Exploring Self-Efficacy, Self-Concept, and Self-Esteem in Online Training: A Study of Trainee Dynamics

Thulasimani Munohsamy; Sures Muniandy; Arlini Alias; Au Thien Wan

doi:10.47405/mjssh.v10i4.3322

Thulasimani Munohsamy School of Psychology & Social Sciences, IMU University, No 126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
Sures Muniandy Independent Researcher, Malaysia
Arlini Alias School of Psychology & Social Sciences, IMU University, No 126, Jalan Jalil Perkasa 19, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
Au Thien Wan School of Computing and InformaticsUniversiti Teknologi Brunei, Jalan Tungku Link Gadong, BE1410 Brunei Darussalam

DOI: https://doi.org/10.47405/mjssh.v10i4.3322

Keywords: Self-Concept, Self-Efficacy, Self-Esteem, Online Training, Trainees

Abstract

Since COVID-19's onset in 2020, organisations have increasingly utilised virtual communication platforms for meetings and training, maintaining the need for professional development. This study investigates how virtual professional development impacts self-esteem, self-efficacy, and self-concept, which are crucial for work efficiency. Sixteen business and sales executives from a pharmaceutical company participated in the research, completing questionnaires measuring their self-efficacy, self-esteem, and self-concept. Results showed significant positive correlations between self-efficacy and self-esteem (r = 0.718, p = 0.001) and self-concept (r = 0.785, p < 0.001). The correlation between self-esteem and self-concept was positive but not statistically significant (r = 0.445, p = 0.074). These findings highlight the importance of fostering self-efficacy in online training programmes, as they enhance both self-esteem and self-concept among trainees. Future research should use larger samples and varied contexts, exploring potential moderating factors like training content and support systems to deepen insights into how self-efficacy influences self-esteem and self-concept in virtual learning environments.

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