WELOVERESEARCH

NEGROS ORIENTAL HIGH SCHOOL
SENIOR HIGH SCHOOL CURRICULUM

Kagawasan Avenue, Capitol compound
Dumaguete City
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CHAPTER 1
THE PROBLEM AND ITS SCOPE
Introduction
Self-confidence is considered one of the most influential motivators and
regulators of behavior in people's everyday lives (Bandura, 1986). Self-confidence is
defined as one’s ability to judge his own social and personal standing with respect to
his environment and be able to derive satisfaction out of it.
Self-confidence has a significant impact on people -- on the way they engage
in activities, deal with challenges, and interact with others. It can also have a marked
effect on academic performance. In the researcher’s locality, some students,
particularly the Grade 11 Senior High students, have a low sense of self-efficacy in a
subject area and their chosen academic track/strand. That lack of confidence reduces
the student’s motivation to apply his or her best effort, the desire to learn, ability to
focus, and the willingness to take risks.
According to identity theory, the self is composed of multiple identities that
reflect the various social positions that an individual occupies in the larger social
structure. Meanings in an identity reflect an individual’s conception of himself or
herself as an occupant of that particular position (Stryker, 1980). Students who
believe that they have the ability to complete a particular academic task (self-
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efficacy) do better and have higher levels of motivation (Jacobs et al., 2002). Yet
Students often sabotage their academic performance by engaging in negative self-
talk about their abilities and by making faulty attributions to explain poor academic
performance (Linnenbrink & Pintrich, 2002).
Self-confidence can play an important role not only in school life but in
personal and social lives as well, and therefore, at every stage of life towards
success. It is evident that self-confident students are enthusiastic, study harder, have
higher motivations, and do not quit when difficulties confront them (Bong, 2002;
Pajares and Miller, 1994; Zimmerman and Kitsantas, 2005). This can be seen as a
positive effect of self-confidence on students’ achievements. Bandura (2006)
explains this in association with being purposefulness.
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Statement of the Problem
The main objective of this study is to identify why Grade 11 Senior High
students in Negros Oriental High School experienced lack of self-confidence and
how it affects their performances in school. At the same time, this study also aims to
answer the following questions:
1. What is the demographic profile of the student in terms of:
1.1 Sex
1.2 Strand/track
2. What are the possible reasons of having low self-confidence?
3. How does low self-confidence affect a student’s academic performance?
4. What are the strategies of students to develop self-confidence?
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Significance of the Study
The following will greatly benefit the result of the study:
School Administration. The result of this study will contribute to the improvement
of the administration on enhancing the learning process to help boost the self-
confidence of learners.
Teachers. The result of this study will help the teachers discover why students are
not confident enough to participate in class and to become more considerate on each
student’s experiences.
Students. The result will help the students on how to cope up with lack of self-
confidence and to improve academic performance.
Parents. The result will help them formulate some preventive measures to help their
children from experiencing lack of self-confidence and to learn the actions of their
children.
Future Researchers. This study will serve as a reference data in conducting new
researches or in testing the validity of future studies related to this.
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Scope and Limitation of the Study
This study focuses mainly to the Grade 11 Senior High students in Negros
Oriental High School for the School Year 2019-2020, who is experiencing lack of
self-confidence in their academic performance. This study will not cover other
problems that go beyond the topic.
The study would be done through the utilization of questionnaire to the
students as a survey and reference. By this strategy, the researchers will be able to
know the cause and effects of lack of self-confidence experienced by the Grade 11
students.
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Operational Definition of Terms
Acquirable – refers to the skill of the Grade 11 Senior High students that conceive
the ability in a way of learning or mastery goal
Encouragement – refers to one’s need to be focused on one’s successes
Exhaustive – refers to the comprehensive review of all research on self-confidence
and psychological functioning
Motivation – it is an act that inspires the Grade 11 Senior High students to do or
achieve something
Self-confidence – a feeling of trust in one’s abilities, qualities’ and judgment
Self-concept – an idea of the self-constructed from the beliefs one holds about
oneself and the responses of others
Self-esteem – confidence in one’s own worth or abilities; self-respect
Self-efficacy – refers to the Grade 11 Senior High students belief in their innate
ability to achieve goals
Self-satisfaction – refers to the Grade 11 Senior High students feeling of being
satisfied of themselves.
Vicarious – refers to the experience that has been shown to influence perceived
confidence of Grade 11 Senior High students such as their muscular endurance
performance
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THEORETICAL BACKGROUND
There are various theories in the ﬁeld of study that deals with the problem for
having lack of self-confidence. These include Maslow’s Hierarchy of Needs, Terror
Management Theory, and the Sociometer Theory.
Maslow’s Hierarchy of Needs
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.
Sociometer Theory
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.
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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).
Self-regulation theory
Self-regulation theory is a system of conscious personal management that
involves the process of guiding one’s own thoughts, behaviors, and feelings to reach
goals. (Roy Baumeister, 2000). Roy Baumeister claims it has four components
standards of desirable behavior, motivation to meet standards, monitoring of
situations and thoughts that precede breaking said standards, and lastly, willpower.
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CONCEPTUAL FRAMEWORK
NEGROS ORIENTAL
HIGH SCHOOL
Teacher-In-
Research
Charge Of SHS
Project
In Negros
Adviser Oriental High
School
15 Random Grade 11
Students From Negros
Oriental High School
Lack of Self-
Confidence Theories
Maslow’s Hierarchy
Sociometer Theory
of Needs
Self-regulation
Theory
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REVIEW OF RELATED LITERATURE
People with different gender identities, aged and situations have experienced
and have continued to experience the Lack of Self-confidence. Students who were
involved in these scenarios especially the Senior High School Students have the
biggest problems when it comes to Self-confidence.
Self-Confidence and Performance
Self-confidence is not a motivational perspective by itself. It is a judgment
about capabilities for accomplishing some goals, and must be considered within a
broader conceptualization of motivation that provides the goal context. (Bandura,
1977; Ericsson et al., 1993; Harter, 1978; Kuhl, 1992; Nicholls, 1984). This structure
allows a discussion of self-confidence as it provides a motivational process,
including the cause and effects of having Lack of Self-Confidence and the strategies
or the setting goals for the students to develop their Self-Confidence. Such
individuals may give up trying, not because they doubt their own capabilities, but
because they expect their efforts to be specific. (Bandura, 1977; Ericsson et al., 1993;
Harter, 1978; Kuhl, 1992; Nicholls, 1984).
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Theoretical Perspectives
Bandura stated that self-confidence involves conscious mental activities such
as thinking, understanding, learning, and remembering for mediating people’s
motivation, thought patterns, emotional reactions and behavior.
Research shows that students who underachieve academically or who fail to
live up to their own academic expectations suffer significant losses in self-
confidence (Centi, 1965; Gibby and Gibby, 1967).
Self-Confidence Information
According to Bandura (1990), 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 the observation processing of diverse sources of confidence
information.
Focusing on one’s successes should provide more encouragement and greater
confidence than focusing on one’s failures. The conceptions of ability have been
identified that lead to the development of goal orientations ( Dweck and Leggett,
1988; Elliott and Dweck,1988; Nicholls, 1984). The conception 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
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personal improvement, and regard errors as a natural part of the skill-acquisition
process. When performance falls short of their goals, they attribute the discrepancy
to inadequate effort, and their self-confidence beliefs remain minimally affected.
Enhancing Self-Confidence
Performance-Based Confidence Information
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 of ability.
Effects of Self-Confidence On Performance
Attempting to demonstrate the causal influence 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
affected.
In general, these studies have found self-confidence to be a major
determinant of motivated behavior or performance and to be influenced by
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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).
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
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(Bandura, 1977): performance-based strategies, modeling, persuasion and
communication, and anxiety-reduction strategies.
RELATED STUDIES
Related to the study, the researchers took some journals, they are:
First, by Safaa Mohammad Al-Hebaish (2012) found a positive significant
correlation between general self-confidence and academic achievement.
Those who scored high in GSCQ also had high scores in the oral achievement
test. Language instructors were recommended to enhance building up their
students self-confidence in order to develop their oral performance
achievement.
Second, by Hyesook Park and Adam R. Lee (2004) found that there
were significant effects of anxiety and self-confidence on oral performance:
The higher anxious the students were about speaking English, the lower
scores they gained on their oral performance; The higher confident they were,
the higher oral performance they showed. The correlation analysis of
anxiety/confidence and the elements of oral performance showed that
confidence was more closely correlated with the L2 learner‟ attitude and
interaction including communication strategies and social conversation skills
of oral performance, while anxiety was more negatively correlated with the
L2 learner’s range of oral performance such as vocabulary and grammar.
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Third, by Juhana (2012), found that psychological factors such as fear
of making mistake, shyness, anxiety, lack of confidence and lack of
motivation hinder students from speaking in English class. Those factors, like
fear of making mistakes, were commonly caused by their fear of being
laughed at by their friends. The possible solution to overcome those
psychological factors, most students believed that motivating them to be
more confident.
A straightforward definition of self-confidence is the amount of
reliance one has about himself, that is, one’s knowledge and one’s abilities.
Self-confidence seems to be among the first steps, progress, development,
achievement and success. Additionally, self-confidence refers to the belief
that a person has the ability to produce results, achieve go also or complete
tasks proficiently. Accordingly, it is also a building block for success
throughout one’s career and a key-competency in the self-awareness cluster.
Furthermore, Norman and Hyland suggest that there are three
elements to confidence:
1) Cognitive, the person’s knowledge of their abilities;
2) Performance, the person’s ability to do something;
3) Emotional, the learners‟ comfortable feeling about the former two aspects.
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Having all this in mind, one may presume that a self-confident person
is the one who would like to take further risks, placing himself in unfamiliar
situations and examining his capacities in different contexts, in particular,
making mistakes do not prohibit him to increase his ability to learn. One
other significant dimension that is worth considering when talking about self-
confidence, are the symptoms interconnected with a lower level of
confidence. There are two categories, emotional and physical symptoms. As
for the emotional symptoms, they are as follows: apprehension, uneasiness
and dread, feeling restless, strong desire to escape, avoidance behavior, hyper
vigilance, irritability, confusion, impaired concentration or selective
attention, self-consciousness and insecurity, and behavioral problems. The
physical symptoms are noticed through racing heartbeat, chest pains, hot
flashes or chills, cold and clammy hands, stomach upset, shortness of breath,
sweating, dizziness, muscle tension or aches, headaches, fatigue and
insomnia.
Furthermore, levels of confidence are variable. For instance, a learner
may possess the knowledge or skills required to do a specific task, but not be
confident to act because of the specific situation or environment in which he
is involved. Thus, he could be confident at one level of performance but not
at another, such as being confident to write a passage but feeling unconfident
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about starting a pronunciation learning course. Therefore, teachers need to
develop both situational and overall confidence. This is fine in principle, but
considering the reality, things turn out to be different. There are general
impressions about which learners do and do not seem to have self-confidence
as a general personality trait. Yet, one remains unclear about how those
learners are coping with different language aspects being learned.
However, the learners‟ over-self-confidence may interfere with the
specific learning tasks at hand, just as lack of confidence may prevent some
learners from fully exploit what they know. Accomplishments and
attainments will in all probabilities build up the learners‟ self-confidence
even more. It is expected that learners with a certain amount of confidence
are offered leadership and other responsibilities within groups. Ample
opportunities automatically go to learners with a high level of self-
confidence. In a word, success wills be generally attributed to learners with
high self-confidence.
Helping learners feel good about themselves by making them
believing in their capacities needs to be incorporated within the teaching
process. For instance, some learners are good at this and others are good at
that, but they need to recognize that they are all gifted in one way or in
another. Besides, it is important to acknowledge the extension provided by
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Clément and his colleagues that self-confidence is a social product which is
due to contacts between environments.
At first glance, it might seem that despite the fact that identifying key
definitions, noteworthy findings, or leading theories of self-confidence, one
still needs further research to identify the most useful and accepted ways of
defining such a concept. From a psycho pedagogical stand point, self-
confidence is illustrated with research examples about confidence building; it
may be defined as a facet of competence and of worthiness. Self-confidence
is not a concept reared in the same abstract discursive tradition as self-worth
or self-value, it is a more complex one. It may be seen as a competence and
as worthiness. Self-confidence appears to involve knowing one’s own
abilities and having enough faith in them to make sound decisions in the face
of uncertainty and pressure. It is a belief in one’s own abilities to take on a
difficult challenge. A confident person displays a powerful self-presentation
and expresses him or herself in an influential, remarkable, and unhesitating
way. Thus, if confidence is viewed as competence, this depends on two
things, an individual’s hopes, desires, or aspirations, which are termed
“pretensions,” and his or her ability to realize them, which in turn requires
competence. Accordingly, studies which converge from educational
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psychologists tend to focus on behavioral outcomes and the degree of
discrepancy between one’s “ideal” self and “real” self. When combining
confidence with competence, we may deduce a competence-based definition,
we also may automatically maintain that it is a certain type of competence,
notably in arenas related to individual’s developmental history, personality
characteristics, values, and so forth. A variety of studies have demonstrated
the positive impact of confidence on performance. Moreover, shaping
attitudes about the “self” seems to be more complex than doing so for
anything else. It seems that a person “evaluation or judgment of his own
“worth” plays an important role in bringing the notion of values into play.
Therefore, the domain of behavior matters to an individual’s self- worth, as
recognized by Rosenberg: The individual simply feels that he is a person of
worth, her aspects himself for what he is, but he does not stand in awe of
himself nor does he expect others to stand in awe of him. He does not
necessarily consider himself superior to others. At some point, seeing self-
confidence in terms of worthiness involves dealing with the issues associated
with attitudes, self-image, self-representation and self-concept. Therefore,
this vision may yield at least tone tangible power, viewing self-confidence in
terms of an attitude may mean that it can be measured.
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RESEARCH METHODOLOGY
Research Design
The researchers used the simple descriptive correlation design by using
survey questionnaires, which were distributed to random Grade 11 students in
Negros Oriental High School, to attain the main objective of the study.
Research Respondents
The respondents in this research study are 15 randomly chosen Grade 11
students in Negros Oriental Senior High School.
Research Instruments
The researchers used a survey questionnaire to obtain the data needed. The
questionnaires itself tells on the description, analysis, and interpretation of the
respondents.
Research Environment
This study was conducted in Negros Oriental High School. The respondents
were given survey questionnaires that were randomly picked from different strands
within Negros Oriental Senior High School.
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Research Procedure
In conducting this study, the researchers provided a letter of approval to the
Research Adviser and then to the office of the Principal for the permission to
conduct the qualitative research inside Negros Oriental High School. After the
approval of the principal, the researchers immediately proceeded to the data and
information collection through survey questionnaires. The researchers explained the
purpose of the study to the respondents before proceeding to the survey
questionnaire.
The results was analyzed and interpreted after it had been gathered thereof
establishing themes based on the respondents’ response.
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CHAPTER II
FINDINGS AND ANALYSIS OF DATA
This chapter presents the findings, analysis, and interpretation of data
gathered whose main objective is to know the causes, effects , and the strategies used
to cope the Lack Of Self-Confidence Among Senior High Students Of Negros
Oriental High School.
The researchers floated survey questionnaires to 15 randomly selected Grade
11 students of Negros Oriental High School. The questionnaires that have been
distributed have the following questions: 1.) If you lack self-confidence, you are…;
2.) On what instances you deemed that you feel you lack self-confidence in school?;
3.) When you are in a self-confidence dilemma, do you have these effects
experiencing to yourself?; 4.) What are your ways to cope these self-confidence
issues?, 5.) Did your strategies worked?
Presentation and Analysis of Data
1. Meaning of Lack of self-confidence
1.1 Shy and doubting your capacity or ability (R1, R2, R3, R4, R5,
R6, R8, R9, R11, R14)
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The act of feeling nervous and uncomfortable about meeting
and talking to people where they tend to avoid something because of
nervousness and fear. They doubt their capacity and ability that they
might not be good enough on doing something.
1.2 Thinking negatively and somehow overthinks (R1, R2, R5, R8,
R9, R11, R13)
Somehow overthinks and make scenarios in their heads and
leads to negative thinking. It involves dwelling on how bad they feel
and thinking about all the things they have no control over.
1.3 Keeping on comparing yourself to others (R1, R2, R11, R14,
R15)
Students compare their selves to others for they believe that
others have something that they do not have and they are better than
them. In other words they are insecure and because of those
insecurities they have low self-confidence.
1.4 Giving reasons for your actions (R13, R14)
Students get conscious on every action they made that they put
meanings on their actions and take simple actions into big deal. They
are afraid to commit something that might result them to be
embarrassed.
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1.5 Having difficulty in motivating yourself (R1, R3, R9, R11)
They are having a hard time in motivating one self and usually
think negatively.
1.6 Afraid of criticism (R1, R3, R9, R11, R14)
An individual cannot freely express his/herself due to
overthinking that he/she might receive negative comments or
feedbacks afterwards. He/she is afraid to act something they know
they can but end up regretting for not trying.
1.7 Inactive in school activities (R1, R7, R9, R11)
Students choose to be silent than to participate in school
activities because they are afraid that they might not good enough and
just get embarrassed. And thinking that others are way better than on
what they got. They thinks that the outcome might not reach what the
expectations of others. In other words, they are afraid of
disappointments.
1.8 Conscious of your actions (R2, R8, R11, R12, R14)
Consciousness is often thought of a stream, constantly shifting
of your thoughts and thinking that your actions are not right and
might result of being embarrassed.
1.9 Incompetent to express your idea (R1, R2, R3, R9, R13, R14)
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Those are incapable of giving their ideas. They always
cognizant the others and think that his/her idea is not enough.
Juhana (2012) stated on her study that self-confidence is the
amount of reliance one has about oneself, that is, one’s knowledge
and one’s abilities. Self-confidence seems to be among the first steps,
progress, development, achievement and success. Additionally, self-
confidence refers to the belief that a person has the ability to produce
results, achieve go also or complete tasks proficiently. Accordingly, it
is also a building block for success throughout one’s career and a key-
competency in the self-awareness cluster. According to Norman and
Hyland (2003) on their study The role of confidence in lifelong
learning they suggested that there are three elements to confidence:
1.) Cognitive, the person’s knowledge of their abilities; 2.)
Performance, the person’s ability to do something; 3.) Emotional, the
learners’ comfortable feeling about the former two aspects. Self-
confidence is not a motivational perspective by itself.
2. Subjects that you feel you lack self-confidence?
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These are the subjects that students feel lack of self-
confidence because of the various activities inside the class and
performances.
2.1 Subjects: Oral communication (R1, R3, R5, R6, R7, R10, R11, R13,
R14), General Mathematics (R2, R4, R6, R9, R10, R11, R15), 21st Century
Literature (R1, R6, R8, R11), Introduction to Philosophy of the Human
Person (R1, R3, R6, R7, R10, R14), Physical Education(R2), Understanding
Culture, Social and Politics (R3, R14), and Earth and Life Science(R6, R10)
2.2 Situations you feel you lack self-confidence
2.2.1 During oral recitation the following gave this as their answers
together with their explanations because she is pessimistic and an
over thinker (R1), doubts her capabilities (R2), afraid to commit
errors in terms of grammar (R5), shy (R6), afraid to commit mistakes
(R8, R10, R12), afraid of criticism (R11, R14).
2.2.2During reportorial activities the following gave this as their
answers together with their explanation because she is afraid to be
judged by others (R3), nervousness and fear of standing in front of
many people (R6), cannot his ideas (R9), afraid to say incorrect
information (R10)
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2.2.3 When playing sports
None of the respondents answered that they lack self-confidence in
playing sports.
2.2.4Walking along the hallway only one answered with the explanation
because she is conscious of her appearance (R4, R13)
2.2.5 When in role playing in relevance to this, based on their
explanations they lack self-confidence because she thinks that she might
not able to reach the expectation of the teacher and her fellow classmates
(R1), doubts her capabilities (R2), no interest in participating school
activities (R7), unable to portray his role well (R10).
2.2.6 When taking examinations based on his explanation he lack self-
regarding this because he does not have the desire to study (R7)
2.2.7 During dance performances the following also gave this as their
answers together with their explanation because they are afraid of
judgments (R3, R14)
2.2.8 Teacher’s behavior some also gave this as their answers together
with their explanation because of the fear to be scolded by the teacher
when committing mistakes (R10, R11, R14)
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Bandura (1990) stated that self-confidence involves conscious mental
activities such as thinking, understanding, learning, and remembering for
mediating people’s motivation, thought patterns, emotional reactions and
behavior in which the respondents find themselves they lack self-confidence
during oral recitation, reportorial activities, when playing sports, walking
along the hallway, when in role playing, when taking examinations, during
dance performances and due teacher’s behavior. fear of making mistake,
shyness
3. Effects of lack of self-confidence
3.1 Negative feelings (R1, R5, R6, R8, R9, R10, R12, 14)
You may experience sadness, shame, anxiety, fear, anger, loneliness,
stress, even depression. Everyone experiences periods of negative emotions;
but a person suffering from lack of self-confidence will have a difficult time
and will often experience them in combination.
3.2 Believing you have nothing to offer (R1, R6, R7, R9, R14)
You may perceive others’ traits and gifts as being superior to your
own- even “heroic”, and therefore unattainable. If you are struggling with the
effects of lack of self-confidence, you may believe that no one cares what
you think, how you feel, or even what you have to offer. And believing those
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things can lead to loneliness, hesitation to reach out and engage, and
eventually increasing repressed anger.
3.3 You lose interest on joining activities (R2, R3, R11)
Due to the lack of self-confidence, students will no longer participate
on any activities inside the classroom to avoid judgments.
3.4 Inability to take decisions for oneself (R2, R3, R13, R15)
Anxiety and worry are your constant companions during the decision
making process. While trying to decide on your options, you spend
hours playing out the possible scenarios of failure. You are nervous
about what others may say and think, swearing that you can already
hear the sounds of snickering in your head.
3.5 Unable to acknowledge your success (R1, R2, R4, R11, R14)
You are not able to acknowledge your success. You belittle your
self’s capabilities. You are not contented on what you have succeeded
because you think it is not enough. You set on higher expectations on
yourself. In other words, you somehow become perfectionist that even
small details on yourself you do not acknowledge.
3.6 Lesser desire to learn (none)
You cannot focus on your studies for always thinking that your skills
and capabilities are not enough to be called as a good student.
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Research also generally shows that feelings of self-competence are
conducive to higher levels of intrinsic motivation (Bandura & Cervone, 1983;
Deci & Ryan, 1985; Harackiewicz & Larson, 1986; Harter & Jackson, 1992;
Vallerand, 1983). People with low self-confidence generally underestimate
their capabilities primarily because they lack a realistic knowledge of their
own abilities; they lack self-confidence because they are threatened by
failure. Low expectations naturally result in the establishment of less
challenging or mediocre goals. Research shows that the lower the children’s
self-esteem, the lower their preference for challenge.19 Less challenging
goals consequently lead to reduced effort and mediocre performance
(Campbell & Fairey, 1985; Diggory, Klein, & Cohen, 1964; Wattenberg and
Clifford, 1964).20 Mediocre performance ultimately reinforces one’s feeling
of low self-esteem. Research shows that students who underachieve
academically or who fail to live up to their own academic expectations suffer
significant losses in self-confidence (Centi, 1965; Gibby and Gibby, 1967).
4. Ways to cope these self-confidence issues
4.1 You quit comparing yourself to others (R1, R2, R3, R7, R8, R10, R11,
R12, R14)
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Comparing yourself to others might help your self-confidence,
if you in fact compare yourself to people who are less skilled or
talented than you are. However, most people who struggle with self-
confidence issue do the opposite and compare themselves to others
who excel in the areas they value, and therefore end up feeling
defeated. Instead, compare yourself to yourself and look for the
progress you have made in your pursuit of competence and success.
4.2 You don’t dwell on your weaknesses (R1, R2, R5, R6, R10,
R11)
Accept the facts that every human being has weaknesses and
that they are inevitable. Just look around you and you will easily this.
It is not just you. No matter how much you try to eliminate your
weaknesses, they will exist so instead accept them. At least accept
most of them and if you really feel motivated to do so, isolate a few
and work on them if they are indeed changeable.
4.3 You lower your expectations to yourself (R6, R10, R11)
Avoid setting high expectations towards yourself. In
every action that you will take, expect less. In every decision that you
will make, do not rely on expecting a good outcome because the
tendency there is you will end up getting disappointed. If the student
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will expect that they are better than anyone, it will lead them to
disappointment.
4.4 You stop judging yourself (R1, R2, R7, R10, R11, R13, R14)
If you always judge yourself, you cannot achieve your goal.
Each one of us has a difference and similarities. We commit a
mistakes but that mistake is not hindrance to our success instead it
give us the lesson to be better person.
4.5 You learn to think positively (R1, R2, R3, R4, R6, R8, R9, R10,
R11, R14)
What we tell ourselves day after day is what we become to
believe. This being the case, we need to create a new, more positive
script for ourselves. Stop listening to your inner critical voice and if
you like, even give your critical voice a name so that you can begin to
see it as nothing separate from yourself. Foster a new voice which is
more positive, self-accepting and supportive.
4.6 You acknowledge your achievements (R1, R2, R6, R9, R10,
R11, R13)
Too often we focus on our failures and ignore our
achievements. Focusing on one’s successes should provide more
encouragement and greater confidence than focusing on one’s
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failures. Find a way to celebrate or reward what you have
accomplished by: giving yourself a break, treating yourself with your
favorite food, going on a holiday, doing one of your favorite
activities, allowing yourself some time to relax, spending time with a
friend or verbally complimenting yourself, to mention a few ideas.
Bandura (1986) stated that focusing on one's successes should provide
more encouragement and greater confidence than focusing on one's
failure.
4.7 You ask advices from family and friends (R1, R2, R3, R10,
R11)
One of the best ways to improve your self-confidence is to get
honest and accurate feedback from people who know and value you.
As well, once you ask for the feedback, fight the urge to discount it
since this is a common response for anyone who is not used positive
advices. Most people would be willing to take this time with you.
Also do not forget to write down the advices, so you can refer back to
it at times you are struggling.
4.8 You invest time into your hobbies (R2, R9, R10)
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Giving time on making yourself busy on what you love to do.
Instead of dwelling on the issues around you it is better to do things
you love or want and dwell on your hobbies.
According to Bandura (1977), Ericsson (1993), Harter (1978),
Kuhl (1992), and Nicholls (1984) that 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. This framework allows a discussion of self-confidence
as it relates to a number of motivational processes, including setting
goals and causal attributions such as quitting comparing oneself to
others, avoid dwelling on one’s weaknesses, lower expectations to thy
self, stop judging yourself, learning to think positively,
acknowledging achievements, asking advices from family and friends
and investing time into your hobbies.
5. Did the strategies worked?
5.1 Yes, their confidence somehow lifted up and slowly taking each
step to become an optimistic person, (R1, R3, R6, R9, R11, R13, and
R15), they learn to trust themselves (R2, R12) and be proud of oneself
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(R4) and now they have enough confidence to participate in class (R6,
R8, R10, R14).
5.2 No, based on his answer he still does not have enough to improve
his self-confidence (R7)
According to Bandura and Schunk (1981), Locke et al.,
(1984), Manderlink and Harackiewicz (1984) and Stock and Cervone
(1990) goal setting and self-confidence has generally shown that
setting goals for oneself and attaining them enhance perceptions of
self-confidence goals and raise confidence. Ames (1984), Dweck and
Leggett (1988), Nicholls (1984) also stated that 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 which mainly support that taking strategies is an
effective way to enhance and improve one’s self-confidence.
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SUMMARY OF FINDINGS AND ANALYSIS OF DATA
There are a lot of causes and effects of having lack of self-confidence among
Grade 11 students. Based on the results the main cause grade 11 senior high students
lack self-confidence because they doubt their capacity and abilities, they are afraid to
be judged by others, fear of making mistakes and shyness but it doesn’t lessen their
desire to learn. They have negative feelings, believes that they have nothing to offer
and not able to acknowledge their successes which mainly the effects of lack of self-
confidence.
They take strategies to cope these and the most effective strategies they use
were learning to think positively and they quit comparing themselves to others. By
these strategies their confidence lifted up and slowly taking each steps to become an
optimistic person. One of the respondents in taking the strategies somehow loses the
interest to himself because he believes he cannot do anything and the rest the
strategies worked. But the rest of the respondents take the strategies and worked.
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CHAPTER III
CONCLUSIONS AND RECOMMENDATIONS
Conclusion
Based on the results of the research majority of the respondents portray lack
of self-confidence as being shy and doubting one’s capacity and ability. Another,
with regards to causes of lack of self-confidence students doubts their capacity and
ability as well as due to the fear of being judged of others that made them feel
negative feelings.
Finally to cope with these, the respondents indulged themselves with positive
thoughts which they learn to think positively and they quit comparing themselves to
others.
Recommendations
For parents, be mindful and sensible in order to know their child’s feelings
and emotions through their effective counseling and daily consultation to them.
Furthermore, always show support to them and encourage and inspire them to do
good things.
For teachers, be approachable and open to your students as they share their
problem regarding their self-confidence. Give them words of wisdom to encourage
them to do things that will help them improve their self-confidence.
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For peers, be helpful by providing assistance every time they seek comfort.
Don’t let them feel being left out instead always let them feel that they are enough
and they are worthy.
For students who lack self-confidence, you must learn to think positively,
must trust their selves, stop comparing themselves to others, and grow to be more
persevering in their studies. Somehow you may also ask advices from their family or
friends to answer all the doubts they have.
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BIBLIOGRAPHY
Al-Hebaish, S.M., (2012). “The Correlation between General Self-Confidence and academic
Achievement in the Oral presentation Course”, Theory and practice in Language
Studies, Taibah University, Al-Madinah, Al-Munawarah, Kingdom of Saudi Arabia.
Vol: 2, No. 1. Retrieved from http://digilib.iain-
palangkaraya.ac.id/250/3/Chapter%20II%20MF.pdf
Arango, H.P.(2015). Students' Self-confidence as a Way to Improve Oral Production in

Tenth Grade Students at Ricaurte School. retrieved from
https://repository.unilibre.edu.co/bitstream/handle/10901/7878/PradaHernando2015.
pdf?sequence=1&isAllowed=y
Bénabou, R. and Tirole, J., (2001).Self-confidence and Personal Motivation.

Retrieved from
https://www.princeton.edu/~rbenabou/papers/papers/CONFQJE2.pdf
___, (2018). Essays, UK. Effect of Low Self Esteem on Academic Performance. Retrieved
from
https://www.ukessays.com/dissertation/examples/psychology/self-worth-on-student-
academic-performance.php?vref=1\
Maertz, K., (__). Strategies to Build a Healthy Self-esteem.retrieved from

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.mcgill.ca/c
ounselling/files/counselling/self-
esteem_helpful_hints_0.pdf&ved=2ahUKEwjGnJuA9rrkAhUHFogKHSUYAloQFj
AKegQIAhAB&usg=AOvVaw1iwv5vUc8HyZQoDf-Aty08&cshid=1567729158187
Mercinah, R.,Nirmala, D. and Akila, R.A, ( ). Study on Academic Performance,Self-

Esteem, and Hopelessness on Higher Secondary School Students.retrieved from
https://www.academia.edu/8058131/A_STUDY_ON_ACADEMIC_PERFORMAN
CE_SELF_ESTEEM_AND_HOPELESSNESS_OF_HIGHER_SECONDARY_SCH
OOL_STUDENTS
McLeod, S. A. (2012). Low self esteem. Retrieved from

https://www.simplypsychology.org/self-esteem.html
New Kadampa Tradition-International Kadampa Buddhist Union. (2019). Building Self-

Confidence.retrieved from
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https://www.googleadservices.com/pagead/aclk?sa=L&ai=DChcSEwiSn-
vzqNHjAhXSqZYKHV86AikYABAAGgJ0bA&ohost=www.google.com.ph&cid=C
AESQeD2KwX5kTZiJ67aMpFWdQTlK4HCjnvIiP9G0qe0s3Rbq2QBRr8qTfsBTN
3O0XLrmPni5Cj7e-qO4WlIqG9ucMI4&sig=AOD64_2lKcN193DXiUC3wIxj-
hmdHdDv0Q&q&adurl&ved=2ahUKEwi8reLzqNHjAhWCQN4KHVcWDDYQ0Q
x6BAgQEAE
Norman, M. and Hyland, T. (2003). The Role of Confidence in Lifelong Learning. Retrieved
from http://sprite.bolton.ac.uk/201/1/ed_journals-7.pdf
Park, H. and Lee, A. (2004). “Learner’s Anxiety, Self-Confidence and Oral Performance.
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Sancho, S. (2016)."Why do High School Students Struggle with their Confidence".

Retrieved from https://www.thepalmettopanther.com/why-do-high-school-students-
struggle-with-their-confidence
Druckman, D., and Bjork, R. A., (1994) Learning, Remembering, Believing: Enhancing
Human Performance. Retrieved from http://www.nap.edu/read/2303/chater/13#203
Wang, L. L. (2017). Effects of low self-esteem on your life can be huge.retrieved from
https://finetofab.com/effects-of-a-low-self-esteem/
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Appendix A
TRANSMITTAL LETTER
August 28, 2019
LUISITO R. DIVINAGRACIA, Ed.D.

Principal I, SHS Curriculum
Negros Oriental High School
Dear Dr. Divinagracia:
We the Grade 12 ABM Senior High Students of Negros Oriental High School would like to
ask your permission to allow us to conduct a survey among the grade 11 students here in Negros
Oriental High School. This is in connection of our research study entitled, “The Lack of Self-
Confidence of Senior High Students in Negros Oriental High School: A Qualitative Research”.
The survey would last only about 10-15 minutes and would be arranged at a time convenient to the
student’s schedule. Though the survey is entirely voluntary and all information provided will be kept
in utmost confidentiality and would be used only for academic purposes. The names of the
respondents will not appear in any publications resulting from this study unless agreed to.
Your approval to conduct this study will be greatly appreciated.
Sincerely yours,
Romano. Jay Michael E. Dumaloan, Cherymei B.
Rosal, John Vincent Romano, Joanlen S.
Dingding, Dynasty P. Sison, Shania Linzi
Villanueva, Kyline Nicole
Noted by:
LEONIDA S. WU, MATSpEd, Ed.D.

Research Project Adviser, NOHS-SHS
Approved by:
LUISITO R. DIVINAGRACIA, Ed.D.

Principal I, SHS Curriculum
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Appendix B
THE LACK OF SELF-CONFIDENCE OF SENIOR HIGH STUDENTS IN NEGROS
ORIENTAL HIGH SCHOOL: A QUALITATIVE RESEARCH
Dear Respondents,
Greetings!
We are the Grade 12 ABM Senior High students of Negros Oriental High School. Presently,
we are conducting a study entitled “The Lack of Self-confidence of Senior High Students in
Negros Oriental High School: A Qualitative Research”. In the regard, we are asking for your
precious time, and effort to answer all the questions in the questionnaire that are important and helpful
for the completion of the study. Rest assured that all the data gathered from you will be kept in the
highest level of confidentiality. No one other than the researchers will know your individual answers
to this questionnaire.
Your cooperation will be valuable contribution for the success of the study and will highly
appreciate.
Sincerely yours,
The Researchers
Noted by: Approved by:
LEONIDA S. WU, MATSpEd, Ed.D LUISITO R. DIVINAGRACIA, Ed.D.

Research Project Adviser, NOHS-SHS Principal I, SHS Curriculum
RESEARCH TOOL
Survey Questionnaire
The Lack of Self-confidence of Senior High Students in Negros Oriental High School: A
Qualitative Research
I. Demographic Profile
Name (Optional): _____________________
Sex:
Grade and Section:________________

Instruction: Please read carefully the following questions and put a check mark on the box that
corresponds to your answer.
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1. If you lack self-confidence, you are…
Ο shy and doubting your capacity or ability. Ο having difficulty in motivating yourself.
Ο thinking negatively and somehow overthinks. Ο afraid of criticism
Ο keeping on comparing yourself to others. Ο inactive in school activities
Ο giving reasons for your actions. Ο conscious of your actions
Ο becoming a perfectionist. Ο incompetent to express your idea
2. On what instances you deemed that you feel you lack self-confidence in school?
Ο in Oral Communication subject Ο in Physical Education Ο in Introduction to the
subject Philosophy of the Human
Ο in General Mathematics subject Ο in 21st Century Persons
Literature
Ο in Understanding Culture, Social Ο in Earth and Life Ο others(Please specify):
and Politics subject Science
2.1 Referring to your answers above, put a check mark if the reasons are below
Ο during oral Ο during reportorial Ο when playing sports Ο walking along the
recitation activities hallway
Ο when in role Ο when taking Ο during dance Ο teacher’s behaviour
playing examinations performances
2.2 In your responses above, kindly expound on the reasons why you have such feelings.
3. When you are in a self-confidence dilemma, do you have these effects experiencing to
yourself?
Ο negative feelings Ο you lose interest on joining Ο unable to acknowledge your

activities success
Ο believing you have nothing Ο inability to take decisions for Ο lesser desire to learn
to offer oneself
4. What are your ways to cope these self-confidence issues?
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Ο you quit comparing yourself to Ο you stop judging yourself Ο you ask advices from
others family
Ο you don’t dwell on your Ο you learn to think positively and friends
weaknesses
Ο you lower your expectations to Ο you acknowledge your Ο you invest time into
your yourself achievements your
Hobbies
5. Did your strategies worked? Expound your answer.
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Appendix C
Survey Questionnaire Transcript
1. Lack of self-confidence for her/him is:
 Shy and doubting your capacity and ability – R1, R2, R3, R4, R5, R6,
R8, R9, R11, R14
 Thinking negatively and somehow overthinks – R1, R2, R5, R8, R9,
R11, R13
 Keeping on comparing yourself to others - R1, R2, R11, R14, R15
 Giving reasons for your actions – R13, R14
 Having difficulty in motivating yourself – R1, R3, R9, R11
 Afraid of criticism – R1, R3, R9, R11, R14
 Inactive in school activities – R1, R7, R9, R11
 Conscious of your actions – R2, R8, R11, R12, R14
 Incompetent to express your idea – R1, R2, R3, R9, R13, R14
2. Subjects that he/she feel the lack of self-confidence:
 In Oral communication, 21st century literature, and introduction to
philosophy of the human person during oral recitation and when in
roleplaying because she is pessimistic person and an over thinker.(R1)
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 In General mathematics, Understanding Culture, Social, and Politics, and
in Physical Education during oral recitation and when role playing
because she doubts her capabilities. (R2)
 In oral communication, UCSP, and Introduction to phil. During
reportorial activities and dance performances because she’s afraid to be
judged by others.(R3)
 In General Mathematics when walking along the hallway because she’s
conscious her appearance. (R4)
 In oral communication, during oral recitation because she’s afraid to
commit errors in terms of grammar.(R5)
 In oral communication, general mathematics, 21st century literature, earth
and life science, and introduction to philosophy of human person during
oral recitation, reportorial activities because she’s shy.(R6)
 In oral communication and introduction to philosophy of the human
person when in roleplaying and taking examinations because he is lazy.
(R7)
 In 21st century literature during oral recitation because she is afraid to
commit mistakes. (R8)
 In general mathematics during reportorial activities because he is afraid to
express his ideas, (R9)
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 In oral communication, general mathematics, earth and life science, and
Introduction to philosophy of the human person during oral recitation,
when roleplaying, during reportorial activities and teacher’s behavior
because what he thinks is different from what his mouth says. (R10)
 In oral communication, General mathematics, and 21st century literature
during oral recitation and with the teacher’s behavior because she is
afraid to criticism. (R11)
 In pre-calculus during oral recitation because she is afraid that her
answers might be wrong. (R12)
 In oral communication and while walking along the hallway because she
is conscious when everyone’s attention is on her. (R13)
 In oral communication, UCSP, and introduction to philosophy during oral
recitation, dance performances, and teacher’s behavior she is not showy
on what she got and afraid to be judged by people who are more
intelligent than her.(14)
 In general mathematics during reportorial activities because he hard time
understanding the lessons and afraid to spread false information. (R15)
3. The effects when he /she feel lack of self-confidence:
 Negative feelings – R1, R5, R6, R8, R9, R10, R10, R12, and R14
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 Believing you has nothing to offer – R1, R6, R7, R9, and R14
 You lose interest on joining activities – R2, R3, and R11
 Inability to take decisions for oneself – R2, R3, R13, R15
 Unable to acknowledge your success – R1, R2, R4, R11, R14
 Lesser desire to learn –
4. Coping strategies to self-confidence issues:
 You quit comparing yourself to other – R1, R2, R3, R7, R8, R10,
R11, R12, and R14
 You don’t dwell on your weaknesses – R1, R2, R5, R6, R10, and
R11
 You lower your expectations to yourself –R6, R10, R11
 You stop judging yourself – R1, R2, R7, R10, R11, R13, and R14
 You learn to think positively – R1, R2, R3, R4, R6, R8, R9, R10,
R11, and R14
 You acknowledge your achievements – R1, R2, R6, R9, R10,
R11, and R13
 You ask advices from family and friends – R1, R2, R3, R10, and
R11
 You invest time into your hobbies –R2, R9, and R10
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5. Do the strategies worked?
 Yes, her confidence somehow lifted up and slowly taking each steps to
become an optimistic person. (R1)
 Yes, believing in yourself really will help you a lot, since you will learn
to trust oneself. Thinking positively and lessening yourself from
comparing yourself to others will help you a lot and you will learn to love
yourself and acknowledge your work. Also I am coping up and
learning.(R2)
 Yes, I think these strategies would work for now. Maybe someday or
starting this day I’ll try to build my confidence and face the world I live
in, without doubts and uncertainty. (R3)
 Yes, you should be proud of yourself. (R4)
 Yes, because I am now confidently participating in oral recitation.(R5)
 Yes, nag work man siya pero dili pa jud totally nga confident pa jud kos
kong kaugalingon pero gi try man nako akong kaugalingon para di nako
mag ingon ani pero mutokar jud sya. (R6)
 No, he loses the interest on his self. (R7)
 Yes, in a way I could gain a little confidence to myself. (R8)
 Sometimes though, I think positively if I see negative people to motivate
them well even I achieved something, I think it’s just an achievement
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making more. And I have fun on my hobbies which I am very confident.
(R9)
 Yes, by not comparing myself to others or think negatively on myself it
helped me improve and with the help of my family I thank you. (R10)
 Yes, because if I can think positively or think of the positive effect of
having self-confidence, I can help myself af not having a lack in self-
confidence. (R11)
 Yes, she learns to trust herself. (R12)
 Sometimes(R13)
 Yes, because if you will just think positively all will work very well. And
don’t put a lot of standards in all you do. And facing your fears will
conquer the problem of having less self-confidence.(R14)
 Yes, it somehow worked, because I am still going through having lack of
self-confidence but I know surely that having a positive mind could
change your life, because of this things may be resulted in a positive way
too. (R15)
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CURRICULUM VITAE
DYNASTY P. DINGDING
Mango Ave., Dumaguete City

+639056791848 / dynastydingding@gmail.com
Age: 17 Gender: Female

Birthday: August 23, 2002
Mother’s Maiden Name : Mia Theresa E. Perez
Father’s Name : Dante D. Dingding
Educational Attainment
Vallehermoso Central Elementary Schoo l (2013-2014)
Colegio de Santo Tomas-Recoletos (2017-2018)
Negros Oriental Senior High School (2019-2020)
CHERYMEI B. DUMALOAN
Northern Junob, Dumaguete City

+639654827255 / dumaloanchery@gmail.com

Birthday: September 25, 2001
Mother’s Maiden Name : Cheryl S. Borling
Father’s Name : Temmei K. Dumaloan
Larena Central Elementary School (2013-2014)
Negros Oriental High School (2017-2018)
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JOANLEN S.ROMANO
Boloc boloc, Sibulan Negros Oriental

+639751754936 / joanlenromano@gmail.com

Birthday: November 4, 2001
Mother’s Maiden Name : Elizabeth A. Sibala
Father’s Name : Zosimo B. Romano
Magsaysay Memorial Elementary School (2013-2014)
SHANIA LINZI SISON
Maslog Sibulan, Negros Oriental


Birthday: November 21, 2000
Mother’s Maiden Name : Maria Concepcion B. Cañares

Father’s Name : Joel L. Sison
West City Elementary School (2013-2014)
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KYLINE NICOLE R. VILLANUEVA
Colon Extension, Dumaguete City

+639970880546 / kylinenicolevillanueva@gmail.com

Birthday: December 25, 2001
Mother’s Maiden Name : Mary Grace G. Rivera
Father’s Name : Ludeber B. Villanueva
West City Elementary Schoo l (2013-2014)
JOHN VINCENT C. ROSAL
Boloc Boloc, Sibulan Negros Oriental

Age: 18 Gender: Male

Birthday: February 18, 2001
Mother’s Maiden Name : Shalyn Calibat
Father’s Name : Vincent Rosal
Boloc boloc Elementary Schoo l (2013-2014)
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JAY MICHAEL E. ROMANO
Colon Extension, Dumaguete City

+639654827255 / jayromano@gmail.com
Age: 18 Gender: Male

Birthday: July 8, 2001
Mother’s Maiden Name : Marites Elumba
Father’s Name : Junito D. Romano
West City Elementary School (2013-2014)
54

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NEGROS ORIENTAL HIGH SCHOOL

SENIOR HIGH SCHOOL CURRICULUM

THE PROBLEM AND ITS SCOPE

Self-confidence is considered one of the most influential motivators and

regulators of behavior in people's everyday lives (Bandura, 1986). Self-confidence is

his environment and be able to derive satisfaction out of it.

Self-confidence has a significant impact on people -- on the way they engage

effect on academic performance. In the researcher’s locality, some students,

focus, and the willingness to take risks.

According to identity theory, the self is composed of multiple identities that

structure. Meanings in an identity reflect an individual’s conception of himself or

herself as an occupant of that particular position (Stryker, 1980). Students who

Students often sabotage their academic performance by engaging in negative self-

performance (Linnenbrink & Pintrich, 2002).

positive effect of self-confidence on students’ achievements. Bandura (2006)

explains this in association with being purposefulness.

Statement of the Problem

students in Negros Oriental High School experienced lack of self-confidence and

answer the following questions:

1. What is the demographic profile of the student in terms of:

2. What are the possible reasons of having low self-confidence?

3. How does low self-confidence affect a student’s academic performance?

4. What are the strategies of students to develop self-confidence?

Significance of the Study

The following will greatly benefit the result of the study:

confidence and to improve academic performance.

researches or in testing the validity of future studies related to this.

Scope and Limitation of the Study

problems that go beyond the topic.

The study would be done through the utilization of questionnaire to the

Operational Definition of Terms

the ability in a way of learning or mastery goal

Encouragement – refers to one’s need to be focused on one’s successes

Exhaustive – refers to the comprehensive review of all research on self-confidence

and psychological functioning

Motivation – it is an act that inspires the Grade 11 Senior High students to do or

Self-confidence – a feeling of trust in one’s abilities, qualities’ and judgment

oneself and the responses of others

Self-esteem – confidence in one’s own worth or abilities; self-respect

ability to achieve goals

Self-satisfaction – refers to the Grade 11 Senior High students feeling of being

confidence of Grade 11 Senior High students such as their muscular endurance

having lack of self-confidence. These include Maslow’s Hierarchy of Needs, Terror

Management Theory, and the Sociometer Theory.

Maslow’s Hierarchy of Needs

According to Maslow, humans must have their needs of physiological

comes from within.

The Sociometer Theory suggests that self-esteem is an internal gauge of the

rests on the conception of self-esteem as an internal individual perception of social

acceptance and rejection.

Finally, evidence shows that social exclusion based on personal characteristics

decreases self-esteem (Leary et al., 1995).

Self-regulation theory is a system of conscious personal management that

standards of desirable behavior, motivation to meet standards, monitoring of

REVIEW OF RELATED LITERATURE

biggest problems when it comes to Self-confidence.

Self-Confidence and Performance

Self-confidence is not a motivational perspective by itself. It is a judgment