Online Coaching and its Effects on Student Identity Formation and Psychological Well-being

The increasing reliance on online coaching has reshaped traditional learning, offering flexibility, accessibility, and personalized education. This study examines the impact of online coaching on students’ self-perception, academic confidence, and emotional well-being, based on data collected from 31 respondents through a Google Forms questionnaire using quantitative and qualitative analysis. The findings reveal that students compare themselves more with peers in online settings, leading to heightened academic pressure and self-doubt. While maximum number of students reported no change in confidence. A significant number of students identified lack of personal interaction as a major challenge, followed by technical issues, self-discipline struggles, and digital fatigue. Despite these challenges, most of students favoured a hybrid model over fully online or offline coaching, suggesting the need for blended learning approaches. The study concludes that while online coaching enhances academic accessibility, it also contributes to identity struggles, social detachment, and mental strain. Addressing these concerns requires stronger mentorship, peer interaction, psychological support, and an improved balance between digital and offline learning.