Levels Of Self-esteem Research Articles

Self-esteem among People Living with Physical Disability Visting Rehabilitation Centers of Kathamandu, Nepal: An Observational Study

Introduction: Self-esteem is a comprehensive personal evaluation of an individual's worth that involves a person's perception of self, it functions as a defense mechanism that individuals possess to safeguard themselves from psychological harm. This study aims to assess the prevalence of self-esteem and its associated factors among people living with physical disability. Methods: A cross-sectional study was conducted among people living with a physical disability residing inside Kathmandu Valley from August to November 2022 after acquiring ethical approval from institutional review committee of CiST College (Reference number: IRC/161/078/079). A total of 215 samples were taken for the study. A face-to-face interview technique was applied for data collection consisting of the Rosenberg self-esteem scale. Bivariate analysis applying a Chi-squared test and multivariable logistic regression was carried out to identify the factors associated with self-esteem at 95% CI and 5% level of significance (p-value <0.05).Results: It was observed that 71 (33.02%) participants had lower levels of self-esteem. Education, family type, the severity of disability, and family affection were the factors associated with self-esteem in bivariate analysis. In multivariable analysis, informal education (aOR: 3.932; 95% CI 1.129-13.696), poor family relationships were twice (aOR: 2.237; 95% CI 1.029-5.507), perceived severity of disability (aOR: 3.129; 95% CI 1.341-7.300) to be associated with lower self-esteem.Conclusions: The findings reveal that a significant portion of participants, approximately one-third, experience lower levels of self-esteem. Furthermore, factors such as education, family type, severity of disability, and family affection emerged as significant influencers of self-esteem.

Emotional Intelligence Profiles among Lesbians, Gays and Bisexuals (LGB) People: Their Influence on Mental Health, Life Satisfaction, Self-esteem and the Development of Sexual Identity

Abstract Introduction Many studies have focused recently on the negative impact of homophobia or biphobia, seeking to identify protective factors for the LGB (lesbian, gay, and bisexual) community. Methods The present study aims to identify emotional intelligence (EI) profiles among a sample of 1215 LGB people in order to determine whether significant differences exist between them in terms of mental health, life satisfaction, self-esteem, and the development of sexual identity. To analyse the differential effect of EI on the variables, four cluster profiles were defined by combining the three dimensions of EI (attention, clarity, and repair). The first profile had low levels in all three dimensions; the second had high attention and low repair; the third had high general EI and the fourth had low attention and high repair. Results Significant differences were observed among profiles (p < .001; η2 = 0.126). Those with high EI indexes reported less anxiety and depression and had better levels of self-esteem, life satisfaction and acceptance of their non-normative sexual identity. Those with low rates in all areas of EI or high levels of attention were at risk of developing psycho-emotional problems. Discussion We can conclude that different EI profiles exist among LGB community and that these profiles influence mental health, life satisfaction and self-esteem outcomes and identity development in different ways. Policy Implications The findings reported here have practical policy implications for psychoeducational proposals and interventions aimed at improving the experiences of LGB people, particularly in terms of promoting individual characteristics that can help them cope with systematic oppression, such as emotion repair.

Factors Influencing Quality of Life in the Disabled: Focus on Household Members Mental Health

Abstract Background Household members of the disabled experience various difficulties such as social isolation and the burden of caregiving. These difficulties can lead to mental health problems, which in turn affect the quality of life(QoL) of the disabled. Research on the QoL of the disabled is ongoing, but there are few studies addressing the mental health of household members. We aimed to investigate the impact of household members’ mental health on the QoL of the disabled. Methods We used data from the 2021 Disability and Life Dynamics Panel(nationwide survey). On the base of Patrick’s model of disability health promotion, we analyzed the impact of household members’ mental health on the QoL of the disabled by using correlation analysis and multiple regression analysis adjusted for gender, age, income level, employment status, education level, activities of daily living, participation in social activities, type and severity of disability, presence of multiple disabilities, and health status. Results The level of depression(r=-.316, p<.0001) and self-esteem(r=.248, p<.0001) of household members were found to be significantly correlated with the QoL of the disabled. The level of depression of household members had a significant negative impact on the QoL of the disabled(β=-.153, p<.0001), while self-esteem had a significant positive impact(β=.144, p<.0001). It was found that the level of depression had a greater impact on QoL than self-esteem. Conclusions Lower levels of depression and higher levels of self-esteem of household members are associated with higher QoL for the disabled. Improving the mental health of household members is crucial in improving the QoL of the disabled, enabling them to interact more positively with society. Additionally, as 27% of household members experience depressive issues, enhancing their mental health positively impacts on the overall well-being of families with disabilities. Efforts to enhance household members’ mental health are crucial. Key messages • Household members’ mental health significantly influences the quality of life of the disabled. • To improve the quality of life of the disabled, strengthening programs for promoting the mental health of household members and policy improvements are necessary.

Greek Cypriot and immigrant students’ attitudes and perceptions of acculturation, ethnic identity and self-esteem in the Republic of Cyprus

Abstract The multicultural Cypriot society is called upon to face its increasing diversity and manage the relations between its inhabitants (locals and immigrants) for peaceful coexistence. The present study compared acculturation processes of Ιmmigrant students to those of local primary school students aged 11–12 years regarding social adjustment, ethnic identity and self-esteem. Results showed a stronger orientation toward their Country of Origin for both Cypriot and Ιmmigrant students regardless of the nationality of immigrants’. Furthermore, Cypriots and Ιmmigrant students had more group contact with their compatriots than children from other countries. Lastly, the strategies of acculturation and the stages of forming ethnic identity were correlated to Ιmmigrants’ self-esteem levels. The findings highlight the need for new directions in educational policies in the country. The educational system must become flexible and effectively adaptable to the recent changes to form the foundation of cultural coexistence of all the island’s inhabitants, ensuring social cohesion.

Enhancing thriving during COVID-19: The role of spirituality in fostering self-esteem among sojourners

The COVID-19 pandemic was particularly impactful on sojourners, absent from their families and unable to return home. This study explores how spirituality may impact self-esteem and how this may affect thriving during such a challenging time. Specifically, adopting a positive psychology framework, we expected higher/lower levels of spirituality would result in higher/lower levels of daily self-esteem, which in turn would result in higher/lower levels of daily thriving. We measured these daily fluctuations over a 9-day period by using a diary study. Results supported our hypothesized model. These findings extend our understanding of the role of spirituality during COVID-19 pandemic.

Acne-Related Quality of Life and Mental Health Among Adolescents: A Cross-Sectional Analysis.

Acne vulgaris is one of the most common skin conditions worldwide among adolescents. Beyond its physical manifestations, acne can leave invisible psychological scars. We aimed to examine the protective and risk factors of acne-related quality of life, and its association with mental health outcomes. The analysis included data collected in 2023 from adolescents enrolled in the SEROCoV-KIDS population-based cohort. By combining the Acne Severity and Acne-Quality of Life (Acne-QoL) scales, three groups were established: Acne-LowAQoL (adolescents with acne and low Acne-related Quality of Life), Acne-HighAQoL, and NoAcne-HighAQoL. We used multinomial and logistic regression to assess the association between health behaviours, these groups, and mental health outcomes. Among 335 adolescents (mean age 16.1 years [SD 1.8], 56% female), 65 (19.4%) reported experiencing acne while maintaining a high Acne-QoL, 26 (7.7%) reported having acne and a low Acne-QoL and 244 (72.9%) reported having nearly no acne. Low engagement in physical activity (aOR: 0.30, 95% CI: 0.12-0.77), addictive use of social media (aOR: 3.78, 95%CI: 1.60-8.96), and prolonged screen time (aOR: 2.99, 95%CI: 1.26-7.08) were independently associated with Acne-LowAQoL. Conversely, those from the group Acne-HighAQoL reported higher social support (aOR: 1.95, 95%CI: 1.07-3.54). Adolescents with Acne-LowAQoL showed lower levels of self-esteem, resilience, and increased psychological distress. Among adolescents with acne, physical activity and social support were positively associated with good acne-related quality of life, which translated into better mental health. In contrast, screen time and social media use notably reduced it. Dermatologists should incorporate these considerations into clinical practice to ensure effective patient care.

Gender Characteristics of the Psychoemotional Status of Students with Different Levels of Academic Performance

The study of the health of student youth remains one of the important areas in scientific research, since the task of higher educational institutions is not only to instill professional skills, but also to form a full-fledged personality. Neuropsychiatric adaptation is one of the keys, so it is important to identify the factors that influence its formation. 120 students of the medical faculty of the Kyrgyz-Russian Slavic University were examined: 1) young men (n=30) and 2) girls (n=30) with high academic performance; 3) young men (n=30) and 4) girls (n=30) with low academic performance. We evaluated emotional intelligence according to the N. Hall scale, aggression according to L. G. Pochebut, the level of depression according to the Tsung test, emotional orientation according to B. I. Dodonov, level of self-esteem, style of behavior in conflict. Young men with high academic performance compared to similar girls are more likely to have a low level of emotional intelligence, high self-esteem, face mild depression, show more physical aggression, and have lower scores in communicative and aesthetic emotional orientation. Among those with low academic performance, girls, in comparison with young men, manage their own emotions worse, do not have high self-esteem, and have higher scores in communicative, hedonic and aesthetic emotional orientation. Sex differences in the psycho-emotional sphere are more clearly manifested among students with a high level of academic performance. The study of gender features in more detail assesses the psycho-emotional state of students, makes it possible to predict possible violations and timely carry out preventive or correctional measures, and, therefore, increase the success of adaptation.

Hurtful Words: Examining the Protective Role of Parental Warmth Against the Effect of Verbal Abuse on Self-Esteem and Resilience

ABSTRACT Parental verbal abuse toward children is common in Hong Kong, and the effect of verbal abuse is long-term and detrimental. The study has two objectives. First, to determine whether parental verbal abuse in childhood is negatively associated with the levels of self-esteem and resilience in adulthood. Second, to examine whether parental warmth buffers the negative effect of verbal abuse on self-esteem and resilience. A community sample of 210 adults participated in this study. As hypothesized, parental verbal abuse was negatively associated with self-esteem and resilience. However, parental warmth did not moderate the relationships between verbal abuse, self-esteem and resilience. Findings suggested that parents should reduce the use of verbal abuse and adopt more positive parenting strategies.

The Relationship between Social Support and Self-Esteem with Academic Resilience of Junior High School Students

This study aims to examine the relationship between social support and self-esteem and academic resilience in junior high school (SMP) students. Academic resilience is a student's ability to endure and adapt to academic challenges and stress, which is important to their academic success. Social support and self-esteem are thought to play an important role in increasing students' academic resilience. This research uses quantitative methods with a correlational design. The research subjects were junior high school students at several schools in Krian, totaling 351 students. The research instrument is a questionnaire that measures students' levels of social support, self-esteem and academic resilience. The data analysis used was Kendalls Tau B. The results of the study showed that there was no significant positive relationship between social support and students' academic resilience. In addition, self-esteem was also found to have a significant positive relationship with academic resilience. Students who have strong social support from family, friends and the school environment and have high self-esteem tend to have better academic resilience. The conclusion of this research is that social support and self-esteem play an important role in increasing the academic resilience of junior high school students. Therefore, it is important for schools and families to provide adequate support and build students' self-esteem to help them overcome academic challenges and achieve academic success.

Social comparison on Instagram, and its relationship with self-esteem and body-esteem

BackgroundPrevious research has shown that online social comparison can affect perceptions of self-esteem and body image.Purpose of the studyThis study focussed on social comparison on Instagram and its relationship with levels of self-esteem and body-esteem.Materials and methodsLevels of self-esteem and body-esteem were measured using self-report questionnaires, before and after viewing Instagram images eliciting upward, downward, or no comparison.ResultsStatistical analysis showed self-esteem and body-esteem scores significantly increased after downward comparison, with no change in scores following a neutral condition. Body-esteem scores significantly decreased after upward comparison, whilst self-esteem scores did not. Support for social comparison theory is provided.ConclusionsFuture research and implications are discussed, such as educating young people about posting and viewing of overly positive images on social media. Social media organisations could provide access to resources which provide advice about mental health issues and support for individuals wanting to discuss body image issues. Future research could potentially establish if participants’ views about eating change after engaging in differing levels of social comparison on Instagram.

Relationship Between Types Of Parental Attachment, Levels Of Self-Esteem, And Perceived Academic Performance Among Students In Mixed-Day Secondary Schools In Masinga Sub-County In Machakos County, Kenya

This study investigated the relationship between types of parental attachment, levels of self-esteem and academic performance among students in Mixed-day secondary schools in Masinga Sub- County, Machakos County, Kenya. The objectives included assessing types of parental attachment, examining self-esteem levels, assessing levels of academic performance, and establishing the relationship between these variables. Materials and Methods: The study was informed by Maslow’s theory of need and Bowlby’s attachment theory and adopted correlational research design. The target population comprised 4,796 students, with a sample size of 356 participants selected through simple random sampling. Parental Attachment Questionnaire, the Rosenberg Self-esteem Scale, and Demographic Questionnaires were used to collect data. Statistical Packages for the Social Sciences (SPSS version 25) software, descriptive statistics (frequencies and percentages) and inferential statistics (Pearson’s product-moment correlation analysis) were used to analyze data. Results: The study found that most (53.3%, n = 213) of the participants scored anxious parental attachment, 25.4% (n = 121) were at avoidance parental attachment, and 21.3% (n = 105) had secure parental attachment. It was also found that 70.5% (n = 281) of the participants scored low self-esteem, 6.7% (n = 27) were at high self-esteem and 43.6% (n = 174) were average in academic performance, 42.9% (n = 171) had low academic performance, while 13.5% (n = 54) had a high academic performance. Conclusion: The study established a negative but significant relationship (r = -.852, p =.000) between avoidance parental attachment and self-esteem. There was a moderate significant relationship (r = -.313, p =.000 ≤ 0.05) between anxious parental attachment and self-esteem. There was a high positive significant relationship (r = .766, p =.000 ≤ 0.05) between secure parental attachment and self-esteem. There was a strong positive significant relationship (r = .630, p = .003, ≤ 0.05) between secure attachment style and perceived academic performance. The study recommended that parents should listen to their children and be fully present in their lives. The parents should be made aware of the crucial stage of development of their adolescents and fully collaborate with teachers in school activities whenever they are called upon

In the Educational Nexus: Understanding the Sequential Influence of Big Five Personality Traits, Major Identity, and Self-Esteem on Academic Outcomes through Clustering Algorithms

This study investigates the relationship between the Big Five personality traits, major identity, self-esteem, and academic outcomes in education. It uses clustering techniques to examine the impact of these factors on students’ academic performance. The research reveals unique patterns when considering personality traits, major identity formation, and self-esteem. The findings highlight the importance of considering these factors when understanding academic attainment trajectories. The study uses popular clustering methods like K-means, DBSCAN, and Hierarchical clustering to reveal latent clusters and provide unique profiles with different combinations of major identity orientations, personality traits, and self-esteem levels. The performance of clustering algorithms is also evaluated using standard assessment metrics. The findings offer insights into the sequential influence of these factors on academic outcomes, guiding the design of student-centric learning materials and providing a framework for promoting successful academic results through an all-encompassing strategy for student development.

Self-Assessment of Self-Worth and Its Relationship with Depression Level: A Case Study of Female Students in Banyuwangi, Indonesia

Background: This study was motivated by the important role of self-esteem in mental health, where low self-esteem is often associated with a higher risk of depression, especially among female college students who are vulnerable to academic and social pressures. The prevalence of depression in Indonesia is significant, with the 15-24 age group recording a prevalence of 6.2%, where many female college students face challenges that can worsen their mental well-being. Therefore, this study aims to explore the relationship between self-esteem and depression levels in female university students in Banyuwangi, in order to provide a deeper understanding and support depression prevention interventions. Methods: This study applies a quantitative approach with a correlational design. The research sample consisted of 81 people, selected by accidental random sampling technique. The research instrument used the Rosenberg Self-Esteem Scale (SES) and Beck Depression Inventory (BDI) which were distributed through online Goggle form. Results: Data analysis showed that there was a significant relationship or association between the level of self-esteem and the level of depression in respondents. Pearson correlation analysis showed a correlation coefficient of -0.457 (p <0.01), indicating a strong and negative relationship between the two variables. Conclusion: approximately 20.9% of the variation in the level of depression can be explained by variations in the level of self-esteem.

A Descriptive Study to Assess the Level of Anxiety and Self-Esteem Among 1st Year Nursing Students Studying in Selected College of Nursing at Kolhapur

A Descriptive Study to Assess the Level of Anxiety and Self-Esteem Among 1st Year Nursing Students Studying in Selected College of Nursing at Kolhapur

EVALUATION OF ORTHODONTIC TREATMENT NEED AND ITS ASSOCIATION WITH SELF-ESTEEM AND ORAL HEALTH-RELATED QUALITY OF LIFE OF PATIENTS RECEIVING CARE AT SAIDU COLLEGE OF DENTISTRY, SWAT

Orthodontic treatment needs can impact both self-esteem and oral health-related quality of life (OHRQoL). The relationship between these factors, particularly in a developing region, remains underexplored. Objective: To investigate the relationship between orthodontic treatment needs, self-esteem and oral health-related quality of life among patients at Saidu College of Dentistry, Swat. Methods: This cross-sectional study was conducted at Saidu College of Dentistry, Swat and included 115 participants aged 8-30 years. Data were collected using the Index of Orthodontic Treatment Needs (IOTN), Rosenberg Self-esteem Scale and Oral Health Impact Profile (OHIP-14) over a six-month period. Demographic variables such as age, gender and socioeconomic status were also analyzed. Descriptive statistics and statistical tests such as chi-square and t-tests were employed to evaluate associations between variables, with significance set at p < 0.05. Results: Of the 115 participants, 59.1% were male and 40.9% were female. Age groups were distributed as 33% (8-15 years), 39.1% (15-22 years) and 27.8% (22-30 years). Socioeconomic analysis revealed that 25.2% belonged to the upper class, 49.6% to the middle class and 25.2% to the poor class. Severe orthodontic treatment needs were identified in 36.5% of participants. Self-esteem scores were unaffected by gender, age, or socioeconomic status. In contrast, oral health impact scores were notably high, with a mean OHIP-14 score of 19.77±17.7, indicating a significant need for comprehensive oral health care. Conclusion: Despite high orthodontic treatment needs, participants exhibited stable self-esteem levels, suggesting resilience in psychosocial health. The findings emphasize the strong connection between orthodontic needs, OHRQoL and patient demographics, providing important insights for oral health professionals in addressing both clinical and psychological aspects of care.

Association of Self-Esteem with Academic Performance of Physiotherapy Students in Rawalpindi/Islamabad

Background: Self-esteem is a critical psychological factor influencing academic performance, especially in demanding educational programs like physiotherapy. Understanding this relationship is essential for enhancing student outcomes.Objective: To examine the correlation between self-esteem levels and academic performance of physiotherapy students in Rawalpindi/Islamabad and to investigate whether the relationship varies based on gender.Methods: A descriptive correlational study was conducted on 313 physiotherapy students selected through non-probability convenience sampling. Data were collected using a self-structured demographic questionnaire, the Rosenberg Self-Esteem Scale (RSES), and the Academic Life Assessment Scale (ALAS). The study adhered to the Declaration of Helsinki, and analysis was performed using SPSS version 25. Pearson’s correlation, independent t-tests, and one-way ANOVA were used to evaluate relationships.Results: A weak but significant positive correlation was found between self-esteem and academic performance (r = 0.249, p < 0.01). Female students performed better academically (Mean = 72.46 ± 7.77) compared to males (Mean = 72.53 ± 7.52), but gender differences were not statistically significant (p > 0.05).Conclusion: The study concluded that higher self-esteem is associated with better academic performance, with no significant gender differences.

When sexual distress shares the bed: the role of sexual self-esteem in the relationship between dispositional mindfulness and sexual distress in sex therapy patients.

Sexual distress (eg, feeling distressed, unhappy, frustrated, stressed, dissatisfied, or bothered about their sexuality) is a central concern reported by patients seeking sex therapy, and might be related to sexual self-esteem and mindfulness disposition, yet research is needed to examine the links among those variables within the specific population of patients seeking therapy. This study aimed to examine the indirect role of sexual self-esteem in the relationship between dispositional mindfulness and sexual distress. The study was conducted among 696 patients undergoing sexual therapy (mean age 34.19 ± 11.21 years, age range 18-78years). Participants identified as women (57.3%), men (38.5%), or nonbinary (4.2%). They completed self-report questionnaires assessing dispositional mindfulness (Five Facet Mindfulness Questionnaire), sexual self-esteem (Multidimensional Sexuality Questionnaire), and sexual distress (Sexual Distress Scale-Revised), during their first few sessions (ie, first to third sessions [the assessment phase]). Sexual distress was the main outcome, as measured with the Sexual Distress Scale-Revised. Results indicated that 54% (n = 376) of patients reported elevated sexual distress based on the questionnaire threshold score. Path analyses indicated an indirect effect in which higher dispositional mindfulness was associated with higher levels of sexual self-esteem, which in turn was associated with lower sexual distress. Results also highlighted that specific facets of mindfulness were related to higher sexual self-esteem (ie, describing, and nonreacting) and lower sexual distress (ie, nonjudgment and acting with awareness). The integrative model explained 23% of the variance of sexual distress scores. Findings suggest that addressing specifically sexual self-esteem and mindfulness may represent relevant clinical avenues to reduce sexual distress among sex therapy patients. Strengths of this study include the novel examination of the role of sexual self-esteem in the link between mindfulness disposition and sexual distress in a large clinical sample of patients seeking sex therapy. Limitations includes reliance on patient self-report and a cross-sectional design that limit conclusion regarding causality. This study makes a valuable contribution to the existing body of research highlighting the pivotal roles of sexual self-esteem in the link between dispositional mindfulness and reduced sexual distress among adults undergoing sex therapy, allowing us to identify potential targets of intervention.

THE RELATION BETWEEN SELF-ESTEEM AND BODY DISSATISFACTION

The main goal of this article is to explore the connection that exists between body dissatisfaction and ranges of self-esteem in undergraduate students in the Department of Psychology of University of Tirana. The method applied for the deployment of the present study is a Quantitative with a Cross-sectional Descriptive-Correlational layout and a non-probabilistic sort of comfort or intentional sampling. The sample of the present research is composed of 120 undergraduate students. The instruments that have been used within this study include: the Body Shape Questionnaire (BSQ) and the Coopersmith Self-Esteem Inventory. Data were examined through SPSS version 27. Results showed an inversely proportional correlation. Indices show that the higher the level of self-esteem, the lower the degrees of body dissatisfaction. In conclusion, it was observed that students reveal a greater influence of the external and social factors in their overall body dissatisfaction.

The Level of Happiness and Self Esteem among Counsellors

The Level of Happiness and Self Esteem among Counsellors

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p<0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p<0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.