The Role of Guidance and Counseling in Increasing Elementary School Students' Self-Confidence

A Literature Study

Abstract

Background: Low self-confidence can make students hesitant to ask questions, express opinions, and participate in learning. Guidance and counseling is one effort to develop it. This study examines the role of guidance and counseling in improving the self-confidence of elementary school students.

Method: This study used a literature review with a descriptive qualitative approach. The data were 15 scientific journal articles collected through Google Scholar and academic journal portals, which were then analyzed using thematic analysis.

Result: The guidance and counseling services reviewed include group services, namely group guidance using symbolic modeling and sociodrama techniques as well as group counseling, and individual services using the self-instructional technique. Studies that tested these services reported increased self-confidence scores, and students became more assertive in asking questions, speaking, and interacting with peers. The services were delivered by guidance counselors or classroom teachers with support from teachers, peers, parents, and the learning environment. Most of the evidence comes from pre-experimental designs with relatively small samples.

Implication: Guidance counselors and classroom teachers can use role- and modeling-based group guidance, as well as individual services for students who need them. Schools need to strengthen classroom teachers' counseling skills and collaborate with parents. Future research should use control groups and larger samples.