Confidence doesn’t come from encouragement alone. It grows most when students experience themselves becoming capable. In this episode, we explore how deliberate practice and well-designed learning experiences build the kind of confidence that lasts.

This episode draws in part on research in:

• Deliberate practice and expertise development (Ericsson)

• Self-efficacy and mastery experiences (Bandura)

• Praise, motivation, and implicit theories of ability (Dweck)

• Feedback and visible learning (Hattie & Timperley)

• Achievement goal theory and persistence (Ames, Elliot)