Exploration of Self-Confidence in Students' Self-Concept and Its Impact on Work Competence in the Digital Era

Abstract

This qualitative study aims to analyze the in-depth interrelationship between selfefficacy and student self-concept , as well as its implications for the readiness and mastery of work competencies in the digital ecosystem. Using data triangulation (indepth interviews, observations, and document analysis) on pamulang university students, this study focuses on the transition to a professional career. The findings show that self-efficacy is formed from the interaction of internal factors (learning strategies and organizational activity) and authentic external support (lecturers, colleagues, family). Fluctuations in self-efficacy are critically influenced by personal achievement versus social comparison, and are assumed to be fundamental to fostering digital independence. Furthermore, self-concept is internalized through experiential reflection and authoritative feedback. Self-authenticity is achieved when subjects break free from the
pressures of social comparison, with professional image strategies centered on ethical consistency and proactive initiative. The synergy between contextual self-efficacy and mature self-concept is directly correlated with the mastery of digital work
competencies, such as virtual collaboration and self-upskilling.
Theoretically, this study confirms the crucial role of authentic social validation as a counterweight to the destructive impact of digital social comparison pressure. Practical recommendations urge the intervention of structured self-reflection development (through professional guidance) as a priority over technical training, in order to produce innovative and risk-taking graduates in the digital work landscape.