Levels of Self-esteem, Stress and Coping Strategies among Adolescent Girls at Selected Schools, Vellore
Ms. Dhanalakshmi N.1*, Dr. P. Muthumari.2
1Research Scholar, Himalayan University, Itanagar
2Vice-Principal, Suran College of Nursing, Virudhunagar Tamilnadu
*Corresponding Author E-mail: dhanalh73@gmail.com
ABSTRACT:
Background: Mental health is a life-threatening factor for the well-being of an individual. Whether it is student life or professional life, without comprehensive mental health, it becomes difficult to shine in their respective fields. The nature of education and knowledge become more multifaceted as one moves upward in the academic hierarchy. The academic workload also rises in higher classes. Materials and methods: A descriptive study was done to assess the levels of self-esteem, stress and coping strategies among adolescent girls. The study was conducted at selected private and government schools, Vellore town. A total of 400 adolescent girls studying 9th standard were selected randomly who fulfilled the Inclusion criteria. After collecting demographic variables of adolescent girls, data obtained using a standardized scale such as Rosenberg Self-esteem Scale (RSE, 1965) to assess the self-esteem, Perceived stress scale to determine the levels stress and A-COPE scale to assess the coping strategies. Results: The result indicates that the majority of the adolescents 349 (87%) had low self-esteem and 51 (13%) had moderate self-esteem. In regards to the adolescent stress level, more than of the adolescent girls 217 (54%) had high stress, and 183 (46%) had moderate stress. Regarding coping strategies among adolescent girls, the majority 378 (95%) had inadequate coping, and only 22 (5%) had moderately adequate coping strategies. It was also noted that there was a significant association between the levels of self-esteem of adolescent girls and the selected demographic variables such as type of school, medium of education, number of siblings in the family, always achieve goal, grades, birth order, and type of parenting, mother's occupation and factors causing stress. Concerning stress levels of adolescent girls and selected demographic variables such as always achieve goal and levels of coping with the type of school and grades were statistically significant. Conclusion: The study concludes that the majority of adolescents had low self-esteem, high-stress level, and inadequate coping strategies. This result of this study is the basis for future Interventional studies.
KEYWORDS: Self-esteem, Stress, Coping, Adolescents.
INTRODUCTION:
A healthy adolescent period is a foundation for healthy adult life. Habits are formed in childhood, and they may have a long term irreversible impact on health and wellbeing. It's the parents and the significant others who need to impact them by being good role models and nurture them to develop healthy habits to last for a lifetime. Cultivating healthy habits is imperative as they contribute to optimal health (Jacquline Arnon, 2014).
Among the various health problems in adolescents, mental illness is growing and pressing concern. Adolescents have precise needs which differ with gender, life circumstances, and socioeconomic conditions. Adolescents face challenges like poverty, unsafe environments, lack of access to health care services, etc. It is a period of preparation for undertaking greater responsibilities like familial, cultural, social and economic issues in adulthood (Sivagurunathan C. et al., 2015).
More than 600 million youth live in fragile and conflict-affected countries and territories1. Young people are both the victims and the perpetrators of the violence in societies they live. This diversity of situations explains why youth are considered both a source of concern and a beacon of hope and positive thinking (Davendra Verma et al., 2017)
Self-esteem is a complete feeling of a sense of worth or capability as an individual, or general feelings of self-acceptance, kindness, and self-worth. It can be either positive (high self-esteem) which leads to better happiness or negative (low self-esteem) which potentially leads to depression. Self-esteem can be established by achieving great successes and can be sustained by avoiding failures (Christina Mariam Chacko, et al., 2017).
Students' psychological discomfort can be observed in many mental health problems such as depression, stress, anxiety and sleeping disorders. Poor problem-solving ability, family conflict, cognitive distortion, living away from parents, wrong attribution style, gender issues are all causing mental health difficulties. Mental health problems among students in India are also growing (Komila Parthi, et al., 2017).
NEED FOR THE STUDY:
Mental health is a life-threatening factor for the well-being of an individual. Whether it is student life or professional life, without comprehensive mental health, it becomes difficult to shine in their respective fields. The nature of education and knowledge become more multifaceted as one moves upward in the academic hierarchy. The academic workload also rises in higher classes. Whether in terms of project reports, examinations or assignments, students have to display their capabilities at various stages of their student life.
Ajitha Cholakottil, et al., (2017) conducted a study on the prevalence and types of psychiatric disorders in school going adolescents from 8th, 9th and 10th standards of four schools in two districts of Kerala. The results revealed that 38.3% of disturbed adolescents had psychiatric disorders. The study concluded that mental disorders are highly prevalent in school going adolescents in India. Such a high prevalence should be tackled using appropriate treatment and preventive strategies.
Komila Parthi., et al., (2017) had done a study to understand the mental health status and the contributing factors if any for the students to drop out of higher education. For the present study the sample comprised of 200 students, 100 from Ph.D. research programs and 100 from post-graduation with an equal number of males and females under each group. Results indicated that there is a significant relationships between mental health and stress scores (r= 0.56**), and among mental health and self-esteem (r= -0.41**). Which shows mental health is negatively correlated to stress and positively related to self-esteem.
Bhaskar Khobraji Watode, et al., (2015) carried out a cross-sectional study to assess the prevalence of stress and stress causing factors among school adolescents of Delhi. The results indicated that among the 397 students participated in the study, 348 (87.6%) were positive for stress. Stress was observed in 139 (89.7%) female students and 209 (86.4%) male students. Academics, parents, teachers, and friends were significant stressors. The study concluded that school going adolescents are exposed to stress. Females are, particularly at higher risk. The academic pressure is one of the major precursors for stress.
The investigator strongly felt the need for identifying adolescents with low self-esteem, high stress and inadequate coping strategies and this study will provide a basis for future interventional studies. This also would help the health professionals, especially the pediatric and school health nurses to reduce the risk of low self-esteem, high stress and negative or inadequate coping strategies among children and adolescents.
MATERIALS AND METHODS:
A descriptive design was used to achieve the objectives of the study. The study was conducted at selected private and government schools, Vellore. The sample in this study includes 9th standard students and who fulfilled the inclusion criteria. The sample size for the survey was 400 adolescent girls. Those who met the inclusion criteria were selected after their verbal consent. A standardized self-administered tool such as (Rosenberg Self-esteem Scale (RSE, 1965), consists of 10 items was used to assess the levels of self-esteem. Perceived stress scale by Terzian, M., Moore, K. and Nguyen, H. (2010) includes 10 items, was used to assess the levels of stress among adolescents and Coping strategies measured with standardized A-COPE scale by Joan M. Patterson Hamilton I. McCubbin, comprise of 54 items was used to assess the coping strategies.
DESCRIPTION OF INSTRUMENT:
Section 1: Demographic Variables:
The demographic details were collected, which also includes factors causing stress.
Section 2: Rosenberg Self-esteem Scale:
Levels self-esteem was assessed using standardized Rosenberg Self-esteem Scale (RSE, 1965). It is a standard scale (developed by Morris Rosenberg) consisting of 10-item that measures global self-worth by measuring both positive and negative feelings about the self. All items are answered using a 4-point Likert scale format ranging from strongly agree to disagree strongly.
Section 3: Perceived Stress Scale:
Levels of stress was assessed using standardized Perceived stress scale. It is a standard scale (found by Terzian, M., Moore, K. and Nguyen, H.) consisting of 10-item that assess the stress in children and youth. All items are answered using a 5-point Likert scale format ranging from Never to Very often.
Section 4: A-COPE scale:
Adolescents coping strategies was assessed using standardized A-COPE scale. It is a standardized scale (developed by Joan M. Patterson Hamilton I. McCubbin.) consisting of 54-item. A-COPE is designed to record the behaviors adolescents find helpful to them in managing problems or difficult situations which happen to them or members of their families.
SCORING AND INTERPRETATION:
Levels of self-esteem:
There are 10 statements to identify the levels of self-esteem of adolescents.
Scoring is done as follows:
Give "Strongly Disagree" 1 point, "Disagree" 2 points, "Agree" 3 points, and "Strongly Agree" 4 points. Items 2, 5, 6, 8, 9 are reverse scored. Sum scores for all ten items. Keep ratings on a continuous scale. Reverse scoring (4=strongly disagree to 1=strongly agree) for items indicated with an (R). Higher scores indicates higher self-esteem.
The scores is interpreted as follows:
Low self-esteem = below 15
Moderate self-esteem = 16 to 25
High self-esteem = 26 to 40
Levels of stress
There are 10 statements to identify the levels of stress of adolescents.
Scoring is done as follows:
Score questions 1, 2, 3, 6, 9, and 10 as Never 0, Almost Never 1, Sometimes 2,
Fairly Often 3, Very Often 4. Reverse score questions 4, 5, 7, and 8: Never 4, Almost Never 3, Sometimes 2, Fairly Often 1, Very Often 0. Add the scores for all 10 items together. The minimum score is 0, and the maximum score is 40. Higher scores indicate a high level of stress.
The scores will be interpreted as follows:
Mild stress = 1 to 13
Moderate stress = 14 to 26
High stress = 27 to 40
Part 4: A-COPE scale:
There are 54 statements to identify the levels of coping strategies of adolescents.
Scoring is done as follows:
Never 1, Hardly ever 2, Sometimes 3, Often 4, Most of the time 5. Reverse score questions 7, 8, 19, 24, 26, 28, 42, 46, and 49. Add the scores for all 54 items together. The minimum score is 0, and the maximum score is 270. Higher scores indicate adequate coping strategies.
The scores is interpreted as follows:
Inadequate coping = 1 to 90
Moderately adequate = 91 to 180
Adequate coping = 181 to 270
RESULTS:
Description of sample characteristics With age, more than half of the adolescent girls 226 (56%) were the age of 14 years. Around 313 (78%) were Hindus. Based on residence, majority 332 (83%) of adolescents belongs to urban areas. Nearly half of the adolescents 188 (47%) were birth order of two. Around 256 (64%) of adolescent girls were from extended family. More than half of adolescents 235 (59%) were living with both parents. Nearly three fourth of adolescent's fathers 292 (73%) studied up to higher secondary or below. Around 195 (49%) mothers were illiterate. Nearly half of the fathers 186 (46%) were not working. More than half of the mothers 222 (56%) were Laborer. Majority of the adolescents 391 (98%) like going to school, can handle situation 349(87%), feeling confident 200 (50%) and always achieve goals 338 (84%). More than half of the adolescent girls 256 (64%) get the grades below 35%. Around 160 (40%) of adolescent girls stated that the main factors of their stress is from academic (studies and exams).
Figure 1: Percentage distribution of levels of self-esteem among adolescent girls
Figure 2: Percentage distribution of levels of stress among adolescent girls
Figure 3: Percentage distribution of levels of coping among adolescent girls
Table 1: Predicting Self Esteem by the demographic variables
Coefficients |
|||||
Variables |
Unstandardized Coefficients |
Standardized Coefficients |
t value |
Sig. |
|
B |
Std. Error |
Beta |
|||
(Constant) |
14.081 |
.577 |
-- |
24.400 |
P<0.001 |
Grades |
-.390 |
.136 |
-.142 |
-2.879 |
.004 |
Education system |
-.661 |
.302 |
-.111 |
-2.189 |
.029 |
Medium of Education |
-.982 |
.247 |
-.199 |
-3.974 |
P<0.001 |
Type of School |
-1.231 |
.246 |
-.292 |
-5.004 |
P<0.001 |
Mother's occupation |
.276 |
.098 |
.145 |
2.819 |
.005 |
Birth Order |
.370 |
.131 |
.140 |
2.818 |
.005 |
Table 1 describes that grades, educational system, a medium of Instruction, type of school, mother’s occupation and birth order are the variables helpful for predicting the levels of self- esteem among adolescent girls.
Table 2: Predicting stress by the demographic variables
Coefficients |
|||||
Variables |
Unstandardized Coefficients |
Standardized Coefficients |
t value |
Sig. |
|
B |
Std. Error |
Beta |
|||
(Constant) |
29.167 |
1.038 |
-- |
28.108 |
P<0.001 |
Education system |
-2.148 |
.566 |
-.203 |
-3.795 |
P<0.001 |
Feeling confident |
-.939 |
.364 |
-.138 |
-2.582 |
.010 |
Always achieve goal |
1.054 |
.471 |
.112 |
2.236 |
.026 |
Table 2 denotes that educational system, feeling confident and always achieve goals are the variables helpful for predicting the levels of self- esteem among adolescent girls.
Table 3: Predicting coping by the demographic variables
Coefficients |
|||||
Variables |
Unstandardized Coefficients |
Standardized Coefficients |
t value |
Sig. |
|
Beta |
Std. Error |
Beta |
|||
(Constant) |
121.706 |
5.010 |
-- |
24.293 |
P<0.001 |
Type of School |
-12.692 |
2.203 |
-.326 |
-5.760 |
P<0.001 |
Birth Order |
4.033 |
1.212 |
.165 |
3.329 |
.001 |
Medium of Education |
-5.285 |
2.250 |
-.116 |
-2.348 |
.019 |
Education system |
-6.347 |
2.850 |
-.115 |
-2.227 |
.026 |
Table 3 explains that educational system, a medium of Instruction, type of school and birth order are the variables helpful for predicting the levels of coping among adolescent girls.
DISCUSSION:
The first objective of the study was to assess the levels of self-esteem, stress and coping strategies among adolescent girls:
The study findings revealed that the majority of the adolescents 349 (87%) had low self-esteem and 51 (13%) had moderate self-esteem. The study findings supported by (Jasmine, 2015) who assessed the impact of self-esteem on academic performance among adolescence school children at Puducherry, Tamilnadu. Her study found that the overall self-esteem score among adolescent students was 70.38%. 57.2% (286) had a moderate level of self-esteem. Our findings were also supported with Megha Dhillon (2016), the results showed that In-depth interviews were conducted with 32 girls between the ages of 14 and 16 years studying in four government co-educational schools. Around 15 adolescent girls were identified as having low self-esteem.
In regards to adolescent stress level, the present study indicates that more than of the adolescent girls 217 (54%) had high stress and 183 (46%) had moderate stress. This finding has been consistently reported in many other studies done in other parts of India. Deepa K Damodaran (2015) assessed stress management among adolescents at Udupi, Karnataka. The results showed that the majority of adolescents (63%) experienced moderate stress specifically in the interpersonal domain. Results suggest the need for early recognition and management of adolescent stress. Our results are also similar to the findings of the study by (Sathish Kumar, 2017) assessed on depression, anxiety and stress among higher secondary students of Imphal, Manipur, India. The results revealed that the prevalence of depression, anxiety, and stress were 19.5%, 24.4%, and 21.1% respectively. The prevalence of depression, anxiety, and stress were high among females and were significant for anxiety (P=0.00) and stress (P=0.04). Rajesh kumar (2011) had done a study on stress and coping strategies among nursing students in Punjab, India. The result indicates that 34% of students had moderate stress. This result is also similar to the study done by Sadhana Sudhir Shinde (2017) at Pune, India. The indicate that 77% of adolescents experienced severe stress and 23 % of adolescents experienced moderate stress due to parental expectations
Regarding coping strategies among adolescent girls, the present study revealed that majority 378 (95%) had inadequate coping strategy and only 22 (5%) had moderately adequate coping strategies. This result is similar to the study done by Sadhana Sudhir Shinde (2017) at Pune, India. Majority of Adolescents adopted problem focus coping strategies, and emotional focus strategies were adopted by a few adolescents to cope the stress.
The study found that there was a high prevalence of stress among adolescents due to academic pressure. Training students on positive coping strategies, reducing stressor-related school training, and improving parent and teacher support to the students would help to develop this condition.
The second objective of the study was to find out the association between the levels of self-esteem, stress and coping strategies among adolescent girls with the selected demographic and social variables:
In this study it was noted that there was a significant association between the levels of self-esteem of adolescent girls and the selected demographic variables such as type of school, medium of education, number of siblings in the family, always achieve goal, grades, birth order, and kind of parenting, mother's occupation and factors causing stress.
With stress levels of adolescent girls and selected demographic variables such as always achieve goal and levels of coping with the type of school and grades were statistically significant.
On the other hand, the possible reasons for finding no significant association between other demographic variables of the adolescents could be
· Effect of randomization of the subjects
· Lack of exposure of the adolescent girls
· Lack of mass media education on self-esteem, stress and coping strategies.
CONCLUSION:
The present study assessed the levels of self-esteem, stress and coping strategies among adolescent girls at selected private and government schools, Vellore, India. Overall in this study results revealed that the majority of the adolescent girls found to have low self-esteem, high-stress level, and inadequate coping strategies. This study will serve as a basis for future Interventional study.
IMPLICATIONS:
· Adolescents are the wealth and future of a nation. It is clear from the findings that adolescent girls have low self-esteem, high stress, and inadequate coping strategies. The teacher, as well as parents, must discuss Their academic problem. Parents should have expectations of their children according to their capability.
· This study recommended that the teacher should arrange the necessary healthy environment to reduce the students’ academic stress. It is great responsibility of the school health nurses and school teachers to identify the adolescents who are studying in private school, who are in Tamil medium, first born, not achieving goal and whose mothers are home makers and they need to be extra cared and promoted to better self-esteem, stress management techniques and positive coping strategies to promote healthy living.
· It is great responsibility of the school health nurses, teachers and parents to support and promote self-esteem, stress management strategies and adequate coping methods to adolescents, which will lead them to “healthy future generation”.
REFERENCES:
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Received on 10.04.2019 Modified on 21.04.2019
Accepted on 05.05.2019 ©A&V Publications All right reserved
Int. J. of Advances in Nur. Management. 2019; 7(2):153-158.
DOI: 10.5958/2454-2652.2019.00037.4