CHAPTER I
INTRODUCTION
Self-esteem is the level of genuine self-respect that a person possesses, which is essential for living a fulfilling and successful life. People with low self-esteem encounter more difficulties in finding happiness and achieving their objectives. Conversely, individuals with high self-esteem recognize their value and merit positive experiences, whereas those with low self-esteem anticipate negative results. It is important for all individuals to cultivate their self-esteem and make efforts to enhance it, thus improving their overall quality of life.
Background of the study
The relationship between a student’s academic performance and achievement and their self-worth or self-esteem is likely influenced by various factors such as personal and familial aspirations, peer achievements, and teachers and school expectations. Self-esteem can be defined as an individual’s perception of their self-value (Rosenberg 1965). It is generally considered as the evaluative aspect of the self-concept, encompassing cognitive, behavioral, evaluative, and affective aspects (Tomaka&Blascovich, 1991). Psychology extensively studies self-esteem, linking it to domains like personality (e.g., shyness), behavior (e.g., task performance), cognition (e.g., attribution bias), and clinical issues (e.g., anxiety & depression). A supportive and successful environment enhances self-esteem while a context of failures diminishes it.
According to Coopersmith (1967), self-esteem is crucial. He provided evidence that individuals who feel inadequate and unworthy perceive themselves as inferior and incapable of making progress in their circumstances. If personal aspirations are not fulfilled, there is a potential for feeling inferior. Coopersmith proposed four factors that contribute to the formation of self-esteem: how the child perceives their own value, their encounters with success, their personal understanding of success or failure, and their attitude towards responding to negative feedback or criticism.
The text underscores the importance of self-esteem as a personality trait that impacts human behavior. Understanding an individual’s psychological makeup necessitates understanding their self-esteem and self-assessment. Self-esteem refers to one’s belief in their ability to achieve goals (Branden, 1970). People with high self-esteem tend to be more willing to take risks, while those with low self-esteem may experience withdrawal, depression, and reduced confidence.
OBJECTIVES OF THE STUDY
The study sought to examine the participants’ personal strengths, boost their self-esteem, develop a positive self-image, enhance self-confidence and self-awareness, facilitate positive decision-making and healthy relationships, empower college students (especially young individuals) to advocate for themselves and others. Ultimately, the goal was to foster a stable and positive sense of self.
The purpose of this study is to support various individuals:
- Students: This research will assist students who face social problems by teaching them effective coping techniques.
- Teachers: This study will lay the foundation for future plans for teachers, particularly in addressing students’ diminishing self-esteem.
- Parents: This research will enhance parents’ comprehension of self-esteem and provide guidance on boosting their child’s confidence.
- Researchers: The findings of this study will be valuable in contributing to researchers’ ideas and knowledge.
STATEMENT OF THE PROBLEM
1.) The participants’ lack of self-confidence is influenced by various factors, including their self-esteem, depression, anxiety, motivation, and satisfaction. 2.) Moreover, the participants are focused on improving their self-esteem.
The study focuses on the problems in the facilities of Cavite State University-Indang, Campus and explores the scope and limitations. Specifically, it aims to comprehend the self-esteem and desired self-image of college students during the academic year 2012-2013. The target population for this research is the 1st year BS Psychology students at Cavite State University-Indang, Campus.
The study assumes that participants will provide accurate answers to the questions and promises them confidentiality, allowing them to withdraw without consequences. Additionally, participants are expected to honestly rate specific situations.
CHAPTER II
Review of related literature and studies
Local Literature
“Contingencies Of Filipino Adolescent Self-Esteem And The Possible Effect Of Direction Of Social Comparison” by Eric L. Dimar
The study conducted by Eric L. Dimar dealt with the self-esteem of Filipino adolescents, combining both quantitative and qualitative approaches. Its main objective was to determine the factors influencing their self-esteem levels and examine how these levels correlate with the direction of social comparison. Moreover, it aimed to explore any potential gender differences in terms of self-esteem.
In a study conducted at a private, co-educational high school in Quezon City, 287 students participated. The study used the Rosenberg Self-Esteem (RSE) Scale, a modified version of the Contingencies of Self-Worth (CSW) Scale, and a research-made Direction of Social Comparison Tendency (DSCT) Scale. Chi-square and t-tests were employed to analyze the connections between these variables. To further investigate factors influencing teenagers’ self-esteem, focus groups were also conducted.
The study found that students with low self-esteem have a tendency to compare themselves to individuals who are more successful or possess greater possessions than them. On the other hand, those with high self-esteem do not participate in such comparisons. Moreover, it was observed that individuals with low self-esteem often have negative opinions about themselves in areas where they lack positive qualities. Generally, adolescents primarily derive their self-esteem from internal factors such as their belief in God’s love and adherence to moral values. No differences were discovered between genders regarding the direction of social comparison between males and females. However, females were discovered to be more influenced by their academic performance, family relationships, and relationship with God compared to males.
Children require self-esteem, as stated by Sofia Logarta from Cebu Daily News. Inadequate self-esteem can impede adults from capitalizing on excellent opportunities due to their belief that they are insufficient. Logarta cites a study conducted by the University of Calgary, which indicates that verbal abuse can have more substantial psychological repercussions and cause greater subsequent harm than physical abuse. She expresses worry about parents’ lack of awareness regarding the impacts of verbal abuse on their children. Rather than cultivating confidence and success in children, constant criticism only fosters insecurity, fearfulness, and uncertainty in every aspect of their lives.
Foreign Literation
According to Alfie Kohn in “The Truth About Self-Esteem,” schools should aim to help students develop positive self-perception. This issue has sparked significant debate, with two main groups emerging: the pro self-esteem advocates, mainly educators, who strongly believe in the importance of enhancing students’ sense of worth, and the critics, who view such efforts as distractions from academics and ineffective. Kohn analyses this debate and explores alternative perspectives on self-esteem. He argues that many educators who advocate for boosting students’ self-esteem lack familiarity with research conducted on this topic. At best, they vaguely assert that “studies” indicate the significance of self-esteem.
In order to take charge of your self-image as a college student, it is important to consider five factors. Firstly, remember that you are not alone in making mistakes and can respond by either wallowing in self-pity or acknowledging them and working to rectify them. Secondly, make time for activities that you enjoy and excel at; if you don’t have a hobby, find one. For example, Jamaica found fulfillment through volunteering which provided perspective on her own problems. Thirdly, set small goals for yourself such as greeting strangers if participating in class is challenging. Gradually become bolder and express controversial opinions. Fourthly, each semester choose a class that genuinely interests you instead of just fulfilling degree requirements as engaging with coursework is crucial for success and boosting self-esteem. Lastly, seek assistance from student tutors and mentors even if you believe you don’t need it; some students mistakenly view tutoring services as an indication of inadequacy.The main duty of student tutors or mentors is to provide guidance in areas where they have previously struggled themselves. Evenbeck highlights the importance of tutors and mentors in the learning process, as many students lack the necessary study habits for successful university education. However, it has been proven that fellow students are more effective at teaching these behaviors to new students. Developing these habits leads to greater success and a better self-perception. It is also essential to prioritize mental health and cultivate a positive self-image while gaining academic knowledge. Maintaining an optimistic mindset helps prevent negative emotions and facilitates personal growth and learning. Jamaica credits her ability to persevere during difficult times to the support she receives from loved ones like friends and family.
CHAPTER III
METHODOLOGY
Research Design
This study utilized the survey research design, which allowed for the collection of data from a sizable number of respondents using a self-administered questionnaire. The descriptive method was employed to examine the relationship between variables. In particular, this study focused on the self-esteem of students at CVSU.
Research Instruments
A partially structured and open-ended questionnaire was created to gather data on the variables identified for this study. Because the concept of self-esteem is abstract, the questionnaire used affective questions to explore individuals’ self-esteem. These questions were designed to evoke emotions and gauge how students felt about themselves.
