Summary. J. Eldred, J. Ward, N. Dutton and K. Snowdon (2004),
Leicester: NIACE
Background
to the research
Catching Confidence was a small-scale, qualitative action
research study into adult learners' and practitioners' views
on the development of confidence in relation to learning
(this covered learning in general rather than literacy learning
specifically). It set out to examine the nature of confidence,
what seemed to influence changes in confidence and whether
there was any evidence for change during episodes of learning.
A visual tool was designed to form a basis for discussion
with and between learners. This was a grid containing statements
relating to confidence for different life situations. Learners
used the grid to reflect on and record their levels of confidence;
interviews and focus groups were also held with tutors and
learners. A total of 93 learners took part, at eight Adult
and Community Learning Fund (ACLF)-supported projects and
one other associated programme.
One of the findings of the study was that while tutors tended
not to see speaking up as evidence of confidence, many learners
did. Talking seemed to be a significant characteristic of
confidence for them, and among the many activities and approaches
they identified that helped increase confidence, the role
of talking was particularly significant.
Learners felt that the role of the tutor was vital in developing
confidence. Tutors mentioned strategies such as demonstrating
what learners can do, reflecting on what has been achieved
in the past, accentuating achievements and removing perceived
barriers.
Participation in learning increased most learners' confidence
(although this could rise and fall and was also dependent
on external circumstances); increased confidence could in
turn support further successes in learning. Developing friendships
within the learning group and feeling that others had similar
experiences were also very important.
Changes in confidence led to the ability to make friendships
more easily, the ability to confront abusive relationships
and, for parents and grandparents, feeling more able to
support their children in school; however, some people lost
old friends or experienced relationship difficulties as
they moved on. Community involvement (from accessing the
library to campaigning for change) also increased with enhanced
confidence. In the workplace, increased confidence led to
greater aspirations and independence, improved communication
with managers and ability to carry out tasks, and a sense
of achievement.
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