Year: 2026
Type: article
Abstract: Self-confidence is an important foundation for elementary school students to participate actively in learning and to build healthy social relationships. This article aims to describe the role of social support from family, teachers, and peers in building the self-confidence of elementary school students. The study employed a qualitative literature review of national and international journal articles published between 2021 and 2026, supplemented by foundational theories on self-efficacy and social support. The sources were analyzed thematically to identify the forms and sources of social support and the mechanisms through which it relates to self-confidence. The review shows that emotional, appraisal, informational, and instrumental support from family, teachers, and peers is generally associated with higher self-confidence. Social support appears to work by strengthening students' beliefs in their abilities, creating a sense of safety and acceptance, and reducing social anxiety. However, most of the reviewed studies involved junior and senior high school students, so evidence from the elementary school level remains limited. The implications emphasize the need for collaboration among families, teachers, and schools in providing consistent and age-appropriate support, and for further empirical studies at the elementary school level.
Authors: Trya Khaerunisa, Asep Hadi Hambali
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7225019810