Self-Confidence as a Correlate of Problem-Solving Ability: Analyzing Gender and Institutional Variations in Adolescents

Self-confidence, a pivotal psychosocial construct, is widely recognized as a foundational driver of cognitive engagement and academic performance in adolescence. The present study investigates the relationship between self-confidence and problem-solving ability among secondary school adolescents, while simultaneously examining group differences across school type (private vs. government) and gender. A stratified random sample of 200 students (100 boys, 100 girls; 100 from private schools, 100 from government schools) in Classes IX and X from Ludhiana district, Punjab, India, was selected. The Self-Confidence Inventory (Gupta, 2005) and Problem-Solving Ability Scale (Garg, 2008) were administered. Independent samples t-tests and Pearson's Product-Moment Correlation were employed for statistical analysis. Results revealed statistically significant differences in both self-confidence and problem-solving ability favoring private school students and boys. Crucially, a significant positive correlation (r = 0.53, p < .001) was found between self-confidence and problem-solving ability across all subgroups, suggesting that adolescents with higher self-confidence demonstrate superior problem-solving capability. Findings have important implications for school counseling, curriculum design, and gender-responsive pedagogical practices