Building Confidence, Boosting Achievement: A Study of Higher Education Students in Wah Cantt, Rawalpindi

Abstract

Self-confidence is a critical determinant of student success in higher education. This quantitative survey study investigated the relationship between self-confidence and academic achievements of students at the higher education level in Wah Cantt, Rawalpindi. The study focused on four indicators of self-confidence: motivation, positive mindset, willpower, and self-awareness. A descriptive cross-sectional survey design was employed. The population comprised higher education level students in Wah Cantt, Rawalpindi. Using simple random sampling, students were selected as the sample. A five-point Likert scale questionnaire containing 40 items (20 for self-confidence, 20 for achievements) was developed and validated by educational experts. Reliability was established through Cronbach's alpha (α = 0.81). Data were collected personally by the researcher and analyzed using SPSS 23.0, employing frequency, percentage, mean scores, and Pearson correlation. Results showed that the majority of students agreed that motivation helps them learn faster, that a positive mindset makes life happy, that willpower makes students active in class, and that students know the worth of their performance. The mean academic achievement score of students was 85.80 (SD = 18.234), indicating satisfactory performance. A strong, significant positive correlation was found between all self-confidence indicators and academic achievement scores, with motivation showing the strongest relationship. The study concludes that self-confidence, particularly motivation, plays a vital role in enhancing student academic achievement. Recommendations include that teachers foster supportive learning environments, use activity-based teaching, and provide constructive feedback to build student self-confidence.