LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 26:2 February 2026
ISSN 1930-2940

Editors:
         Selvi M. Bunce, M.A., Ph.D. Candidate
         Nathan Mulder Bunce, M.A., Ph.D.
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

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Positivity and Confidence in Teenagers: A Descriptive Review of Their Role in Academic Stress Management and Language Learning

S N Srishaa and
Dr. Sreejana S

Abstract

Positivity and confidence play a crucial role in shaping teenagers' academic performance, emotional well-being, and language learning experiences. Adolescence is a stage marked by heightened sensitivity to failure, peer evaluation, and self-perception, which often affects students' motivation and willingness to communicate, particularly in academic and language-learning contexts. This paper presents a descriptive review of existing literature to examine the role of positivity and confidence in supporting teenagers' academic engagement and communication development.

The study is based on a systematic review of secondary sources, including books, research articles, and reports published between 2010 and 2024 in the fields of psychology, education, and language learning. The review highlights that positive mindset, self-efficacy, and emotional support significantly influence teenagers' motivation, resilience, and willingness to participate in learning activities. Findings from the reviewed literature suggest that confidence reduces fear of failure, encourages risk-taking in communication, and enhances academic persistence.

The paper emphasizes the importance of integrating positive psychological practices and confidence-building strategies within educational environments. By synthesizing theoretical perspectives and educational research, the study offers insights for teachers, parents, and institutions to create supportive learning spaces that promote emotional well-being and effective communication among teenagers.

Keywords:positivity, confidence, teenagers, academic engagement, communication, motivation

Introduction

Adolescence is a critical developmental stage marked by rapid physical, emotional, and cognitive changes that significantly influence learning behaviour, self-concept, and communication patterns. During this period, teenagers often experience heightened sensitivity to academic pressure, peer evaluation, and fear of failure, which can affect their confidence and willingness to engage actively in learning environments. In educational contexts, particularly in language learning, confidence and positivity play a vital role in shaping students' motivation, participation, and overall academic performance.

Educational psychology highlights that learners' emotional states are closely linked to their ability to process information, take risks, and sustain effort. Teenagers with low confidence often avoid participation, fear making mistakes, and experience anxiety in academic and communicative tasks. In contrast, a positive mindset and strong self-belief contribute to resilience, persistence, and effective communication. Research grounded in self-efficacy theory emphasizes that students who believe in their abilities are more likely to engage in challenging tasks and demonstrate improved learning outcomes (Bandura, 1997).

In recent years, increasing attention has been given to the role of positive psychology in education. Concepts such as optimism, growth mindset, and emotional well-being have been linked to improved academic engagement and reduced stress among adolescents. Studies suggest that fostering positivity and confidence helps teenagers cope with academic challenges, manage emotional fluctuations, and develop effective communication skills, particularly in language learning contexts where fear of error and self-consciousness are common barriers.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

S N Srishaa
I-year Student, Computer Science and Engineering
Kumaraguru College of Technology
Coimbatore, Tamil Nadu, India
srishaa0503@gmail.com
&
Dr. Sreejana S
Assistant Professor and Head
Department of Languages and Communication
Kumaraguru College of Technology
Coimbatore, Tamilnadu, India
sreejana.s.sci@kct.ac.in
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