Volume 05 Issue 01-2025
55
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
01
Pages:
55-61
OCLC
–
1368736135
A
BSTRACT
Self-confidence is a personality trait, the core of which is the individual's positive assessment of his or her
own skills and abilities as sufficient to achieve significant goals and satisfy his or her needs.
K
EYWORDS
Student, confidence, personal qualities, self-esteem, communication skills, achievement motivation,
resilience.
I
NTRODUCTION
Among such most important personal qualities
are confidence and sociability, which form the
ability of an individual to effectively build
communication and productively realize their
communicative skills, confidently navigate the
growing flow of information and find solutions to
emerging difficulties and problems. However,
despite the existing demand from modern
science, practice and society, many issues of
studying and forming confidence and sociability
in the system of personal adaptation factors
remain unresolved. At the same time, existing
studies note a high degree of "spontaneity" of the
adaptation process in first-year students, its
insufficient study in second- to fifth-year
students. In our opinion, without knowledge of
Journal
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Research Article
THE RELATIONSHIP BETWEEN SELF-CONFIDENCE AND
PERSONALITY TRAITS IN STUDENTS
Submission Date:
October 28,
2024,
Accepted Date:
December 24, 2024,
Published Date:
January 25, 2025
Crossref doi:
https://doi.org/10.37547/ijasr-05-01-10
Hayriddin Ghafuri
Khalkar Nordic University of Pedagogy and Psychology, Master of Science, Uzbekistan
Volume 05 Issue 01-2025
56
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
01
Pages:
55-61
OCLC
–
1368736135
the patterns of development and taking into
account the characteristics of personal qualities
and properties, it is impossible to ensure the
formation of the adaptive potential of the
individual and the readiness of students not only
for further professionalization, but also for active
life with prospects and opportunities for self-
improvement. Therefore, the study of the
psychological characteristics of confidence and
sociability of students during their studies and
adaptation at a university is relevant. Based on
the analysis of these 3 personal qualities, it
becomes possible to create scientifically based
programs for the development, harmonization
and correction of certain components of
confidence and sociability in order to adequately
increase the level of adaptation of students in the
educational and socio-cultural space of the
university.
Some personal qualities associated with self-
confidence in students:
High stable self-esteem.Its components are self-
acceptance and a positive attitude towards
oneself, the presence of confident behavior skills,
self-assessment of one's own behavioral
repertoire and belief in its effectiveness.
Resilience. With a high level of resilience, a person
is able to cope with their fears, against this
background, self-confidence increases. Self-
confidence also affects the motivation for
achievement. The motivation for success or
failure depends on a person's self-confidence and
their abilities. The higher the level of self-esteem,
the higher the motivation for achieving success.
Confidence was first studied in foreign science
within the framework of the behavioral approach.
A. Salter tried to explain the causes of uncertainty.
He suggested that the predominance of inhibition
processes over excitation processes leads to the
formation of an insecure personality who cannot
openly and spontaneously express their feelings,
desires and needs, is limited in self-realization
and therefore experiences difficulties in contacts
with other people. A. Salter developed a system
for transforming a personality in which inhibition
processes prevail. The essence of the
transformation was that instead of learned
inhibitory reactions, new conditioned reflexes
should be formed during training, helping to
implement confident behavior.
Further, D. Volpe studied the causes of
uncertainty. He found out that uncertainty is
based on social fear that arises in certain
situations. Having experienced a feeling of fear in
any social situation, a person may be subject to
this feeling in another situation that is
associatively connected with the original one.
Fear of entering such situations reduces the
chances of success, and failure in turn increases
fear. Thus, fear reinforces itself. To some extent,
social fears are inherent in any person, but in
insecure people, social fear becomes the
predominant feeling and blocks social activity.
From our point of view, D. Wolpe quite accurately
outlined the mechanism of the emergence and
development of insecurity as a consequence of
social fear. However, we do not agree with the
meaning that A. Salter and D. Wolpe put into the
concept of confidence. They understood confident
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International Journal of Advance Scientific Research
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2750-1396)
VOLUME
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OCLC
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behavior as assertive self-affirmation, bordering
on aggressiveness. But there is a big difference
between confident, aggressive and insecure,
passive behavior. This difference was first
identified by A. Lange and P. Jakubowski. In their
opinion, confidence is something between
insecurity and aggressiveness. Later, with the
development of the theory of social competence,
researchers began to classify aggressiveness and
passive insecurity as particular forms of self-
doubt, and in a broader sense, as a lack of social
competence. For example, L. Krappmann notes
that confidence is the basis of social competence,
and social competence, in turn, is expressed in
positive
self-affirmation
in
real
life
circumstances, in which self-affirmation and
social adaptation are intertwined in the
proportion inherent in a given specific situation.
A rather interesting explanation of the emergence
of insecurity as a psycho-emotional state is given
by researchers V. Wendlandt and V. Hefert.
They believe that uncertainty arises when the
usual or planned course of activity is disrupted,
when something happens in an unusual or
unplanned way. From their point of view, the
state of uncertainty can also arise as a result of
unclear formulations of behavioral goals,
unrealistic claims, incorrect assessment of the
results of actions, inability to use positive
consequences
as
"reinforcements"
and
insufficient correction of behavior plans based on
the results of past actions. In addition to
explaining the reasons for the emergence of
confidence or uncertainty, representatives of the
behavioral
approach
describe
behavioral
manifestations of confidence. In their opinion, a
confident person has the following skills: the
ability to build interpersonal relationships, the
ability to ask for something, and also to refuse
someone's request. Thus, representatives of the
behavioral approach explain a person's
uncertainty by the presence of social fears and a
lack of social skills, and also describe in detail the
behavioral
manifestations
of
confidence.
According to the cognitive-behavioural approach,
confidence or lack of confidence is associated
with the way of self-perception, with those
mental attitudes towards oneself, with those self-
assessments with the help of which a person
evaluates his personal qualities, abilities, actions,
etc.
For example, R. Sigmund claims that, when
experiencing fear in certain social circumstances,
a person mentally tells himself that he will not be
able to cope with this situation, he will not have
enough strength, etc. Attention is concentrated on
such mental attitudes, the person begins to
behave insecurely. In the case of a lack of skills, a
situation of failure arises, negative experience
reduces
self-confidence,
reinforces
the
experience of failure. According to R. Sigmund,
past experience also determines the way of
assessing oneself. A person asks himself
questions: how do I look? how would I like to
look? how do others presumably perceive me?
Self-doubt arises as a consequence of negative
assessments, a “disturbed self
-
image”, one’s own
achievements are underestimated in comparison
with others. As a result, an individual begins to
habitually negatively assess himself, his
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achievements, abilities and goals. If we consider
confidence from the point of view of the social-
cognitive approach, represented by A. Bandura,
confident or insecure behavior can be explained
by the fact that a person uses behavioral
stereotypes prevailing in his social environment.
If parents demonstrate confident behavior, then
the child, imitating them, will also behave
confidently. In accordance with the ideas of M.
Seligman, the reasons for the formation of
uncertainty can be related to the theory of
learned helplessness.
Depending on the prevailing reactions of the
social environment, one or another type of
behavior is formed.If the environment reacts
uniformly to any actions of a person or does not
react at all, then a helpless personality type is
formed, unsure of his own strength. Such a person
believes that nothing depends on him, he cannot
influence events in any way. Among the works of
Russian scientists devoted to the definition of this
concept and consideration of the reasons for the
formation of confidence or uncertainty, we can
note the works of F. I. Ivaschenko, E. A.
Serebryakova, E. P. Shcherbakov, K. A.
Abulkhanova-Slavskaya, V. B. Vysotsky and
others. F. I. Ivaschenko studied self-confidence in
poorly performing schoolchildren. In our opinion,
his definition of the causes of uncertainty is
somewhat consonant with the definitions of
Western researchers. He considered self-doubt as
a manifestation of fear. From his point of view,
self-doubt and fear are phenomena of the same
nature, but of varying degrees of severity,
associated with the strength of the nervous
system and with pedagogical violations: excessive
demands, intimidation, punishment.
According to E. A. Serebryakova, self-confidence
is a self-assessment that can be measured by
three criteria: stability (stable, unstable),
adequacy (adequate, inadequate) and level (high,
medium, low). In her opinion, confidence is a high
stable self-assessment that simultaneously
relates to the operational-technical and value
aspects of one's own "I". In our opinion,
identifying confidence with self-esteem is
incorrect, since self-esteem is a component of the
"I-concept", and confidence is a personality trait
that can influence self-esteem. A. S. Prangishvili
studied confidence in connection with attitudes. If
the information received does not contradict the
existing attitude, a feeling of confidence arises.
When the information does not correspond to the
attitude, a delay occurs on the object that
contradicts the attitude. This causes a feeling of
insecurity, complicates the achievement of the
goal, but at the same time can lead to a change in
attitude. According to E. P. Shcherbakov,
confidence as a personality trait is characterized
by the experience of confidence in repeated
conditions of the state of confidence.
According to E. P. Shcherbakov, confidence is an
active volitional state, which is often one of the
characteristic features of people. E. P.
Shcherbakov also notes the connection between
confidence and self-esteem. T. D. Korchagina and
Yu. M. Orlov, studying confidence in success
among students of medical institutes, found out
that students confident in their own success show
higher academic performance, they like the
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learning process. From the point of view of V.
G.According to V. Romek, a representative of the
cognitive-behavioral approach in Russian
psychology, the structure of confidence can be
divided into cognitive, emotional and behavioral
components. He believes that confidence is a
personality trait, the core of which is the
individual's positive assessment of his or her own
skills and abilities as sufficient to achieve goals
that are significant to him or her and to satisfy
needs. Confident behavior is a repertoire of skills
that ensures a person's self-realization in the
appropriate social environment. V. G. Romek,
studying the causes of uncertainty, believes that a
low level of confidence is the result of many
negative assessments from parents, loved ones
and teachers.
In line with the systems approach, the problem of
confidence was studied by K. A. Abulkhanova-
Slavskaya, I. G. Skotnikova, N. Yu. Budich. K. A.
Abulkhanova-Slavskaya considers confidence in
connection with claims, self-regulation and
activity. She understands claims as a global
mechanism of personality, conditioned by
motives, self-image, self-esteem, and also as the
most important component of personal activity.
Claims are associated not only with the desired,
but also with its evaluation. A person’s claims
express both the desired and the evaluation of the
desired according to a number of criteria:
ease/difficulty, acceptability/unacceptability by
others, significance/unimportance, value (for the
person and those who evaluate) or its absence.
The process of self-regulation is an intermediary
link between claims and achievements of the
person. Confidence - uncertainty is a parameter of
self-regulation.
The higher a person's confidence, the more
independent and autonomous he is from external
assessments of his activities. I. G. Skotnikova,
examining the structure of confidence, comes to
the conclusion that it is a systemic mental
formation that performs cognitive and regulatory
functions. N. Yu. Budich believes that self-
confidence is a factor in personal self-
determination, since there is a relationship
between confidence and identity. The necessary
conditions for the formation of self-confidence
are the individual's personal experience,
feedback with the prevalence of positive support
for successful attempts to achieve personal goals.
Self-confidence, according to N. Yu.Budich, is one
of the forms of subjective confidence and is a
structural formation, the core of which is a stable
positive attitude of the individual to his own
skills, abilities and capabilities, manifested in
communication and implying his personal
involvement. In our opinion, confidence as a
personality trait is considered most fully and
comprehensively in the multidimensional-
functional approach. The multidimensional-
functional approach to the study of personality,
developed by A. I. Krupnov and M. A. Seliverstova,
is based on theoretical provisions formulated in
Russian psychology: on the inseparability of the
dynamic, meaningful and effective aspects of
mental activity, on the unity of personal and
individual formations of the subject, on the
systemic nature of personality relationships.
From the standpoint of the multidimensional-
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functional approach, each personality trait has a
multidimensional structure, i.e. an internal
structure consisting of instrumental-dynamic and
motivational-semantic components. Confidence
within the framework of this concept is
considered as a systemic property of personality,
containing in its structure eight main
components:
attitudinal-goal,
motivational,
cognitive, productive, dynamic, emotional,
regulatory and reflexive-evaluative.
A. I. Krupnov and M. A. Seliverstova consider
confidence in the system of basic personality
traits. From their point of view, the basic
personality traits are legitimately considered to
be those that, taken together, sufficiently fully
reflect the main aspects of the
personality’s
mental makeup, the functions of the mental in
activity, and the manifestations of the social
essence of man. The category of basic traits
should also include only those that form the basis
for the development of other new qualities. A. I.
Krupnov and M. A. Seliverstova attribute the
following to the basic traits: confidence,
sociability,
responsibility,
persistence,
organization, curiosity, initiative, hard work, etc.
Basic traits act as cross-cutting traits, i.e., inherent
in the personality throughout its entire life.
They begin to form in early childhood. Studying
the combination and level of development of basic
traits in the mental makeup of individuality
allows one to obtain an objective qualitative and
quantitative characteristic of any stage of
personality development, the new formations
that arise in the process, and the level of social
and psychological maturity achieved by the
personality. Confidence is a personality trait, the
core of which is a stable positive attitude of the
individual to his/her own skills, abilities and
capabilities, manifested in communication and
implying
his/her
personal
involvement.
Confidence is formed in the process of education
and learning. Insecurity is based on social fears,
lack of social skills, negative self-verbalizations
and
self-assessments,
irrational
beliefs.
Confidence is one of the basic integral systemic
properties of the personality, it is the basis of
social competence and ensures the effectiveness
of activity and communication, successful
adaptation in the social environment.
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