VIRTUAL EDUCATION AND SELF-CONFIDENCE: AN ANALYSIS OF SCHOOL AND COLLEGE STUDENTS IN JAMMU DIVISION OF JAMMU AND KASHMIR UNION TERRITORY

Abstract

The sudden shift to online learning during the COVID-19 pandemic transformed educational environments, influencing students' self-confidence. This study investigates the impact of online learning on the self-confidence levels of school and college students in the Jammu division of Jammu & Kashmir (UT). A total of 400 students (200 school and 200 college) participated, with equal representation of male and female students across both groups. Using Rekha Gupta’s Self-Confidence Inventory, the study measured self-confidence across educational levels and analysed gender-based variations. Results show that college students reported higher self-confidence than their school counterparts, reflecting the developmental and experiential differences between the two groups. However, school students exhibited more consistent self-confidence levels, while college students demonstrated greater variability. The study highlights how peer interaction, technological access, and institutional support during online learning influenced students' self-assurance.