Assessing Self-Concept in Shaping Communication Training Needs in Higher Agricultural Education: The Role of Self-Esteem and Self-Confidence
B. M. Yogesh *
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Girijesh Singh Mahra
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
K. R. Ananda
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Anirban Jana
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
R. Chinnaiah
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Parjanya Pavan
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Sreenanda S. Anand
Division of Dairy Extension, ICAR-National Dairy Research Institute, Karnal, India.
Sunita Choudhary
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
*Author to whom correspondence should be addressed.
Abstract
This study examines the role of self-concept in shaping communication training needs among postgraduate students in higher agricultural education in India. Despite increasing emphasis on communication competencies, limited research has explored the psychological determinants influencing communication skill development. A cross-sectional quantitative research design was employed using the Rosenberg Self-Esteem Scale (RSES), Self-Confidence Scale (SCS), and Training Need Index (TNI) to assess self-concept and communication skill gaps. Data were collected from 210 postgraduate students across three leading agricultural universities. The findings revealed that a considerable proportion of students exhibit low to moderate levels of self-esteem and self-confidence, with significant institutional variation. Among communication competencies, writing and speaking emerged as the most critical training needs. Correlation and regression analyses indicated significant negative relationships between self-concept and communication training needs, suggesting that higher self-esteem and self-confidence are associated with reduced communication skill gaps. Grounded in Social Cognitive Theory, the study highlights the importance of psychological factors in communication behaviour. The findings underscore the need to integrate confidence-building strategies and experiential learning approaches into postgraduate curricula to enhance communication competence and professional readiness among agricultural graduates.
Keywords: Agricultural education, communication skills, self-concept, self-esteem, self-confidence, training needs.