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                      American International Journal of Social Science Research; Vol. 5, No. 1; 2020 
                                       ISSN 2576-103X   E-ISSN 2576-1048 

Published by Centre for Research on Islamic Banking & Finance and Business, USA 
 

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Students’ Self-Confidence and Its Impacts on Their Learning Process  
 
 

Omidullah Akbari 
English Language and Literature Department 

Kandahar University 
Kandahar, Afghanistan 

E-mail: akbariomidullah@gmail.com 
 

Javed Sahibzada 
Senior Assistant Professor 

English Language and Literature Department 
Kandahar University 

Kandahar, Afghanistan 
E-mail: sahibzada.javed@gmail.com 

Abstract 
The purpose of this study was to measure students’ self-confidence and finds its impacts on their learning process at Kandahar 
University. The study is descriptive in nature where quantitative questionnaire is used to collect data through stratified sampling 
from 1375 male and female students. The findings revealed only some of the students were low self-confident and most students 
were highly self-confident. In addition, students’ self-confidence effected their learning in areas of students’ participation, in 
seeking goal, developing interest in lessons, in decreasing students’ anxiety, they are being comfortable with their instructors and 
classmates and  also in sharing their opinions related to lessons in class.  

Keywords:  Impacts, Learning, Measuring, Process, Self-Confidence.   
 
1. Introduction 
Competence knowledge and performance are interrelated concept and they are the key success for individual in their career. Due 
to the lack of each one can face many challenges their lives. Students with the lack of any of these may face various challenges in 
achieving intended outcomes which have been set out by their respected institutions or the goals they have for themselves. The 
lack of self-confidence in students may not only create problem for students but for institutions areas of thereof and in effective 
implementation of curriculum.    

Most of the current crisis in the educational system is due to low self-confidence that leaded a number of students 
having lack of enough participation and unsatisfactory progress after much time spends in the class. As Norman & Hyland 
(2003) state confidence is a factor in learning which can have its effects on students’ participation and progress. Self-confidence 
is very necessary for a student to take risks and engage in the learning activities and those who have self-confidence they are 
assured of their abilities and are setting goals for themselves and work hard to achieve their goals without worrying about the 
outcomes (Kanza, 2016). 

Mutluer (2006) & Yavuzer (1998) (as cited in Sara, Avcu & Isiklar 2010) assert that human is born with self-
confidence but it is changeable during the age Students’ self-confidence can be lowered due to students’ anxiety, self-insecurity, 
fear and feeling of being apart from the society (Rubio, 2007).  According to Benabou & Tirole (2002), self-confidence is very 
effective in motivating humans and can lead to changing human’s behavior. The self-confidence should be considered as the 
quality of a student in which the student feels him/herself assured of successfully performing of different activities in the class 
and out of the class for the purpose of learning. However, the impact of self-confidence in learning process the researcher means 
that how students’ learning varies when students experience either high self-confidence or low self-confidence. 

Functionally, learning is a set of changes which are brought to the behavior of a person resulting from the experiences 
done by a human (Houwer, Holmes & Moors, 2013). Taylor & Mackenney (2008, p.263) defines learning as a permanent 
change in the behavior of an individual. They further define learning as the act of engaging students in activities and letting them 
get knowledge through their sharing experiences or getting information from the teacher.  

Self-confidence is defined as the believe or trust that a student has in performing something successfully (Kanza, 
2016). According to Perkins (2018) self-confidence is related to success, achievements in education, conciliation, and a persons’ 
well-being, among other things and self-efficacy, self-esteem, and self-compassion are the three factors which can affect the level 
of self-confidence of any individual.  

mailto:akbariomidullah@gmail.com
mailto:sahibzada.javed@gmail.com


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2. Statement of the Problem 
Although self-confidence enhances a student’s motivation in learning process and its impact is explained thereof. There are 
various challenges exists for students with lower self-confidence. For instance, Benabou & Tirole (2002) point out that there is 
still one big challenge that students are having as their vulnerability in learning is the lack of self-confidence which can adversely 
affect the learning of any students.  According to Rubio (2007) due to low self-confidence many psychological barriers such as 
feeling of in secureness, fearfulness, having anxiety, and feeling yourself apart from the society are possible barriers that may arise 
for a student during the class which can adversely affects the performance of individual. They can consequently be leading an 
individual being distracted from the learning process. Based on personal experiences of the researchers, it has been observed that 
most of students at Kandahar University having poor participation in classes. Since the participation is closely related to self-
confidence, this is the major concern that students’ poor performance maybe due to the lack of self-confidence which can 
consequently affect their vulnerability in learning process. 
  According to Benabou & Tirole (2002) self-confidence has its effect on motivation and can change humans’ behavior 
and is considered as a factor for students’ problem-solving skill at the university. In addition to that Palavan (2017) states that 
students’ lack of self-confidence can cause for students’ lack of motivation which in result can cause education become 
compulsory and make student show negative attitude toward learning. These are the key causes and inspirations for conducting 
the research. Because if students’ poor performance continues, the intended outcomes set out the respected departments and 
effective curriculum is not possible to be achieved. Tunçel (2015) suggest language teachers to develop their students’ self-
confidence and avoid those behaviors which lower students’ self-confidence.  
 
3. The Significances of the Study 
A large body of current literatures related to students’ self-confidence shows that in many counties many researchers, specially: 
Sar, Avcu & Isiklar (2010) in Turkey, Verma & Kumari (2016) in Ludhiana (Punjab), Fatma (2015) in India, Karimi & 
Saadatmand (2014) in Asfahan, Al-Hebaish (2012) in Saudi and Gardner, Dukes & Discenza (1993) in San Francisco has 
considered self-confidence as an important factor for enhancing students’ learning and many efforts has been taken for 
developing students’ self-confidence in learning while less attention is paid to this issue in Afghan context especially, Kandahar 
university. There is need for measuring students’ self-confidence and its impact on their learning process to fill somehow the 
existed gap. This study will add to the existing literature of students’ self-confidence through conducting a study related to 
students’ self-confidence with a different population in different research cite.  In addition to that, this study will benefit the 
ministry of higher education, department of educational psychology, department of pedagogy, university curriculum designers, 
university policy makers, university teachers, and university students in identifying the causes of their lower performance and 
possible solutions to exist in effective curriculum implementation. Moreover, this study will also help school teachers and 
students and other related organizations who deal and care with students’ self-confidence. This study will give a clear picture of 
the Kandahar University students’ self-confidence level and its effects in learning process to the thereof sectors. The purpose of 
this study is to measure students’ self-confidence on learning and find its impacts on learning process. 
 
4. Research Objectives 
The current study aims to identify the level of students’ self-confidence in learning at Kandahar University. Besides that, finding 
out how the self-confidence had impacts on students’ learning at Kandahar University is another key aims direct the study 
toward its findings. 
 
5. Research Questions 

 What is the level of students’ self-confidence in learning at Kandahar University? 
 What are the impacts of students’ self- confidence on their learning process at Kandahar University? 

6. Review of the Literature 
This part of the study explores previous studies related to students’ self-confidence. It explores the level of students’ self-
confidence on learning and the impacts of students’ self-confidence on their learning and scholar’s opinion about self-confidence 
and its impact has been documented. 
 
6.1 Students’ Self-confidence Level 
A large body of literature is related to measuring students’ self-confidence in learning. Tripathy & Srivastava (2012) believe that 
self-confidence is an attitude and students with self-confident believe on their abilities, they are goal-directed, they believe that 
they will reach their goals and expectations. Self-confidence is not the same in all areas of a person’s life. It is possible that an 
individual be very confident in one area of life and less confident in some other areas of life. 

 Mahyuddin et.al (2006) has investigated the relationship between students’ self-efficacy and their English language 
achievement on 1,146 students and has found out that more than a half of the students were highly self-confident and less than 



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the half number of students were low self-confident.  On the other hand, Atherton (2015) measured confidence of male and 
female students in open access enabling courses and found that male students were not having any significant lack of confidence 
in regard to the assessment tasks that involved the quizzes and the final exam. On the other hand, his study revealed a significant 
lack of confidence among female in regard to all areas, including course satisfaction, mid-semester test, their relation with their 
professors, taking pre-requisite textbooks and materials, quiz performances and their performances in final exam. 

Similarly, Sar, Avcu, & Isiklar (2010) studied undergraduate students’ level of self-confidence in and found some 
important differences at the level of students’ self-confidence based on students’ genders and departments. However, Verma & 
Kumari (2016) investigated the effects of self-confidence on academic achievement of elementary school students and did not 
find any significant difference in students’ self-confidence in term of gender. Moreover, Tripathy & Srivastava (2012) studied 
the effects of academic achievements on the level of self-confidence also found no difference in students’ self-confidence in terms 
of students’ gender but the researchers found that there was a relationship between students’ academic achievements and se lf-
confidence. The study further revealed that students with higher academic achievement had a higher level of self-confidence and 
students with lower academic achievements had a lower level of self-confidence. 

In addition to that, Nurmi, Hannula, Maijala, & Pehkonen (2003) have studied pupils' self-confidence in 
mathematics. They found that the weakest student had the lowest self-confidence and their study also revealed that students’ 
self-confidence was varying among male and female students.  Their study showed that boys had remarkably higher self-
confidence than girls and the study has also examined students’ self-confidence on most skillful students for the second time to 
see either the finding is the same or not and found that boys were noticeably more confident in compare to girls. 

Moreover, Fatma (2015) have investigated self-confidence of adolescents in relation to their gender, locality and 
academic achievement. She found that male had higher self-confidence in comparison to females. Her study rejected her 
proposed hypothesis of the study that said both male and female are having the same level of self-confidence. On the other hand, 
her study also found that there was no significant difference between the learning outcome of both male and female students. 
The study further found that the level of self-confidence among the rural students was higher in comparison to urban students. 
However, she also found the academic achievements of the urban students were higher than the rural students’.  

 Some other researchers have explored the level of students’ self-confidence in learning in regard to some other factors. 
For instance, Laird (2005) has studied diversity as the theoretical framework in their study and an influencing factor for 
students’ self-confidence and studying college students’ experiences with diversity and their effects on their self-confidence, social 
agency and disposition toward critical thinking.  The study found that students with different experiences, different courses , 
having a positive relationship with their different partners were having a higher level of self-confidence. The study further found 
diversity as an important component for college students’ education. 

In addition to that Clark (1994) has explored the adolescents in post-divorce and always-married students. He found 
that students who live away from their parents for short or long time, or who have parents who do not show much interest in 
them are lacking the self-confidence. The researcher further claimed that the family factor can be effective in the development of 
self-confidence among students. 

Palvan (2017) explored the impact of drama education on the self-confidence and problem-solving skills of students 
at primary school education and his finding indicated that the level of students’ self-confidence and problem-solving skills were 
low before the drama education and after the drama education. The study further revealed that students’ self-confidence and 
problem-solving skills levels were improved through the use of drama education and the researcher suggest teachers to use drama 
education in their classes.  

 On the other hand, Colbeck, Cabrera, & Terenzini (2001) have studied learning professional confidence, linking 
teaching practices, students’ self-perceptions, and gender. They have found that teaching practices are an influencing factor for 
students’ self-confidence rather than students’ background characteristics. The study conducted by Still, Pulford & Sohal (2006) 
to explore student’s self-confidence on academic abilities by measuring individual’s learning profile. Their findings revealed that 
students’ carefulness, honesty, and the attitude of expecting everything to be perfect are the strongest factors influencing 
students’ academic confidence and had affected students’ confidence. 
 
6.2 Impacts of Students’ Self-Confidence on Their Learning Process 
A large body of literature is concerned to the impacts of students’ self-confidence in learning process. Norman & Hyland (2003) 
have studied the role of confidence in lifelong learning. They have found students’ confidence as a barrier to students’ learning 
which a factor is affecting students’ participation and progress. The study further shows that students’ level of self-confidence 
can be affected by any individual student and his or her teachers, partners, temporary adviser and workplace supervisors. 
Similarly, Rubio (2007) studied self-esteem and foreign language learning and found that anxiety, self-insecurity, fear and feeling 
yourself apart from the society are a number of psychological situations which are possible to be arisen in learning due to low 
self-confidence.  



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Tuncel (2015) have studied the relationship between self-confidence and learning Turkish as a foreign language. The study 
found a relation between self-confidence and learning and the study showed that high self-confidence affected the learning 
positively and low self-confidence effected learning negatively. Similarly, in Cologne Laboratory, Fischer & Sliwka (2018) 
through experimentally studying the causal effects of external factors based changes on the motivation for learning, found that 
confidence in someone’s ability to learn stimulates someone for learning. The finding of this study indicated that higher 

confidence in the level of prior knowledge causes students with low levels of knowledge to work and care more. 
In addition, Verma et al. (2016) have studied the effects of self-confidence on academic achievement of elementary school 

students. They found out that self-confidence is affecting the academic achievement of students based on the low and high level 
of students’ self-confidence and their study showed significant differences in academic achievements of students’ either having 
low or high self-confidence. Fatma (2015) has studied self-confidence of adolescents in relation to their gender, locality and 
academic achievement. Her findings show that there is a correlation between the academic achievements and the self-confidence 
of the students. Her finding suggests that there is relationship between students’ self-confidence and learning outcomes because 
her findings shows that with the increase of self-confidence the academic achievement also increased. 

Karimi & Saadatmand (2014) conducted a study to find out the relationship between self-confidence with academic 
achievement based on academic motivation. Their study revealed that there was a relation between the academic achievement in 
both self-confidence and educational motivation. The researcher found that self-confident students gained success in learning.  
The researcher further states, the positive feedbacks, positive motivation, and school solving students’ problems raises students’ 
confidence. The link learning and motivation is also suggested by (Afzal, Ali, Khan & Hamid, 2010) who state the intrinsic 
motivation and extrinsic motivation are having positive impacts on students’ learning.  

The study conducted by Yashima, Zenuk-Nishide, & Shimizu (2004) to explore the influence of attitudes and effect on 
willingness to communicate and second language communication. Their findings revealed that self-confidence is a very 
important factor which can lead to students’ willingness to participate in oral activities in the classroom. Moreover, Al-Hebaish 
(2012) studied the correlation between general self-confidence and academic achievement in the oral presentation course. He 
found that students’ academic achievement can be affected by the self-confidence. Since, the study revealed that students with 
high level of self-confidence scored higher in oral test and students with low level of self-confidence scored lesser and showed 
lack of interest in having higher oral performance. 

A similar study, by Tridinanti (2018) investigating the correlation between speaking anxiety, self-confidence, and speaking 
achievement of undergraduate EFL students. The findings of this study show that self-confidence is playing the role of a 
significant predictor for students’ performance rather than anxiety. The study revealed that students having self-confidence had 
higher achievements and recommended students to improve self-confidence for having better performance. Jones (2001) 
conducted a study on academic self-confidence. His finding shows a correlation between the academic self-confidence and 
achievement striving.  His showed that academic self-confidence will have a high, positive correlational achievement striving.  
His findings furtherly showed that students who were confident at school were also confident in goal seeking and were very 
focused for achievements. Similarly, Verma & Kumari (2016) studied the effect of self-confidence on academic achievement of 
children at elementary stage. Their result indicated that there were some differences in the academic achievement of students in 
relation to their low and high level of self-confidence. 

A study of Students’ self-confidence and learning through dialogues in a Net-Based environment by Jakobsson (2006), 
revealed that a significant relationship exists between students’ self-confidence and succession in their studies. And the study 
further showed that students with good self-confidence experienced working through the internet full of inspiration and they felt 
they had worked harder than the others. 

Sihotang, Setiawan, & Saragi (2017) investigated the effects of learning strategies and confidence on student’s learning 
outcomes. They have found that student’s learning outcomes were related to learning strategy and self-confidence. Their study 
further revealed found that students who had high confidence had better learning outcomes in comparison to students who had 
low self-confidence. 

In the field of technology, a study conducted by Gardner, Dukes & Discenza (1993) in studying computer use, self-
confidence, and attitudes with a causal analysis of computers in human behavior. They have found that that the use of computer 
can give an individual a high level of computer self-confidence. The researchers further found that the negative experiences of 
computer in early life can cause negative attitudes toward computer. However, Puzziferro (2008) explored online technologies 
self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college found that online technologies self-
confidence is not related to students’ performance. 

Busch (1995) also studied gender differences in self-efficacy and attitudes toward computers. The study found gender 
differences in the level of self-confidence related to the completion of complex tasks in both word processing and spreadsheet 
software but there were no gender differences related to simple computer tasks. Their study further showed that females had 
fewer computer experiences in-compare to males since males were encouraged more to the use of computer and had more 
experiences in computer games. 



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Pajares & Johnson (1994) have investigated confidence and competence in writing and thy found the existence of a 
relationship between self-efficacy and performance and revealed that writing uneasiness was negatively affected by self-
confidence. Arango (2015) studied students’ self-confidence as a way to improve English oral production. His findings 
suggested showed that there is a relation between students’ low self-confidence and oral production in classroom. And the 
researcher had a theoretical framework of three domains of learning: Cognitive, Affective and Psychomotor domains. In the 
study, the researcher used a strategy in the entire lesson plans and an oral project called, “building self-confidence”. Through 
implementing this strategy tenth-grade students’ self-confidence increased. As a result of their study students become aware of 
their abilities and were less reluctant to speak in the class and they were motivated to participate in the class. 

Bauman (2012) has investigated self-esteem as a part of self-confidence in performing any activity and explored the 
importance of self-esteem in learning and behavior of children. He has found that there was no negative effect of self-confidence 
on students’ learning and motivation. But oppositely the researcher found self-confidence as an important factor which 
influences students’ motivation, learning, and behavior.  Furthermore, Mahyuddin et.al (2006) investigating the relationship 
between students’ self-efficacy and their English language achievement showed that students’ trust on their ability or self-
confidence is an effective factor on students’ learning. Similarly, Chemers, Hu, & Garcia (2001) studied the effects of academic 
self-efficacy and optimism on students' academic performance, stress, health, and commitment found that academic self-
confidence is related to students’ performance and self-adjustment. They have suggested that it can affect students’ performances 
directly and indirectly. Wright (2009) has studied Building Self-confidence with Encouraging Words. Their study indicated 
that that less confident student are experiencing fearfulness, being pessimist, having no vision of life and are feeling insecure and 
live to make others happy rather than themselves. whereas high self-confident students are ambitious and want more from life, 
are goal oriented, and have a real vision of life (seeing themselves in a better circumstance in life), and are attractive and open to 
others.  

 
7. Research Methodology 
7.1 Research Types and Sampling Method 
The study is descriptive in nature and quantitative questionnaire is used to measures self –confidence of the 1375 male and 
female in all level and different grade. They were selected through use of Stratified random sampling method from those 
faculties at Kandahar University whose self-confidence can be observed or engaged.  
 
7.2 Data Collection Procedures 
In the first phase of the study, students of different grades from six faculties namely, from Education that had total 1900 
students 320 students were selected as samples, Literature faculty with total 600 from which 235 were sample, in  Law and 
Political science had total 480 students from which selected samples  were 214,in faculty Journalism that had from total 380 
selected samples were191, the faculty of Sharia and Law from total 500 selected samples were 218, and from total 400 
population in Public Administration and Policy197 samples were selected. They were randomly selected so that everyone has an 
equal chance to be selected as the participant of the study (Creswell, 2012). In order to ensure the real sample size with the 
accuracy of 0.5, the survey table of Krejcie and Morgan is used in thereof sampling method. It is due to the number of students 
in all faculties were not equal so the researchers have used the thereof sample size. 

As the present study, was conducted at the end of the academic year so students of all grades including freshmen had gotten 
enough experience of their self-confidence in the university and were able to provide the necessary data for the present study. 

7.3 Research Instrument 
The main instrument in this study is a questionnaire. The questionnaire is designed in three parts. The first part is about the 
demographic information of participants’, the second part is for measuring students’ self-confidence in learning process and 
consists fifteen items and each item has a choice of five scales such as: 1. Not Confident at all, 2. Less confident, 3. Confident, 4. 
More Confident and 5. Extremely Confident so that any participants can show the level of his or her confidence in performing 
several task or activities inside the class and out of the class related to learning. Items for the second part are adopted from Paul 
Sander and Lalage Sanders’ “Academic Confidence Scale ACS” “Measuring Confidence in Academic Study” (Sander & Sanders, 
2003). The adopted ACS was already tested for reliability through asking psychology students for two times to complete the 
questionnaire (Sander & Sanders, et.al). The third part of the questionnaire is considered with the impacts of self-confidence in 
students’ learning process and has twelve items each of who are having five choice of Linkert scale 1. Strongly disagree, 2. 
Disagree, 3. Undecided, 4. Agree and 5. Strongly agree. The items for this part are drawn from the review of previews literature 
and are adapted from the ACS (Sander & Sanders, 2003). The designed instrument was taking around eight minutes to be 
answered. The collected data was analyzed with IBM SPSS Statistics 20th version and frequency and percentage and Percentage is 
presented in table and graphs.  
 



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8. Findings 
The data was collected to find out the students’ self-confidence and its impact of on leering process at Kandahar and the 
collected data was analyzed through SPSS 24 version for frequency and percentage that presented in tables.  
 

Table 1.  Demographics Data 

 Characteristics  Frequency Percent 

Gender 

Male  1259 91.6 

Female 116 8.4 

Total 1375 100.0 

Faculties 

Education  320 23.3 

Literature 235 17.1 

Law and Politics 214 15.6 

Journalism 191 13.9 

Sharia and Law 218 15.9 

Public Administration and Policy 197 14.3 

 Total  1375 100.0 

Classes or 
Grades 

Freshman 460 33.5 

Sophomore 380 27.6 

Junior 310 22.5 

Senior 225 16.4 

Total 1375 100.0 

Age 

20-25 1319 95.9 

26-30 35 2.5 

31-35 10 .7 

36 or Above 11 .8 

Total 1375 100.0 

 
Table 1 above shows 1375 total participants for the current study. Among them (91.6%) were male (8.4%) of them 

were female. Based on their areas of study, (23.3%) were from Education faculty, (17.1%) from language and Literature faculty, 
(15.6%) of Law and Political science, (13.9%) of Journalism, (15.9%) were studying in Sharia and Law faculty and from 
(14.3%) in the faculty of Public Administration. Regarding the grades of students (33.5%) freshman, (27.6%) sophomore, 
(22.5%) junior and (16.4%) senior students made the total number 1375 of the participants.  The age of participants (95.9%)  
of the respondents were between 29 – 25,  (2.5%) of the participants were at the age of 26-30, (0.7%) of the participants were 
at age of 31-35, and (0.8%) of the participants were either 36 or above that. 

 
 



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Measuring students’ self-confidence in learning process. 
 
The findings of this parts contains the collected data regarding the students’ self-confidence level. 
 
Table 2. Students’ confidence of getting good grades in their assignments  

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

16 1.2 114 8.3 386 28.1 509 37.0 350 25.5 1375 100.0 

 

Table 2 above indicates that 25.5% of students were extremely confident, 37% students were more confident and 
28.1% students were confident, making up a total of 90.6% of students who were confident in attaining good grades in their 
assignments 8.3% students were less confident and 1.2% students were not confident at all. 

Table 3.  Students’ confidence on performing well in exams 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

23 1.7 111 8.1 438 31.9 535 38.9 268 19.5 1375 100.0 

 

Table 3 above represent that a total of 90.3% students were feeling confident performing well in exam,19.5% students 
were extremely confident, 38.9% students were more confident and 31.9% students were confident and oppositely 8.1% 
students were less confident and 1.7% students were not confident at all. 

Table 4.  Students’ confidence on being well prepared for their upcoming classes  

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

21 1.5 133 9.7 372 27.1 478 34.8 371 27.0 1375 100.0 

 

  Table 4 above indicates that 27.0% students were extremely confident, 34.8% students were more confident and 
27.1% students were confident which makes a total of 88.9% confident students of being able to be prepared thoroughly for 
class while 9.7% students were less confident and 1.5% students were not confident at all in this regard. 

 

Table 5. Students’ confidence on having debate with their classmates 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

35 2.5 123 8.9 311 22.6 432 31.4 474 34.5 1375 100.0 



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Table 5 represents that in regard to students being able to follow the debate with their classmates, majority of students 
were confident as 34.5% students were extremely confident, 31.4% students were more confident and 22.6% students were 
confident, making up a total of 88.5% confident students while only 8.9% students were less confident and 2.5% students were 
not confident at all in this regard. 

Table 6 . Students’ confidence of being able to understand the materials discussed by the lecturer 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

35 2.5 149 10.8 412 30.0 486 35.3 293 21.3 1375 100.0 

 

Table 6 above identity that 21.3% students were extremely confident, 35.3% students were more confident and 30% 
students were confident however 10.8% students were less confident and 2.5% students were not confident at all of being able 
to understand the materials presented by the lecturer and means that in this regard also most students were highly confident 

Table 7. Students’ confidence in academic debate with their peers 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

48 3.5 152 11.1 382 27.8 438 31.9 355 25.8 1375 100.0 

 

Table 7 above shows that 25.8% students were extremely confident, 31.9% students were more confident and 27.8% 
students were confident, making up the total of 85.5% confident students however 11.1% students were less confident and 
3.5% students were not confident at all of being able to engage in academic debate with their peers and it shows that the 
majority of students were feeling confident and a small percent of students (in total 14.6%) were either lacking confidence or 
were not confident at all in this regard. 

 
Table 8 above shows that 24.4% students were extremely confident, 33.0 % students were more confident and 28.1% 

students were confident, making up the total of 85.5% of confident students and means that majority of the students are highly 
confident to producing their university works at the required standards while 11.3% students were less confident and 3.1% 
students were not confident at all in this regard. 

 
Table 9. Students’ confidence in seeking help for unclear concepts. 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

55 4.0 150 10.9 351 25.5 435 31.6 384 27.9 1375 100.0 

Table 8. Students’ confidence in completing the assignment based on required criteria  

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

43 3.1 156 11.3 386 28.1 454 33.0 336 24.4 1375 100.0 



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Table 9 shows that students’ confident in seeking help from their instructors when they don’t understand. Among 
them 27.9% were extremely confident, 31.6 % were more confident and 25.5% were confident which makes up the total 85% 
of confident students while just 10.9% students were less confident and 4% were not confident in thereof. 
 
Table 10. Students’ confidence in giving a presentation to a small group of fellow students or friends. 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

45 3.3 163 11.9 390 28.4 400 29.1 377 27.4 1375 100.0 

 

Table 10 shows that majority (in total 84.9%) of the students were confident in giving presentations to a small group 
of fellow students or friends. For instance, 27.4% students were extremely confident, 29.1% students were more confident 
28.4% students were confident but only 11.9% students were less confident and 3.3% students were not confident at all in 
performing this task. 

 
Table 11. Students’ confidence in seeking help from their  lecturers  

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

57 4.1 158 11.5 377 27.4 409 29.7 374 27.2 1375 100.0 

 
Table 11 above illustrates that 27.2% students were extremely confident, 29.7% students were more confident and 

27.4% students were confident but 11.5% students were less confident and 4.1% students were not confident at all in seeking 
help from their lecturers solutions they have with total 84.3% of students. 

 
Table 12. Students’ confidence in planning appropriate revision schedules for their lessons 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

55 4.0 163 11.9 328 23.9 429 31.2 400 29.1 1375 100.0 

 
  Table 12 above shows that 29.1% students were extremely confident, 31.2% students were more confident and 
23.9% students were confident (in total 84.2% students were confident) to plan appropriate revision schedules for their lessons 
but just 11.9% students were less confident and 4% students were not confident at all to plan a revision schedule for their 
lessons. 
 
Table 13. Students’ confidence in solving exam questions` 

 

Not confident at all Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

65 4.7 173 12.6 401 29.2 444 32.3 292 21.2 1375 100.0 



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  Table 13 above indicates students’ confidence in solving exam questions. Among 1375 students, 21.2% are extremely 
confident, 32.3% are more confident, 29.2% are confident, 12.6% are less confident and 4.7% are not confident at all.  

 

Table 14 above shows that 17.7% students were extremely confident, 26.8% students were more confident and 
36.9% were confident, confident, 15.5% were less, 3.0% not confident at all. 

Table 15. Students’ confidence of being able to manage their workload to meet coursework deadlines 

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

71 5.2 319 23.2 474 34.5 325 23.6 186 13.5 1375 100.0 

 

Table 15 above represents that majority (in total 71.6%) of the students were confident in managing their workload 
to meet the course work deadlines as 13.5% students were extremely confident, 23.6% students were more confident and 34.5% 
students were confident but 23.2% students were less confident and 5.2% students were not confident at all. 

Table 16. Students’ confidence in studying effectively independently  

Not confident at 
all 

Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

54 3.9 235 17.1 462 33.6 404 29.4 220 16.0 1375 100.0 

 

 Table 16 above represent students’ confidence in studying effectively independently.  Among 1375 respondents, 16% 
were extremely confident, 29.4% were more confident and 33.6% were 17.1% were less confident and 3.9% were not confident 
at. 

The effects of students’ self-confidence on their learning process 

The data was collected to find out the effect students’ self-confidence on their learning process. 

Table 17. Students’ confidence can make students more interested toward goal seeking 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

22 1.6 58 4.2 115 8.4 535 38.9 645 46.9 1375 100.0 

 

 

Table 14. Students’ confidence in responding to questions asked by the lecturer 

Not confident at all Less confident Confident More Confident  Extremely 
confident 

Total 

F % F % F % F % F % F % 

41 3.0 213 15.5 508 36.9 369 26.8 244 17.7 1375 100.0 



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Table 17 above illustrates that most (in total 85.8%) of the students agreed that confidence can make learners 
interested toward goal seeking since 46.9% students strongly agreed, 38.9% students agreed, 8.4% students were undecided, 
4.2% students disagreed and 1.6 students strongly disagreed. 

 

Table 18 above indicates that 41.3% students strongly agreed, 43.3% students agreed that confidence can cause them 
to make regular plan for reviewing their lessons however 8.4% students were undecided, 5.2% students disagreed and 1.9% 
students strongly disagreed. And the total percent of agree student is 84.6% which shows that most of the students agreed to 
this regard. 

Table 19. Student’s confidence can cause students to confidentially give their opinions in discussions  

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

30 2.2 69 5.0 114 8.3 666 48.4 496 36.1 1375 100.0 

 

Table 19 above indicates s that majority of students (84.5%) students agreed that confidence cause them 
confidentially give their opinions regarding the lesson as: 36.1% students strongly agreed and 48.4% students agreed, 8.3% 
students were undecided, 5% students disagreed and 2.2% students strongly disagreed in this regard. 

Table 20. Student’s confidence can cause students being active in class participation 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

36 2.6 65 4.7 72 5.2 657 47.8 545 39.6 1375 100.0 

 

Table 20 above represents that majority of students (84.4% students) agreed that confidence can cause them to have 
more class participation since 39.6% students strongly agreed 47.8% students agreed, 5.2% students were undecided, 4.7% 
students disagreed and 2.6% students strongly disagreed to the statement “Students' confidence can cause students have more 
class participation.” 

Table 21. Student’s confidence can cause students have good presentation 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

26 1.9 78 5.7 110 8.0 632 46.0 529 38.5 1375 100.0 

 

Table 21 above shows that 38.5% of the respondents agreed that self-confidence helps students give good 
presentation. In addition, 46.0% students agreed, 8.0% students were undecided, 5.7% students disagreed and 1.9% students 
strongly disagreed. 

Table 18. Student’s confidence can cause them to make a regular plan for reviewing their lessons 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

26 1.9 71 5.2 115 8.4 595 43.3 568 41.3 1375 100.0 



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Table 22. Student’s confidence can help them doing their assignments based on required  

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

24 1.7 78 5.7 127 9.2 662 48.1 484 35.2 1375 100.0 

 

Table 22 above represents majority of students agreed that confidence helps them doing their assignments based on 
required standards as 35.2% students strongly agreed and 48.1% students agreed but 9.2% students were undecided, 5.7% 
students disagreed and 1.7% students strongly disagreed with this statement. 

Table 23. Student’s confidence can cause them in asking questions confidentially related to their lessons from their 
classmates 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

32 2.3 81 5.9 99 7.2 544 39.6 619 45.0 1375 100.0 

 

Table 23 above indicates that majority of the students agreed that confidence can cause students confidentially ask 
lesson related questions from their classmates. 45% students strongly agree 39.6% students agreed: the two combined made the 
84.6% agreed students and just 7.2% students were undecided, 5.9% students disagreed and 2.3% students strongly disagreed. 

Table 24. Student’s confidence can make the lesson more enjoyable to the students 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

40 2.9 76 5.5 120 8.7 617 44.9 522 38.0 1375 100.0 

 

Table 24 below indicates that most of the students 82.9% agreed that self-confidence can make the lesson more 
enjoyable to them as 38% students strongly agreed 44.9% students agreed, 8.7% students were undecided, 5.5% students 
disagreed and 2.9% students strongly disagreed with the statement. 

Table 25. Student’s confidence can cause students to confidentially ask lesson related question from their lecturers. 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

33 2.4 115 8.4 79 5.7 630 45.8 518 37.7 1375 100.0 

 

Table 25 above illustrates that majority of the students (83.5% students) agreed that confidence can cause students 
confidentially ask lesson related questions from their lecturers as 37.7% students strongly agreed, 45.8% students agreed but 
5.7% students were undecided, 8.4% students disagreed and 2.4% students strongly disagreed in this regard. 

 

 

 



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Table 26 above shows that in total 79.2 percent or more than a half of students agreed that confidence decreases 
students’ anxiety in exam and can cause students do better in exams, on the other hand, 34.3% of students strongly agreed, 
44.9% students agreed, 9.9% students were undecided, 8% students disagreed and 3% students strongly disagreed. 

Table 27. Student’s confidence can cause students work and learn more independently 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

38 2.8 115 8.4 114 8.3 613 44.6 495 36.0 1375 100.0 

 

Table 27 above revealed that 36% students strongly agreed, 44.6% students agreed, 8.3% students were undecided, 
8.4% students disagreed and 2.8% students strongly disagreed that confidence enhances students’ independent working  and 
learning. The total percent of agreed students is 80.6% which shows that most of the students agreed in this regard.  

Table 28. Student’s confidence can make students to computer and internet easier for their academic purposes 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

73 5.3 101 7.3 149 10.8 499 36.3 553 40.2 1375 100.0 

 

Table 28 shows that most of the students (76.5%) agreed that confidence makes the use of computer and internet 
easier for students’ academic purposes as: 40.2% students strongly agreed, 36.3% students agreed and 10.8% students were 
undecided, 7.3% students disagreed and 5.3% students strongly disagreed in this regard. 

9. Discussion 
The findings of this study show that majority of students at Kandahar University are highly self-confident in performing several 
tasks in the class or out of the class, but still there are less students who have low self-confidence in their performance. It is also 
revealed that students’ self-confidence is very effective in learning process and had positive impacts in their learning process. The 
finding of this study is similar to the findings of Mahyuddin et.al (2006) where more than a half of students were confident in 
learning and less than a half of the students were low confident in learning. In regards of students’ confidence in being able to 
study independently, 16% of students were extremely confident, 29.4% of students were more confident, 33.6% of students 
were confident, 17.1% of students were less confident and 3.9% of students were not confident at all and self-confidence was an 
effective factor on students learning.  

The findings of this study in regards of self- confidence can improve participation is in line with Norman & Hyland 
(2003);Yashima, Zenuk-Nishide, & Shimizu (2004) findings. The study revealed that 39.6% of the students strongly agreed 
and 47.8% of the students agreed in this regard. On the other hand, the finding of this study is in apposite with Puzziferro 
(2008) findings who assert that confidence in online technology is not related to students’ performance while this study revealed 
that 76.5% of students either strongly agreed or agreed that confidence can cause students to use the computer and internet 
easier for academic purposes. The findings of this study confirmed the finding of Jones (2001) that indicated 46.9% of the 
students strongly agreed and 38.9% of the students agreed for self-confidence have on students’ interest towards goal seeking. 

The main implication derived from the study in general refers to all university teachers and specially to Kandahar University 
teachers to use present study’s findings showing that more than a half of students at Kandahar University were highly self–

Table 26. Student’s confidence can cause students have less anxiety about exam and do better in exams 

Strongly disagree Disagree Undecided Agree Strongly agree Total 

F % F % F % F % F % F % 

41 3.0 110 8.0 136 9.9 617 44.9 471 34.3 1375 100.0 



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confident but still a small percentage of students at Kandahar University were low self-confident. Therefore, the researcher 
considers it necessary for academic staff of Kandahar University to pay special attention to students who have low self -
confidence by helping them to develop self-confidence for the findings of current study showed that self-confidence has many 
positive impacts on students learning and performance inside and outside the class. 

 

10. Conclusion 
The findings of this study revealed that the level of students’ self-confidence in learning in various areas. It showed that students 
in some areas of learning have low self-confidence. On the other hands majority of them were highly self-confident. The study 
also found out the impacts of students’ self-confidence in learning process at Kandahar University. for instance, the study found 
out that students ‘with self-confidence can lead them improved participation, enjoy learning, reduced test anxiety, increased 
interest in goal seeking, growth of comfort with their lecturers and classmates and finally help them in sharing their experience 
and opinions in the class. 
 

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