« Previous | Contents | Next »
Listen
CHAPTER NINE: CONFIDENCE SCALES
9.1 Confidence in ones self in the social world, and confidence in ones self as a learner interact together in complex ways and are both linked to prior experiences of learning and to social capital (Field, 2005, Schuller et al, 2004). Research with adult returnees to learning has shown that those who have failed previously in school gain in confidence, particularly from later successful learning experiences (Hammond, 2004: 42). This research also found that confidence developed through learning was often accompanied by positive personal growth including the acceptance of one's limitations and an openness to new ideas rather than increased risk taking which can be the 'dark side' of gains in self-confidence (op cit, 43). Since growth in self confidence is the most widely documented 'soft' outcome of learning, this research sought to measure learners' levels of confidence at the beginning of their learning experience in order to chart potential changes in confidence over time. This section of the questionnaire specifically asked about confidence, however, its findings should also be considered in relation to learners' testimonies in the following chapter where shifts in levels of learner confidence are evidenced through changes they have made in their lives.
9.2 There are a number of ways of measuring self-confidence including assessments of psychological health but the research team sought to devise a straightforward means of measuring change over time that would not be too intrusive into personal aspects of learners' lives and would be quick to administer. The research team therefore devised a method for measuring confidence that picked out relevant scenarios for the learners that were grounded in situations that they would face in their everyday lives. As the scale was primarily derived to measure change over time within the respondents rather than as a means of comparison with other groups, it was designed to pick up on elements of their lives in sufficient depth and variety to allow scores to be calculated. The scenarios asked how confident learners were when: meeting new people; making phone enquiries; joining a group of strangers; discussing things with officials; discussing things with a doctor; speaking up in a meeting; complaining about poor service; defending their position in an argument; agreeing within the family; and being interviewed. Responses to each scenario were allocated a score with 1 representing very uncomfortable and 4 very comfortable. Mean scores were computed for each of the 335 learners who completed all 10 of the elements of the self-confidence instrument in both rounds of interview.
9.3 Charts 9.1 and 9.2 summarise the grouped average self-confidence scores for learners in the first and second round of interviews. The greater the number the more confident the learner. Both charts look fairly similar, however, there are some differences that show that there has been a small shift upwards in the overall confidence profile of learners. Evidence to support this is as follows:
- In the first interview round nine learners scored less than 1.7. No one scored below 1.7 in the second round.
- In the first interview round 27 students scored 2 or less, in the second 22 scored 2 or less.
- Looking at the 'more confident' end of the profiles. In the first round 55 learners scored 3.5 or more while 63 scored 3.5 or more in the second round.
- The most common score (the mode) was 2.6 in the first round and 2.9 in the second whilst the average score was 2.86 in the first round and 2.91 in the second.
Chart 9.1: Average confidence level - 1st round interviews
Chart 9.2: Average confidence level - 2nd round interviews
9.4 In order to obtain a more in depth analysis the responses to individual scenarios were analysed to see if there were statistically significant changes in the responses to the elements comprising the confidence scales between the first and second interviews. These are detailed below.
9.5 Making enquiries over the phone?
- Learners were significantly (5% level) more likely to indicate confidence in making telephone enquiries at their second interview than at their first. More learners indicated being 'very comfortable' making such enquires (24% 1 st interview, 27% 2 nd interview) and fewer indicated being 'very uncomfortable' (17% 1 st interview, 12% 2 nd interview).
- Analysing the data by gender shows that females made a significant change over the period. More female learners indicated being 'very comfortable' (18% 1 st interview, 24% 2 nd interview) and fewer indicated being 'very uncomfortable' (24% 1 st interview, 17% 2 nd interview) in making telephone enquires.
9.6 Joining in a group of strangers?
- Learners were significantly (5% level) more likely to indicate confidence in joining in with a group of strangers at their second interview than at their first. Forty-nine per cent of learners at their first interview and 56% at their second indicated being either 'comfortable or very comfortable' in joining a group of strangers.
- Analysing the data by gender again shows a significant (5% level) change for females. More female learners indicated being either 'very comfortable or comfortable' (47% 1 st interview, 52% 2 nd interview) at joining in with a group of strangers.
- Older learners also showed a significant (5% level) change in their comfort levels with joining a group of strangers. At their first interview half (50%) of the older learners noted being either 'comfortable or very comfortable' in joining with a group of strangers, by the second interview 55% reported being comfortable with this.
- Learners in FE also displayed a significant (5% level) increase in the numbers reporting being comfortable in joining a group of strangers. Forty-four per cent (44%) of FE learners at their first interview and 56% at their second indicated being comfortable in joining such a group.
9.7 Speaking up in a group or meeting?
- Learners were significantly more likely to indicate confidence in speaking up in a group or meeting at their second interview than at their first. Fifty-four per cent of learners at their first interview and 62% at their second indicated being either 'comfortable or very comfortable' in taking such action.
- Female responses showed a significant change. More female learners indicated being either 'very comfortable or comfortable' speaking up in a group or meeting (49% 1 st interview, 58% 2 nd interview). Indeed looking only at those females who indicated being 'very uncomfortable' speaking up we find that the percentage noting this had fallen from 24% at the first interview to 17% at the second.
- There are significant changes in responses for both younger (5% level) and older learners. Fifty-five per cent of younger learners, at their first interview, said they were either 'comfortable or very comfortable' in speaking up at a meeting, by the second interview this figure had risen to 65%. Moreover while 20% of young learners, at their first interview, noted being 'very uncomfortable' in speaking up in a group this had fallen to 10% by the second interview. Among older learners, 54% indicated being comfortable speaking up in a meeting at the first interview compared to 61% at the second.
- There were also significant changes for learners in both the FE (5% level) and Non- FE sector. Among learners in the FE sector 34% at the second interview stage said they were 'very comfortable' speaking up in a group or meeting compared to 25% at the first interview. Additionally 11%, at the second interview, reported being 'very uncomfortable' in speaking up compared to 20% at the first. Among Non- FE learners, 61% of interviewees, at the second stage, reported being comfortable speaking up in a group compared to 52% at the first interview of interviewees.
9.8 Being interviewed?
- Learners were significantly (5% level) more likely to indicate comfort in being interviewed at their second interview than at their first. Eighty-two per cent of learners at their first interview and 87% at their second indicated being either 'comfortable or very comfortable' with being interviewed.
- Female responses displayed a significant change. More female learners indicated being either 'very comfortable or comfortable' with being interviewed (77% 1 st interview, 86% 2 nd interview).
- Older learners showed a significant (5% level) change in their comfort levels with interviews. At their first interview 81% of them noted being either 'comfortable or very comfortable' with interviews compared to 86% at the second interview.
- Non- FE learners also showed a significant increase in the numbers reporting being comfortable with interviews. Eighty-one per cent of Non- FE learners at their first interview and 87% at their second indicated being comfortable in interviews.
9.9 In order to illustrate how participating in ALN has changed learner's confidence three case studies are provided. The first case study (Box 9.1) shows how participating in a group has boosted one learners' confidence.
Box 9.1 Boosting Confidence
9.10 E, a married woman in her late 30s was on a general communications literacy course and started taking it because she was not able to do the paper work required at her work. Before she came to the course, someone else had to do these forms for her, and then, once she started it, she still needed some help. At the second interview she said she was doing the case reports all on her own now without any help. She is currently on a course in English for adults with dyslexia. 9.11 When she was at school she was able to 'disappear' in the class, and felt the same at college where the classes are also big. Where she currently is, they learn in small groups. She admitted that though it was a little bit like school, it was much more relaxed, she could get a cup of tea at any time. She could just telephone or drop in to the organisation and get help if she needed. She also said 'It's the first time in my life I am doing a course like this' - an English course. E also pointed out that, because learners such as herself are often lacking in confidence or are quite sensitive, it is important that the first person they meet for the course is friendly and helpful. She would be easily put off doing a course otherwise. |
9.12 The next case study shows how one learner is now able to take part in a range of activities including dealing with telephone enquiries (Box 9.2).
Box 9.2 Using the phone
9.13 J from the central belt had blossomed since she was first interviewed. On reflecting on her feelings as she joined the class, J recalled: 'I was unable to go anywhere on my own before, my husband or daughter had to accompany me everywhere or drive me everywhere, I was so self-conscious and had such low self-esteem. Finding out I 'wasn't the only one' with literacy problems helped, but the first time my husband had dropped me off at the centre, I hid round the corner too afraid to come in as I had thought of myself as stupid and everyone else would be better than me. I now have much more confidence in myself, I can go out on my own, am going to start going into my husband's office to help at work, answering the phones and dealing with enquiries. I go out to pub quizzes with friends, and now intend training to become a volunteer tutor. |
9.14 The final case study (Box 9.3) shows how another learner has become sufficiently confident to be able to defend his position with others.
Box 9.3 Taking Action
9.15 C is attending an ALN class at his local FE college. He felt that he had to work on the "problem" of developing his literacy abilities in secret as it took time to undo the habits of a lifetime. He is repeating the ALN certificate course, despite passing the first time, in order to practice and develop the core skills that he feels he lacks fluency in, but is also taking extra classes this year in new subjects. 9.16 C said that as his confidence has grown, he has felt able to approach the local council to raise the issue of the lack of community facilities for young boys. Based on his own experience he feels that he can be a positive role model to young men who lack confidence and focus, and aims to set up and run a football team if he can present a case to the council to support this community need. This idea appears to be one of the main motivations for him committing to further educational opportunities. |
Summary
9.17 Learners were asked about how confident they were when: meeting new people; making phone enquiries; joining a group of strangers; discussing things with officials; discussing things with a doctor; speaking up in a meeting; complaining about poor service; defending their position in an argument; agreeing within the family; and being interviewed. This measure was designed to assess distance travelled between the first and second interview. By the second interview statistically significant numbers of learners, in particular women and older learners, had become more confident about making enquiries over the phone, joining a group of strangers, speaking up in a meeting and being interviewed and their overall confidence scores had increased. In other words, their social and communicative abilities had increased during their learning episodes. Field (2005:19) suggests that interpersonal communications and connections are the core elements of social capital, and Schuller et al's studies of the wider benefits of learning (Schuller et al., 2004) provide strong evidence of the impact of learning on social meta-competencies that equip people with the confidence and ability to develop their social connections. The evidence from these confidence scales together with the increases in social capital shown in the previous chapter indicate that this same shift is being experienced by the learners in this research. The following chapter documents the extent to which the learners are aware of these changed social competencies, and the consequent impact that they have had on their lives.
« Previous | Contents | Next »