Self-Confidence and Academic Achievement Among College Students

Background Self-confidence and academic achievement are critical determinants of student success in higher education. While cognitive skills and knowledge are essential, non-cognitive factors such as confidence strongly influence motivation, persistence, and performance. Limited research has explored this relationship among college students in India, particularly in nursing education. This study aims to assess self-confidence levels and academic achievement, and to examine their correlation. Material and Methods A descriptive correlational design was adopted. The study included 294 B.Sc. Nursing students selected through total enumerative sampling. Data were collected using James Manktelow's Self-Confidence Rating Scale and previous year university examination results. Statistical analysis was performed using descriptive statistics, ANOVA, and Pearson correlation to determine differences and associations. Results Most students demonstrated average self-confidence (76.87%), while 18.36% had high confidence and 4.76% had low confidence. In terms of academic achievement, 41.5% secured distinction, 53.4% achieved first class, 4.42% passed with minimum marks, and 0.7% failed. The mean self-confidence score was 45.28 ± 1.681, and the mean academic achievement score was 74.35 ± 1.816. A weak positive correlation (r = 0.0241, p > 0.05) was observed between selfconfidence and academic achievement, which was not statistically significant. However, significant differences in academic achievement were found across year levels (F = 12.6275, p < 0.001). Conclusion The findings suggest that while many students achieve high academic results, their self-confidence remains at an average level. This highlights the need for interventions to strengthen confidence through strategies such as positive self-talk, reflection on accomplishments, and resilience training. Enhancing self-confidence may indirectly support academic success and professional readiness.