STRONGER YOU! ELEVATING SELF ESTEEM WITH MINDSET

Authors

  • Irfana Bibi Lecturer, MPhil psychology, University of Mianwali, Mianwali, Pakistan Author
  • Haleema Sadia Khan BS Scholar, Department of psychology, University of Mianwali, Mianwali, Pakistan Author
  • Mahnoor Yaqub Khan BS Scholar, Department of Psychology, University of Mianwali, Mianwali, Pakistan Author
  • Aamina Farooq BS Scholar, Department of psychology, University of Mianwali, Mianwali, Pakistan Author
  • Arooba Alam BS Scholar, Department of Psychology, University of Mianwali, Mianwali, Pakistan Author
  • Hamza Malik BS Scholar, Department of Psychology, University of Mianwali, Mianwali, Pakistan Author
  • Muhammad Abubakar PhD Scholar, Department of Psychology, University of Sargodha, Sargodha, Pakistan Author

DOI:

https://doi.org/10.71000/p9akcn98

Keywords:

adolescent psychology, cognitive restructuring, mindfulness, personality traits, self-esteem, psychological resilience, therapeutic interventions

Abstract

Background: Adolescence (ages 14–19) is a critical developmental phase during which individuals face significant self-esteem challenges due to academic pressures, identity struggles, and socio-economic stressors. Low self-esteem is associated with increased vulnerability to mental health disorders, including anxiety and depression, negatively impacting emotional well-being and academic performance. Psychological interventions focusing on cognitive restructuring, mindfulness, and goal setting have been shown to enhance self-worth. However, the interplay between personality traits and self-esteem interventions remains underexplored, particularly within adolescent populations.

Objective: This study aimed to evaluate the effectiveness of structured psychological interventions in enhancing self-esteem and to examine the relationship between personality traits, particularly neuroticism and agreeableness, with self-esteem among adolescents.

Methods: A pre-post experimental design was employed, involving 35 adolescents (51.43% males, 48.57% females) selected via purposive sampling. Self-esteem and personality traits were assessed using the Rosenberg Self-Esteem Scale (RSES) and the Big Five Inventory-10 (BFI-10). The intervention spanned four weeks, incorporating structured psychological techniques, including SMART goal setting, gratitude journaling, mindfulness meditation, and cognitive restructuring. Paired sample t-tests analyzed pre- and post-intervention self-esteem scores, while Pearson correlation examined associations between self-esteem and personality traits.

Results: The mean pre-intervention RSES score was 21.22 (SD = 3.07), increasing to 22.74 (SD = 4.05) post-intervention (t = -1.5, p = 0.04). A moderate negative correlation was observed between self-esteem and neuroticism (r = -0.403, p < 0.05) and agreeableness (r = -0.345, p < 0.05). Participants with high neuroticism and agreeableness demonstrated less improvement in self-esteem.

Conclusion: Structured psychological interventions effectively improved self-esteem among adolescents, highlighting the importance of early intervention. The findings emphasize the role of personality traits in moderating self-esteem enhancement, suggesting a need for tailored psychological programs. Implementing such interventions in educational settings could foster resilience and long-term mental well-being.

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Published

2025-03-15