Why High Performers Struggle With Confidence
Updated: Mar 19
Written by Nassim Ebrahimi, Developmental Psychologist, Mental Performance Coach, Author, and Speaker
Coach Nassim Ebrahimi, PhD, is the founder of Becoming My Stronger Me, LLC. As a developmental psychologist, mental performance coach, podcaster, and author, she empowers athletes, coaches, and parents to unlock confidence, mental resilience, and peak performance through evidence-based strategies grounded in sport psychology and human development.
Confidence is often described as something you either have or you do not. We speak about naturally confident leaders, athletes who play with swagger, or professionals who appear steady in high-stakes moments. The implication is that confidence is a personality trait, something inherent.
In reality, confidence is not a fixed characteristic. It is a skill.
As a developmental psychologist and mental performance coach, I work with capable, high-achieving individuals across sport, business, and leadership. One of the most consistent patterns I see is this: people who are prepared and talented lose confidence precisely when the stakes rise. Not because they lack ability. Not because they have not worked hard. But because they misunderstand how confidence is built and sustained.
Why confidence breaks under pressure
When pressure increases, confidence often feels unstable. This is not a flaw in character. It is a psychological and physiological response.
Psychologist Albert Bandura introduced the concept of self-efficacy, which refers to a person’s belief in their capability to execute specific actions. Research shows that belief directly influences performance. However, that belief is shaped largely by how individuals interpret past experiences.
At the same time, stress impacts cognition. The American Psychological Association has documented how elevated stress can impair working memory, narrow attention, and disrupt decision-making. When pressure rises, access to previously learned skills can feel limited.
Ability does not disappear. Access becomes less efficient. When confidence has been built primarily on recent outcomes or emotional states, it becomes vulnerable. A mistake or setback can quickly shift internal evaluation.
Confidence is an evaluation, not a feeling
One of the most important reframes I share with clients is this: confidence is not a mood. It is an assessment.
Bandura identified four primary sources of self-efficacy:
Mastery experiences
Observational learning
Verbal persuasion
Physiological interpretation
Of these, mastery experiences are the strongest predictor of durable confidence. In other words, confidence grows when individuals can point to concrete evidence of preparation, adjustment, and recovery.
Confidence built on evidence is stable. Confidence built on emotion is not. This distinction changes how people approach preparation and reflection.
The three layers of sustainable confidence
Through years of applied work in mental performance, I have found that sustainable confidence rests on three interconnected layers.
Preparation confidence: This is trust in your preparation. It reflects whether you have engaged in deliberate, structured practice. Research by Anders Ericsson demonstrated that expertise develops through intentional practice rather than innate talent alone. Preparation confidence answers a simple question: Have I done the work required for this moment?
Response confidence: This is trust in your ability to adjust when circumstances change. Anxiety research, including work by Eysenck and colleagues on attentional control, shows that stress narrows focus and reduces processing efficiency. Individuals who train attention regulation are more capable of adapting under pressure. Response confidence reflects the belief that even if the situation shifts, you can recalibrate.
Recovery confidence: This is trust in your ability to recover after mistakes. Research by Carol Dweck on mindset and resilience demonstrates that individuals who interpret setbacks as information rather than identity threats are more likely to persist and improve. Recovery confidence allows performance to continue rather than collapse after difficulty.
Many high performers invest heavily in preparation. Fewer intentionally train response and recovery. Yet these layers determine stability under pressure.
Why high achievers often experience fragile confidence
High achievers frequently attach identity to performance. When outcomes define self-worth, confidence becomes volatile.
Research within Self-Determination Theory by Edward Deci and Richard Ryan highlights the psychological risks of contingent self-esteem. When value is conditional on success, setbacks carry disproportionate weight.
A missed opportunity becomes more than an error. It becomes a reflection of self. Separating identity from performance is not about lowering standards. It is about preserving psychological stability so growth can continue.
What actually builds confidence
If confidence is built on evidence, then development requires intentional structure. Individuals strengthen confidence by:
Tracking preparation behaviors rather than only outcomes
Conducting structured post-performance reflections
Practicing physiological regulation techniques to manage stress
Evaluating actions without attaching them to personal worth
Neuroplasticity research from Stanford University shows that repeated cognitive patterns reshape neural pathways. When constructive reflection and adaptive response patterns are practiced consistently, they become more automatic.
Confidence, in this sense, becomes trained rather than hoped for.
Rethinking the confidence question
Instead of asking, “Do I feel confident?” consider asking:
What preparation have I completed?
How have I responded to challenges in the past?
What skills am I actively strengthening?
Confidence that rests on preparation, response, and recovery does not eliminate doubt. It allows individuals to function effectively alongside it. High performers do not wait to feel confident before acting. They act in alignment with preparation and allow confidence to grow from evidence.
Final thoughts
Confidence is not reserved for those with certain personalities or natural traits. It is a trainable mental skill grounded in preparation, interpretation, and recovery.
When individuals understand how confidence is constructed, they stop chasing a feeling and begin building a foundation. And that shift alone changes how they perform.
Today, take a few minutes to reflect on a recent challenge you navigated effectively. Identify what you prepared well, how you adjusted, and how you recovered. Confidence grows when evidence is recognized.
Nassim Ebrahimi, Developmental Psychologist, Mental Performance Coach, Author, and Speaker
Coach Nassim Ebrahimi, PhD, is the founder of Becoming My Stronger Me, LLC. As a developmental psychologist, mental performance coach, podcaster (Becoming My Stronger Me podcast), author (The Stronger Mind and Baller Goals), and speaker, she empowers athletes, coaches, and parents to unlock mental resilience and peak performance under pressure through evidence-based strategies grounded in sport psychology and human development. She holds a PhD in Developmental Psychology from The Pennsylvania State University. Through her work, she supports individuals and teams in developing the mental skills needed to thrive in sport and life. Her mission is to help people train their minds with the same intention they train their bodies.
References:
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
American Psychological Association. (n.d.). Stress effects on the brain and body.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional Control Theory. Emotion, 7(2), 336-353.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Stanford University. (n.d.). Neuroplasticity and brain adaptation.
