Self-Esteem and Self-Efficacy of Students' Attending Online Courses Through MBKM Program

Sahril Nur(1*), Nofvia De Vega(2), Anugrah Puspita Ayu Muhammad(3),

(1) Universitas Negeri Makasar
(2) Universitas Borneo Tarakan
(3) Universitas Halu Oleo
(*) Corresponding Author



This study aims to analyze the students’ self-esteem and self-efficacy attending online courses of an MBKM exchange program. It was organized by three participating universities using SPADA DIKTI. Quantitatively, the study employed an online questionnaire to collect the data from 80 participating students (N=80). The statistical analysis, which included multiple regression analysis, was performed using SPSS 26. The findings indicate that the variables self-esteem and self-efficacy have a significant and beneficial effect on students enrolled in concurrent online courses. Statistically, the study used an F test and a T-test to identify the considerable impact of the measured variables. The results show that both variables have a substantial and beneficial impact on students enrolled in concurrent online courses. The students’ self-esteem excels academically, primarily through the online teaching and learning system. Meanwhile, the students with mastery experience subcomponents accepted new challenges and succeeded in doing them. Based on hypothesis testing, there is a significant effect between self-esteem and self-efficacy on students who attended online courses, which amounted to 48.9%. Yet, self-esteem and self-efficacy regression coefficients also positively affect online lectures.


Self-Esteem; Self-Efficacy; Students' Exchange; Online Courses; MBKM Program

Full Text:



Adam-Turner, N., & Burnett, D. (2018). Leadership Perspectives of Digital Learning and Digital Literacy Adoption at Rural Community Colleges. Community College Enterprise, 24(2), 21–48.

Aiken, K. ., Bee, C., & Walker, N. (2018). From passion to obsession: Development and validation of a scale to measure compulsive sport consumption. Journal of Business Research, 87, 69–79.

Arsandaux, J., Galéra, C., & Salamon, R. (2021). The association of self-esteem and psychosocial outcomes in young adults: a 10-year prospective study. Child and Adolescent Mental Health, 26(2), 106–113.

Ayllón, S., Alsina, Á., & Colomer, J. (2019). Teachers’ involvement and students’ selfefficacy: Keys to achievement in higher education. PLoS ONE, 14(5), 1–11.

Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research.

Direktorat Jenderal Pendidikan Tinggi. (2020). Buku Panduan Merdeka Belajar - Kampus Merdeka. Kementerian Pendidikan dan Kebudayaan.

Fiske, S. . (2018). Social beings: Core motives in social psychology. John WIley & Sons, Inc.

Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236–253.

Lyu, H., Du, G., & Rios, K. (2019). The relationship between future time perspective and Self-Esteem: A cross-cultural study of Chinese and American college students. Frontiers in Psychology, 10(JULY), 1–7.

Mallette, C. (2022). Self-Concept in Professional Interpersonal Relationships. Arnold and Boggs’s Interpersonal Relationships-E-Book: Professional Communication Skills for Canadian Nurses.

Malureanu, A., Panisoara, G., & Lazar, I. (2021). The relationship between self-confidence, self-efficacy, grit, usefulness, and ease of use of elearning platforms in corporate training during the covid-19 pandemic. Sustainability (Switzerland), 13(12).

Mammadov, S., Cross, T. L., & Ward, T. J. (2018). The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies, 29(2), 111–133.

Martín, C. T., Acal, C., Honrani, M. El, & Estrada, Á. C. M. (2021). Impact on the virtual learning environment due to covid-19. Sustainability (Switzerland), 13(2), 1–16.

Mikels, J. A., & Young, N. A. (2018). New Directions in Theories of Emotion and Aging. Oxford Research Encyclopedia of Psychology, December 2018.

Nikou, S. A. (2021). Web-based videoconferencing for teaching online: Continuance intention to use in the post-COVID-19 period. Interaction Design and Architecture(S), 47, 123–143.

Peñarrubia-Lozano, C., Segura-Berges, M., Lizalde-Gil, M., & Bustamante, A. J. C. (2021). A qualitative analysis of implementing e-learning during the covid-19 lockdown. Sustainability (Switzerland), 13(6), 1–28.

Rameli, M. R. M., Alhassora, N. S. A., Bunyamin, M. A. H., & Hanri, C. (2020). Student teachers’ attitude and self-esteem towards online learning: Application of rasch measurement model. Universal Journal of Educational Research, 8(11 C), 37–44.

Stefanile, C., Matera, C., Nerini, A., Puddu, L., & Raffagnino, R. (2021). Psychological Predictors of Aggressive Behavior Among Men and Women. Journal of Interpersonal Violence, 36(1–2), NP920–NP941.

Article Metrics

Abstract view : 191 times | PDF view : 0 times


  • There are currently no refbacks.

Copyright (c) 2022 NOFVIA DE VEGA

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Editorial Office

Journal of Educational Science and Technology
Graduate Program Universitas Negeri Makassar


address icon red

 Jalan Bonto Langkasa Gunungsari Baru Makassar, 90222 Kampus PPs UNM Makassar Gedung AD Ruang 406 Lt 4, Indonesia | 
   085299898201 (WA) 

EST Index by: