Psychological Problems and its Effects on the Self-Esteem of the Senior
High School Students of the Emilio Ramos National High School
In Partial Fulfillment of the Requirements for
GE 2 – Purposive Communication
(899)
Submitted by:
Amora, Christian Paul S.
Narval, Princess Nariel
Nuñez, Gebba
Submitted to:
Prof. Edwin L. Nebria
December 2022
CHAPTER 1
INTRODUCTION
Rationale
Psychology is a multifaceted discipline and includes many sub-fields of
study such areas as human development, sports, health, clinical, social
behavior, and cognitive processes (McLeod, 2019).
In this study, we will be using 5 kinds of psychology, namely: General,
Cognitive, Social, Personality, and Abnormal Psychology. General psychology
is the broad study of the basic principles, problems, and methods underlying
the science of psychology, including areas such as behavior, human growth
and development, emotions, motivation, learning, the senses, perception,
thinking processes, memory, intelligence, personality theory, psychological
testing, behavior disorders, social behavior, and mental health.
Cognitive psychology is the the branch of psychology that explores the
operation of mental processes related to perceiving, attending, thinking,
language, and memory, mainly through inferences from behavior. The cognitive
approach, which developed in the 1940s and 1950s, diverged sharply from
contemporary behaviorism in (a) emphasizing unseen knowledge processes
instead of directly observable behaviors and (b) arguing that the relationship
between stimulus and response was complex and mediated rather than simple
and direct. Its concentration on the higher mental processes also contrasted
with the focus on instincts and other unconscious forces typical of
psychoanalysis. Social psychology, on the other hand, is the study of how an
individual’s thoughts, feelings, and actions are affected by the actual, imagined,
or represented presence of other people.
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Moreover, personality psychology is the study of how personality
develops. One of the largest and most popular psychology branches,
researchers in this area also strive to better understand how personality
influences our thoughts and behaviors. Psychologists under this field often look
at how personality varies from one person to the next, as well as how it may be
similar. Those professionals may also be tasked with the assessment,
diagnosis, and treatment of personality disorders.
Lastly, abnormal psychology is the branch of psychology devoted to the
study, assessment, treatment, and prevention of maladaptive behavior.
Abnormal
psychology
is
a
branch
of
psychology
that
deals
with
psychopathology and abnormal behavior, often in a clinical context. The term
covers a broad range of disorders, from depression to obsessive-compulsive
disorder (OCD) to personality disorders. Abnormal psychology focuses on the
patterns of emotion, thought, and behavior that can be signs of a mental health
condition. Rather than the distinction between normal and abnormal,
psychologists in this field focus on the level of distress that behaviors, thoughts,
or emotions might cause (Cherry, 2022).
Self-esteem is your subjective sense of overall personal worth or value.
Like self-respect, it describes your level of confidence in your abilities and
attributes. Having healthy self-esteem can influence your motivation, your
mental well-being, and your overall quality of life. However, having self-esteem
that is either too high or too low can be problematic. Better understanding what
your unique level of self-esteem is can help you strike a balance that is just right
for you (Cherry, 2022).
3
Cherry, 2022 also said that the key elements of self-esteem include selfconfidence, feelings of security, identity, sense of belonging, and feeling of
competence.
Research Objectives
The purpose of this study is to determine if there is a relationship
between the psychological problems and the self-esteem of the senior high
school students at the Emilio Ramos National High School. Specifically, this
study aims to answer the following questions:
1. What is the level of psychological problems in terms of.
1.1 Self-confidence
1.2 Identity
1.3 Feeling of competence
2. What is the level of self-esteem in terms of.
2.1 Mental clarity
2.2 Emotional stability
3. Is there a relationship between the psychological problems and the
self-esteem of the students?
Hypothesis
There is no significant relationship between the psychological problems
and the self-esteem of the senior high school students at the Emilio Ramos
National High School.
Review of Related Literature
4
The related studies and literature for the present study are included in
this section. Books, journals, unpublished theses, dissertations, papers,
magazines, and the Internet are sources of these.
In this study, psychology is the independent variable and self-esteem is
the dependent variable. Particularly, each variable consists of five indicators
out of endless possible indicators. For the independent variable psychology,
the indicators are self-confidence, identity, and feeling of competence.
As for the dependent variable self-esteem, the indicators include mental
clarity and emotional stability.
Psychological problems
Psychology is the study of mind and behavior. It encompasses the
biological influences, social pressures, and environmental factors that affect
how people think, act, and feel (Cherry, 2022). The field of psychology is
categorized as a hub science as it is intertwined with medical science and social
sciences. Some skeptics contend that psychology isn’t a “real" science because
some theories and concepts can be harder to measure objectively than in other
“harder” sciences, like biology and physics. Others counter that this doesn’t
make psychology less valid (Upham, 2022).
The term psychological disorders are sometimes used to refer to what
are more frequently known as mental disorders or psychiatric disorders. The
DSM-5-TR lists hundreds of distinct conditions. Anxiety and depression are
among the most common types of mental health conditions that people
experience. While the DSM provides diagnostic information about such
conditions, including the age at which they typically appear, it does not provide
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guidelines for treatment or predictions related to the course of illness (Cherry,
2022). Psychological disorders can be related to depression, anxiety, stress,
psychosis, sleep, and more. They can vary in severity and affect people
differently (Ditzell, 2022).
Self-confidence. The American Psychological Association defines selfconfidence as "a belief that one is capable of successfully meeting the demands
of a task." Self-confidence can refer to a general sense of trust in your ability
to control your life, or it might be more situation specific. For example, you might
have high self-confidence in a particular area of expertise but feel less confident
in other areas (Morin, 2022). Self-confidence is your belief in how good you are
at something, but it’s not a measure of your actual skill. So why does it matter
if you believe in yourself? According to Charlie Houpert, the author of “Charisma
on Command” and the founder of a 2.7-million-subscriber YouTube channel of
the same name, confidence doesn’t just make you feel better, it also helps you
take risks to make tangible improvements to your life (Ravenscraft, 2019).
Self-confidence is a term that appears in many contexts, from improving
mental health to helping people meet business goals and more. Self-confidence
is more than a buzz word; it’s a genuine concept linked to mental health,
wellbeing, and a positive way of being in the world. Self-confidence includes
both feeling and doing. It is not so much a single idea as it is a process that
involves how someone thinks about himself and others as well as how he
functions despite challenges and uncertainties. Self-confidence applies to
someone’s inner, private world and to his outer world around him (Peterson,
2021).
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Identity. Is an individual’s sense of self defined by (a) a set of physical,
psychological, and interpersonal characteristics that is not wholly shared with
any other person and (b) a range of affiliations (e.g., ethnicity) and social roles
(APA Dictionary of Psychology, n.d.). In the most general sense, we can define
identity as a person’s sense of self, established by their unique characteristics,
affiliations, and social roles. Moreover, identity has continuity, as one feels to
be the same person over time despite many changes in their circumstances
(Yilmaz, n.d.).
The explorations during adolescence are vital for the development of our
identities. However, this identity formation process isn’t always as
straightforward as it sounds. For instance, some adolescents’ caregivers and
social circumstances may restrict their abilities to experiment with different roles
and identities. As a result, these adolescents may not fully discover a sense of
self or a life purpose for a while (Yilmaz, n.d.).
Feeling of competence.
A sense of competence (developing the
knowledge, skills, and abilities to act effectively on our environment) is
considered by many psychologists as a core psychological need. Something
we are all seeking out in some aspect of our lives (Furber, 2020). Competence
is the perception of effectiveness in one’s dynamic exchange with the social
world. It also refers to the search for opportunities to exercise and develop one’s
capabilities (e.g., abilities, skills, effort capacity), that is, to experience optimal
challenges. Rather than reflecting a static state of being competent or skilful at
something, the need for competence is on-going and promotes persistence and
continued action. (Legault, 2017).
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Competence means that you can do something well. You can perform a
task or job effectively. It can include the knowledge and skills needed to solve
a quadratic equation. Or it can comprise the much larger and more diverse
clusters of skills, or competencies, needed to lead a multinational corporation
(Sieck, 2021). Competence is the psychological need to exert a meaningful
effect on one’s environment. It refers to the innate propensity to develop skill
and ability, and to experience effectance in action. Competence promotes the
pursuit of challenging and deeply satisfying experiences and is a criterion for
psychological growth and well-being (Legault, 2020).
Self-esteem
Self-esteem is your subjective sense of overall personal worth or value.
Like self-respect, it describes your level of confidence in your abilities and
attributes. Having healthy self-esteem can influence your motivation, your
mental well-being, and your overall quality of life. However, having self-esteem
that is either too high or too low can be problematic. Better understanding what
your unique level of self-esteem is can help you strike a balance that is just right
for you (Cherry, 2022). Self-esteem has been a hot topic in psychology for
decades, going about as far back as psychology itself. Even Freud, who many
consider the founding father of psychology (although he’s a bit of an estranged
father at this point), had theories about self-esteem at the heart of his work.
What self-esteem is, how it develops (or fails to develop) and what influences
it has kept psychologists busy for a long time, and there’s no sign that we’ll
have it all figured out anytime soon (Ackerman, 2019).
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Who you are and what you represent are things you can make up. That’s
why programs for boosting self-esteem are valuable for changing the way you
see yourself. But self-esteem has nothing to do with making decisions, acting,
getting results, or being useful. Instead, a critical difference between selfesteem and self-confidence is the difference between seeing something a
certain way and doing something to make it so (Sullivan, 2021).
Mental clarity. Mental clarity is a state in which your mind is fully active
and engaged. We need mental clarity to work through problems and stay
productive throughout the day (Wooll, 2021). Mental clarity means having a
focused and clear state of mind. When you have mental clarity, your mind isn’t
clouded with indecision, what-ifs, overwhelm or worry (Beard, 2020).
Mental clarity is not necessarily our default state. Most of the time, we
allow our worries and different types of stress to affect our brain function and
prevent our minds from performing at an optimal level. Learning how to improve
mental clarity without burning out or becoming overwhelmed is key to
maintaining a productive and engaged lifestyle (Wooll, 2021). We allow
ourselves to live in the past—where mistakes we made and injustices towards
us cause us to feel angry and overwhelmed. All these distractions, external
events we have no control over, and past negative life experiences cloud our
mental focus. It pushes us towards focusing on negatives that disrupt our
mental clarity and the fantastic future we all could have if we only focus on what
we want to accomplish, the steps we need to take to achieve them, and the life
we want for ourselves (Pullein, 2022).
Emotional stability. Emotional stability is nothing but the steady state
of mind even in the situations of stress and emotional outburst. Being
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emotionally stable and steadiness are some of the characteristics of emotional
stability. Emotional stability is a chain reaction in which personality regularly
strives for a greater state of mental health. Emotional stability is not only the
effective factor of personality patterns, but it also helps to keep in control the
growth of adolescent’s growth. A person who can keep his emotions stable
even in the tough corners might be emotionally childish in their behavior.
(Kumaravelu, n.d.).
Emotional stability refers to a person’s ability to remain stable and
balanced. Being emotional stable means that you can stay calm during
stressful periods and tend not to experience many negative feelings. So,
when life throws things your way you are better equipped to remain productive
and capable through it (Bengtson, 2020). Emotional stability refers to a
person’s ability to remain stable and balanced. Having emotional stability
means that you can withstand the whirlwind that life throws your way, and still
be productive and capable through it. Emotions are so powerful that they
influence your thoughts, decisions, and actions (Cabrera, 2022).
Theoretical Framework
This study is primarily anchored on the following theories and
propositions: The Hierarchy of Needs by Abraham Maslow (1943), and the
Psychoanalytic Theory by Sigmund Freud (1896),
The Hierarchy of Needs, as projected by Maslow (1943), is a
motivational idea in psychology comprising a five-tier version of human needs,
frequently depicted as hierarchical tiers inside a pyramid (McLeod, 2022).
Maslow believed that human beings have an inborn preference to be self-
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actualized, that is, to be all they can be. To obtain this goal, however, numerous
basic needs must be met. This consists of the need for food, safety, love, and
self-esteem (Cherry, 2022). The said model can be divided into two: Deficiency
and Being needs (McLeod, 2022). Maslow said that when a lower need is met,
it [the hierarchy] becomes our focus of attention. (Hopper, 2020). He [Maslow]
also said that humans meet their wants and needs through goal achievement,
and that needs are mentally prioritized in order of importance (Kurt, 2020).
The Psychoanalytic Theory, as proposed by William James (1896), on
the other hand, is a form of remedy that pursuits to launch pent-up or repressed
feelings and recollections, or to steer the patient to catharsis, or healing
(McLeod, 2014). In short, this form of therapy is to bring whatever is at the
unconscious up to consciousness (Ackerman, 2018). The theory concentrates
on the level of awareness combined with our daily experiences in our early
childhood years that when formed together, it can form the basis of some
mental disorders (Knapp, 2020). The theory also tells us that our personality is
the result of three different but important structures – the id, ego, and the
superego. (Ackerman, 2018).
Conceptual Framework
The conceptual framework shown below is used by the researchers to
guide them about what the study consists of. It also shows the relationship of
the two variables and their corresponding indicators. Variable A, which are
psychological problems, is an independent variable. Its indicators are: 1) Selfconfidence; 2) Identity; and 3) Feeling of competence.
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And variable B, which is self-esteem, is the dependent variable. Its indicators
are: 1) Mental clarity; and 2) Emotional stability.
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
Psychological Problems
Self-Esteem
INDICATORS:
Self-confidence
INDICATORS:
Identity
Mental clarity
Feeling of competence
Emotional stability
Figure 1. Conceptual Framework of the Study
Significance of the Study
This study has been developed to create an appreciative inquiry as well
as narrow down generalizations about the variables explored in this study. This
study will benefit the students with endless advantages. New learning
experiences will be experienced by the students when the time this research
effect is introduced. This research will further strengthen the wide knowledge
of the teachers in providing enrichment activities that will improve their students’
psychological health and self-esteem.
Definition of Terms
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There will be concepts and terminologies that will be mentioned and
recurring in this study. To clarify the definition and meaning of those, the
researchers have provided definitions below:
Psychology – is the study of mind and behavior (Cherry, 2022).
Self-confidence – an attitude towards your skills and abilities; accepting
and trusting yourself (Morin, 2022).
Identity – how an individual sees themselves
Feeling of competence – developing the knowledge, skills, and abilities
to act effectively on our environment
Self-esteem – the overall sense of personal value and self-worth
Mental clarity - a state of mind in which you are more focused, and your
perception is clear (Wooll, 2021).
Emotional stability – a person’s ability to remain stable and balanced
(Bengtson, 2020).
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CHAPTER 2
METHOD
In this chapter, the design, locale, population, and sample of this study
will be discussed as well as the instruments to be used, data collection
procedures, and the statistical tools to be employed.
Research Design
This study used a descriptive-correlative research design. Based on the
description of the Education Portal Journal, descriptive research design can
provide information about the naturally occurring health status, behavior,
attitudes, or other characteristics of a particular group while correlation research
design is a quantitative method of research in which two or more quantitative
variables from the same group of subjects and trying to determine if there is a
relationship between the two variables (Kowalczyk, 2012). Using this research
design, the researchers can evaluate the nature and extent of the
interrelationship between the psychological problems and self-esteem of the
respondents.
Population and Sample
The respondents of the study are the 250 senior high school students
from the Emilio Ramos National High School for the school year 2022-2023.
The researchers used simple random sampling to gain respondents. Simple
random sampling is a type of probability sampling in which the researcher
randomly selects a subset of participants from a population. Each member of
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the population has an equal chance of being selected. Data is then collected
from as large a percentage as possible of this random subset. (Thomas, 2020)
Research Instrument
In this study, the researchers made use of a survey questionnaires to
determine the level of students’ psychological problems and self-esteem.
To determine the level of psychological the senior high school students
faced, this scale was applied.
Table 1. Rubrics to determine the level of the students’ psychological problems.
Scale
5
4
3
2
1
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49
Description
Severe
Moderate
Mild
Low
None
Interpretation
Has severe psychological problems.
Has moderate psychological problems.
Has a mild level of psychological problems.
Has low level of psychological problems.
Has no psychological problems.
To determine the level of the senior high school students’ self-esteem,
this scale was used.
Table 2. Rubrics to determine the level of the students’ self-esteem
Scale
5
4
3
2
1
Range
Description
4.50-5.00
Very High
3.50-4.49
High
2.50-3.49
Average
1.50-2.49
Low
1.00-1.49
Very low
Interpretation
Has a very high level of self-esteem.
Has a high level of self-esteem.
Has an average level of self-esteem.
Has poor levels of self-esteem.
Has a very poor level of self-esteem.
Data Collection
Several processes will be performed when collecting the data for the
study. The researchers will seek permission from the Dean of the College of
15
Computing Education, the Head of the Department of Education, DepEd
supervisors, and the School Head of the Emilio Ramos National High School.
If approved, the data collecting methods to be used in gathering data is
with a survey questionnaire. The future respondents will be informed that their
data will be kept confidential.
Statistical Tools
The following statistical tools will be used in this study to analyze the
data:
Weighted mean. This will be used to measure the level of structural
variables that are psychological problems and self-esteem.
Pearson Product Moment Correlation. This will be utilized to expose
the correlation between the two variables. The significance of the relationship
was determined by finding the equivalent P-value of Pearson r using Microsoft
Excel and/or an appropriate online calculator.
Ethical Considerations
In the conduct of this study especially before the data was gathered,
ethical issues and considerations was dealt with. The researchers will undergo
an evaluation to be conducted by the members of the ethics review committee.
Voluntary Participation. There will be 250 respondents of the study
who are public senior high school students in Emilio Ramos National High
School in Diamond Village, Lanang, Davao City. The participation of the
respondents will be completely voluntary and anonymous to protect their
privacy.
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Privacy and Confidentiality. As researchers, all data gathered will be
kept confidential and that such information will only be utilized for the purpose
of the research. The records of this study will be confidential as far as permitted
by law. Any identifiable information which will be obtained in connection with
this study will remain confidential, except, if necessary, to protect the
respondents’ right of welfare. No names will be required from the respondents
so that their identities will remain anonymous. This is in compliance and
adherence to the provisions of the Republic Act No. 10173, otherwise known
as the Data Privacy Act of 2012, which seeks to protect the fundamental human
right to privacy of communication.
Informed Consent Process. Informed consent will be secured from all
the respondents involved in the study. The researchers will be conducting a
detailed and comprehensive explanation regarding the purpose of the study to
the respondents. The researcher will ensure that the condition of the consent
will remain confidential.
Recruitment. The participants were carefully selected based on the
criteria provided in the research. The criteria in the selection of respondents
included only those who are currently enrolled in the senior high school program
in the Emilio Ramos National High School for the school year 2022-2023.
Furthermore, the data collection procedures will be indicated, as well as how
the questionnaire will be administered, and the manner of population will be
involved in the study.
Risks. This study will not involve high risks of situations that the
respondents may experience since the respondents are the senior high school
students at the Emilio Ramos National High School and this will be conducted
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in accordance with due process. Mitigating measures were also considered, to
include the psychological, financial, and physical preparations. The researchers
will strictly adhere to the safety protocols brought by the pandemic as mandated
by the Inter-Agency Task Force for the Emerging Infectious Disease (COVID19), such as physical/social distancing and wearing of face masks.
Benefits. All the students will be the primary beneficiaries of this study,
they will be able to gain knowledge of their mental environment. The results of
this study can help the students since the findings of this study will give them
awareness about what students could feel while being in high school and
experiencing adolescence at the same time.
Plagiarism. This study used Grammarly, a grammar correcting and
plagiarism detecting software, to ensure that there is no plagiarism that
happened to the whole duration of the study. The researchers ensured that the
materials used will undergo proper paraphrasing and will be expressed into the
researchers’ own ideas. There are no portions of the study which made use of
another people’s ideas or words, and if there is such, the person was given the
appropriate credit for their works and study.
Fabrication. The study will undergo the standard procedure of research
established by the University of Mindanao. There are no traces/evidence of
intentional misrepresentation of what will be done and no making up of data
and/or results, or purposefully putting forward conclusions that are not accurate.
There will be no discrepancies between the material in the text and the current
literature or no inconsistencies with the existing literature among the information
included in the manuscript.
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Conflict of Interest. The study will have no conflict of interest since the
researchers have no relationship to the respondents of the study, but it was a
requirement for the partial fulfillment of the requirements for the subject,
Purposive Communication with Online Learning in the University of Mindanao.
The researchers ensured that there were no circumstances that will provide the
potential opportunities where the respondents’ responses will be compromised
or has put in their personal interests or those of any other person or
organization.
Deceit. In this study, there was no deceit. Everything written and
reflected was true and will undergo validation and thorough checking from the
different experts in the field of research.
Permission from Organization. The researchers will secure proper
permission from the targeted school where the respondents are studying. The
permission to conduct the study was in a form of a letter to be approved by the
Dean, University of Mindanao, and the Emilio Ramos National High School.
Technology Issues. Considering the risks of COVID-19 and in the
conduct of the online data gathering, the researchers will utilize Google forms
where the respondents will indicate their responses on the specific itemquestions being asked. The specific instructions on how to accomplish and
return the accomplished forms will be indicated in the instrument. The items
and instructions stated in the forms will be prepared in such a way that the
respondents will understand it.
Authorship. No person was authorized to neither publish nor present
this paper except for the researchers or the adviser without the consent of the
researchers. In case the organization who wanted to have a copy of the result
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of the study, they can access it for the sole purpose of creating programs and
policies in the organization, still with the permission of the researchers, adviser,
and the university. For purposes of publication of this study, the adviser
becomes the co-author of the study.
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