Catching Confidence
The nature and role of confidence-ways of developing and
recording changes in the learning context
Catching Confidence arose from Adult and Community Learning Fund (ACLF)
projects. The projects worked with a range of different learners, many of whom
had undertaken no learning for many years. One of the key learning outcomes
reported by ACLF projects was a growth in confidence among learners, and such
gains appeared to be highly significant to learners. The outcomes were usually
based on anecdotal evidence. It was important to learn more about the nature of
confidence, particularly the role of confidence in learning and to explore ways
in which any changes in confidence could be captured.
The initial research began in 2003 and involved investigating the nature of
confidence, designing a visual and interactive tool to capture changes in
confidence and piloting the tool with the help of tutors and learners. In 2005,
a guidance pack was designed which built on the research and recent experience
of tutors using the catching confidence tool in different learning environments.
It contains advice and guidance on how to capture changes in learners’
confidence. The pack was developed in response to what teachers felt could be a
helpful process in catching confidence.
Research Methodology
This was an action research project involving practitioner researchers and
learners in piloting and adapting the catching confidence tool. In-depth one to
one interviews and focus groups with learners and tutors were also carried out.
Initially, 9 projects involving 93 learners piloted the tool for research
purposes. In the second part of the project, eight organisations took part, with
41 groups involving 350 learners, to try the tool and embed it into learning
courses.
The main conclusions of the project are:
Confidence and learning
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Participation in learning did
increase most learners’ confidence. Confidence gains developed at different
rates and were not constant but rose and fell.
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Changes in confidence related to
learners’ feelings of self-worth, self-assurance, happiness and increased
well-being.
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A noticeable change was learners’
enhanced ability to ‘speak out’ in many different ways and circumstances.
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Increased confidence, often combined
with new knowledge and skills, brought about changes in learners’ lives, which
included new dreams and aspirations.
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Successful learning increased
confidence, which in turn supported further successes in learning.
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Changes in confidence had an impact
on relationships with family and friends, increased levels of community
involvement and changes in work aspirations as well as relationships and
achievements at work, as individuals became more assertive and independent.
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