-confidence is considered one of the most influential motivators and regulators of behavior in people's everyday lives (Bandura, 1986). A growing body of evidence suggests that one's perception of ability or self-confidence is the central mediating construct of achievement strivings (e.g., Bandura, 1977; Ericsson et al., 1993; Harter, 1978; Kuhl, 1992; Nicholls, 1984). Ericsson and his colleagues have taken the position that the major influence in the acquisition of expert performance is the confidence and motivation to persist in deliberate practice for a minimum of 10 years.

Self-confidence is not a motivational perspective by itself. It is a judgment about capabilities for accomplishment of some goal, and, therefore, must be considered within a broader conceptualization of motivation that provides the goal context. Kanfer (1990a) provides an example of one cognitively based framework of motivation for such a discussion. She suggests that motivation is composed of two components: goal choice and self-regulation. Self-regulation, in turn, consists of three related sets of activities: self-monitoring, self-evaluation, and self-reactions. Self-monitoring provides information about current performance, which is then evaluated by comparing that performance with one's goal. The comparison between performance and goal results in two distinct types of self-reactions: self-satisfaction or -dissatisfaction and self-confidence expectations. Satisfaction or dissatisfaction is an affective response to past actions; self-confidence expectations are judgments about one's future capabilities to attain one's goal. This framework allows a discussion of self-confidence as it relates to a number of motivational processes, including setting goals and causal attributions.

One theoretical perspective of self-confidence that fits well in Kanfer's (1990b) framework of motivation and has particular relevance to enhancing self-confidence in a variety of domains of psychosocial functioning is self-efficacy theory (Bandura, 1977, 1986). Self-efficacy theory is also useful in guiding the development of motivational programs because self-beliefs of confidence operate in most of the approaches to cognitive theories of motivation, particularly goal-setting theory and attribution theory (Bandura, 1990).

This chapter provides an overview of the self-efficacy concept of self-confidence and its relationship to other cognitively based motivational processes that influence learning and performance; it does not attempt to integrate the different theories of motivation that incorporate self-confidence constructs. (For summaries and comparisons of cognitive theories of motivation, see Frese and Sabini, 1985; Halisch and Kuhl, 1987; Kanfer, 1990b; Pervin, 1989.) We first define self-confidence and related concepts. Next, an overview of self-efficacy theory is given, along with a review of the relevant research. The third section covers applications of techniques for enhancing self-confidence. Lastly, we note the research questions that follow from what is currently known.

''SELF-CONFIDENCE" AND RELATED CONCEPTS

Terms such as "self-confidence," "self-efficacy," "perceived ability," and "perceived competence" have been used to describe a person's perceived capability to accomplish a certain level of performance. Bandura (1977) uses the term "self-efficacy" to describe the belief one has in being able to execute a specific task successfully (e.g., solving a math problem) in order to obtain a certain outcome (e.g., self-satisfaction or teacher recognition) and, thus, can be considered as situationally specific self-confidence. 1 Self-efficacy is not concerned with an individual's skills, but, rather, with the judgments of what an individual can accomplish with those skills (Bandura, 1986). Bandura (1986, 1990) distinguishes between "self-efficacy" and "self-confidence": self-confidence refers to firmness or strength of belief but does not specify its direction; self-efficacy implies that a goal has been set. We do not adopt Bandura's distinction, but use the term "self-confidence" because it is more familiar to most individuals. "Self-confidence," as the term is used here, is the belief that one can successfully execute a specific activity, rather than a global trait that accounts for overall performance optimism. For example, one may have a lot of self-confidence in one's ability at golf but very little self-confidence in one's tennis skills.

"Perceived competence" and "perceived ability" are terms that have been used in the research literature on achievement and mastery motivation. They indicate the perception that one has the ability to master a task resulting from cumulative interactions with the environment (Harter, 1981; Nicholls,

1984). In sports and physical movement, Griffin and Keogh (1982) developed the concept of "movement confidence" to describe a person's feeling of adequacy in a movement situation; Vealey (1986) used the term "sport confidence" to define the belief or degree of certainty individuals possess about their ability to be successful in sport. Some organizational psychologists use the term "state expectancy'' in essentially the same manner as Bandura's (1977) concept of self-efficacy (Eden, 1990).

Some terms related to self-confidence are occasionally confused with the construct. Some authors (e.g., Kirsch, 1985) have tried to implement Bandura's (1977) concept of self-confidence (self-efficacy) as an expectancy construct. Bandura distinguishes judgments of personal efficacy from the expectancy construct in expectancy-by-value theories (e.g., Fishbein and Ajzen, 1975; Triandis, 1977): self-confidence is a judgment of one's ability to perform at a certain level; expectancies pertain to the outcomes one expects from a given level of effort. In essence, confidence expectations are concerned with beliefs about one's competence and outcome expectations are concerned with beliefs about one's environment. For example, a person may believe that running a marathon in less than 2 hours will lead to social recognition, money, and self-satisfaction (outcome belief), but may question whether she can actually run that fast (confidence belief). Similarly, a woman may believe that Karate self-defense techniques will deter assault (outcome belief), but may doubt her capability to be effectively aggressive against a powerful assailant (confidence belief).

Bandura (1986) asserts that, in a responsive environment that rewards performance achievements, the outcomes people expect depend heavily on their self-confidence that they can perform the skill. However, in an environment in which outcomes are fixed at a minimum level of performance or in which a social condition restricts people's ability to perform successfully or control their circumstances, outcome and confidence expectations would not be causally linked. For example, a concentration camp inmate could have confidence that he or she is efficacious enough to maximize his or her survival probability without violating personal ethics while simultaneously believing that this survival probability is not very high at all. Such individuals may give up trying, not because they doubt their own capabilities, but because they expect their efforts to be futile. This type of outcome-based futility is hypothesized to lead to pessimism or learned helplessness (Bandura, 1986).

"Self-concept" represents a composite view of oneself that is developed through evaluative experiences and social interactions. As Bandura (1986) has noted, however, a person's self-conceptions become more varied across activities with increasing experience. Thus, global measures of self-concept will not predict the intra-individual variability in a performance situation as well as self-confidence perceptions that vary across activities and

circumstances. Rather, global measures of self-concept are helpful to understanding one's total outlook toward life. However, it should be noted that people's self-concepts have also been shown to be malleable in certain situations (Markus and Kunda, 1986). (For a thorough discussion of self-concept, see Hattie, 1992.)

"Self-esteem" is another global construct related to self-confidence and self-concept and pertains to one's personal perception of worthiness. Although self-confidence and self-esteem may be related, individuals can have one without necessarily having the other. Certain individuals may not have high self-confidence for a given activity, but still "like themselves"; by contrast, there are others who may regard themselves as highly competent at a given activity but do not have corresponding feelings of self-esteem. (For a thorough discussion of the concept of self-esteem with respect to work behavior, see Brockner, 1988.)

Other related concepts include locus of control, optimism or pessimism (learned helplessness), healthy illusions, and level of aspiration. Rotter's (1966) notion of locus of control is concerned with a person's generalized expectancies about his or her ability to control reinforcements in life: individuals who tend to perceive events as internally controlled behave more self-determinedly; those who tend to perceive events as beyond their control behave more fatalistically. Although an internal locus of control orientation may create a high sense of confidence, the two constructs must be distinguished. Bandura (1986) points out that locus of control is based on outcome expectancies rather than confidence expectancies. For instance, people who believe that their physical health is personally determined but find it is failing despite their efforts to improve it would experience low self-confidence. Studies have shown that task-specific self-confidence expectancies are better predictors of successful behavior in specific situations than are general measures of perceived control (Kaplan et al., 1984; Manning and Wright, 1983).

Optimism and pessimism have been defined by some authors in terms of generalized expectancies for internal or external locus of control (Scheier and Carver, 1992). Scheier and Carver (1992:203) define "dispositional optimism" as the "tendency to believe that one will generally experience good vs. bad outcomes in life." Optimism and pessimism have also been conceptualized within an attributional or explanatory style framework (Abramson et al., 1978; Peterson and Bossio, 1991). In an attributional view, individuals base their expectations for controlling future events on their causal explanations for past events. Optimism is the tendency to attribute negative events to causes that are unstable, specific, and external; pessimism or learned helplessness is the tendency to attribute negative events to causes that are stable, global, and internal. Optimism and pessimism or learned helplessness are considered to be much more global concepts than task-specific

self-confidence and, thus, are more resistant to short-term interventions to change them. In addition, optimism and pessimism emphasize perceptions of controllability of the environment rather than the sense of personal agency to control the environment.

A concept similar to optimism has been described as healthy illusions (Taylor and Brown, 1988) or positive denial (Lazarus, 1979), which involves a slight distortion of reality in the positive direction. Such illusions can help sustain one's hopes of success, keep morale high, and lower anxiety (Hackett and Cassem, 1974). As Peterson and Bossio (1991) explain in relation to severe illnesses, the immediate denial of the severity of an illness allows individuals to face crises slowly, which helps their motivation to recover. However, if denial or illusion is too far removed from reality, it can get in the way of recovery and taking action to improve one's situation or performance.

Level of aspiration, first conceptualized in the 1930s within the scientific analysis of goal-striving behavior, is concerned with people's estimation of their subsequent performance prior to trying a task. An early investigator (Frank, 1935:119) defined it specifically as "the level of future performance in a familiar task which an individual, knowing his level of past performance in that task, explicitly undertakes to reach." Once a level of aspiration has been set, the individual performs, examines the discrepancy between the level of aspiration and the performance, and reacts with feelings of success or failure (depending on discrepancy). These reactions could lead to trying harder, leaving the activity altogether, or continuing with a readjusted level of aspiration (Lewin et al., 1944). Early investigations on levels of aspiration were the precursors to modern research on various cognitive aspects of goal-setting, self-appraisal, and feeling of satisfaction regarding relative success and failure. Much of the basis for current views on self-regulation in terms of self-monitoring, self-evaluation, and self-reaction can be found within the level-of-aspiration paradigm (see Bandura, 1982; Carver and Scheier, 1990).

The earlier research, most of which occurred in the 1930s and 1940s (see, e.g., Festinger, 1942; Frank, 1935, 1941; Lewin et al., 1944), tried to determine the factors that influence the fluctuations in a person's level of aspiration (e.g., success and failure of comparison groups) or studied how well personality traits correlated with the phenomenon. One general finding in relation to success and failure was that subjects raised their level of aspiration after success and lowered it after failure. However, Bandura has shown that this finding does not automatically occur in real-life tasks: "Having surpassed a demanding standard through laborious effort does not automatically lead people to raise their aspiration" (Bandura, 1986:348). Whether one raises one's level of aspiration or not depends more on one's level of task-specific self-confidence. This is the additional self-evaluation mechanism

that Bandura (1977) has added to the old paradigm and the self-regulation model. In contrast, Carver and Scheier (1990) emphasize the rate of discrepancy reduction or rate of progress made toward a goal over time in determining one's level of aspiration.

Although many of the concepts related to self-confidence are investigated from different perspectives, the phenomenon of interest for most of them is the cognitive process by which a person regulates thoughts and action to attain desired outcomes or to control events in his or her life.

THEORETICAL PERSPECTIVES

Self-efficacy theory was developed within the framework of a social cognitive theory (Bandura, 1986). Bandura poses self-confidence as a common cognitive mechanism for mediating people's motivation, thought patterns, emotional reactions, and behavior. The theory was originally proposed to account for the different results achieved by the diverse methods used in clinical psychology for treating anxiety. It has since been expanded and applied to other domains of psychosocial functioning, including motivation, cognitive skill acquisition, career choice and development, health and exercise behavior, and motor performance. (For reviews on specific domains, see Feltz, 1988b; Lent and Hackett, 1987; McAuley, 1992; O'Leary, 1985; Schunk, 1984a). The theory has also been found to be equally predictive cross-culturally (Earley, 1993; Matsui, 1987; Matsui and Onglatco, 1991).

Self-Confidence Information

Self-confidence beliefs, defined as people's judgments of their capability to perform specific tasks, are a product of a complex process of self-persuasion that relies on cognitive processing of diverse sources of confidence information (Bandura, 1990). These sources of information include performance accomplishments, vicarious experiences, verbal persuasion, and physiological states.

Performance accomplishments are supposed to provide the most dependable confidence information because they are based on one's own mastery experiences. One's mastery experiences affect self-confidence beliefs through cognitive processing of such information. If one has repeatedly viewed these experiences as successes, self-confidence will increase; if these experiences were viewed as failures, self-confidence will decrease. Furthermore, the self-monitoring or focus on successes or failures should have differential effects on behavior and self-confidence, depending on which is monitored (Bandura, 1986): focusing on one's successes should provide more encouragement and greater confidence than focusing on one's failures.

The influence that performance experiences have on perceived self-confidence also depends on the perceived difficulty of the task, the effort expended, the amount of guidance received, the temporal patterns of success and failure, and one's conception of a particular "ability" as a skill that can be acquired versus an inherent aptitude (Bandura, 1986). Bandura has argued that performance accomplishments on difficult tasks, tasks attempted independently, and tasks accomplished early in learning with only occasional failures carry greater confidence value than easy tasks, tasks accomplished with external aids, or tasks in which repeated failures are experienced early in the learning process without any sign of progress.

Confidence information can also be derived through a social comparison process with others (Festinger, 1954). Vicarious sources of confidence information are thought to be generally weaker than performance accomplishments; however, their influence on self-confidence can be enhanced by a number of factors. For instance, the less experience people have had with performance situations, the more they will rely on others in judging their own capabilities. The effectiveness of modeling procedures on one's self-confidence has also been shown to be enhanced by perceived similarities to a model in terms of performance or personal characteristics (George et al., 1992; Gould and Weiss, 1981).

Persuasive techniques are widely used by instructors, managers, coaches, parents, and peers in attempting to influence a learner's confidence, motivation, and behavior. In acquiring expert performance, Ericsson and his colleagues put a great deal of emphasis on parents' and teachers' expectations and verbal persuasions that a child is "talented" as a major influence on the child's self-confidence, motivation, and perceived protection "against doubts about eventual success during the ups and downs of extended preparation" (Ericsson et al., 1993:399). Persuasive information includes verbal persuasion, evaluative feedback, expectations by others, self-talk, imagery, and other cognitive strategies. Self-confidence beliefs based on this type of information, however, are likely to be weaker than those based on one's accomplishments, according to the theory. In addition, persuasive techniques are thought to be most effective when the heightened appraisal is slightly beyond what the person can presently do but still within realistic bounds because people are generally aware that better performances are achievable through extra effort (Bandura, 1986). The extent of persuasive influence on self-confidence has also been hypothesized to depend on the prestige, credibility, expertise, and trustworthiness of the persuader.

The causal attributions that one makes regarding previous achievement behavior also can be thought of as a source of self-persuasive information in formulating future confidence expectations. Causal attributions for previous behavior have been shown to predict confidence expectations (McAuley, 1990; Schunk and Cox, 1986). (This relationship is discussed in more detail below.)

Confidence information can also be obtained from a person's physiological state or condition. Such information is provided through cognitive appraisal (Bandura, 1986), such as associating physiological arousal with fear and self-doubt or with being psyched up and ready for performance. Eden (1990) also suggests that the stress one experiences in work can influence confidence judgments about one's coping capacity for the job. Bandura (1986) also notes that physiological sources of self-confidence judgment are not limited to autonomic arousal. 2 People use their levels of fitness, fatigue, and pain in strength and endurance activities as indicators of their physical inefficacy (Feltz and Riessinger, 1990; Taylor et al., 1985).

These four categories of confidence information—performance accomplishments, vicarious experience, persuasion, and physiological states—are probably not mutually exclusive in terms of the information they provide, though some are more influential than others. How various sources of information are weighted and processed to make judgments given different tasks, situations, and individual skills is as yet unknown. The consequences of these judgments, however, are hypothesized to determine people's levels of motivation, as reflected in the challenges they undertake, the effort they expend in the activity, and their perseverance in the face of difficulties. People's self-confidence judgments can also influence certain thought patterns and emotional reactions (e.g., pride, shame, happiness, sadness) that also influence motivation (Bandura, 1986). For instance, self-confidence beliefs may influence people's success or failure images, worries, goal intentions, and causal attributions.

Self-Confidence, Behavior and Thought Patterns, and Motivation

Bandura (1977) states that self-efficacy (self-confidence) is a major determinant of behavior only when people have sufficient incentives to act on their self-perception of confidence and when they possess the requisite skills. He predicts that self-confidence beliefs will exceed actual performance when there is little incentive to perform the activity or when physical or social constraints are imposed on performance. An individual may have the necessary skill and high self-confidence beliefs, but no incentive to perform. Discrepancies will also occur, according to Bandura, when tasks or circumstances are ambiguous or when one has little information on which to base confidence judgments.

How individuals cognitively process confidence information also influences the relationship between self-confidence and behavior (Bandura, 1977). For example, successes and failures may be distorted in importance. People who overweigh their failures are believed to have lower expectations than those with the same performance levels who do not overweigh their failures.

The relationship between self-confidence expectations and performance accomplishments is also believed to be temporally recursive (Bandura, 1977:194): "Mastery expectations influence performance and are, in turn, altered by the cumulative effect of one's efforts." Bandura (1990) has emphasized the recursive nature of the relationship between self-confidence and thought patterns as well. The relationship between the major sources of confidence information, confidence expectations, and behavior and thought patterns, as predicted by Bandura's theory, is presented in Figure 8-1.

As just discussed, people's self-confidence beliefs are hypothesized to influence certain thought patterns and emotional reactions as well as behavior. Two thought patterns of particular interest to the study of performance motivation are goal intentions and causal attributions; a third thought pattern that can influence self-confidence beliefs is how one thinks about ability.

Self-confidence beliefs have been shown to influence future personal goal-setting and to mediate the relationship between goal intentions and motivation (Earley and Lituchy, 1991). Research has also shown that the stronger people's self-confidence beliefs (assessed independently from their goals), the higher the goals they set for themselves and the firmer their commitments are to them (Locke et al., 1984). In addition, as noted above (Kanfer, 1990a), motivation based on goal intentions is mediated by self-regulatory influences that include two types of self-reactive influences: affective self-evaluation (satisfaction/dissatisfaction), and perceived self-efficacy for goal attainment. Bandura (1990) includes a third type of self-reactive influence: adjustment of personal standards. Figure 8-2 summarizes, schematically, Kanfer's and Bandura's ideas of motivation that are based on goal intentions.

FIGURE 8-1 Relationship between sources of confidence information, confidence expectations, and behavior/thought patterns.

FIGURE 8-2 Conceptions of motivation based on goal intentions.

When performances fall short of people's personal goals (or level of aspiration), they become dissatisfied. Whether this dissatisfaction serves as an incentive or disincentive for enhanced effort is partly influenced by a person's self-confidence for goal attainment and the degree of the discrepancy (Bandura, 1986; Carver and Scheier, 1990). Bandura (1986) predicts that, in general, in the face of negative discrepancies between personal goals and attainments, those who have high self-confidence beliefs will heighten their level of effort and persistence and those who have self-doubts will quickly give up. However, if the degree of the negative discrepancy is perceived as quite large, people's self-confidence for goal attainment will be undermined. In this situation, research has shown that highly self-confident individuals will readjust their goals so as not to further undermine their self-confidence; those with little sense of self-confidence to begin with will become discouraged and abandon their goal altogether (Bandura and Cervone, 1983).

Bandura (1986, 1990) also suggests that confidence beliefs and causal attributions are reciprocal determinants of each other. According to Bandura, self-confidence beliefs help shape causal ascriptions for future behavior. People with self-beliefs of confidence have been shown to attribute failure to lack of effort; people with low self-beliefs of confidence ascribe their failures to lack of ability (Collins, 1982). Causal attributions also play a role in the formation of future confidence expectations (McAuley, 1990; Schunk and Cox, 1986). Successes are more likely to enhance self-confidence if performances are perceived as resulting from ability rather than from luck. Conversely, individuals can talk themselves out of succeeding

by attributing prior failure to inherent ability rather than to bad luck or reduced effort. Studies using causal analyses also indicate that the effects of causal attributions on performance are mediated through self-confidence beliefs (Schunk and Gunn, 1986; Schunk and Rice, 1986).

As noted above, the way that people construe ability may also influence self-confidence beliefs and other self-regulatory factors. Two conceptions of ability have been identified that lead to the development of two goal orientations (Dweck and Leggett, 1988; Elliott and Dweck, 1988; Nicholls, 1984). The first is the conception of ability as an acquirable skill: people who conceive of ability in this way adopt a learning or mastery goal (Ames, 1984; Dweck and Leggett, 1988; Nicholls, 1984). This type of goal-orientation is well suited for skill development because people seek to improve their competence, judge their capabilities in terms of personal improvement, and regard errors as a natural part of the skill-acquisition process. Furthermore, when performance falls short of their goals, they attribute the discrepancy to inadequate effort, and their self-confidence beliefs remain minimally affected.

The second conception of ability is as a more or less inherent aptitude or entity conception: people who have an entity conception of ability adapt a performance or ability-focused goal (Ames, 1984; Dweck, 1986; Nicholls, 1984). People with this conception of ability seek to prove their competence or demonstrate their ability; they avoid demonstrating low ability and use social comparison processes to judge their ability relative to others. This type of goal-orientation is not well suited for skill development because people view errors as a threat to being able to demonstrate their ability and, thus, they avoid adopting challenging goals. When a negative discrepancy occurs between their goals and current performances, they attribute it to low ability. Research has shown that this type of ability conception increases a person's vulnerability to the adverse effects of failure (Elliott and Dweck, 1988; Jourden et al., 1991; Wood and Bandura, 1989). The feeling of failure and the attribution to low ability may also lead to dissatisfaction and a decrease in confidence beliefs and subsequently to goal abandonment. It also diverts attention away from the task and to worry (Kanfer, 1990a). The negative effects of an inherent aptitude conception are most distinct among people with low self-confidence in their ability (Kanfer, 1990a).

The structure and demands of a learning environment establish a motivational climate that can evoke different goal orientations (see Ames, 1992). For instance, schools often establish learning environments that include evaluating student achievement on the basis of normative standards and with extrinsic rewards. This structure encourages learners to use social comparison processes to judge their ability and adopt a performance-goal orientation instead of a mastery-goal orientation. Students, especially those

who lack skills and self-confidence, do far better in school settings that foster a mastery orientation by designing activities for individual challenge, using flexible and heterogeneous grouping arrangements, helping students develop self-management and self-monitoring skills, recognizing individual progress, and involving them in self-evaluation (Ames, 1992).

Team Confidence

Much of the research on self-efficacy (self-confidence) beliefs has focused on the individual level of behavior. However, in many organizational settings, such as business, military, or sport, individuals perform as members of teams rather than just as individuals. Thus, many of the challenges and difficulties people face in organizations reflect team problems requiring team efforts to produce successful performance.

Bandura (1977, 1986) distinguishes between self-efficacy (self-confidence) and perceived collective efficacy (team confidence) in his theory of self-efficacy. Self-efficacy refers to people's judgments of individual capabilities and effort; collective efficacy or team confidence refers to people's judgments of group capabilities and influences "what people choose to do as a group, how much effort they put into it, and their staying power when group efforts fail to produce results" (Bandura, 1986:449). In this view, teams with high collective confidence beliefs should outperform and should persist longer than teams with low perceived collective confidence. Prior to the development of Bandura's theory, Bird and Brame (1978) found team confidence to be the most powerful discriminator of winning and losing teams.

Similarly to self-confidence, the confidence of a team or organization is most likely influenced by diverse sources of confidence information. As with self-confidence beliefs, performance accomplishments of the team are predicted to be the most powerful source of information for team confidence beliefs. Organizations that have an outstanding record of performance undoubtedly cultivate a strong sense of confidence among their members. Likewise, as Eden (1990) noted in his description of organizationwide self-fulfilling prophecies, a serious performance failure—such as the Challenger space shuttle disaster of the National Aeronautics and Space Administration—can decrease the collective confidence of the organization's members, which, in turn, can influence subsequent failures. The perceived collective confidence of a team or group might also be influenced through a collective social comparison process with other teams. It is also possible that reciprocal social influences within a team can raise or lower collective confidence for team performance. For example, the modeling of confidence or ineffectiveness by one member of the group may influence the rest of the group's sense of confidence (Bandura, 1990). In addition, just as persuasive information can influence an individual's sense of self-confidence, collective

efficacy theory suggests that it could also influence an entire group. Charismatic leaders seem to have such persuasive influence on their organization's members (Eden, 1990).

Bandura (1986) further suggests that team confidence is rooted in self-confidence. According to Bandura, a team that has a strong sense of collective confidence can enhance the perceived task-specific confidence of its members, although a team with a weak sense of collective confidence may not totally undermine the perceived self-confidence of its more resilient members (also see Parker, 1992). Members of a team who have weak beliefs in their own individual capabilities are unlikely to be easily transformed into a strong collective force.

In terms of the assessment of perceived team confidence, Bandura (1986) suggests that team confidence may be insufficiently represented as a predictor of team performance through just the sum of the perceived personal confidences of its members, especially on highly interactive tasks or in situations in which members must work together to achieve success. A study of predicting team performance on the basis of individual performances provides some evidence for the possible moderating influence of task type on the confidence-performance relationship in teams (Jones, 1974). Using baseball (which does not require a lot of interaction among team members for team outcome), Jones (1974) predicted team outcome 90 percent of the time. However, for basketball (which does require a lot of interaction), he predicted team outcome only 35 percent of the time. This outcome suggests that the average of team members' perceptions of their team's performance capability should be added to their personal confidence to execute their individual functions in a collective task to measure team confidence.

This construct of team confidence may be related to other constructs of group motivation. For example, a team's collective confidence beliefs may also be influenced by the nature of its collective goals. As interpreted from Bandura (1986), effective team performance would require the merging of diverse individual goals in support of common group goals. If a team consists of a group of members who are all pursuing their own individual goals, they are not as apt to work together to achieve the necessary team goals to be successful, especially on highly interactive tasks. In addition, when the overall success of a team calls for sustained efforts over a long time, short-term intermediate goals may be needed to provide incentives, provide evidence of progress along the way, and sustain team confidence beliefs.

The attributions a team ascribes for its successes and failures may also influence team confidence. For example, an athletic team that defeats a difficult opponent with minimal effort may perceive itself to be highly confident. Conversely, if that same team worked very hard but lost to an easier opponent, perceived team confidence may weaken. Perceived team confidence may, in turn, influence the types of causal attributions that

teams make about their performance (Bandura, 1986, 1990). Teams with little confidence may infer that poor performance was due to a lack of ability; highly confident teams may ascribe poor performance to a lack of effort.

Team confidence and cohesion may also be related. Both constructs have been shown to be positively associated with successful performance and persistence in the face of adversity (Spink, 1990). Thus, team confidence and team cohesion appear to share some common elements.

A team's collective confidence beliefs may similarly be related to a team's desire for success. For example, Zander (1971) found that groups with a strong desire for success outperformed groups with a weaker desire for success. Over time, when a group succeeded more often than it failed, members of that group were more interested in the activity and had a stronger desire for their group to perform well (Zander, 1971). Thus, successful outcome had a cyclical relationship with desire for success. Team confidence could also be part of this relationship. Successful performance can be expected to positively influence team confidence, which in turn should lead to behaviors and actions (e.g., setting higher goals, working harder) that enhance the ability of the group to succeed in the future, resulting in an even stronger desire for group success. This relationship may not hold for tasks that are not intrinsically motivating.

Social loafing may also be conceptualized in terms of team confidence. However, social loafing (conceptualized as the motivational losses in group performance) may represent the dark side of team confidence. In typical team performance situations, the evaluation potential for any one individual is not as strong as it would be for an individual performance, and this situation can give rise to social loafing. If individual team members believe that their team is highly capable of performing a task, they may loaf. Thus, high team confidence may actually undermine contributions to team performance unless there is individual identifiability. There has not yet been research to test this ''undermining" assumption, but a considerable body of research has shown that increasing the identifiability and recognition of individual performances in groups reduces social loafing (e.g., Latané et al., 1979).

Some work suggests that self-confidence mediates the relationship between identifiability of performance and loafing (Sanna, 1992). Highly confident individuals whose performances were identifiable as part of a group's performance were less likely to loaf than were individuals with little confidence in the same situation. The results of this study suggest that when individual contributions toward team performance are identifiable, highly confident members may exert more effort toward performance than members whose confidence is not high. Increased individual effort towards performance usually facilitates successful team performance, which in turn may enhance perceived team confidence.

RESEARCH ON SELF-CONFIDENCE

Evidence for the effectiveness of self-confidence as an influential mechanism in human agency comes from a number of diverse lines of research in various domains of psychosocial functioning, including achievement motivation (Bandura and Cervone, 1983; Schunk, 1984a), career choice and development (Betz and Hackett, 1981), health and exercise behavior (DiClemente, 1981; McAuley and Jacobson, 1991), anxiety disorders (Bandura et al., 1982) and sport and motor performance (Feltz, 1982). Results of these diverse lines of research provide converging evidence that people's perceptions of their performance capability significantly affect their motivational behavior (Bandura, 1986).

This section is not an exhaustive review of all the research on self-confidence and psychosocial functioning; rather, we focus on work that is relevant to enhancing perceived self-confidence and the effects of self-confidence beliefs on performance. The first part of this section looks at research on the effect of various techniques for enhancing self-confidence beliefs; the second part considers the effects of self-confidence on performance; the third part looks at research on team confidence; and the fourth part considers how to apply those research findings.

Enhancing Self-Confidence

Performance-based confidence information.

As noted above, Bandura (1977) proposed that performance accomplishments provide the most dependable source of information on which to base self-confidence judgments because they are based on one's mastery experiences. Techniques based on such performance accomplishments as participant modeling, guided exposure, physical guidance, external aids, and task modification have been effective in enhancing both self-confidence beliefs and performance in a wide variety of areas, including: reducing phobic dysfunction (Bandura et al., 1982; Biram and Wilson, 1981); mastering high-risk skills (Brody et al., 1988; Feltz et al., 1979; Weinberg et al., 1982); enhancing personal empowerment over physical threats (Ozer and Bandura, 1990); and increasing interest in mathematical tasks (Campbell and Hackett, 1986). Research has also supported the superiority of performance-based information over other sources of confidence information (e.g., Bandura and Adams, 1977; Bandura et al., 1977; Feltz et al., 1979; Lewis, 1974; McAuley, 1985).

For example, Feltz et al. (1979) investigated the effectiveness of participant, live, and videotaped modeling on learning the back dive, a high-avoidance task. Participant modeling involved an expert's demonstration

plus guided participation with the learner. On the first four performance trials (training period), the participant-modeling subjects were guided through the dives to ensure successful performance. On the second four trials (test period), the physical guidance was removed. As predicted, the participant-modeling treatment produced more successful dives and stronger confidence beliefs than either the live modeling or videotaped modeling treatments.

According to Bandura (1986), information acquired from mastery experiences does not influence self-confidence directly; rather, it depends on how the information is cognitively appraised, such as how difficult the task is perceived to be in comparison to the effort expended, how much external aid is received, the temporal pattern of one's successes and failures, and one's conception of ability. For instance, research in motor learning has shown that in initial learning the experience of a temporal pattern of early success followed by a series of failures resulted in less persistence at the task in the face of subsequent failure than the experience of early failure followed by a series of successes (Feltz et al., 1992). The early failure and subsequent success pattern was more representative of the typical learning pattern of a motor skill and, therefore, probably influenced perceptions of the skill as an acquirable one.

In another study researchers first induced different conceptions of ability—inherent aptitude or acquirable skill—for performance on a rotary pursuit task (a spinning disc with a quarter-sized target that a person tries to track and that records time on target) (Jourden et al., 1991). 3 Subjects who performed the task under the conception of ability as an acquirable skill showed increases in self-confidence, showed positive self-reactions to their performance, displayed widespread interest in the activity, and showed greater improvements in performance in comparison with those who performed the task under the inherent-aptitude conception of ability. These results suggest that instructors should use a positive approach, which emphasizes the learnability of the skill to be taught, to improve the speed and quality of skill acquisition, especially in the early phases.

Vicarious Confidence Information Information gained through vicarious experiences has been shown to influence perceived confidence in such areas as muscular endurance performance (Feltz and Riessinger, 1990; George et al., 1992; Weinberg et al., 1979); physical activity (Corbin et al., 1984); competitive persistence (Brown and Inouye, 1978); problemsolving (Schunk, 1981; Zimmerman and Ringle, 1981); phobic behavior (Bandura et al., 1977); and management training (Gist, 1989a, 1989b; Gist et al., 1989). These techniques have included modeling and social comparison. Weinberg et al. (1979) manipulated subjects' confidence beliefs about competing on a muscular endurance task by having them observe their competitor (a confederate) on a related task. The confederate either

performed poorly and was said to have a knee injury (belief of high self-confidence) or performed well and was said to be a varsity track athlete (belief of low self-confidence). Results indicated that the higher the induced self-confidence, the greater the muscular endurance. Subjects who competed against an "injured" (perceived as relatively weaker) competitor endured longer and had higher confidence expectations about winning against their opponent than those who thought they were competing against a varsity athlete—even though the subjects lost in both trials.

Modeling provides confidence information, according to Bandura (1986), through a comparative process between the model and the observer. George et al. (1992) demonstrated that a model who was similar to nonathletic observers in ability enhanced observers' confidence beliefs and endurance performance over a dissimilar model. In essence, the similar model seems to instill the attitude of "If he/she can do it, so can I." Also, the use of multiple models has been shown to enhance the modeling effect (Lewis, 1974). Bandura (1977) reasoned that observers would have a stronger basis on which to increase their own self-confidence if they could see a number of people of widely differing characteristics succeeding at a task.

Persuasory Confidence Information For many kinds of performance, people are influenced by the opinions of others—teachers, coaches, peers, and managers—in judging their ability to perform a task. People may also try to persuade themselves that they have the ability to perform a given task through imagery and causal attributions for previous performances. Verbal persuasion by itself is of limited influence, and for treating phobias in clinical psychology it is often used in combination with other techniques, such as hypnosis, relaxation, or performance deception. However, in athletic, educational, and work situations, for which the fear component is unlikely to be as paralyzing as in chronic phobias, persuasive techniques by themselves may improve performance more successfully than in phobic behavior; but there has been little research on this possibility.

The few studies that have been conducted in motor performance report mixed results (Feltz and Riessinger, 1990; Fitzsimmons et al., 1991; Weinberg, 1985; Wilkes and Summers, 1984; Yan Lan and Gill, 1984). Weinberg (1985) found no effects on endurance performance with the use of dissociation and positive self-talk strategies, and Yan Lan and Gill (1984) found that providing subjects with bogus feedback and the suggestion that elevated arousal levels were indicative of good performance did not induce higher self-confidence. In contrast, Wilkes and Summers (1984) found persuasive techniques that tried to enhance confidence and emotional arousal influenced strength performance, but confidence-related cognitions did not seem to mediate the effect. Fitzsimmons et al. (1991) found that false positive feedback increased self-confidence judgments and future weightlifting

performance. In addition, Feltz and Riessinger (1990) found significant effects on endurance performance using mastery imagery, with corresponding effects on self-confidence.

One explanation for the equivocal findings in these studies may be the differences in the degree of persuasive influence of their techniques and the extent of their subjects' personal experience on the task. In the Weinberg (1985) study, subjects were not told that the cognitive strategy they were to use would enhance their performance. There was no attempt at persuasion. In comparison, Wilkes and Summers (1984) instructed their subjects to persuade themselves that they were confident or to persuade themselves that they were "charged up."

The degree of persuasive influence also depends on the believability of the persuasive information. Yan Lan and Gill (1984) tried to lead subjects to believe that they had the same heightened pattern of physiological arousal as good competitors. However, there was no manipulation check that the subjects believed the persuasion. Fitzsimmons et al. (1991), in contrast, used pilot data to ensure that the deceptive feedback provided was believable.

The lack of persuasive effects in some of the research may also have been due to confounding with actual performance. All of the studies used multiple performance trials; thus, subjects may have formed perceptions on the basis of their performance experience that overshadowed much of the influence that the treatment variable had on self-confidence. This explanation is supported by research showing that the significant effects for endurance performance and self-confidence were short-lived after subjects experienced performance failure (Feltz and Riessinger, 1990).

A slightly different line of research in organizational behavior has shown consistent effects for instructors' expectancies on trainees' self-confidence and performance (Eden, 1990; Eden and Ravid, 1982; Eden and Shani, 1982). These studies induced military instructors to expect higher performance from some trainees than others. Not all of these studies measured self-confidence (or self-expectancy, as used in the studies), but those that did showed that high expectancy trainees had higher levels of self-confidence and performance than low expectancy trainees.

Performance Feedback Evaluation feedback about ongoing performances has also been used as a persuasive technique (Bandura, 1986). Instructors, managers, and coaches often try to boost perceived trainees' self-confidence by providing encouraging feedback. Positive feedback about ongoing performance has been shown to instill higher perceptions of confidence than no feedback at all (Vallerand, 1983). Also, feedback on causal attribution that credits progress to underlying ability or effort has been shown to raise perceived confidence more than no feedback or feedback that implies lesser ability (Schunk, 1983a). However, inappropriately high amounts of positive

feedback can be detrimental to self-perceptions and motivation when used on individuals differentially because it implies low ability (Horn, 1985; Meyer, 1982). For instance, Horn (1985) found that the frequent use of positive reinforcement by coaches for less-skilled players resulted in lower perceived competence in those athletes, while the use of higher amounts of mistake-contingent criticism for highly-skilled players led to higher levels of perceived competence. Horn reasoned that the liberal use of praise given to low-skilled players was not performance-contingent and thus communicated to them that their coach held lower expectations for them.

In addition to its use as a persuasive technique, evaluative feedback can also add to enactive confidence information regarding ongoing performance as it conveys signs of progress. In order to be informative and motivative, feedback must be provided in reaction to defined performance standards or goals (Bandura, 1986). Otherwise, there is no basis on which to form internal comparisons to be able to evaluate ongoing performance. A wealth of research has shown that both feedback and goal setting are needed to enhance performance (Bandura and Cervone, 1983; Erez, 1977; Feltz and Riessinger, 1990; Locke and Latham, 1990; Strang et al., 1978). Even in the face of substandard performance, Bandura (1986) suggests that subjects' motivation and self-confidence may not be undermined if the discrepancy is only moderate and they are given knowledge of that discrepancy.

Causal Attributions Studies that have examined the influence of causal attributions on self-confidence beliefs have either assessed the attributions that individuals have made for previous performances in relation to the confidence expectations for future performances (McAuley, 1990, 1991) or have manipulated attributional feedback concerning previous performance to examine the effect on subsequent confidence expectations (Schunk, 1983a, 1984a; Schunk and Cox, 1986; Schunk and Gunn, 1986). Much of this research, conducted on educational learning has generally shown that attributions made or induced for previous performance that are internal and subject to personal control (e.g., effort and ability) will raise self-confidence beliefs for subsequent performance. Therefore, helping individuals attribute good performance to ability, skill improvement, or hard work and their bad performances to lack of effort, lack of sufficient practice time, or use of an inappropriate strategy can be expected to improve their self-confidence beliefs and motivation for continued performance.

Physiological Confidence Information The few studies that have investigated the influence of physiological or emotional states on self-confidence are equivocal (Feltz, 1982, 1988a; Feltz and Mugno, 1983; Juneau et al., 1986; Kavanagh and Hausfeld, 1986). For diving tasks, Feltz (1988a) found that perceived autonomic arousal, rather than actual physiological arousal, significantly predicted confidence judgments. Juneau et al. (1986) found that individuals

who focused on their physical stamina as they mastered increasing workloads on a treadmill judged their cardiac confidence as more robust than those who focused on the negative signs. For strength tasks, however, Kavanagh and Hausfeld (1986) found that induced moods (happiness or sadness), as measured by self-reports, did not alter confidence expectations in any consistent manner. Bandura (1988) has argued that it is people's perceived coping confidence that is more indicative of capability than their perception of their physiological arousal condition. If people believe that they cannot cope with a potential threat, they experience disruptive arousal, which may further lower their confidence judgments that they can perform successfully. Evidence for this argument comes from research that has shown that it is not the frightful cognitions themselves that account for anxiety symptoms, but the perceived self-confidence to control them (Kent, 1987; Kent and Gibbons, 1987).

Contextual Influences

A number of instructional practices are important contextual influences on self-confidence that do not necessarily fit into any of the four principal sources of confidence information (Schunk, 1984b). In addition to evaluative and attributional feedback, these practices include goal setting and reward contingencies. Schunk (1985) has suggested that these contextual influences convey confidence information to learners by making salient certain cues that learners use to appraise their self-confidence.

The research on goal setting and self-confidence has generally shown that setting goals for oneself and attaining them, especially specific, difficult, and proximal goals, enhance perceptions of self-confidence (Bandura and Schunk, 1981; Locke et al., 1984; Manderlink and Harackiewicz, 1984; Schunk, 1983b; Stock and Cervone, 1990). Specific goals raise confidence expectations to a greater extent than more abstract goals because they provide more explicit information with which to gauge one's progress. Difficult goals raise confidence expectations more than do easy goals because they, too, offer more information about one's capability to achieve.

Although the research supports the setting of difficult goals, experts recommend that they be realistic (Locke and Latham, 1990). Garland (1983), however, has questioned the basis of the goal attainability assumption in setting difficult goals. Laboratory experiments on goal-setting have found positive relationships between goal difficulty and performance even when the goals assigned to individuals were difficult and beyond their reach (Weinberg, 1992). One factor that may resolve the differences between experts' recommendations and laboratory evidence is task type. The type of task used in goal-setting studies has been observed to mediate this positive relationship between goal difficulty and performance (Tubbs, 1986; Wood et al., 1987). Kanfer and Ackerman (1989) have provided a theoretical explanation for

this mediating effect in terms of resource capacity and attentional demands of the task: that is, setting and striving for goals impose additional attentional demands on the individual. In learning complex tasks, such as air-traffic control operations, the benefits of goal-setting are difficult to realize because of the already high attentional demands of the task (Kanfer and Ackerman, 1989). In simple tasks, such as performing sit-ups, attentional demands are minimal, which leaves plenty of room available for engaging in the self-regulatory activity of goal-setting.

One problem in being assigned specific and difficult goals (versus selecting one's own goals) is that it may create a performance goal orientation that focuses one's attention on proving one's ability (Kanfer, 1990a:229): "The assigned performance goal sets the objective standard for proving one's ability." In a learning situation, the adoption of a difficult goal when trying to prove one's ability emphasizes the negative discrepancy and, thus, the feeling of failure, attribution to low ability, and a decrease in self-confidence about the task. Research is needed to determine whether assigning specific and difficult goals creates a performance goal orientation and whether assigning less specific goals might offset some of the negative motivational effects of assigning difficult goals, including a decreased sense of self-confidence.

In addition to specific and difficult goals, immediate goals are also easier to gauge in terms of progress than are distant goals. They make a task appear more manageable, provide an indication of progress, and affect self-evaluative reactions to performance (Stock and Cervone, 1990). A few studies have found no difference between immediate and distant goals (e.g., Bandura and Simon, 1977; Dubbert and Wilson, 1984), but many of the subjects assigned long-term goals in these studies were found to have spontaneously set short-term subgoals for themselves, which contaminated the findings. However, research on long-term goal-setting programs to improve the study skills and grades of college students suggests that relatively long-term plans and goals are most beneficial because they allow flexible choice among daily activities (Kirschenbaum, 1985; Kirschenbaum et al., 1981, 1982). One way to reconcile these divergent findings is to view them in terms of stages of skill acquisition. For instance, it may be argued that short-term goals facilitate performance and perceived competence in the early stages of skill acquisition, but as competence develops over time, moderately long-term goals allow greater flexibility and choice and may be viewed as less controlling than short-term goals (Manderlink and Harackiewicz, 1984).

In addition to examining goal-setting influences on self-confidence and performance in relation to stages of skill acquisition, examining them in relation to one's rate of progress may also explain divergent findings. Carver and Scheier (1981) propose that when one encounters difficulty in executing a higher order (more distant) goal, attention is shifted back to a lower order (more immediate) subgoal. As discrepancy toward the subgoal is

reduced, attention shifts back to the higher order goal. As long as one is making good progress toward a long-term goal, one's attention does not need to shift to subgoals to feel confident and be successful. Future research is needed to determine under what conditions and with what tasks different goal-setting techniques enhance self-confidence and performance.

Another common instructional practice to enhance motivation is the use of rewards. Providing rewards (incentives) for desirable outcomes imparts information as well as motivation (Bandura, 1986). Informing learners that they can earn rewards on the basis of what they accomplish is hypothesized to influence their self-confidence for learning. As individuals work toward a task and note their progress, their sense of confidence can be validated through rewards. Rewards have been shown to heighten self-confidence beliefs more when they are contingent on performance than when offered simply for participation (Schunk, 1983c). As with feedback, rewards may actually reduce self-confidence beliefs if they are given in a noncontingent manner for some learners and not others or if they are distributed within a competitive reward structure (Ames, 1981); competitive reward structures emphasize social comparisons that can result in differential ability attributions (Schunk, 1985).

Effects of Self-Confidence on Performance

Numerous studies have examined the relationship between self-confidence and motivated behavior or performance across a number of tasks and situations (Bandura, 1986). Although these correlational results do not necessarily demonstrate a causal relationship between self-confidence and performance, they do provide convergent evidence of a consistent association between self-confidence and performance of at least a moderate magnitude. For instance, in sport and exercise, Feltz (1988b) found that the correlations between self-confidence and subsequent performance in 28 studies ranged from .19 to .73, with a median of .54. Other studies have experimentally manipulated perceived self-confidence levels and then measured subjects' motivation in coping behavior (Bandura et al., 1982), endurance performance (Feltz and Riessinger, 1990; Weinberg et al., 1979); problem solving (Cervone and Peake, 1986), and pain tolerance (Litt, 1988). In general, these diverse causal tests provide corroborating evidence that perceived self-confidence contributes significantly to motivated behavior and performance.

Attempting to demonstrate the causal influence of self-confidence on behavior and performance through experimental manipulation of self-confidence, however, has been criticized as leading to an arbitrary interpretation of the relationship of self-confidence to performance (Biglan, 1987). Biglan points out that when environmental variables are manipulated in order to manipulate self-confidence ratings, performance behavior or other factors are also af-

fected. Environmental manipulations may influence some other variable (e.g., anxiety) that influences self-confidence and performance without any causal role for self-confidence. "Third variable" causes must be considered, but this is difficult to do in traditional experimental studies, especially when considering a network of causal relationships. In such situations, path analysis or structural-equation modeling is an appropriate method to investigate a network of causal relationships (Anderson and Evans, 1974; Cook and Campbell, 1979; Duncan, 1975). Path analysis and structural-equation modeling allow one to test whether the model presented fits a set of data adequately by comparing the observed relationships among the variables with the predicted relationships. These methods also permit an estimation of the relative indirect and direct contributions of effects. Causal modeling methods are not techniques for discovering causal directions, but, rather, for testing directions of causation that have already been specified by a model.

Causal modeling techniques have been used in a number of self-confidence studies to control for the contribution of other possible factors and to test the network of causal relationships posed by a theory (Dzewaltowski, 1989; Dzewaltowski et al., 1990; Earley and Lituchy, 1991; Feltz, 1982, 1988a; Feltz and Mugno, 1983; Garland et al., 1988; Hackett, 1985; Locke et al., 1984; McAuley, 1985, 1990; Ozer and Bandura, 1990; Schunk, 1981; Wood and Bandura, 1989; Zimmerman et al., 1992). In general, these studies have found self-confidence to be a major determinant of motivated behavior or performance and to be influenced by performance in a recursive fashion. For motor behavior and performance, existing self-confidence has been shown to predict initial performance, but as one gains experience on the task, performance also becomes a strong predictor of both future performance and self-confidence (Feltz, 1982, 1988a; Feltz and Mugno, 1983; McAuley, 1985). These results indicate that performance-based treatments may be affecting behavior through other mechanisms, as well as perceived self-confidence. One of the mechanisms not investigated in these studies on motor performance is goal effects. Path-analytic studies that have included goal effects have generally found that assigned goals influence both self-confidence and personal goals and that both variables, in turn, have direct effects on performance (Earley and Lituchy, 1991; Locke et al., 1984; Wood and Bandura, 1989; Zimmerman et al., 1992).

Although team confidence is recognized as being important to group or team functioning, there has been little research on it (Bandura, 1986). Studies have examined group confidence in social dilemmas (Kerr, 1989), school systems (Parker, 1992), and sports (Feltz et al., 1989; Spink, 1990). Two of these studies (Feltz et al., 1989; Parker, 1992) found some support for

Bandura's (1986) proposition that an aggregate of group members' perceived confidence of the group as a whole would be more predictive of the group's performance than an aggregate of the members' judgments of their own confidence when there is at least a moderate level of interdependent effort required of the group.

Because school systems require at least a moderate level of interdependence among their teachers, Parker (1992) examined teachers' beliefs in their own instructional self-confidence and their beliefs about their schools' collective capability to predict schools' levels of academic achievements. Teachers were asked to rate their self-confidence in three teaching domains (reading, mathematics, and language), as well as their beliefs in the collective confidence of the school as a whole in the same three areas. Each teacher's self-confidence and school confidence ratings were then compared with the performances of the students in each teacher's school on a standardized test of reading, mathematics, and language proficiencies. The teachers' perceived confidence in their school's capability (perceived school confidence) predicted the academic achievements of the students in their school and that these collective confidence beliefs of the school were more predictive of the academic achievement of the students than were the teachers' beliefs of their own instructional self-confidence, thus, supporting Bandura's (1986) hypothesis.

Feltz et al. (1989) compared self-confidence and team confidence in the prediction of team performance of seven collegiate hockey teams across a 32-game season. A team confidence measure was constructed after conducting a conceptual analysis of the competence areas required in hockey (with the consultation of two collegiate hockey coaches). The resulting measure of team confidence had seven dimensions: (1) winning against opponents, (2) outskating opponents, (3) outchecking opponents, (4) forcing more turnovers than opponents, (5) bouncing back from poor performances more than opponents, (6) performing better in power play situations than opponents, and (7) performing better in short-handed situations than opponents. Initial analyses have indicated that team confidence was only slightly more predictive of team performance than was individual confidence. However, when wins and losses were analyzed by game, team confidence was more affected by losses than was individual confidence.

The construct of team or collective confidence is still in a rudimentary stage in terms of understanding and explaining motivation. Clearly, a greater understanding of its utility will come from rigorous and systematic research. Toward this end, Bandura (1990) suggests that advances in research on team confidence will be greatly influenced by the development of appropriate measures; specifically, measures of perceived team confidence need to be tied closely to explicit indices of group performance. This may be best accomplished by conducting conceptual analyses of the competence areas within a group's performance.

Although Bandura's theory of self-efficacy as a self-confidence concept is not without its criticisms (see Biglan, 1987; Eastman and Marzillier, 1984; Feltz, 1988b; Lee, 1989), research on self-confidence from divergent psychosocial domains of functioning and from different cultural environments (Earley, 1993; Matsui, 1987; Matsui and Onglatco, 1991) has consistently shown self-perceptions of ability to be an important and necessary cognitive mechanism in explaining motivated behavior and performance. However, self-confidence, as a common mechanism that mediates behavior, cannot be expected to account for all behavior change in human performance (Bandura, 1984). Even so, given the demonstrated importance of self-confidence in enhancing performance, numerous inferences can be drawn to help individuals develop and maintain self-confidence to improve motivation for performance.

Techniques for Enhancing Self-Confidence

In this section research and theory from self-efficacy, goal-setting, and attributions are used to speculate on practical ways to enhance self-confidence for motivation and performance. Applications for enhancing self-confidence are organized around techniques that are based on the four sources of confidence information within Bandura's theory of self-efficacy (Bandura, 1977): performance-based strategies, modeling, persuasion and communication, and anxiety-reduction strategies.

Performance-Based Approaches

Given that the relationship between self-confidence and motivated behavior or performance has been well documented, the important goal is to find ways to enhance self-confidence beliefs. Research has supported that the strongest and most durable determinant of self-confidence is the experience of mastery or performance accomplishments.

One way of facilitating performance mastery is through instructional strategies 4 (Schunk, 1985). The instructor can provide for maximum skill development through an instructional sequence of developmental or modified activities, breaking the skill into parts, providing performance aids, physical guidance, or a combination of these methods. For example, the instructor can physically guide learners through the movements, have them practice on a simulation training device, or design a series of progressive activities to challenge their improving skills. These successes should be based on relevant and realistic progressions: progress must be in small enough increments to ensure intermediary successes, which can lead to mastery of the final goal. Performance aids and physical guidance should be gradually removed as soon as possible, however, so that learners can engage in self-directed mastery experiences. As noted, self-directed experiences indi-

cate higher levels of self-confidence to individuals than do externally guided experiences because the performance is attributed to a person's own effort and ability rather than external aids (Bandura, 1986).

A second effective means of ensuring performance accomplishments is through goal-setting—defining realistic performance standards toward which individuals strive. For complex tasks, the goals should be specific and challenging but attainable. For easy or routine tasks, the harder the goal, the better the performance. Assuming an individual has the requisite skills and commitments, working toward difficult goals can build a strong sense of confidence because the goals offer more information about the performer's capability to acquire knowledge and skills than do easier goals. Some individuals, however, may need some persuasive help to be convinced that the goals are not too difficult (Schunk, 1983b). In addition, for complex and difficult tasks, short-term goals should be used along with long-term goals. Similarly, when using short-term goals, the performer's perceptions of self-confidence for attainment of future goals should be monitored, as well as perceptions of self-confidence that result from goal attainment. As Stock and Cervone (1990) point out, goal-setting strategies will not help individuals who lack a sense of efficacy for attaining the subgoals or those who do not experience enhanced feelings of confidence when they attain the subgoals.

Feedback also appears necessary for goals to have maximum effectiveness in enhancing self-confidence and improving performance. Furthermore, when one is first learning complex tasks, self-confidence beliefs and success can be enhanced by emphasizing process-related (or learning) goals over outcome-related (or performance) goals. Rather than defining success through outcome measures, such as winning and losing or number of tasks completed, success should be redefined to include process variables, such as effort, form, and strategy. These process-related goals are important because they help individuals focus on the learnability of a skill rather than viewing the skill as requiring inherent aptitude (Jourden et al., 1991).

Modeling Others

When individuals have had no prior experience with a task, observing others (modeling) is one means of providing information by which to judge one's own capabilities. For instance, observing others engaging in threatening activities without adverse consequences can reduce inhibitions in observers (Lewis, 1974). The models can be similar in terms of personal characteristics (e.g., age, sex, race) and skill levels, but similarity in skills appears to be more salient to observers than personal characteristics (George et al., 1992). The content of the model's statements is also an influential factor in raising perceptions of efficacy (Gould and Weiss, 1981; Schunk,

1981). Models can provide information and strategies about how to perform the task as well as confidence statements.

The use of multiple demonstrators and coping models has also been shown to influence the effectiveness of demonstrations (Bandura et al., 1982; Lewis, 1974). Bandura (1986) has reasoned that the more different types of people observers see succeeding at a skill, the stronger the convictions will be that they, too, can succeed. Coping models, who initially exhibit difficulty on the task in the same way as learners do but gradually overcome those difficulties, provide the learners with information that this task can be accomplished through perseverance.

The U.S. Olympic Training Center has used observational techniques in a slightly different manner in an attempt to increase an athlete's confidence expectations and performance. In this self-modeling technique, videotapes of an athlete's performance is altered to eliminate the mistakes and then replayed a number of times for the athlete in hopes of altering the athlete's performance beliefs. Research has not yet been provided to determine the effectiveness of this technique with athletes; however, it has been shown to be effective with persons exhibiting deficient speaking skills by editing out the mistakes, hesitancies, and external aids from the videotapes and playing them back to the speakers (Dowrick, 1983).

Persuasion and Positive Communication

Although persuasion and communication techniques alone may be of limited value in enhancing self-confidence beliefs, they may be effective when used in conjunction with performance-based techniques and are provided in a manner contingent to performance. Because it is difficult to evaluate one's own progress in many activities, credible and expert observers can help stretch one's confidence beliefs through effective persuasion techniques. Persuasive information is probably most important during early stages of skill acquisition, when learners lack task experience and knowledge of their capabilities.

As discussed above, to be effective the persuasive information must be believable and, therefore, should be only slightly beyond what the learners can do at that time. For instance, if one is using imagery to try to help convince individuals that they can endure more muscular fatigue, manage potential threats safely, achieve greater athletic feats, or return to performance from injury, the imagery should be structured so that the individuals imagine themselves performing just slightly better than what they think they can do. As with setting goals, the imagery should be challenging but attainable. Mastery experiences should then be arranged to facilitate effective performance.

For individuals who are experienced at a task but are in a performance

slump or plateau, false performance feedback (performance deception) has been used successfully to improve performance (Fitzsimmons et al., 1991). As with the other persuasion techniques, it is important that the deception is believable. For instance, if a coach is trying to improve an athlete's maximum press in weight lifting by persuading him to think he is lifting less weight than he is actually pressing, the difference between the two should be small. Instructors should also be aware that continually deceiving one's students may undermine the trust they need to have in order to attempt new skills.

A second category of persuasion techniques involves effective communication from instructor to learner. These strategies include performance feedback, rewards, causal attribution feedback, and positive communication. Performance feedback can provide clear information that learners are making progress toward their goals. As noted above, however, feedback must be given contingently in relation to defined performance standards or goals, and it must be given consistently to all learners so as not to create expectancy effects. If a wide discrepancy continues between performance and goals, short-term subgoals should be constructed to reduce the discrepancy.

Different types of performance feedback should be used, depending on a learner's phase of skill acquisition: progress feedback provides information on an individual's progress without regard to others; normative feedback compares an individual's progress in relation to others. Progress feedback should be used during the early phase of skill acquisition or with persons who are likely to perform more poorly in comparison with others because normative feedback can debilitate learning if used before an individual has developed a resilient sense of self-confidence for the task (Kanfer, 1990b). Normative feedback can be used during later phases of skill acquisition.

As with performance feedback, if rewards are used they must be clearly tied to performance progress in order to influence self-confidence (Schunk, 1983c, 1984a). The combination of performance-contingent rewards with short-term goals appears to enhance self-confidence beliefs better than either technique alone (Schunk, 1984a).

Attributional feedback and positive communication are especially important techniques when mistakes and setbacks occur. Because mistakes and failures are inevitable, the way in which an instructor communicates and interacts with a learner will have an important influence on the learner's self-confidence. Telling learners that their past failures were due to insufficient effort, rather than lack of ability, can help them meet their setbacks with renewed vigor and persistence because lack of effort can be rectified. But encouraging learners to emphasize external factors (e.g., bad luck or task difficulty) as the reason for a setback (as some athletic coaches do) could be a serious mistake if the mistake and attribution occur repeatedly, because the learners may start to perceive that the outcome is out of their control and not take responsibility for their performance.

of the task and a learner's actual efforts have to be taken into account. If an instructor tells a learner that her failure on a difficult task, for which she expended a lot of effort, was due to lack of effort, she is apt to interpret the feedback as lack of ability or start to distrust the instructor's feedback. In situations in which learners are expending great effort at difficult tasks and still not succeeding, the instructor needs to help them acknowledge the difficulty of the task and set up modified challenges that can be accomplished.

Positive communication by an instructor has been shown to be very helpful in reducing the negative affect that occurs in failure situations (Smith et al., 1979). Positive communication is performance contingent, but it focuses on positive aspects of performance while acknowledging mistakes, provides instructional feedback, and emphasizes the learning nature of task acquisition (Eden, 1990; Jourden et al., 1991). Most individuals feel discouraged and ashamed when they do not perform well and need the assurance and encouragement of the instructor in regard to their abilities. In response to a learner's mistakes, the instructor should not focus on the error itself, but instead find something positive and constructive to say about improving the performance. Four steps characterize this positive approach to mistakes. First, the learner's distress about the mistake is acknowledged. Second, the learner is complimented by the instructor's finding something about the performance that was correct. The compliment must be about an important and relevant aspect of the task; otherwise, it is likely to be discounted by the learners. Third, the instructor provides instructions on how the learner can improve the mistake. Fourth, the instructor ends with a positive note by encouraging the learner to keep trying. These four steps ''sandwich" skill instructions between words of encouragement and praise. A positive communication style allays feelings of embarrassment and promotes a sense of self-confidence.

Anxiety Reduction

Some individuals may interpret increases in their physiological arousal as a fear that they cannot perform a skill successfully. Thus, it is believed that if the arousal of these individuals can be reduced through such techniques as relaxation and biofeedback, fears will decrease and self-confidence will increase. However, as Bandura (1988) argued, it is one's perceived coping confidence that plays a central role in controlling fear arousal: people with low perceived coping confidence tend to focus on the danger and fear cues; those with high levels of coping confidence concentrate on the task at hand (Keinan, 1988).

Helping individuals believe that they can exercise control over potential threats and frightful cognitions is the way to decrease fears and increase

self-confidence. One way to help improve coping confidence is to teach individuals coping strategies to use to manage threatening situations, such as positive self-talk. Research has shown that positive self-talk can help individuals manage stressful situations if they believe that the technique will help them cope (Girodo and Wood, 1979). According to Bandura (1986), the persuasion that the technique will help the individual cope more effectively is what instills a sense of personal control, which enhances coping confidence.

Another technique that instructors can use to help improve coping confidence is to try to manipulate the environment to reduce the uncertainties of the situation. For example, sources of uncertainty might include how dangerous the situation is, how well one expects to perform, whether one will be asked to perform, or what one's coworkers, colleagues, or teammates will think. Uncertainty can be reduced by providing information of task requirements, providing assurance to the learner (or performer), and emphasizing realistic, short-term goals that take the attention away from long-range outcomes. Simulation training can also help to reduce uncertainties about stressors. However, simulation training that involves exposure to serious physical threats reduces anxiety only when it is perceived as successful (Keinan, 1988). Individuals who have low coping self-confidence might require some preparatory coping interventions before they are exposed to simulation training that is physically dangerous or threatening.

Self-confidence is a potent predictor of an individual's performance, given the appropriate skills and adequate incentives. The role of an instructor, manager, or coach, therefore, is to develop and sustain a learner's high level of self-confidence by ensuring performance success, using modeling and persuasion techniques, communicating effectively, and reducing anxiety-producing factors. These techniques can be used in combination with each other in various ways, depending on the task and the learner, to enhance self-confidence.

Many of these techniques can also be applied to enhance team confidence. For instance, if a team is having some difficulty achieving a task or solving a problem, the instructor or leader can design a series of progressive activities for the team and help them set short-term team goals that emphasize process variables (e.g., strategy) rather than outcome variables. Teams can also observe other, similar teams that persevere in the face of adversity or that demonstrate successful strategies about how to perform the group task. Self-modeling techniques, in which mistakes are edited out of a performance, can also be used to enhance confidence, although no research to date has explored the effectiveness of this technique with teams.

The communication techniques described can be used with teams as well as individuals. Team confidence can be expected to be enhanced when contingent performance feedback and rewards are provided to the team and

when the feedback is positively focused and the causal attribution is appropriate to the difficulty of the task and the team's effort expenditure.

Lastly, as with individual coping confidence in threatening situations, team coping confidence can be enhanced and anxiety reduced by reducing the uncertainties that a team faces. Techniques for reducing uncertainties for teams also include simulation training, observing other teams performing the task, and providing as much information regarding the task as possible.

Four major categories of techniques have been described to enhance self- and team confidence. Evidence for the use of these techniques has come from an extensive and diverse research literature, but there are still a number of areas of research that are needed to better understand self-confidence and to enhance performance.

FUTURE RESEARCH DIRECTIONS

Most of the research and applications on self-confidence have been concerned with the influence of unidimensional confidence information on individual performance. Other areas that deserve attention are how people process multidimensional confidence information; the study of self-confidence over time and in different situations; the relationships among self-confidence, goals and goal orientations; individual differences in self-confidence; and team confidence.

Scant research has been conducted on how people process multidimensional confidence information and the heuristics they use in weighting and integrating these sources of information in forming their confidence judgments (Bandura, 1986). The importance of different types of information may vary across different types of activities and situations. For instance, in some sport and exercise situations, physiological information may be a more pertinent source of confidence information than previous performance. In addition, people may weight sources of information differently in different phases of skill acquisition. In processing multidimensional information, people may also misjudge or ignore relevant information in trying to integrate different information (Bandura, 1986). Results from research on these questions will help to understand how self-confidence expectations gain their predictive power; it will also have implications for the type and amount of confidence information provided to individuals for particular types of activities and situations.

Other motivational variables, such as goal orientations and conceptions of ability as they relate to goal setting and self-confidence, have received little attention in research except for Kanfer (1990a), who has noted that different goal orientations may be called for at different phases of skill acquisition. Research is needed to examine induced differential goal orientations in relation to goal-setting and self-confidence at different phases of skill acquisition and for different kinds of tasks (e.g., complex, physically

threatening, mundane). Studying confidence judgments across extended periods of performance and across situations or tasks may be the most informative paradigm for testing the relative contribution of self- or team confidence and other cognitions to performance over time, as well as for testing changes in sources of confidence information.

Besides goal orientation and conceptions of ability, other individual difference variables—such as gender, gender role orientations, and self-focus (see Carver and Scheier, 1981) or action control (Kuhl, 1984)—may play a role in determining self-confidence. For instance, research has generally shown that males view themselves as more confident than females in achievement activities that have been stereotypically linked with males (Campbell and Hackett, 1986; Fennema and Sherman, 1978; Lirgg, 1991). Further research is needed to explore the extent to which individual differences mediate the relationship between confidence judgments and performance.

The resiliency of confidence beliefs may also be an important factor in the relationships between self- or team confidence and performance. Bandura (1986, 1990) has suggested that self-confidence must be resilient in order for one to persist and sustain effort in the face of failure. Ericsson et al. (1993) also allude to this in their discussion of the role of deliberate practice in the acquisition of expert performance. According to Bandura, experience with failures and setbacks is needed to develop this robust sense of self-confidence. Future research might examine how different patterns of success and failure influence the development of a robust sense of confidence. In addition, Bandura (1990) notes that when self-doubt sets in after failure, some individuals recover from their perceived low confidence more quickly than others. Similarly, some teams may be able to regain their sense of confidence after a setback more quickly than other teams. Knowing how and why some individuals and teams are able to regain their sense of confidence more quickly than others would be a valuable source of information for designing interventions that would help confidence recovery. Furthermore, although according to Bandura (1986, 1989), an optimistic sense of self-confidence is advantageous to continued effort and persistence, substantial overestimates of one's competence provide a dangerous basis for action (Baumeister, 1989). Research is needed to determine the optimal distortion necessary to foster the persistence needed for mastering various tasks.

In the area of team confidence, a number of other issues are in need of further investigation, such as sources of team confidence information, the relationship of team confidence to group attributions and other group motivation concepts, and the influence of team leaders on team confidence. Although Bandura (1986) postulated that teams are influenced by the same sources of confidence information as individuals, there may be other sources that are unique to a team. Perhaps social, community, or political support provides important team confidence information. For sports teams, the

media may provide a source of team confidence information (although this may also be the case for individual athletes).

Research has also yet to examine the relationship between team confidence and other conceptual and theoretical perspectives of group motivation. For example, relationships between team confidence and team attributions, desire for team success, and social loafing have yet to be studied. Only one study has examined team confidence and team cohesion (Spink, 1990).

Lastly, the influence of team leaders may also provide some insight on team confidence and performance. Bandura (1990) has suggested that a performance slump, especially by a key member of the team or the team leader, could influence the confidence that other members have in the team's ability to be successful.

Similarly, managers' and team leaders' leadership confidence may affect team confidence and performance. Wood and Bandura (1989) found evidence that perceived managerial self-confidence both directly and indirectly influenced organizational performance by the effect it had on people's goal setting and use of analytic strategies. Other research has shown that a high sense of personal confidence enhances strategic thinking and facilitates organizational performance under varying levels of organizational complexity and goal assignments (Wood et al., 1990). It could be argued, therefore, that the confidence a team has in a key member or in its leader may also have an important effect on team effectiveness. In addition to the confidence a team has in its leader, the confidence that a leader has in his or her team may also affect team performance. Some support has been found for this argument (Chase et al., 1993), but further research is required to link antecedents and consequences of such confidence beliefs.

In addition to leadership confidence, different kinds of leaders' behaviors may also influence individual and team confidence for certain tasks and certain team members. Research on leadership behavior has suggested a path-goal theory of leadership: this theory argues that the central function of a leader is to create positive performance expectancies (or self-confidence beliefs) among team members (subordinates) (Evans, 1974; Fulk and Wendler, 1982; House and Mitchell, 1974). Certain leader behaviors (supportive, directive, participative, and achievement oriented) are hypothesized to differentially influence the self-confidence and effort-performance expectancies among team members, depending on the task and its characteristics. For instance, supportive leadership behavior (e.g., concern for welfare of team members) should lead to increased self-confidence among team members for tasks that are stressful, boring, tedious, or dangerous, but not for tasks that are interesting and enjoyable and for which team members are confident in their ability to complete the task. Leadership behaviors that are directive (e.g., giving specific guidance, close supervision), participative (e.g., consulting with team members), and achievement oriented (e.g.,

setting challenging goals) should increase self-confidence when the task is unstructured and complex, but not when the task is simple, repetitive, or highly structured. Although Yukl (1989) suggests that the theory has yet to be adequately tested, it can provide a framework in which to investigate possible moderating variables of leadership influences on both self-confidence and team confidence.

1 The large number of citations in this chapter to Bandura's work reflects the fact that most of the research on self-efficacy has been done in his laboratory. One advantage of relying on the research of one team of investigators is that the work displays an analytical progression as later studies build on the results obtained from earlier work. Another advantage of Bandura's work is that the approach identifies sources of confidence information that provide a basis for practical ways of enhancing performance, as discussed below. A disadvantage is that this work is based largely on a particular theoretical perspective, which may not be the only framework for studying the relationship between self-confidence and performance.

2 Autonomic arousal is the physiological arousal that is under the control of the autonomic nervous system (e.g., changes in heart rate, respiration rate, adrenaline in the blood).

3 Although the subjects in the "inherent aptitude" condition were deceived, they were fully debriefed, told of the difficult nature of the task and assured that it did not indicate "aptitudes."

4 In clinical psychology, these strategies are referred to as participant modeling or performance desensitization.

Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line.

Learning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified. The authors also continue themes from their first two volumes: Enhancing Human Performance (1988) and In the Mind's Eye (1991).

The result is a thorough and readable review of:

Learning and remembering. The volume evaluates the effects of subjective experience on learning—why we often overestimate what we know, why we may not need a close match between training settings and real-world tasks, and why we experience such phenomena as illusory remembering and unconscious plagiarism.
Learning and performing in teams. The authors discuss cooperative learning in different age groups and contexts. Current views on team performance are presented, including how team-learning processes can be improved and whether team-building interventions are effective.
Mental and emotional states. This is a critical review of the evidence that learning is affected by state of mind. Topics include hypnosis, meditation, sleep learning, restricted environmental stimulation, and self-confidence and the self-efficacy theory of learning.
New directions. The volume looks at two new ideas for improving performance: emotions induced by another person—socially induced affect—and strategies for controlling one's thoughts. The committee also considers factors inherent in organizations—workplaces, educational facilities, and the military—that affect whether and how they implement training programs.

Learning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance.

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EssayBanyan.com – Collections of Essay for Students of all Class in English

Essay on Self Confidence

Being positive is a key component that can help you to achieve success in life. When you have a positive outlook on life, it can help you to set and achieve goals, while also giving you the confidence to overcome any obstacles that come your way. Being confident allows you to recognize your own potential and take risks, while also helping you to remain resilient in the face of adversity.

With a positive attitude and confidence, you can set yourself up for success in any endeavor. Therefore, we will discuss here about self confidence in detail and know about the key to success.

Short and Long Self Confidence Essay in English

Here, we are presenting long and short essays on Self Confidence in English for students under word limits of 100 – 150 Words, 200 – 250 words, and 500 – 600 words. This topic is useful for students of classes 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 in English. These provided essays on Self Confidence will help you to write effective essays, paragraphs, and speeches on this topic.

Self Confidence Essay 10 Lines (100 – 150 Words)

1) Self-confidence is when we believe in our abilities, talents, and strengths.

2) Self Confidence helps us believing in ourselves and our abilities.

3) Self Confidence pushes us to reach our goals.

4) Self Confidence helps us to focus on successes instead of dwelling on your mistakes.

5) Self-confidence allows us to take risks and try new things even if they make us feel uncomfortable.

6) Self Confidence allows us to celebrate our accomplishments, no matter how small.

7) If we will be self-confident, it helps us believing that we are worthy of being happy and successful.

8) With self-confidence, we can focus on the present and take action to make our dreams come true.

9) To be self-confident everytime, we must make our surrounding positive everytime.

10) Self-confidence is the key to achieve whatever we want in our life.

Short Essay on Self Confidence (250 – 300 Words)

Introduction

Self-confidence is the belief in one’s ability to succeed and make decisions. It plays a huge role in how a person feels about their life, which then influences their behavior, attitude, and performance. Having self-confidence is important for succeeding in many areas of life including relationships, work, and overall happiness.

The Benefits of Self-Confidence

Having self-confidence can help an individual to make better decisions, increase their self-esteem, set clearer goals, and ultimately achieve more in life. People who have more self-confidence are often more likely to take risks, be creative, and try new things, helping them to learn more and gain new experiences.

Developing Self-Confidence

Self-confidence can be improved by being aware of one’s own strengths and setting achievable goals. One should be realistic when it comes to setting goals and figure out how to achieve them in a step by step manner. Additionally, challenge yourself and push yourself out of your comfort zone in order to gain new experiences and improve your overall confidence.

Positive Thinking

Having positive self-talk and thinking positively can help with self-confidence. Having a positive attitude and focusing on the good in each situation can help improve the outlook on life and increase one’s self-confidence.

Self-confidence is an important tool to have in life and can help an individual to be more successful, feel happier, and open themselves up to new experiences. Developing self-confidence can be done with positive thinking, setting achievable goals, and recognizing one’s strengths. Ultimately, self-confidence will make life more enjoyable.

Long Essay on Self Confidence (500 Words)

Self-confidence is the foundation for a successful and meaningful life. It is the ability to trust in your judgement, have faith in yourself and be resilient in the face of adversity. Having a healthy level of self-confidence can open us up to possibilities and give us the courage to take on life’s challenges. It can motivate us to take risks and create opportunities for ourselves. On the other hand, a lack of self-confidence can limit us and prevent us from reaching our full potential. It’s important to recognize the importance of self-confidence and to be aware of how to build and maintain it.

What Is Self Confidence?

Self-confidence can be defined as the “belief in oneself and one’s abilities”. It is the ability to have faith in yourself and a willingness to take risks. It is the capacity to believe that you can handle any challenge or difficult situation that is presented to you. Having a healthy amount of self-confidence can help one to be courageous and take risks that might lead to success.

Signs of Low Self-Confidence

Low self confidence is a lack of faith in one’s own abilities and qualities. People with low self confidence often find it difficult to take risks and can feel inadequate in certain situations. This can lead to feelings of insecurity, depression, and a lack of social support.

A lack of self-confidence can manifest itself in various ways. Here are some common signs of low self-confidence:

• Unrealistic or negative self-talk

• Fear of failure

• Difficulty making decisions

• Low self-esteem

• Needing validation from others

• Avoiding challenges

• Seeking approval from others

• Feeling overwhelmed by tasks

Building Self-Confidence

Building self confidence involves having an optimistic outlook, challenging negative thoughts, setting achievable goals, and celebrating successes. It is an important process which can help to bring more positivity and success into life. It is possible to build and maintain a healthy amount of self-confidence. Here are some tips to help you develop and maintain self-confidence:

• Identify/work on weaknesses: Identify areas that you need to work on and take steps to improve yourself.

• Monitor your self-talk: Pay attention to your inner self-talk and challenge any negative thoughts that come up.

• Take risks: Don’t be afraid of taking risks and exploring new opportunities.

• Set goals and challenges: Set realistic goals and challenges for yourself and work to achieve them.

• Face your fears: Don’t be afraid of challenges and work to overcome your fears.

• Focus on your strengths: Pay attention to and develop your strengths, and use them to achieve goals.

Self-confidence is an important part of life and can help you reach your goals and create meaningful relationships. It is important to recognize the signs of low self-confidence and to take steps to build and maintain a healthy amount of self-confidence in order to reach your potential. There are many resources available to help you build your self-confidence and find the courage to take on life’s challenges.

I hope the above-provided essay on Self Confidence will be helpful to you in understanding the role and importance of confidence in the journey of success or in our entire life.

FAQs: Frequently Asked Questions about Self Confidence

Ans. Developing a positive attitude involves reframing your thoughts to look for the good in every situation, practicing gratitude, and setting achievable goals.

Ans. Having too much self-confidence can lead to arrogance and an inability to accept criticism or feedback.

Ans. Maintaining self-confidence requires regular self-care, setting realistic goals, and being mindful of your thoughts and emotions.

Ans. Set yourself realistic and attainable goals, break them down into manageable steps, and reward yourself for your accomplishments.

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Confidence Is a Key To Succeed In Life Essay

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There are different reasons for confidence to take a leading place on the way to success. Seiko Tenabe, an outstanding Japanese novelist and fiction author, and Pham Thi Hoai, a famous Vietnam novelist, are the masters of Asian literature.

The main topics of their works are love, belief, obstacles and personal preferences on the way of achieving goals. It is very important to be confident and to know what you want in life in order to succeed and to make the goals come to pass. Confidence and self-esteem are the main qualities to move forward in life.

According to the novel The Innocent by Seiko Tenabe, the main character is Sachiko. She is a young beautiful girl who wants to get married but can not find that special someone. Having a man she likes, she still thinks of having someone better and can not really understand what she wants.

She is small by complexion, has a nice figure and a lovely face that gives her a special seductive charm. On the other side, there is one of the main characters of the novel Nine Down Makes Ten written by Pham Thi Hoai, the Ninth Man, a person who knows what he wants.

He is strict and pragmatic in everything he does. It makes him having a good stable position in life. Comparing Sachiko and the Ninth Man, it is possible to say that Sachiko fails to keep pace with him in the aspect of being confident in life. She is used to wear different masks suitable for different situations. Actually, it is the best way out sometimes.

Both novelists have tried to do their best to show that being confidante is a winning position that will definitely lead to success and the truthfulness of this statement is proved by portraying the characters in a special way. Seiko Tenabe wanted to disclose a topic of a woman’s role in society and to show all possible ways of how a woman may get what she wants standing on her rights.

Sachiko is a portrait of a person who is used to adapt to different situations that demand some peculiar way of behavior. Nevertheless, it is also very important to be oneself and do not fall below the present level but rise.

Sachiko took the wrong way in life. “She found her behavior mean and disgusting” going out with am man she did not like at all to be one level higher from the social point of view (Tenabe 7). The Ninth Man is a contradiction to Sachiko. He easily overcomes all obstacles on his way and does everything possible to achieve what he needs. Pham Thi Hoai portrays the Ninth Man as a resistant person who always knows what he wants and that is what keeps him moving on being confident in whatever he does (35).

Sachiko takes life the way it is. She is in love with a man but he does not really fit her life principles and prejudices. It goes without saying that nowadays it is difficult to meet a true love but Sachiko still wants to be totally loved and wants everything to be in her way knowing this fact. The only advantage out of all this is that there is no need to worry about something if one does not want to change life.

However, there is also a big disadvantage that Sachiko gets what she wants but not the way she wants. She thinks that it would be nice for Kitazone, a man she wants to get married to, to be like one of her acquaintances Konno, a man of a strong will: “If he was a man like Konno…” she sais (Tenabe 12). Sachiko gets very disappointed and sad when Kitazone says that she makes up “a good drinking buddy” (Tenabe 13).

She is confused as she starts realizing that her charm and beauty leave her gradually and she becomes not attractive any more. She is used to the easygoing life and has never been confused because of a man before, that is why this situation is somehow strange for her as she does not even know the possible way out of the situation. The truth is that Sachiko is very passive and indifferent to changes, that’s why taking the situation for granted makes her accept what she is not happy about.

The Ninth Man impresses by a great variety of jobs that he regularly changes and still stays unsatisfied with the results. He is in search of the best and does not want to stop at what he has already achieved. It stands to reason that weak people, who do not have a strong will and desire to make changes, can not simply succeed and achieve something meaningful and worthy in life.

They say no pains, no gains. Nothing good comes easy and it is a universal truth. Sachiko is presented to portray a female part of the world that gives a good opportunity to realize that women have the same rights as well as men have and that confidence is not a crime but a big advantage.

Her internal representation of herself is compared with the appearance of other people. The self-esteem and the level of confidence can never be changed when comparing to other people. It is important to realize that for the things to change, the attitude to the situation should be changed firstly.

They say that emotional state of a person depends on attitude to life and the way these or that things and circumstances are taken. The Ninth Man does not mind anything as he knows what he wants.

He is always busy searching for the best in life and gets it even though a lot of efforts should be applied for this. Pham Thi Hoai presents the Ninth Man as a person of the “practical advantage” (36). He is not sentimental and has a sound mind realizing that it is necessary to be ready to solve any problem he may be chanced to face.

On the contrary, Sachiko is in the lack of one principle in life: she thinks she is not attractive for men any longer, that is why life seems so hard and the circumstances so complicated for her. Having faith, facing the problems and overcoming the obstacles are one of the most meaningful things to be successful and get desirable results. It is important to love yourself and the attitude of surrounding people will be changed to a better direction.

Sachiko does not apply any efforts to get what she wants and accepts what she is offered. The difference between Sachiko and the Ninth Man is the position in life from the spiritual point of view. Life has no meaning except the one people give to it as lifestyle and the quality of life depends straight upon people. At this point, people should consider carefully the meaning of life and the situations that may unsettle them.

Sachiko is about to get married at the end of the story; her plans come to pass not by means of searching but accepting the situation. Pham Thi Hoai shows the way how the Ninth Man is left out of spiritual satisfaction being too practical despite the fact he tries to do things in a reasonable way (36). It is better to be complete emotionally than to succeed from the material point of view.

In conclusion, it is possible to say that Sachiko is a bright example of how the things may go in life in case one does not have self-esteem and does not know what he/she wants.

It is proved that all the failures in life happen because of a feeling of inferiority that is brightly portrayed by the main character of The Innoce nt novel Sachiko who doubts about her appearance and possibilities (13). However, it is impossible to say the same about the Ninth Man who always knows the determined right ways of solving the issues. The most important things are to set a goal, believe in yourself and ignore the obstacles that people happen to meet in a daily life.

One must never be afraid of airing one’s own opinion and stand for the life principles. Both characters serve as a bright example of the major part of the world. The main point of the whole issue is to be confident, positive and assured in getting the best results and high achievements as it all depends upon each individual and personal needs and life desires of people. To be more precise, confidence is the key to success but not everyone knows the right lock to use this key.

Works Cited

Pham, Thi Hoai. “Nine Down Makes Ten” Another Kind of Paradise: Short Stories from the New Asia-Pacific . Ed. Carolan Trevor. USA: Boston, 2009. Print. 27-37.

Tenabe, Seiko. “The Innocent”. Another Kind of Paradise: Short Stories from the New Asia-Pacific . Ed. Carolan Trevor. USA: Boston, 2009. Print. 1-17.

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Speech on Self Confidence

Self-confidence is a key ingredient that fuels your journey towards success. It’s like a magic potion that helps you face challenges head-on.

Without self-confidence, even the smallest tasks seem daunting. Remember, your belief in yourself can move mountains!

1-minute Speech on Self Confidence

Ladies and Gentlemen,

Today, I would like to speak to you about an essential aspect of our personality: Self Confidence. It is the belief in oneself to accomplish any task.

Self-confidence is not a trait that we are born with. It is something we develop as we grow and nurture it. It starts with understanding yourself, recognizing your potential, and identifying your skills. We are all unique in our way, equipped with different talents and abilities. To become confident, you need to acknowledge your strengths and embrace your weaknesses.

A self-confident person is admired by others and inspires confidence in others. They face their fears head-on and tend to be risk takers. Self-confidence can enrich our lives as it opens up more possibilities. With confidence, we can achieve our goals, conquer our fears, and reach heights we may have never imagined.

In conclusion, self-confidence is a skill that can be built upon every day. It opens numerous doors to opportunities and helps us overcome our fears, making us resilient in the face of challenges. So, let us all strive to cultivate this trait to experience a fulfilling and successful life. Thank you.

Also check:

2-minute Speech on Self Confidence

Today, I would like to speak about something integral to our lives, something that can be the deciding factor of our success – Self Confidence. What is self-confidence? It is the belief in oneself and one’s abilities. It is the courage to take risks, to face challenges, and to not be afraid of failure.

Self-confidence comes with self-awareness. We should identify our strengths and weaknesses, and work towards improving them. A weakness is not a flaw, but an opportunity for development. Do not see it as a deficiency, but as a sign of self-improvement. It’s important to set realistic and achievable goals for ourselves and strive to reach them.

However, self-confidence does not mean being overconfident or arrogant. It means having a positive and realistic view of ourselves and our abilities. Overconfidence can lead us to underestimate the effort required to achieve our goals, while self-confidence motivates us to work hard towards them.

Remember, failures and criticisms are stepping stones to success. They help us to learn, to grow, and to improve. If we fail, we should not let it lower our self-confidence. Instead, we should learn from it and persist. Criticisms should not dishearten us; instead, they should be viewed as constructive feedback and a chance to improve ourselves. After all, failure is not the opposite of success; it’s a part of success.

Building self-confidence is a gradual process. It involves changing how we perceive ourselves and how we react to situations. Let’s cultivate a positive mindset, accept compliments graciously, keep a check on our thoughts, and affirm ourselves. Regular exercise, a healthy diet, and good sleep also contribute greatly to building and maintaining self-confidence.

In conclusion, self-confidence is not just about believing in our abilities; it is about believing in ourselves. It’s about understanding and accepting ourselves, acknowledging our strengths and weaknesses, and seeing them not as barriers, but as opportunities for growth. It’s about standing tall, not in comparison to others, but to our previous selves. Let’s celebrate every achievement, no matter how small, and keep striving to become the best versions of ourselves.

The Methods to Build Confidence to Achieve Success

Categories: Confidence Success

About this sample

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Published: Dec 3, 2020

Words: 2085 | Pages: 5 | 11 min read

The pragmatic standpoint, executive summary, self-recollection, remove fear of failure, training by activity, devising path for future, set tiny goals to accomplish, improve the personal image, think positive thoughts and pay heed to body posture, socialize in positive environments, be true to yourself, keeping track of achievements, acknowledge your actions, neglect what others say, do not compare with others, revitalize yourself with wisdom.

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Why is Self-Confidence Important to Success? (11 Reasons)

Table of Contents

What is self-confidence

The Power Of Self-Belief: How Confidence Breeds Success

Why is Self-Confidence Important to Success

1. It makes you happier.

2. It helps you build better relationships.

3. It allows you to take risks.

4. It’s contagious, inspiring those around you.

5. Self-confidence helps you to be more creative.

6. Self-confidence helps you think more positively.

7. Self-confidence makes you more resilient.

8. People with high self-confidence tend to be more productive.

9. Self-confidence can challenge the fear of failure.

Fostering Self-Confidence in Others: The Ripple Effect of Empowerment

Building Blocks of Self- Confidence:

1. Self-awareness: The Foundation of Self-Confidence

2. Positive Self-Talk: Cultivating a Positive Mindset

3. Setting Realistic Goals: Building a Path to Success

4. Skill Development: Unleashing Potential

5. Supportive Environment: A Catalyst for Growth

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What Is Self-Confidence? (+ 9 Proven Ways to Increase It)

This Article Contains

What is Self-Efficacy?

What is Self-Confidence?

What is Self-Esteem?

There are typically three components which make up self-esteem:

Maslow’s Hierarchy of Needs

Terror Management Theory

Sociometer Theory

Download 3 Free Self-Compassion Exercises (PDF)

Download 3 Free Self-Compassion Tools Pack (PDF)

World’s Largest Positive Psychology Resource

1. Stand or Sit in a Posture of Confidence

2. Practice Presence

3. Build Your Capacity for Energy

4. Exercise Regularly

5. Visualize: Imagine Confidence

6. Give Yourself Permission To Be In The Process, Take Risks and Make Mistakes

7. Clarify Your Goals

8. Speak Well to Yourself

9. Ask For Help and Offer Your Help to Others

17 Exercises To Foster Self-Acceptance and Compassion

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