EP012 How To Build Self-Confidence

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In this episode of Peak Performer, we examine how to build self-confidence for performance. According to renowned social psychologist Albert Bandura, self-efficacy ¹ is “the belief in one's ability to achieve desired outcomes.” This is an essential psychological concept to understand if you want to build self-confidence in your work, art, or sport. Self-efficacy is the foundation of self-confidence; it is what allows us to believe that we can succeed in any specific situation. If you don't have a strong sense of self-efficacy related to a given task, it will be difficult for you to feel confident in your abilities. In this podcast episode, I'm reading Chapter 3 of Stewart Cotterill's The Psychology of Performance and discussing the difference between self-confidence and self-efficacy. Throughout this reading, I interrupt the narrative to offer my own input, clarity on certain aspects, and tips and advice on how to build up your sense of efficacy.

About Social Learning Theory

Albert Bandura's Social Learning Theory ² is a complex idea of behaviour and learning, but in a nutshell, it states that we learn through observation and imitation. We observe the behaviours of others (including celebrities, sports heroes, our peers, and our parents), and then we imitate those behaviours in an attempt to replicate the outcomes we see – it is, according to Bandura, how children become integrated within a given culture. For example, if you see someone achieving Peak Performance in business, you might try to imitate their behaviour in order to achieve similar success. Or if you see your parents fighting and then resolving their conflicts peacefully, you might learn how to do the same.

Bandura's social learning theory has been applied to human behaviour research with both positive and negative points of focus. These include aggression, addiction, and even mental disorders like depression and anxiety. And in positive respects, in the learning, growth and development of people. One of the most interesting applications of this theory is its use in educational settings. In fact, there is now a whole field of research known as “social cognitive learning theory.” It examines how students learn best by observing and imitating their teachers and other role models in the classroom. Social Learning Theory also has applications in the domains of work and sport.

What Is Self-Efficacy?

In Bandura's Social Learning Theory, people are not viewed as the input/output machines that behaviourism proposed, devoid of internal mental processes influencing behaviour. Instead, Bandura's theory emphasises the cognitive, vicarious, self-regulatory and self-reflective processes in learning and human adaptation to environmental conditions. Unlike the behaviourist view, cognitive psychologists suggest we are proactive autonomous agents with influence over our motivations, beliefs, actions and emotions. As such, we have a say in what and how we learn and experience the world.

In order to build up your sense of self-efficacy, often with the guidance of a coach, you need to identify your personal strengths and weaknesses. Once you know what these are, you can start working on improving your skills in those areas. You can also find mentors and role models who have succeeded in your field and learn from them. It's important to remember that it takes time and practice to build self-efficacy. Don't become discouraged if you don't see results overnight; instead, accept conditions as they are and keep working. Eventually, you'll see improvements in your confidence and performance.

Sources of Self-Efficacy

If you want to increase your self-confidence across the various areas of your life, it's important first to understand the sources of self-efficacy. As mentioned, self-efficacy is the belief that you can achieve desired outcomes in a specific area. If we don't feel confident about our abilities related to that particular task, it will be difficult for us to succeed there. According to Bandura, self-efficacy is formed through the following six sources of self-efficacy belief.

1 – Mastery experiences

This is the first and most important source of self-efficacy belief. It refers to our experiences with tasks in which we have succeeded in the past. If we have experience succeeding at something, we are more likely to believe that we can succeed at it again in the future.

One of the best ways to increase self-efficacy through mastery experience is to perform tasks with feedback from a more knowledgeable and experienced other such as a coach. This is known as Purposeful and Deliberate Practice ³ and may encourage us to try new ways of doing things and challenge ourselves. Don't be afraid to take on new challenges – the more experience you have in performing the task to a high degree, the more confident you'll become. Moment-to-moment feedback from a coach can help with this.

2 – Observational (Vicarious) Learning

Our self-efficacy in a given task grows from watching others perform the same behaviours. One of the best ways to increase self-efficacy is to watch someone who is more skilled than you perform the task at hand. This is called vicarious learning, and it can be very effective in helping us to learn new skills. When we watch someone else succeed at a task, especially a peer, it can give us the confidence to try it, and perhaps believe that we can perform it to a similar standard.

It's important to note that vicarious learning only works if we are able to observe the other person closely. If we only see the person from a distance, or if we don't have enough information about what they're doing, then we won't be able to learn from their experience. So in your practice, make sure that you pay close attention to others performing the task that you want to learn. Try to mimic their movements and behaviours, and see if you can replicate their results.

3 – Verbal Persuasion

Our friends, parents, teachers, and other authority figures can influence our sense of self-efficacy by affirming our capacity to accomplish tasks. If someone we trust and respect tells us that we're capable, and we believe and trust what they say, it will increase our self-efficacy related to that task. This is known as verbal persuasion and can also be delivered in written form.

It's important to note that verbal persuasion only works if the person giving the feedback is credible and respected by us. If we didn't ask for feedback, don't value it, or don't trust or respect the person giving the feedback, then it won't have a positive effect on our self-efficacy. Our mindset (or Self-Theory, according to Carol Dweck⁴) has a significant influence on our ability to seek out and assimilate feedback. I call this “coachability”. So for this to work, ensure you're open to feedback first of all, then make sure that you choose your sources of verbal persuasion carefully. Choose people who you know have your best interests at heart and who you know will give you honest and accurate feedback.

4 – Emotional States

Self-Efficacy Theory says that when we're in a positive mood, we're more likely to believe we can succeed at a task. This is because our emotions play a big role in our self-efficacy beliefs. When we're feeling happy, confident, and motivated, we'll be more likely to believe that we can succeed at a task. On the other hand, when we're feeling sad, anxious, and discouraged, we'll be less likely to believe that we can succeed.

This is why it's important to try to stay positive and upbeat when you're working on tasks that are important to you. If you beat yourself up when you make “mistakes”, it will only make it harder for you to succeed. Try to keep your emotions in check and stay focused on your goals. When you start to feel discouraged or doubtful, slow down the train of thought. Ask yourself if this thought you're thinking is helpful to you or not. If it is not, reframe it in a more helpful way. Remind yourself why you're doing this and how capable you are of achieving your goal.

5 – Physiological States

Our physical state also affects our sense of self-efficacy. When we're feeling tired or sick, for example, we'll be less likely to believe that we can succeed at a task. The same goes when we're carrying an injury or otherwise not at our physiological best. On the other hand, when we're feeling energized and healthy, we'll be more likely to believe that we can succeed. Another example is when an athlete is incapable of reading their own body and relates moderate pain as a signal to stop. Coaching can help this, but if it's not regulated, athletes will give up on a task too early.

This is why it's important to take care of ourselves both physically and emotionally. If we're not feeling our best or cannot read our body's physiological messages, it's going to be hard for us to be confident in our abilities. So, make sure that you get enough sleep, eat a healthy diet, exercise regularly, and take yourself beyond your limits of comfort. This will help you feel your best both physically and emotionally, and it will give you the energy you need to succeed at your tasks.

6 – Imagination and Visualisation

The final source of self-efficacy is to use our imagination to visualise ourselves succeeding at a task. This is known as mental rehearsal, and when we do this, we're essentially training our brain and body to prepare for the task or event. Right down to the cellular level, our entire organism becomes familiar with the internal conditions associated with the event and is ready to act on cue.

There are a few different ways to rehearse mentally. You can visualise yourself physically performing the task, or you can visualise yourself overcoming any obstacles that may come up along the way. You can also visualise yourself receiving compliments from others after completing the task, the audience applauding, for example.

The important thing is to visualise the process in as much detail as possible rather than the anticipation of winning. Winning is the natural consequence of peak performance; your only job is to perfect your process. Imagine, in your mind's eye, the process going exactly according to plan and feel the positive emotions that come with successful execution. Doing this regularly may help increase your self-efficacy and make it easier for you to succeed.

Some Final Words & Key Points on Self-Efficacy

When it comes to self-efficacy, there are a few key things to remember. First and foremost, it's important to remember that self-efficacy is not a static trait of personality. It can be increased or decreased depending on many factors. This includes the time we put into learning, the people we surround ourselves with, our coachability, preparation and so on. We must also commit to regularly practising and rehearsing the fundamental skill of our work. And, where possible, employ the knowledge and skills of a significant other to help us perfect those skills.

Remember These Points

1. Confidence in your ability to perform is most important, and not necessarily always being a confident person.
2. The means of developing confidence mentioned above don't work the same for everyone. Find what works for you, and don't be afraid to try new ways.
3. Don't take the first thought that enters your head regarding your ability as fact. Question whether it is helpful to you or not, and if not, discard it and think a better thought.
4. Practice optimism – seek out the benefit even in failure because there is always a benefit if you can find it.
5. Talk to yourself in a positive, helpful way. This doesn't mean ignoring the facts; instead, it is facing the facts and choosing a different response.
6. Visualise the process daily.
7. Speak and write about what you are good at – reinforce these.
8. Accept when you fail – embrace it. It is part of the process.
9. Learn to read your mind and body – they are giving you important information all the time.

1. Bandura, A., & Wessels, S. (1994). Self-efficacy (Vol. 4, pp. 71-81). an.
2. Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
3. Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. The Cambridge handbook of expertise and expert performance, 38(685-705), 2-2.
4. Dweck, C. S., & Molden, D. C. (2000). Self theories. London.