Psychiatr Q

DOI 10.1007/s11126-016-9423-5

ORIGINAL PAPER

Association Between Socio-Demographic Background

and Self-Esteem of University Students

Muhammad Ahsan ul Haq1

Springer Science+Business Media New York 2016

Abstract The purpose of this study was to scrutinize self-esteem of university students
and explore association of self-esteem with academic achievement, gender and other
factors. A sample of 346 students was selected from Punjab University, Lahore Pakistan.
Rosenberg self-esteem scale with demographic variables was used for data collection.
Besides descriptive statistics, binary logistic regression and t test were used for analysing
the data. Significant gender difference was observed, self-esteem was significantly higher
in males than females. Logistic regression indicates that age, medium of instruction, family
income, student monthly expenditures, GPA and area of residence has direct effect on self-
esteem; while number of siblings showed an inverse effect.

Keywords University students  Self-esteem  Gender  t test  Binary logistic regression

Introduction

In psychology, the term self-esteem is a strong discussion subject Gebauer et al. [1]. Self-
esteem reveals individuals overall emotional assessment of own worth. In easy words, we
can say this; it is a judgment about oneself as well as an attitude towards the self. Self-
esteem is also known as the assessment aspect of the self which contains discouragement
and prides, feelings of worthlessness. In the 1960s, Morris Rosenberg [2] and social
education philosophers defined that self-esteem as a worthiness or personal worth. In 1969
Nathaniel define the concept of Self-Esteem as the experience of being component to
cope with the basic challenges of life and being worthy of happiness. We have a positive
vision for ourselves if we have a positive observation about yourself it is high self-esteem.
We always think that we have a respectable value; life style is more productive, exist in

& Muhammad Ahsan ul Haq

ahsanshani36@gmail.com
1
College of Statistical & Actuarial Sciences, University of the Punjab, Lahore, Pakistan

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society as an effective person and looking good. On the other hand, if people feel they have
a less value, their self-esteem is low. People with low self-esteem think that they never do
anything good.

Literature Review

High or low self-esteem depends upon, how a person looks himself. Many factors can
affect self-esteem of persons negatively or positively. Some factors that can affect the self-
esteem are gender, age of a person, physical appearance and financial status. Many
researchers also studied the relationship of self-esteem with different factors that associate
with self-esteem. The studies provide consistent evidence that self-esteem has the signif-
icant effect on academic achievement and gender have significant effect on gender [3].
Self-esteem has a significant effect on life satisfaction among both male and female, its
impact of self-esteem was significant among only females Ye et al. [4]. Self-esteem and
academic achievement had a direct and positive relationship. The study also concluded
significant gender difference of self-esteem. However, male students received higher
scores as compared to females [5]. Significant gender difference was also found higher in
science group students than arts group students. Students with high self-esteem attained
good academic achievements [6]. Involvement of self-esteem was examined philosophies
in self-regulated knowledge in foreseeing academic success and outside the effects of
earlier educational success, gender, aptitude and self-esteem. High self-esteem helped in
getting high academic achievement and goal orientation components. The study exposed
substantial differences between female and male students in scores of self-esteem and
achievement aims orientation. The findings of this study revealed that self-esteem and
achievement goals are affecting the factors on academic achievement between the primary
school students [7].
Zeigler-Hill [8] conducted two studies to explore the association between self-esteem
and numerous academic outcomes. According to first study unstable self-esteem was
related to poor academic achievement in American students. Further, self-esteem was
related to higher levels of academic disconnection. A second study was consisting of
United States and chines students; self-esteem was correlated with poor academic
achievement and high level of academic performance for high self-esteem of individuals.
Furthermore, literature also concluded that the association exists self-esteem between
faculties. The students of the faculties of computer, sciences and psychology showed sig-
nificant difference about self-esteem Saadat et al. [5]. However, observed significant dif-
ference of self-esteem among the students of faculties of basic sciences, electro computer,
psychology and educational sciences. There was a direct and positive relationship between
family self-esteem and academic self-esteem with the academic achievements of students [5].
Students academic performance and self-esteem among the faculty of medicine and faculty
of health sciences. Students performed better with higher self-esteem. Stress is inversely
significant with self-esteem and body area satisfaction and self-esteem score was significant.
They suggested that self-esteem is the major key factor in affecting individuals academic
performance, more significant in body image and stress Rosli et al. [9].
Students belonged to rural areas have low self-esteem with their counter parts urban
area students. Age was also a meaningful factor recount with self-esteem. Association
existed between body image and self-esteem crossways time and age for male and female.
They found that females were most dissatisfied with their life than males Mellor et al. [10].

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Parental practices on adolescence correction examined by Boudreault-Bouchard et al. [11].

The study revealed that self-esteem increased with age, but over the time psychological
distress remained unchanged. Boys stated lower level of psychological distress and high
level of self-esteem than females. Encouraging parental performs are correlated to ado-
lescences happiness.
Positive and meaningful relationships existed between the variables; achievement
motive, innovation, self-esteem, self-efficacy, and self-actualization. There was also a
positive relationship between self-esteem and ambiguity tolerance Heydari et al. [12].
Significant difference among students of different schools about the self-esteem and there
was not any difference with respect to gender. Self-esteem, self-talk, positive statement of
peers and adults were higher among private school students and negative statement was
significantly differs for females and males. Social achievement goals and self-esteem
affected the persons emotions; joints and independently. Social development goals were
associated with positive feelings like joy and love and a social demonstration avoid goals
were associated with high level fear, low levels of joy, shame and sadness. The study
suggested that social development goals, defend the students of low self-esteem against
negative feelings and augmented the positive emotional experiences [13, 14].
Jaeku identify features disturbing depression in students, relationship of depression with
academic stress and self-esteem gender differences about self-esteem. Medical students
self-esteem was significantly higher than hygiene students, but the results were opposite of
academic stress. By using logistic regression they showed that academic stress, self-es-
teem, satisfaction, academic major and family low income affected the level of depression.
Students, those have high self-esteem reported a high life satisfaction. However, rela-
tionship existed among gender and self-esteem and life satisfaction. Life satisfaction was
higher in females whose self-esteem was higher as compared to males Huo and Kong [15].
Moksnes and Espnes study the life satisfaction of students with self-esteem. Hierarchical
regression results showed that males scores are higher than females on both life satisfaction
and self-esteem. The study supported that males report high self-esteem and higher life
satisfaction than females. Also found a significant increase in self-esteem and emotional
intelligence. Found the relationship between self-esteem, mental health and coping style
among students and they suggested that improve the mental health of students by reducing the
study stress, promoting self-sufficiency and developing self-esteem [1618].

Study Purpose

The major purpose of the study was to see differences in self-esteem by gender, academic
achievement, and other factors which are associated with self-esteem like monthly family
income, monthly pocket money, number of siblings, and age of the respondents, current
residency and area of living from childhood.

Methodology

Sample and Procedure

A sample of 346 was selected from two faculties of Punjab University Lahore-Pakistan by
using simple random sampling. The sample consisted of 171 males and 175 female stu-
dents. Independent sample t-test was applied to compare mean difference in self-esteem by
gender.

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The Self-Esteem Scale (RSES)

In this study, we used Rosenberg self-esteem scale (RSES) Rosenberg et al. [2] for the
purpose of self-esteem measurement. Rosenberg scale was a ten item scale which was
consisted of five positive and five negatively formulated items. We computed the sum-
mated scores of these questions for the purpose of checking the students self-esteem, high
or low. A cumulative score was computed, the maximum score was forty. The instrument
was reliable with (a = 0.79). The scoring was considered low self-esteem if the respon-
dents score is less than twenty. After that we have two groups, one has high self-esteem
and other low self-esteem.

Binary Logistic Regression

We performed logistic regression, taking, self-esteem as dependent variable which of

dichotomous type (low self-esteem/high self-esteem), it was preferred to use the logistic
regression analysis for estimating the probability of an event occurring. The parameter
estimation was based upon the maximum likelihood method. Logistic regression coeffi-
cients make our results most likely. The interpretation of logistic regression is different
than that of regression. These coefficients are interpreted in term of odds. We write the
logistic regression equation in terms of log of odds, called logit.
 
h x
logit b0 b1 x1    bi xi
1  h x

The sign of the log-odds ratio indicates the direction of its relationship, ? sign means
a positive relationship between x and the likelihood of a success, whereas -sign means a
negative relationship, in order to get an intuitive sense of how much things are changing.

Results and Discussion

Table 1 shows that (50.6 %) were female students. The majority of students belongs to
master degree program and the majority belong to science faculty. Maximum students
frequency (160) lies between 3.1 and 3.5 GPA category and the other information about
variables is presented in Table 1.

Independent Sample t Test

Table 2 shows the results of t test on the scores of self-esteem and gender. The result shows
that there is a significant gender difference between males and females related to self-
esteem.

Binary Logistic Regression Analysis

Self-esteem was deal as a dependent variable and measure on a dichotomous scale that
takes a value of 1 if the respondent self-esteem is high, zero for low self-esteem. The
analysis was done through logistic regression due to binary response of the dependent
variable. Furthermore, Gender, education level, student age, number of siblings, family

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Table 1 Survey response and

Variables Frequency (%)
demographic characteristics
Gender
Male 171 (49.4)
Female 175 (50.6)
Qualification
Undergraduate 84 (24.3)
Masters 237 (68.5)
M.Phil/Ph.D. 25 (7.2)
Current place of residence
Hostel 184 (53.2)
Day scholar 162 (46.8)
Medium of instruction in matric
English 122 (35.3)
Urdu 224 (64.7)
Number of siblings
\1 59 (17.0)
Between 1 and 2 88 (25.4)
Between 2 and 3 81 (23.4)
[3 118 (34.1)
CGPA
Between (0 and 2.5) 16 (4.6)
Between (2.51 and 3) 72 (20.8)
Between (3 and 3.5) 160 (46.2)
Between (3.5 and 4) 98 (28.3)
Age
\19 9 (2.6)
Between (19 and 21) 165 (47.7)
Between (21 and 23) 120 (34.7)
[23 52 (15.0)
Family income
\25000 83 (24.0)
Between (25,000 and 30,000) 40 (11.6)
Between (30,000 and 40,000) 98 (28.3)
[40,000 35 (10.1)
Monthly pocket money
\3000 49 (14.2)
Between (3000 and 5500) 75 (21.7)
Between (5500 and 6500) 142 (41.0)
[6500 80 (23.1)

monthly income, CGPA in last semester, current residency (day scholar or hostel), stu-
dents pocket money and area of living were taken as independent variables.
As shown in Table 3 nine independent variables gender, number of siblings, age of the
student, medium of instruction in matric, family monthly income, monthly pocket money,
CGPA and area shown significant results with self-esteem. The variable gender shown

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Table 2 Results of independent sample t-test

Males (n = 171) Females (n = 175) t value p value

M S.D M S.D

Self-esteem 18.81 3.750 17.89 3.832 2.249* 0.025

* p-value \ 0.05

Table 3 Wald test statistic and odds ratio

Variables Categories b^ S.E. Wald Sig. Exp(B) 95.0 % C.I. for
Exp(B)

Lower Upper

Gender Female -0.873 0.336 6.773 0.009** 0.418 0.216 0.806

Medium of Urdu 0.917 0.340 7.251 0.007** 2.501 1.283 4.875
instruction in
matric
Number of siblings \1 13.701 0.003**
Between 1 and 2 -1.463 0.588 6.180 0.013* 0.232 0.073 0.734
Between 2 and 3 -1.171 0.597 3.850 0.050* 0.310 0.096 0.999
[3 -1.983 0.563 12.416 0.000** 0.138 0.046 0.415
Age of the \19 9.884 0.020*
respondent Between 19 and -0.377 0.960 0.154 0.694 0.686 0.104 4.501
21
Between 21 and 0.567 0.983 0.333 0.564 1.763 0.257 12.093
23
[23 1.146 1.071 1.144 0.285 3.146 0.385 25.685
Family income \25,000 54.858 0.000**
(25,00030,000) 2.170 0.528 16.923 0.000** 8.763 3.115 24.646
(30,00040,000) 2.724 0.433 39.524 0.000** 15.240 6.519 35.629
(40,00050,000) 1.440 0.489 8.668 0.003** 4.222 1.618 11.014
[50,000 2.858 0.491 33.949 0.000** 17.432 6.665 45.596
Monthly pocket \3000 9.361 0.025*
money (30005500) -0.412 0.545 0.572 0.450 0.662 0.228 1.926
(55006500) -1.323 0.509 6.759 0.009** 0.266 0.098 0.722
[6500 -1.250 0.577 4.694 0.030 0.287 0.092 0.888
CGPA CGPA 0.332 0.178 3.459 0.043* 1.393 0.982 1.977
Area Urban 0.608 0.332 3.367 0.030* 1.837 0.959 3.519
Constant 1.600 1.222 1.714 0.190 4.954
Variable(s) entered on step 1: gender, medium of instruction in matriculation, no. of siblings, age, family
income, monthly pocket money, CGPA and area of living
** p-value \ 0.01; * p-value \ 0.05

Odds ratios for gender is 0.418 indicates that odds for a female is 0.418 times lower than
the odds for male participants, i.e., female participants were decreasing odds of evolving
high self-esteem as compared to male participants. Participants with Urdu medium
instruction in matric have increased odds (OR = 2.501) of high self-esteem as compared to
those participants with English medium of instruction in matric.

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No. of siblings of a participant plays a significant role in developing self-esteem.

Participants belonging to category 12 have decreased odds (0.232) of developing high
self-esteem as compared to those belonging to \1. Other no, of siblings 23, [3 all have
the OR \1 (0.310, 0.138), which means that these groups have a smaller risk of having
high self-esteem as compared to the reference group.
Age group 1921 years have decreased odds of high self-esteem as compared to those
having age\19 years. Participants belonging to the age group between 21 and 23 years are
on 1.763 times higher risk of developing high self-esteem as compared to the reference
category. Participants with age [23 years of age have increased odds (3.146) as compared
to those participants with \19 years of age. Family income is found to be the most
important factor for high self-esteem (p value = 0.000). Participants belonging to income
group 25,00030,000 have increased odds (8.763) of developing high self-esteem as
compared to those belonging to income group \25,000. Other categories of income
30,00040,000, 40,00050,000, and [50,000 all have the OR [1 (15.240, 4.222, 17.432,
which means that these income groups have a higher risk of having high self-esteem as
compared to the reference group.
Monthly pocket money is also found to be the most important factor for high self-
esteem (p value = 0.025). Participants having 30005500 monthly pocket money were
decreasing odds (0.662) of developing high self-esteem as compared to those having
\3000. Other categories have the OR \1 (0.266, 0.287), which means that these monthly
pocket money groups have a smaller risk of having high self-esteem as compared to the
reference group. According to odds ratio (OR = 1.837, 95 % CI: 0.9821.977) which is
positive. The coefficient is positive; therefore a student who belongs to an urban area is
more likely to have high self-esteem. The chance of having high self-esteem is for the
student who belongs to urban area appears 1.837 times more than the students who belong
to rural areas. the odds ratio is (OR = 1.837, 95 % CI: 0.9593.591). The chance of having
high self-esteem is for the student who belongs to urban area appears 1.837 times more
than the students who belong to rural areas.

Conclusion

In this study, we found the significant difference between students of urban and rural areas,
students who belong to rural area have low self-esteem than urban areas. Male students
self-esteem was higher than females. Negative relationship existed between self-esteem
and number of siblings and a positive relation existed in self-esteem with the medium of
instruction in matric, family monthly income, and students monthly expenditures. A
positive relationship founded in self-esteem and academic achievement; students with high
self-esteem got good academic results. We see urban students have high self-esteem than
the rural students and females have low self-esteem than males. We knew Pakistan is
developing country and the majority of rural area people were not in favour of females
education and our education facilities were not available in rural areas. In our society males
are preferred than females, so these factors can affect the self-esteem of female students.
Compliance with Ethical Standards

Conflict of Interest The author declare that they have no conflict of interest.

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Muhammad Ahsan ul Haq, PhD Student at College of Statistical & Actuarial Sciences, University of the
Punjab Lahore-Pakistan.

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