Written by Post-Easter and pre-Whit tends to be the most active part of the school year when it comes to motivational speakers and speeches, rousing assemblies, positive newsletter messages and general “upbeatness” in schools. Teachers, leaders, pastoral support staff are all working at full pelt to support pupil learning with a gigantic dose of inspiration in readiness for the end of year assessment, tests and examinations that are imminent.
This is absolutely appropriate, and absolutely important. We all know that confidence plays an enormous role in performance and, as those end of year tests and exams loom large, the difference in outcomes between a confident entrant to an exam and a reticent one can be profound. Generating confidence in children is a real skill, and doing so for sometimes very large groups of diverse children – as teachers and leaders have to do in schools – can appear as an act of wizardry.
As with most skills, the better the practitioner, the easier they make it look. However, there is definitive psychology around the factors required for the instilling of confidence which are applicable universally. Whilst articulated in a number of ways, I find the most accessible format when looking at this to be the construct designed by Lent and Lopez (2002) which describes a “tripartite model of efficacy beliefs” that affect our levels of confidence. This has been applied to coaching (especially in sport), therapy, and a range of other areas where an individual is required to complete a task or series of tasks.
The three parts to the model are as follows:
- Self-efficacy: the extent of my own belief in my capability to complete a task.
- Other efficacy: the belief that I have in my partner’s ability (this could be a playing partner in sport, but could be a therapist, a coach or a teacher) in relation to the task at hand.
- Relation-Inferred Self-efficacy (known as RISE): My belief of how my partner views my capability.
In summary, my confidence depends on how good I think I am, how good I think you are in helping me, and how good I believe you think I am!
The implications for all of us are seismic if we accept this model. To be school-specific, if we are the pupil undertaking the test or examination, our confidence will be dependent upon a range of inputs – and only some of those are within our own control. Our sense of self-confidence will be determined by our previous levels of success (performance generates greater confidence in subsequent performance), our preparation and practice, and our emotional and physiological readiness to undertake the task.
This is augmented by other efficacy. Do I trust that my teacher has prepared me well for the test or task? Do they have the specialist knowledge, the understanding of what the test requirements are, the ability to teach me in a way I understand? My confidence depends in part in my trust in those preparing me.
Finally, there is RISE. Do I feel that my teacher thinks I’ll do well? Do they have confidence in me to be successful? My confidence depends on me believing that they back me to succeed.
As teachers, pastoral staff, and leaders in school, we need to bear in mind that our words and actions materially impact on the confidence of the children and young people we work alongside. When this, in turn, materially impacts on their outcomes, it’s very clear that all of this really matters.
In a practical sense, the extent of other efficacy can be directly influenced by teachers sharing with pupils their own credentials to teach the subject, the successes of pupils they’ve taught in the past, their passion for their subject and their expertise at being able to support students individually with their questions and knowledge gaps as well as delivering to the entire group. This doesn’t mean being boastful or bragging, but quietly and regularly imbibing a sense of confidence to the pupils that I, as their teacher, (a) know what I’m talking about and (b) know what is needed from you the student.
In relation to RISE, teachers, pastoral staff and school leaders show pupils and students how much they are backing in them in a range of different ways that may include deliberate and calculated acts (such as giving pupils responsibilities, formal recognition and celebration of past successes) to the informal moments of an affirming smile or a warm and supportive word of assurance.
Finally, psychologists are quick to point out that confidence is far from stable, because the tripartite components of confidence are themselves dynamic. For us in schools, this means that we can never affirm that “our work is done” after a powerful assembly, the awarding of a house point or the delivery of a heartfelt “well done!” Particularly for those children and young people who may struggle for self-efficacy, the importance of other efficacy and RISE becomes even more profound, as it can compensate for doubt, anxiety and imposter syndrome that the pupil may be feeling.
“Even if I don’t believe I can do it, I know that you think that I can” is a powerful line from many a successful person’s testimonial or autobiography. Staff in schools, through their words and actions, inspire such lines every day.
Thanks, as always, for reading.
Mike.
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