Educational Administration: Theory and Practice

2024, 30(5), 9731-9748

ISSN: 2148-2403
https://kuey.net/ Research Article

Self-Esteem, Resilience, And Mental Well-Being Among

Students
Sabahat Farooq1*, Dr. Jahangeer Majeed2
1*MastersStudent, Dept of Psychology, Lovely Professional University, Email: [email protected]
2Assistant
Professor, School of Liberal and Creative Arts (Social Sciences & Languages), Lovely Professional University, Phagwara Punjab,
India. Email id: [email protected]

*Corresponding Author: Sabahat Farooq

*Masters Student, Dept of Psychology, Lovely Professional University
Email id: [email protected]

Citation: Sabahat Farooq, Dr. Jahangeer Majeed (2024), Self-Esteem, Resilience, and Mental Well-Being among Students, Educational
Administration: Theory and Practice, 30(5), 9731-9748
Doi: 10.53555/kuey.v30i5.4647

ARTICLE INFO ABSTRACT

This study examines the complex connections between students' resilience, self-
worth, and mental health while taking gender and residential area disparities into
account. Assessing the connection between resilience and self-esteem, resilience
and, mental health, and the positive relationship between resilience and mental
health are among the goals. Data on these factors were gathered from a sample of
participants using a correlational study methodology, and statistical analyses were
carried out using Pearson correlation coefficients. The results show a strong
beneficial relationship between students' resilience, self-worth, and mental health.
The examination of gender and residential area differences also revealed differences
in self-esteem, resilience, and mental health among the various demographic groups.
Although correlational research cannot prove causation, these findings provide
important light on the possible connections between these variables, laying the
groundwork for additional research and intervention initiatives to promote students'
overall growth, well-being, and academic achievement.

Keywords: Mental well-being, Self-esteem, Resilience, Gender Differences,

Students

Introduction

Self-esteem, Resilience, and Mental Well-Being

The concepts of self-esteem, resilience, and mental well-being have garnered substantial attention from the
psychology research community because of their profound impact on people's general functioning and quality
of life. In particular, these ideas have a big influence on how student groups succeed academically, interact
with others, and experience emotional roller coasters. It is essential to have a deep understanding of the
complex connections that exist between resilience, self-esteem, and mental health to build effective tactics and
support systems that promote students' overall growth and achievement. Leary and Baumeister (2000) state
that a person's subjective evaluation of their value, worth, and skill is a crucial component of their self-esteem,
which is a crucial aspect of their self-concept. It demonstrates how people have a positive self-perception and
have faith in their ability to overcome challenges in life. Possessing a strong sense of self-worth has benefits
for psychological health, resilience, and increased confidence (Orth et al., 2018). On the other side, individuals
who have low self-esteem could be more vulnerable to psychological issues like anxiety, sadness, and subpar
academic results (Baumeister et al., 2003). A person's ability to feel good about themselves is essential for
many facets of their existence. First of all, it provides a basis for resilience and mental health, empowering
people to deal with obstacles and disappointments in life. Studies show that those people who have a high
sense of self-esteem are more likely to display favorable psychological effects, like reduced anxiety and
depression (Orth et al., 2018). Furthermore, a good self-image and confidence are fostered by high self-esteem,
which enhances social functioning and interpersonal interactions. Healthy communication and conflict
resolution are facilitated by the assertiveness with which people with elevated self-esteem communicate their
needs and opinions (Leary & MacDonald, 2003). Furthermore, there is a correlation between elevated self-
Copyright © 2024 by Author/s and Licensed by Kuey. This is an open access article distributed under the Creative Commons Attr ibution
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9732 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647

worth and greater drive and success across multiple spheres, such as scholarly and occupational endeavors.
People who have confidence in their skills and values are more inclined to aim high and keep going when faced
with challenges (Baumeister et al., 2003). All things considered, developing a strong sense of self-worth is
critical to supporting mental health, improving social interactions, and encouraging individual development
and achievementLow self-esteem is defined as having a negative opinion of oneself and lacking trust in one's
abilities, worth, and overall value as a person. Individuals with poor self-esteem typically feel inadequate, think
badly of themselves, and constantly battle self-doubt. Numerous aspects of their lives, including relationships,
work productivity, and mental health, could be significantly impacted by this. Numerous factors, such as early
experiences, cultural influences, and personal problems, can contribute to low self-esteem. According to
research, having poor self-esteem makes one more vulnerable to mental health problems like anxiety,
depression, and even drug dependence (Orth et al., 2019). In addition, it can impede personal growth and
prevent people from realizing their greatest potential (Mann et al., 2004). Therapeutic therapies that aim to
challenge negative beliefs, enhance self-awareness, and develop self-acceptance are commonly used to address
and improve self-esteem (Mann et al., 2004). Resilience is the capacity of an individual to cope and recover
from adversity, trauma, or significant pressures (Masten, 2014). It involves utilizing both internal and external
resources to maintain psychological equilibrium and effectively handle challenges. Resilient people exhibit
flexibility, perseverance, and optimism in the face of adversity, enabling them to thrive despite adverse
circumstances (Southwick et al., 2014). Resilience is more than just the absence of distress; it also involves
positive adaptation and development after adversity. Resilience is a complex concept that encompasses several
crucial traits necessary for overcoming hardship and preserving mental health. First of all, resilience is the
capacity to adjust constructively to adversity while exhibiting adaptability and ingenuity (Bonanno, 2004).
Strong feelings of self-esteem and the conviction that they can overcome obstacles and achieve their objectives
despite setbacks characterize resilient people (Bandura, 1994). Additionally, resilient people can control their
emotions, which helps them manage stress and overcome adversity with fortitude (Tugade & Fredrickson,
2004). They remain hopeful and upbeat, considering obstacles as temporary and manageable, which
encourages tenacity and resolve (Seligman, 2011). Furthermore, social support networks are essential for
resilience because they give channels for obtaining help and direction in trying situations and act as stress
relievers for strong interpersonal ties (Masten, 2001). In the end, resilience refers to the dynamic interaction
of social, emotional, and cognitive elements that empower people to overcome obstacles with fortitude and
determination. The existence of a robust support system, comprising friends, family, or community ties that
offer consolation and useful help in trying times, is a notable indicator (Southwick et al., 2014). Moreover,
resilient individuals usually exhibit optimism and hope, maintaining a positive outlook in the face of difficulty
(Bonanno, 2004). They exhibit versatility in changing their approaches to get around impediments and
flexibility in solving problems (Masten, 2001). Furthermore, people with a resilient attitude are tenacious and
determined, continuing to work towards their objectives despite obstacles (Fletcher & Sarkar, 2013).
Ultimately, resilient people can effectively handle stress and preserve psychological well-being because they
possess self-awareness and the capacity to regulate their emotions (Tugade & Fredrickson, 2004). Together,
these indicators show how resilient people may be when faced with obstacles in life, underscoring the complex
nature of this crucial quality. A few elements of psychological health that make up mental well-being are social
relationships, emotional regulation, and cognitive function (Keyes, 2005). It stands for people's overall
happiness with life, positive attitude, and lack of mental illness. Individuals who are in good mental health can
overcome challenges in life with resilience, meaning, and fulfillment (Keyes, 2007). On the other hand, being
mentally ill raises the likelihood of psychiatric issues, substance misuse, and functional impairment (Huppert
& So, 2013). Our mental health has a major influence on our general well-being and standard of life. It
influences our daily ideas, feelings, and behaviors and encompasses social, psychological, and emotional
aspects of our identity. Making mental health a priority is crucial for stress management, emotional regulation,
resilience building, and upholding positive relationships. Research has repeatedly demonstrated the
substantial influence that mental health has on productivity, general life satisfaction, and physical health
outcomes (Keyes, 2005; World Health Organization, 2014). Neglecting one's mental health can lead to a range
of mental health issues, including addiction to substances, depressive disorders, and anxiety. These problems
affect not just the person experiencing them but also the people around them and society at large (WHO, 2001).
Promoting mental well-being through awareness, education, and access to mental health services is essential
to building a population that is healthier and more productive (Huppert & So, 2013). Self-esteem, resilience,
as well as mental health have complex and dynamic interactions. A strong feeling of self-worth boosts resilience
and guards against stress, enabling people to deal with life's challenges and maintain their mental health, claim
Leary and Baumeister (2000). Conversely, low self-esteem undermines resilience, raises the likelihood of
psychological pain, and encourages the use of harmful coping strategies (Orth et al., 2018). Resilient people
are characterized by adaptive coping strategies, social support, and positive outlooks. Even amid hardship,
these people are more likely to preserve excellent psychological conditions (Masten, 2014). Furthermore, it is
crucial to emphasize the reciprocal relationship between resilience and self-esteem because mental health both
influences and is influenced by these traits. In the context of student populations, the relationship among
resilience, self-worth, and mental health has significant implications for overall adjustment, social integration,
and academic performance. Strong resilience and self-worth enable students to better manage the challenges,
setbacks, and adjustments that occur with learning (Baumeister et al., 2003). They demonstrate greater levels
 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647 9733

of academic enthusiasm, involvement, and tenacity, which enhances academic accomplishments and pleasure,
according to Ort et al. (2018). Additionally, a student's mental health improves their emotional resilience,
interpersonal relationships, and overall quality of life, all of which contribute to holistic development and a
positive learning environment (Keyes, 2005). Understanding the intricate relationships that exist between
mental health, self-worth, and resilience is essential for promoting students' overall development, well-being,
and scholastic success.

Objectives
 To assess the correlation between self-esteem and resilience among students
 To assess the correlation between self-esteem and mental well-being among students
 To assess the positive correlation between resilience and mental well-being among students
 To assess gender differences, resilience, and mental well-being among students
 To assess residential area differences in self-esteem, resilience, and mental well-being among students

Hypotheses
 There will be a significant positive correlation between self-esteem and resilience among students
 There will be a significant positive correlation between self-esteem and mental well-being among students
 There will be a significant positive correlation between resilience and mental well-being among students
 There will be no significant gender difference in self-esteem, resilience, and mental well-being among
students
 There will be no significant residential area difference in self-esteem, resilience, and mental well-being
among students

Research Design
The study design employed was correlational. Examining the relationship between two or more variables
without altering the variables is the primary objective of correlational research.

Sample
To gather data for this study, a sample size of 100 individuals was selected. The quantity of samples is the
number of participants in the study who are randomly selected from the population. Selecting an appropriate
sample size is crucial in research since it impacts the reliability and applicability of the findings.

Sampling Method
Random sampling with a purpose was applied. Purposive sampling and random sampling techniques are used
in "purposive random sampling".

Tools Used
Rosenberg Self-Esteem Scale (RSES)
In 1965, Morris Rosenberg developed the popular RSES to measure self-esteem, a vital indicator of
psychological well-being. This scale has ten items in total and uses a four-point Likert scale to rank feelings of
confidence and acceptance of oneself, from strongly agreeing to strongly disapprove. The RSES has been
extensively utilized to evaluate people's self-esteem in a range of cultural and demographic contexts, such as
psychology, sociology, and education. For researchers and practitioners alike, its conciseness, simplicity, and
dependability make it an invaluable resource for comprehending self-esteem and its consequences for mental
well-being and social interactions.

Brief Resilience Scale (BRS)

The Brief Resilience Scale (BRS), a psychological exam, is utilized to assess an individual's ability to bounce
back from adversity and stress. Six variables make up the BRS, which was developed by Smith et al. (2008).
The ratings range from 1 (strongly disapproved) to 5 (strongly agreed). It evaluates the ability to recover from
stress as well as the ability to remain positive in the face of adversity. In both academic and therapeutic
contexts, the measure has been widely used to assess resilience levels in several communities, particularly
employees, pupils, and individuals dealing with health concerns. Research utilizing the BRS has demonstrated
its validity and reliability in assessing resilience, making it a valuable tool for comprehending and enhancing
mental well-being in a range of situations (Smith et al., 2008).

The Warwick–Edinburgh Mental Well-being Scale (WEMWBS)

One widely used tool for evaluating adults' psychological well-being is the Warwick–Edinburgh Mental Well-
Being Scale (WEMWBS). The 14 positively worded items on this scale, which was co-developed by the
Universities of Warwick and Edinburgh, address both hedonic and eudaimonic aspects of mental health, such
as autonomy, personal growth, and good connections. Respondents rate each item on a 5-point Likert scale
according to how often they experienced each emotion during the preceding period. The scale has strong
validity and reliability, which makes it appropriate for use in clinical settings, research, and public health
9734 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647

surveys to evaluate mental health in a range of demographics. It stands out from other measures due to its
simplicity, brevity, and emphasis on positive features, which makes it easier for people to adopt and use widely.

Procedure for data collection

To ensure the validity and reliability of the data collected, participants must be provided with clear and
comprehensive instructions before completing a questionnaire. The following explains the standard
instructions that participants are given:

1. Study Purpose: The objectives and aim of the study are communicated to the participants. This covers
the study's purpose, the particular research topics it is addressing, and any possible ramifications of its
conclusions. Comprehending the aim of the research facilitates participants' meaningful interaction with the
questionnaire and offers a framework for their answers.

2. Voluntary Participation: Subjects are guaranteed that their involvement in the research is wholly
voluntary. They are informed that their choice to join or not will not affect them in any way and that they are
free to stop the research at any time without suffering any consequences. This ensures that subjects are
comfortable and have the autonomy to choose if they want to engage in the study.

3. Informed Consent: Participants are informed about the protocol of the study, any advantages and
hazards, confidentiality safeguards, and their rights as research subjects. Informed consent is requested from
them, signifying their knowledge of the study and their desire to take part. Before completing the
questionnaire, participants are usually requested to sign a consent form or agreement, which is how informed
consent is usually gained.

4. Confidentiality and Anonymity: Participants are guaranteed anonymity and confidentiality for their
answers. They are made aware of how their privacy will be maintained through the use, storage, and protection
of their data. This contains rules for data access and sharing, secure storage techniques, and data encryption
explanations. It is urged that participants answer honestly and candidly, even though they are aware that their
specific answers will remain anonymous.

5. Guidelines for Filling Out the Questionnaire: Participants receive precise guidelines for filling out
the questionnaire. This covers instructions on how to choose or supply answers, how to read and understand
the questions, and any formatting or layout guidelines. For instance, participants might be told to score their
answers on a particular scale (like the Likert scale) or to write their responses down to a certain word count.

6. Contact Information and Support: If participants have any queries, or worries, or need help
completing the questionnaire, they can get in touch with the researchers or study coordinators using the
information provided. This might contain the phone numbers, email addresses, or office hours of researchers
who are available to help or clarify as needed.
Before completing the questionnaire, participants are given comprehensive instructions by researchers, which
guarantees their knowledge, involvement, and ability to provide precise and insightful answers. This improves
the general quality and integrity of the information collected for the study.

Data Analysis
Correlation and t-tests were used in this research paper.

Correlations
X=SELF ESTEEM. Y= RESILIENCE. Z= MENTAL WELL BEING

Descriptive Statistics
Mean Std. Deviation N
X 50.5000 29.01149 100
Y 21.7600 4.46336 100
Z 17.5700 3.54268 100

The additional information provided includes the mean, standard deviation, and sample size (N) for each
variable: Self-esteem (X), Resilience (Y), and Mental Well-being (Z).

Self-esteem (X):
o Mean: 50.5000

o Standard Deviation: 29.01149

o Sample Size (N): 100

 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647 9735

Interpretation: The mean self-esteem score in the sample is 50.5000, indicating the average level of self-
esteem. The standard deviation of 29.01149 suggests that the self-esteem scores in the sample vary widely from
the mean. This could imply a diverse range of self-esteem levels within the sample.

Resilience (Y):
o Mean: 21.7600

o Standard Deviation: 4.46336

o Sample Size (N): 100

Interpretation: The mean resilience score is 21.7600, indicating the average level of resilience in the sample.
The relatively low standard deviation of 4.46336 suggests that resilience scores are more tightly clustered
around the mean compared to self-esteem scores. This could indicate less variability in resilience levels within
the sample.

Mental Well-being (Z):

o Mean: 17.5700

o Standard Deviation: 3.54268

o Sample Size (N): 100

Interpretation: The mean mental well-being score is 17.5700, representing the average level of mental well-
being in the sample. The standard deviation of 3.54268 suggests that mental well-being scores also vary but to
a lesser extent compared to self-esteem scores. This implies that there may be less diversity in mental well-
being levels within the sample compared to self-esteem.
Overall, these descriptive statistics provide insight into the central tendency and variability of each variable
within the sample. They help in understanding the distribution of scores and the relative spread around the
mean for self-esteem, resilience, and mental well-being.

Correlations
X Y Z
Pearson Correlation 1 .712 .0513
X Sig. (2-tailed) .000 .000
N 100 100 100
Pearson Correlation .712 1 .412
Y Sig. (2-tailed) .000 .000
N 100 100 100
Pearson Correlation .513 .412 1
Z Sig. (2-tailed) .000 .000
N 100 100 100

The provided correlation matrix shows the Pearson correlation coefficients between three variables: Self-
esteem (X), Resilience (Y), and Mental Well-being (Z). Let's break down what each correlation coefficient
means:

Correlation between Self-esteem (X) and Resilience (Y):

o Pearson Correlation Coefficient: 0.712

o Significance (2-tailed): 0.000

Interpretation: The relationship between resilience and self-esteem is strongly favorable (0.712). This
implies that resilience is generally greater in people who have higher levels of self-esteem. The probability of
this link is indicated by the significance value of 0.000.

Correlation between Self-esteem (X) and Mental Well-being (Z):

o Pearson Correlation Coefficient: 0.0513

o Significance (2-tailed): 0.000

Interpretation: The correlation is somewhat positive. (0.0513) between self-esteem and mental well-being.
Although statistically significant due to the p-value being 0.000, the correlation coefficient suggests that the
relationship is not practically significant. Put differently, there isn't much data to support the idea that mental
health and self-esteem are closely related.
9736 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647

Correlation between Resilience (Y) and Mental Well-being (Z):

o Pearson Correlation Coefficient: 0.412

o Significance (2-tailed): 0.000

Interpretation: The relationship between mental health and resilience is moderately good (0.412). This
suggests that people who possess greater resilience also typically exhibit a greater degree of mental wellness.
This link appears to be statistically significant, as indicated by a significance score of 0.000.

In summary:
o Self-esteem (X) and Resilience (Y) are strongly positively correlated.
o Self-esteem (X) and Mental Well-being (Z) have a weak positive correlation.
o Resilience (Y) and Mental Well-being (Z) are moderately positively correlated.
These correlations suggest that while self-esteem and resilience are closely related, resilience appears to be
more strongly associated with mental well-being than self-esteem. The above information indicates that
hypotheses 1, 2, and 3 are supported.

T-Test
Group Statistics
GENDER N Mean Std. Deviation Std. Error Mean
MALE 51 50.4706 29.29734 4.10245
X
FEMALE 49 50.5306 29.01444 4.14492
MALE 51 20.9020 3.97620 .55678
Y
FEMALE 49 22.6531 4.79822 .68546
MALE 51 18.2157 3.62389 .50745
Z
FEMALE 49 16.8980 3.36183 .48026

The provided data presents the descriptive statistics broken down by gender for each of the variables: Self-
esteem (X), Resilience (Y), and Mental Well-being (Z).

1. Self-esteem (X):
o For males:
 Mean: 50.4706
 Standard Deviation: 29.29734
 Standard Error Mean: 4.10245
 Sample Size (N): 51

o For females:
 Mean: 50.5306
 Standard Deviation: 29.01444
 Standard Error Mean: 4.14492
 Sample Size (N): 49
o
o Interpretation: The average self-esteem ratings of men and women are quite similar, with males having a
mean of 50.4706 and females 50.5306. The standard deviations and standard errors are also similar between
genders, indicating comparable variability and precision in the estimates of self-esteem.

2. Resilience (Y):
o For males:
 Mean: 20.9020
 Standard Deviation: 3.97620
 Standard Error Mean: 0.55678
 Sample Size (N): 51

o For females:
 Mean: 22.6531
 Standard Deviation: 4.79822
 Standard Error Mean: 0.68546
 Sample Size (N): 49

o Interpretation: There is a noticeable difference in resilience between genders. Females have a higher mean
resilience score (22.6531) compared to males (20.9020). Additionally, the standard deviation and standard
error for females are higher, indicating greater variability and less precision in estimating resilience scores for
females compared to males.
 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647 9737

3. Mental Well-being (Z):

o For males:
 Mean: 18.2157
 Standard Deviation: 3.62389
 Standard Error Mean: 0.50745
 Sample Size (N): 51

o For females:
 Mean: 16.8980
 Standard Deviation: 3.36183
 Standard Error Mean: 0.48026
 Sample Size (N): 49

o Interpretation: There is a difference in mental well-being between genders as well. Males have a higher
mean mental well-being score (18.2157) compared to females (16.8980). The standard deviation and standard
error are slightly higher for males, indicating slightly more variability and less precision in estimating mental
well-being scores for males compared to females.
These statistics provide insights into potential gender differences in self-esteem, resilience, and mental well-
being within the sample.

Independent Samples Test

Levene's Test for Equality of t-test for Equality of Means
Variances

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence Interval of the
tailed) Difference Difference Difference
Lower Upper
.000 .984 -.010 98 .992 -.06002 5.83299 -11.63540 11.51536
X
-.010 97.908 .992 -.06002 5.83185 -11.63327 11.51322
-
1.365 .245 98 .049 -1.75110 .87979 -3.49701 -.00519
1.990
Y
-
93.261 .050 -1.75110 .88310 -3.50469 .00249
1.983
.160 .690 1.883 98 .063 1.31773 .69974 -.07088 2.70633
Z
1.886 97.883 .062 1.31773 .69868 -.06880 2.70425

The provided information includes the results of Levene’s Test for Equality of Variances and the t-test for
Equality of Means for each variable: Self-esteem (X), Resilience (Y), and Mental Well-being (Z).

1. Self-esteem (X):
o Levene’s Test:
 For equal variances assumed:F = 0.000, p = 0.984
 For equal variances not assumed: F= 0.000, p = 0.984

o T-test:
 t = -0.010, df = 98, p = 0.992
 Mean Difference: -0.06002
 Std. Error Difference: 5.83299
 95% Confidence Interval of the Difference: Lower = -11.63540, Upper = 11.51536

o Interpretation: Assuming equal variances and not assuming equal variances, Levene's Test and the t-test
both indicate there aren't significant variations in self-esteem between groups. Since the p-values are higher
than the significance level of 0.05, the null hypothesis of equal means cannot be rejected.

2. Resilience (Y):
o Levene’s Test:
 For equal variances assumed: F = 1.365, p = 0.245
 For equal variances not assumed: F = 1.983, p = 0.050

o T-test:
 t = -1.990, df = 98, p = 0.049 (significant at p < 0.05)
 Mean Difference: -1.75110
 Std. Error Difference: 0.87979
 95% Confidence Interval of the Difference: Lower = -3.49701, Upper = -0.00519
9738 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647

o Interpretation: When assuming equal variances, Levene's Test indicates that there is no significant
difference in the variances for resilience between groups; but, when assuming unequal variances, it indicates
an important variation. The results of the t-test reveal a noteworthy distinction in resilience among the two
groups, with females demonstrating notably greater resilience than males.

3. Mental Well-being (Z):

o Levene's Test:
 For equal variances assumed: F = 0.160, p = 0.690
 For equal variances not assumed: F = 1.886, p = 0.062

o t-test:
 t = 1.883, df = 98, p = 0.063 (marginally significant at p < 0.05)
 Mean Difference: 1.31773
 Std. Error Difference: 0.69974
 95% Confidence Interval of the Difference: Lower = -0.07088, Upper = 2.70633

o Interpretation: When equal variances are assumed, Levene's Test indicates a small variance in variances
for mental health among populations; but, when equal variances are not assumed, it implies a slightly
significant difference. The t-test shows that there is a slightly significant difference in mental health between
the groups, with men showing somewhat better mental health than women. However, at the traditional
significance level of 0.05, this difference is not significantly different. The data presented above suggests that
hypothesis 4 is validated.

T-Test

Group Statistics
RA N Mean Std. Deviation Std. Error Mean
RURAL 69 51.4058 29.54424 3.55671
X
URBAN 31 48.4839 28.15892 5.05749
RURAL 69 21.7391 3.92073 .47200
Y
URBAN 31 21.8065 5.55829 .99830
RURAL 69 17.6522 3.37302 .40606
Z
URBAN 31 17.3871 3.94696 .70889

The provided data presents the descriptive statistics broken down by residence (rural and urban) for each of
the variables: Self-esteem (X), Resilience (Y), and Mental Well-being (Z).

1. Self-esteem (X):
o For rural residents:
 Mean: 51.4058
 Standard Deviation: 29.54424
 Standard Error Mean: 3.55671
 Sample Size (N): 69

o For urban residents:

 Mean: 48.4839
 Standard Deviation: 28.15892
 Standard Error Mean: 5.05749
 Sample Size (N): 31
o Interpretation: On average, rural residents have slightly higher self-esteem scores (mean of 51.4058)
compared to urban residents (mean of 48.4839). The standard deviation and standard error indicate the
variability and precision of these estimates, respectively.

2. Resilience (Y):
o For rural residents:
 Mean: 21.7391
 Standard Deviation: 3.92073
 Standard Error Mean: 0.47200
 Sample Size (N): 69

o For urban residents:

 Mean: 21.8065
 Standard Deviation: 5.55829
 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647 9739

 Standard Error Mean: 0.99830

 Sample Size (N): 31

o Interpretation: There is a small difference in resilience between rural and urban residents, with rural
residents having a slightly lower mean resilience score compared to urban residents. The standard deviation
and standard error provide information on the variability and precision of these estimates.

3. Mental Well-being (Z):

o For rural residents:
 Mean: 17.6522
 Standard Deviation: 3.37302
 Standard Error Mean: 0.40606
 Sample Size (N): 69

o For urban residents:

 Mean: 17.3871
 Standard Deviation: 3.94696
 Standard Error Mean: 0.70889
 Sample Size (N): 31

o Interpretation: There is a slight difference in mental well-being between rural and urban residents, with
rural residents having a slightly higher mean mental well-being score compared to urban residents. The
standard deviation and standard error provide information on the variability and precision of these estimates.
Overall, these statistics provide insights into potential differences in self-esteem, resilience, and mental well-
being between rural and urban residents within the sample.

Independent Samples Test

Levene's Test for Equality of t-test for Equality of Means
Variances
F Sig. t df Sig. (2- Mean Std. Error 95% Confidence Interval of the
tailed) Difference Difference Difference
Lower Upper
.281 .597 .464 98 .644 2.92193 6.29786 -9.57597 15.41982
X
.473 60.485 .638 2.92193 6.18291 -9.44370 15.28755
-
5.788 .018 98 .945 -.06732 .96995 -1.99216 1.85752
Y .069
-.061 43.943 .952 -.06732 1.10426 -2.29289 2.15825
1.343 .249 .345 98 .731 .26508 .76943 -1.26183 1.79198
Z
.324 50.517 .747 .26508 .81696 -1.37541 1.90557

The provided information includes the results of Levene's Test for Equality of Variances and t-tests for Equality
of Means for each variable (X, Y, and Z) based on residence (rural and urban).

1. Self-esteem (X):
o Levene's Test:
 For equal variances assumed: F = 0.281, p = 0.597
 For equal variances not assumed: F = 0.473, p = 0.638

o t-test:
 t = 0.464, df = 98, p = 0.644
 Mean Difference: 2.92193
 Std. Error Difference: 6.29786
 95% Confidence Interval of the Difference: Lower = -9.57597, Upper = 15.41982

o Interpretation: Levene's Test and the t-test indicate that there are no statistically significant variations in
self-esteem between people living in rural and urban areas. Since the p-values are higher than the significance
level of 0.05, the null hypothesis of equal means cannot be rejected.

2. Resilience (Y):
o Levene's Test:
 For equal variances assumed: F = 5.788, p = 0.018 (significant at p < 0.05)
9740 Sabahat Farooq, Dr. Jahangeer Majeed / Kuey, 30(5), 4647

 For equal variances not assumed: F = 0.061, p = 0.952

o t-test:
 t = -0.069, df = 98, p = 0.945
 Mean Difference: -0.06732
 Std. Error Difference: 0.96995
 95% Confidence Interval of the Difference: Lower = -1.99216, Upper = 1.85752

o Interpretation: According to Levene's Test, there is a considerable difference in the variances of resilience
between residents of rural and urban areas when equal variances are assumed, but not when they are not. The
t-test shows that there is no discernible resilience difference between people living in rural and urban areas.
Since the p-value is higher than 0.05, a null hypothesis of equal means cannot be rejected.

3. Mental Well-being (Z):

o Levene's Test:
 For equal variances assumed: F = 1.343, p = 0.249
 For equal variances not assumed: F = 0.324, p = 0.747

o t-test:
 t = 0.345, df = 98, p = 0.731
 Mean Difference: 0.26508
 Std. Error Difference: 0.76943
 95% Confidence Interval of the Difference: Lower = -1.26183, Upper = 1.79198

o Interpretation: Levene's Test and the t-test indicate that there are no statistically significant disparities in
mental health between people living in rural and urban areas. Since the p-values are higher than the
significance level of 0.05, the null hypothesis of equal means cannot be rejected.
In summary, for all three variables (X, Y, and Z), there are no significant differences between rural and urban
residents, as indicated by the t-tests. Assuming equal variations, however, there are notable distinctions in the
resilience variances of residents in both urban and rural regions. The above information indicates that
hypothesis 5 is supported.

Major Findings
Based on the analyses conducted, the following conclusions can be drawn regarding the variables self-esteem
(X), resilience (Y), and mental well-being (Z) to residence (rural vs. urban):
o Self-esteem (X) and Resilience (Y) are strongly positively correlated.
o Self-esteem (X) and Mental Well-being (Z) have a weak positive correlation.
o Resilience (Y) and Mental Well-being (Z) are moderately positively correlated.
o There is no significant difference in self-esteem between rural and urban residents. Regardless of residence,
individuals demonstrate similar levels of self-esteem.
o There is no significant difference in resilience between rural and urban residents according to the t-test
results. However, Levene's Test suggests a significant difference in variances for resilience between the two
groups when assuming equal variances.
o Similar to self-esteem, there is no significant difference in mental well-being between rural and urban
residents. Individuals from both rural and urban areas report comparable levels of mental well-being.
o In the study, no significant gender differences were found in self-esteem (X) and mental well-being (Z).
However, females demonstrated significantly higher levels of resilience (Y) compared to males.
Overall, while there may be variance differences in resilience between rural and urban residents when
assuming equal variances, the t-tests indicate no significant differences in means for resilience and mental
well-being between the two groups. This suggests that factors other than residence may play a more substantial
role in determining levels of resilience and mental well-being. Further research could explore these factors to
better understand their influence on psychological well-being across different populations.

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