Tracking Self-Confidence Across Phases: A Gender-Based Longitudinal Study of Students During and After the Pandemic

Abstract

With an emphasis on gender disparities, this longitudinal research investigates how the COVID-19 pandemic has affected self-confidence levels among Jammu and Kashmiri school and college students. A total of 400 students, consisting of 200 high school students and 200 college students, were surveyed during two distinct phases: during the pandemic, in which they engaged in online learning, and five months after the pandemic, when they engaged in offline learning. Self-confidence was evaluated with the use of the Self-Confidence Inventory, which was developed by Rekha Gupta. This is a validated instrument that evaluates personal, social, and academic confidence. The results showed that switching to offline learning significantly increased students' self-confidence, with both male and female students gaining from the return of in-person interactions and regimented routines. Although the gain was more noticeable among female students after the pandemic, female students consistently reported somewhat better levels of self-confidence than male students. Correlation analysis demonstrated the stability of self-confidence levels over time, while t-tests validated significant differences between the two phases. The research emphasizes the importance of traditional educational settings in building resilience as well as the psychological difficulties of online learning, such as loneliness and decreased peer contact.