scholarly journals Students’ Sexual Orientations, Self-Esteem, and Problems

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Jeremias L. Convocar ◽  
Myrna L. Pios
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Well Being ◽  
Self Esteem ◽  
The Philippines ◽  
Sexual Life ◽  
State University ◽  
Leadership Qualities ◽  
Sexual Orientations ◽  
Supportive Learning Environment

Creating a safe and supportive learning environment for all students regardless of their sexual orientations is especially important. This descriptive study determined the extent of sexual orientations, level of self-esteem and problems of 664 randomly selected senior college students of a certain state university in the Philippines. The online Epstein Sexual Orientation Inventory (Epstein, McKinney, Fox, & Garcia, 2012), Rosenberg (1989) Self-esteem scale, and Mooney (in Tian & Heppner, 2018) Problem Check Lists were employed in the study. The findings revealed that of 664 college students, 56 % were “straight,” 38 % were “bisexual,” 6 % were “homosexual”; of 300 males, 57 % were “straights”, 33% were “bisexuals”, and 9% were “gays”; of 364 females, 55% were straights, 42% were “bisexuals”, and 4% were “lesbians”. They had “high” self-esteem regardless of their sexual orientations; male-bisexuals had significantly better self-esteem than male-gays. Generally, they need concentration in studying academics and enough rest, worried about how to get a job after graduation and economic condition of their parents, personal financial needs, social leadership qualities, and spiritual assurance. However, gays and lesbians need more freedom and most obsessed with emotional and sexual life. Thus, higher education institutions should provide to all students a wholesome and supportive learning environment responsive to students’ individual needs and well-being regardless of sexual orientations.

scholarly journals Psychometric properties of the satisfaction with love life among Palestinian college students

2019 ◽  
Vol 13 (1) ◽  
pp. 114-126 ◽  
Author(s):  
Filasteen Nazzal ◽  
Orlanda Cruz ◽  
Félix Neto
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Psychometric Properties ◽  
Reliability And Validity ◽  
Well Being ◽  
Self Esteem ◽  
Global Evaluation ◽  
Life Scale ◽  
Love Life ◽  
Positive Correlations

The main goal of this investigation is to examine the psychometric characteristics of the Satisfaction with Love Life Scale (SWLLS) among Palestinian college students. This scale assesses a person’s global evaluation of love satisfaction. The factorial structure, the reliability, and validity of this measure were examined. The sample included 201 college students aged 18-26 years. Confirmatory factor analysis of the SWLLS confirmed a single underlying dimension among Palestinian college students. The SWLLS evidenced satisfactory psychometric properties, with good internal consistency. Furthermore, corroboration of validity was also evidenced by means of the relationships between SWLLS score, and love status, love styles and well-being constructs. As expected, students “in love now” declared more satisfaction with love life than those “not in love now”. Erotic, pragmatic, and agapic orientations correlated significantly with the SWLLS scores. There were also significant positive correlations between the scores of the SWLLS and life satisfaction, and self-esteem. Significant negative correlations were observed between the scores of the SWLLS and loneliness. The results showed that satisfaction with love life contributes significantly and in an unique way to loneliness and self-esteem, even after controlling for participants’ sex and age. The findings of the current study suggest that the Arabic version of the SWLLS makes up a brief psychometrically sound instrument to assess love life satisfaction.

scholarly journals The functional role of resignation orientation on goal engagement, self-esteem, life satisfaction, and depression

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Kenichi Asano ◽  
Ikuo Ishimura ◽  
Masahiro Kodama
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
North America ◽  
Functional Role ◽  
Goal Attainment ◽  
Well Being ◽  
Self Esteem ◽  
Goal Disengagement ◽  
Mental Well Being

Several studies in Europe and North America have highlighted the importance of resignation or giving up. Research has shown that resignation is as important as goal attainment. Hence, this study examines, using path analysis, the effect of resignation orientation on goal disengagement and reengagement. Furthermore, this study attempts to clarify the implication of resignation orientation for elements of mental well-being. Questionnaires were completed by 261 Japanese college students. Results showed that proactive resignation orientation promotes reestablishment of alternative goals while negative resignation orientation encourages disengagement of the unattainable goals. The findings help explain the functional role of resignation orientation and can inform the development of treatment for resignation-related depression.

Self-esteem among college students: the intersectionality of psychological distress, discrimination and gender

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Monideepa B. Becerra ◽  
Devin Arias ◽  
Leah Cha ◽  
Benjamin J. Becerra
Keyword(s):  
College Students ◽  
Psychological Distress ◽  
General Education ◽  
Health Outcomes ◽  
Well Being ◽  
Self Esteem ◽  
Outcome Variable ◽  
Positive Health ◽  
Cross Sectional ◽  
Content Type

Purpose The purpose of this study was to assess the prevalence of low self-esteem among college students and how exogenous and endogenous factors, such as experiences of discrimination and psychological distress, respectively, impact such an outcome. Design/methodology/approach General education courses were used to conduct a quantitative cross-sectional study among undergraduate college students. The primary outcome variable of interest in this study was self-esteem, which was measured using the Rosenburg’s self-esteem scale. Primary independent variable was psychological distress (measured using Kessler 6 scale). Discrimination experiences were measured using the Everyday Discrimination Scale (EDS). Descriptive, bivariate and multiple linear regressions were conducted to find associations among such variables. Findings Among 308 young adults in this study, psychological distress was significantly related to low self-esteem (ß = −6.50, p < 0.001). In addition, increasing EDS score (ß = −0.37, p = 0.019) and women gender (ß = −1.29, p = 0.038) were also associated with low self-esteem. Research limitations/implications The study was cross-sectional and thus cannot provide causal relationship. The self-reported data is susceptible to recall bias. College students continue to face negative social experiences that impact their self-esteem, and discrimination plays a substantial role. Practical implications Gender-specific self-esteem coaching is needed among college students with psychological distress and among those with experiences of discrimination. Social implications The results of the current study provide information for understanding the role of discrimination and psychological well-being on self-esteem of college students, and thus further address the importance of social determinants of health and well-being. Originality/value This study provides a unique insight into the disparities faced by college students. Understanding self-esteem at the individualistic and collectivistic levels will allow for the planning and implementation of comprehensive interventions that address gender differences and psychological distress that will increase the positive health outcomes and decrease the negative health outcomes.

Idiocentrism, Allocentrism, Psychological Well Being and Suicidal Ideation: A Cross Cultural Study

2007 ◽  
Vol 55 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Jie Zhang ◽  
Jill M. Norvilitis ◽  
Travis Sky Ingersoll
Keyword(s):  
Social Support ◽  
College Students ◽  
Suicidal Ideation ◽  
Personal Characteristics ◽  
Well Being ◽  
Self Esteem ◽  
Psychological Well Being ◽  
Chinese College Students ◽  
Cross Cultural Study ◽  
The Relationship

The present study examined the relationship between idiocentrism, allocentrism, psychological well being (self-esteem, depression, and social support), and suicidal ideation among 283 American college students and 343 Chinese college students. Idiocentrism was correlated with high self-esteem, high depression, and low social support, but the relationships were more likely to be significant for women than for men in both cultures. Allocentrism was primarily related to social support. As predicted, high levels of suicidal ideation were correlated with more idiocentrism, but only for women. Allocentrism was related to lower levels of suicidal ideation in both cultures, but the relationship was small. As suicide prevention may start from suicidal ideation treatment, the treatment of suicidal ideation may have to take into account cultural and personal characteristics, such as idiocentrism.

scholarly journals Self-Esteem and Academic Stress among Nursing Students

2017 ◽  
Vol 13 (4) ◽  
pp. 298-302 ◽  
Author(s):  
R. Acharya Pandey ◽  
H.N. Chalise
Keyword(s):  
College Students ◽  
Nursing Students ◽  
Family Support ◽  
Financial Support ◽  
Well Being ◽  
Self Esteem ◽  
Academic Stress ◽  
The Self ◽  
Significant Variable ◽  
Cross Sectional

Background Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a persons’ life. Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience stress.Objective The objective of this study was to assess the self-esteem level and academic stress among the nursing students.Method This is a cross-sectional study carried out in 2012. Total respondents were 190 nursing students selected randomly from Kathmandu University. Academic stress was assed using 30-item Scale for Assessing Academic Stress (SAAS) and Self esteem was assessed using 10 item Rosenberg’s Self-Esteem Scale. Information was collected through the self-administered questionnaire. The collected data was analyzed using SPSS version 16 software. Simple statistics measurement, percentage, means, correlation was used for the data analysis.Result This study shows mean age of the respondent’s was 20.44±2.67 years. Majority (88%) of students getting financial support of less than NRs 6000 per month and 64% have low perceived family support. This study found mean score of self esteem and academic stress was 11.9 and 18.4 respectively. Further nearly 78% students have low self esteem and 74% have high academic stress. Significant variable for high academic stress and low self esteem were lower the age, lower the education and low perceived family support. Lower financial support has also high academic stress.Conclusion Nursing students have low self esteem and high academic stress. Intervention to lower the academic stress and increase the self esteem should be carried out so that the learning of students will be efficient.

scholarly journals SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT

2020 ◽  
Vol 8 (4) ◽  
pp. 213-221
Author(s):  
Bonimar T. Afalla ◽  
Fitzgerald L. Fabelico
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Classroom Management ◽  
Time Management ◽  
Management Practices ◽  
The Philippines ◽  
State University ◽  
Grade Point ◽  
Teaching Learning

Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.

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