Differential predictors of under-confidence and over-confidence for mathematics and science students in England

An enhanced understanding of what predicts students' confidence, and what predicts specific cases of under-confidence or over-confidence, benefits educational practices and motivational theories. For secondary-school students in England, confidence expressed as self-concept was most strongly predicted by (intrinsic) interest, perceived encouragement (praise), and subject-comparisons for mathematics, and by praise, interest, and peer-comparisons...