The Confidence–Competence Gap: Why Some Students Feel Behind Even When They’re Not

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By Zayna Dar, Founder, Shuhari Tuition

We’ve seen many students internalise the belief that they’re falling behind, even when their behaviour and attitude suggest otherwise. Often these students attend lessons, complete assignments to the best of their ability, and demonstrate their understanding in assessments, yet still feel unsure of themselves. This is the confidence-competence gap, or the disconnect between a student’s belief in their ability to succeed (confidence) and their actual ability (competence). 

Importantly, confidence often predicts engagement and achievement more than ability alone, so a lack of self-belief can prevent capable students from reaching their full potential. The gap between confidence and competence can shape how students approach learning and how much self-belief they bring into the classroom. Understanding this gap will help parents and educators respond with reassurance and perspective.

Why confidence doesn’t always reflect ability

Confidence is often influenced by what is most visible in the classroom. Students who raise their hand more readily and speak up more often in lessons can appear more capable, even when others understand the material just as well. Over time, quieter or more reflective students may begin to equate confidence with ability, which can distort how they view their own progress and lead to them underestimating themselves. 

How comparison impacts self-belief

Classrooms naturally encourage comparison. Students pick up on who answers questions, who finishes tasks first, and who receives praise. These observations can lead students to draw conclusions about themselves, even when those conclusions are based on limited information. Outside the classroom, social media and conversations with peers can add to this effect. When students only see how well others seem to be doing, they may assume that learning comes easily to everyone else. This can quietly undermine confidence, particularly for students who need more time to process information or who are less vocal in class. 

The role of feedback

Feedback has a powerful influence on how students see themselves as learners. When feedback focuses mainly on what needs improving, students may struggle to realise what they did well or how far they’ve come. Mistakes can begin to feel like a reflection of their ability rather than a normal and necessary part of learning. Balanced feedback that acknowledges progress alongside areas for improvement helps students develop a more grounded and realistic sense of their ability. When students know what they’re doing well, they’re more likely to approach learning with confidence.

Why challenges can feel unsettling 

As students progress through school, naturally the level of difficulty of the content increases. School becomes more demanding and assessments become more frequent. Many students interpret this shift as a sign that they’re falling behind, even though being challenged is a normal part of deeper learning. Without support, students may assume that finding something hard means they lack ability. This belief can increase anxiety and make students less willing to attempt unfamiliar or challenging tasks or topics.

How the gap affects learning behaviours

Doubting their ability can affect how students approach their work. Some avoid topics they find difficult and stay within familiar territory. Others push themselves beyond their limits, believing that their efforts will compensate for their perceived shortcomings. In both cases, learning can become stressful and inefficient. Confidence plays a key role in how students respond to feedback, approach revision, and recover from setbacks. When confidence is low, students often focus on avoiding mistakes rather than developing their understanding.

Supporting confidence through reflection

Bridging the confidence-competence gap begins with helping students notice evidence of their own progress. Talking about how answers were reached, how difficulties were overcome, and how understanding has improved over time can be reassuring. Parents and educators can support this by encouraging reflection on learning processes rather than outcomes alone. These conversations help students see that confidence grows through effort, not results. 

Building trust in ability over time

Confidence develops gradually as students gather proof that they can learn from their mistakes and improve with practice. When students learn that they can tackle tricky topics, they begin to trust their abilities and become more resilient learners. Closing the confidence-competence gap allows students to persist when work feels difficult, rather than giving up or avoiding it. With steady support, students can progress with a stronger sense of self-belief and a healthier relationship with learning.