Catching confidence was a small-scale research project, which involved investigating the nature of confidence, and the summary report 'Catching confidence' (Eldred et al., 2004) highlighted the importance for many adult learners is a growth in confidence and self-esteem, but that these outcomes are often based upon anecdotal evidence and little systematic gathering of indicators or knowledge of what difference increased confidence has made to learners and which learning processes are most effective in developing confidence.  The (93) learners and tutors involved in the study 'were able to identify teaching and learning approaches that helped them to gain confidence. Many activities and approaches were identified. Learners cited doing drama, talking, having time to answer questions, repeating things in case they were not understood, sharing ideas, doing things, especially problem-solving, with others and volunteering. The role of talking was particularly significant.  Tutors talked about how they planned to build confidence. They spoke of strategies such as demonstrating what learners can do, accentuating achievements, encouraging a positive outlook and removing the barriers they felt stopped learners being successful. They spoke about reflecting on what has been achieved in the past or in previous sessions, the importance of talking, including everyone and helping them to share' (pp 5-6, Eldred et al., 2004).

'The most significant support seemed to come from the learning group itself. Sharing difficulties, problems, solutions and offering friendship both within and without the learning session were valued by both learners and tutors. Feeling that others had similar experiences, were from similar backgrounds and had sympathy and empathy, "we’re all in the same boat", was also very important. Some outside help came from families and friends as well as other staff in the organisation' (p. 6, Eldred et al., 2004).

'Confidence was an outcome of learning which had wide ranging benefits; one was that it enhanced ability to learn and inclination to take up further learning opportunities.... One problem with planning learning outcomes relating to areas such as confidence is that they are viewed as intangible and subjective and therefore difficult to record. This study has demonstrated that whilst confidence is difficult to view in terms of absolute measures, it is possible to catch and articulate changes in confidence' (p. 6, Eldred et al., 2004). The study involved the development of a tool for recording confidence, but the researchers concluded that other tools should be developed.   

• Eldred J., Ward J., Dutton Y. and Snowdon, K. (2004) Catching Confidence, Leicester: NIACE.

This report describes the background, research processes and findings of a small-scale action research study conducted to carry out qualitative research into learners’ and practitioners’ views on the development of confidence in relation to learning.