Abstract

Self-confidence is crucial for student’s capacity to overcome academic challenges and achieve success. Understanding the factors that promote self-confidence is critical for developing resilient learners. This single case study examines the factors that affect the self-confidence development of a Japanese Senior High School student facing academic challenges, with a focus on internal and external factors. The results from the information-rich interviews and detailed journaling generated four major themes and several subthemes: deterrent to self-confidence (cultural norm, cognitive exhaustion, psychosocial issues); self-confidence builder (time management academic challenges, introspection); cultural influence (self-reliance, innovation and problem solving); and future orientation (value to career, practical skills for the future). The findings demonstrate how cultural norms, academic demands, and individual coping mechanisms interact to shape self-confidence. It emphasizes how cultural norms can unintentionally limit self-confidence and help-seeking behaviors while simultaneously encouraging resilience and independence. Similarly, academic demands might impede growth and self-confidence if they are not in line with cognitive capacity. Nevertheless, the study also highlights how self-confidence can be improved via introspection, perseverance, and realistic goal-setting. This case study asserts that self-confidence is a dynamic interaction of cultural, cognitive, and psychosocial factors that is shaped by deliberate learning and reflective behaviors rather than being a fixed attribute. It also makes it evident that developing internal strengths in addition to addressing external constraints is necessary to promote self-confidence. Its implications suggest implementing growth-oriented curricula, promoting skills development, and aligning academics with practical applications, to enhance self-confidence and promote a balanced environment for students and educators.