Self-esteem and mental health in adolescents – level and stability during a school year

Unni Karin Moksnes,Randi Johansen Reidunsdatter

doi:10.5324/nje.v28i1-2.3052

Abstract

Aim: Adolescence represent an important period for positive mental health development. The aim of the present paper was to investigate gender differences as well as the level, stability and predictive role of mental health (symptoms of depression/anxiety and mental well-being) and self-esteem in adolescents during a school year.Methods: The study sample consisted of a cohort of 351 students aged 15–21 years in Mid-Norway. In a survey administrated at the beginning and end of the 2016/2017 school year, mental well-being was assessed with Warwick-Edinburgh Mental Well-Being Scale, depression/anxiety with Hopkins Symptom Checklist and self-esteem with the Rosenberg Self-Esteem Scale. Two models were tested for prediction; self-esteem on mental health (vulnerability model) and mental health on self-esteem (scar model).Results: Girls reported significantly higher depression/anxiety than boys and showed a slightly significant increase in depression/anxiety, stress and self-esteem during the two assessments. Boys scored significantly higher on mental well-being and self-esteem and reported stable mental health during the school year. Selfesteem significantly predicted depression/anxiety and mental well-being. Mental well-being and depression/ anxiety also significantly predicted self-esteem.Conclusion: The results suggest that self-esteem and mental health are reciprocally associated. The results underline the gender differences in overall mental health in adolescents and thus the potential importance of acknowledging gender when working on universal strategies for positive mental health development.

Highlights

Mental health is integral to a populations health and quality of life (QoL) and contributes to the functioning of individuals, families, communities and the social and economic prosperity of society [1]
A study specific questionnaire was administered by teachers at two time points, in the beginning and in the end of the 2016/2017 school year (T1: September 2016, T2: April-June 2017)
Gender differences was observed at the beginning of the school year for several factors; girls scored significantly higher than boys on symptoms of depression/anxiety, stress and pain, whereas boys scored significantly higher on mental well-being and selfesteem than girls

Summary

Introduction

Mental health is integral to a populations health and quality of life (QoL) and contributes to the functioning of individuals, families, communities and the social and economic prosperity of society [1]. WHO defines mental health asa state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to his or her community [1]. The breadth of this definition is of interest as it includes both subjective well-being, psychological, physiological and social functioning, and constitutes a complementary viewpoint to the biomedical perspective focussing on risks for mental symptoms and disease [1,2]. Central questions stated in this article are how do adolescents’ mental health develop during significant periods in life and which factors predicts positive and negative mental health outcomes during adolescence?

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Discussion

Conclusion