The impact of students’ self-confidence on their learning interest

This quantitative research study examines the impact of students' self-confidence on their learning interest among 200 senior secondary grade students within the Colombo South Education Division. As academic achievement and student engagement become critical indicators of educational success, understanding the psychological factors that influence learning interest is vital. This study aims to explore the extent to which self-confidence correlates with and predicts students’ interest in learning across various subjects. The research employed a descriptive correlational design, utilizing structured questionnaires to gather quantitative data. The self-confidence of students was measured using a validated Self-Confidence Scale (SCS). The sample comprised 200 senior secondary students from different schools within the Colombo South Education Division, selected through stratified random sampling to ensure representativeness across gender, school type, and academic streams. Data analysis involved descriptive statistics to outline the demographic characteristics and overall levels of self-confidence and learning interest. Inferential statistics, including Pearson’s correlation coefficient and multiple regression analysis, were employed to examine the relationship between self-confidence and learning interest. The findings revealed a significant positive correlation (r = 0.65, p < 0.01) between students’ self-confidence levels and their interest in learning. Moreover, self-confidence emerged as a strong predictor of learning interest, accounting for approximately 42% of the variance in students’ engagement levels. The results underscore the importance of fostering self-confidence among students to enhance their learning interest and overall academic engagement. Students with higher self-confidence tend to exhibit greater enthusiasm and motivation towards academic tasks, which can lead to improved learning outcomes.