Research Paper on Self-Esteem and Life Satisfaction

Introduction

One's self-esteem is important in several spheres of his or her life, and these are the ones that may determine what follows. Self-esteem is about the way the individuals evaluate their self-worth, and life satisfaction has to do with these people's emotions and feelings towards the expectations for their future. They may either propel the individual to more success or lead to his downfall emanating from sadness and negative emotions. These may be simple things like the appreciation of what is around or disregarding it completely. It is not far and different for students in their various engagements at their institutions of learning. Wherever one is, his or her self-esteem is critical concerning his participation in matters. It will reveal confidence depending on its levels and determine whether the said individual is getting the kind of satisfaction that he wants. Plummer (2014) observes that many aspects surround the individual starting with colleagues, leaders and the matters affecting him at the individual level. In an institution of higher learning, the inner wellbeing of the person is critical for the achievement of what they aimed to achieve from the time of their enrollment (Fanning & Overdrive Inc., 2016). The time spent in an institution of learning is similar to what he or she spends in any other place whether in an area of work or at home. According to Reber and Hammer (2002), the only difference is that the individual is there for a given duration where he will be required to achieve given credentials. It is a place where skills are imparted through involvement in various activities. Many aspects come into play from the social, economic among other perspectives. There is an allegation that a female student does have a higher level of self-esteem compared to their male counterparts (Morrison & Ruiz, 2012). It follows from the same that they will hence get more satisfaction in life than the male students. Whether or not this is true is subject to investigation by analyzing the difference between the two genders in the higher learning institutions. It will be critical to investigate whether this is true and if that be the case, then the factors that lead to the same have to be looked into. There is an assertion that self-esteem and self-satisfaction are correlated when it comes to undergraduates. Whether it is bound to have a negative or positive effect is a subject to be investigated. Harris (2011) agrees that it means there will need to be an observation of the students or get their views on these two concepts mentioned above. It is also critical to know whether this supposed correlation is alien or it affects and applies to the undergraduates in Sri Lanka. Suppose this is found to be the case then there will be a recommendation on how the students any of these concepts for the sake of achieving positive results in the other. This paper will be looking at the relationship between self-esteem and life satisfaction and the variance of the same in the female as opposed to the male undergraduates in Sri Lanka.

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Literature Review

Some indicators which will be highlighted herein will attempt to analyze the effect of various levels of self-esteem on an individual's degree of life satisfaction. In this context, happiness is relative and has different levels within which the ones with the individual can view him as being satisfied. It will mostly depend on the individual himself to exhibit what the others will consider as being an achievement (Branden & Overdrive Inc., 2011). To the outside, the ones observing the individual will see someone who is happy through his demeanor, attendance to various activities allocated to him and his performance. Also, there will be the way that he relates to his friends and the members of the multiple associations that he belongs. These two perspectives the one from the individual and the ones form the ones who are observing him are the ones that will see the indicators to be used in making the required judgment. According to Gora (2011), the perspective of the individual himself is important, but it may be misguiding in a way because his idea of achievement may not necessarily be what is acceptable to everyone. The principal aspect is achieving what one had purposed to get from the institution. For some, it can be the degree or diploma, and for others, it can be the exposure and still for some it will be the friends that he made while in the place (Kong, Ding & Zhao, 2015). Academic performance by itself has different levels depending on the grades that one achieved with higher grades taking merit compared to the lower ones when they are considered for employment or scholarships. Through the institution, there are those who will get exposure to extracurricular activities and sports that will end up shaping the lives in ways that they had never imagined. It will also be an opportunity for them to make friends and join some associations that may have some influence long after they have graduated. There are those who may not attach so much importance to the grades and may have other priorities instead which will still be deemed as being successful.

Various studies have attempted to show the relationship between self-esteem and life satisfaction in several spheres of life other than institutions of higher learning. Ebersole (2008) contends that the two concepts are interrelated in a way that a positive in either self-esteem or life satisfaction is likely to trigger the same in the other and vice versa. Self-esteem has been known to lead to life satisfaction and also the life satisfaction that one has also led him or her to have higher self-esteem (Shek, Chan & Lee, 2005). Most of the research results indicate that there is an epiphenomenal relationship asserting that when one gets good things happening in their life like realizing his objectives, receiving presents and gifts among others, then his self-esteem will be higher.

On the other hand, if bad things happen like the loss of money or items, disagreements with friends, poor performance and inability to meet one's goals, then the person in question gets to exhibit low self-esteem. According to Chanatit, Suchanya, Yanin, Somboon, Chulalongkonmahawitthayalai., & Chulalongkonmahawitthayalai (2016) using this form of approach then each one of these phenomena can be regarded as a consequence of the other and not indeed caused by social adjustments. Mruk (2006) notes that some people choose to argue that self-esteem can be the starting point without it being caused by one's life satisfaction. The same people go further to assert that self-esteem canke one to have a high sense of self-knowing putting the individual in a state of mind that is likely yo lean them to reap results. They further acknowledge that despite the outcome that follows there may be means that may be utilized to maintain the solid sense of worth and to block one from reacting from the negative consequencesarisen had arose (Rosenthal, 2011). They assume that there could have been other factors that caused the adverse effects but not the self-esteem. There is a conclusion that with self-esteem there is a high possibility of creating an environment that is likely to lead to productive achievement and positive experiences. Duffy, Allan, and Bott (2012) observe that there are other benefits as well that emanate from self-esteem like the mental stability that puts any forms of illnesses and complications at bay.

Whenever there is positive evaluation emanating from the way one feels from deep inside it has a higher likelihood of leading to favorable outcomes for the individuals in question. Mruk (2006) agrees that a less positive future will be predicted or follow for the individualsho have a lower self-esteem. Some studies have been carried out in high-risk environments involving the youth and teenagers who are hence in the ages of 19 to 27 which is the focus of this study. Boyle,, Saklofske and Matthews (2014) contend that the poor villages that are rampant in Sri Lanka qualified to be high risk due to the rampant unemployment and the crime levels. There was also overcrowding that led to a strain on the few resources available. For the ones residing in the high-risk surroundings, their self-esteem carried with it some protection not only within their areas but also in their institutions of higher learning. It is because it portrays a positive self-regard which also safeguards one against any associated psychological discomfort which has a ripple effect of leading to elevated levels of self-esteem and a lower possibility of becoming depressed or exhibiting signs of future conduct disorder (Elisha, 2002). Self-esteem is one of the most useful tools that can be used in fighting off depressive moods than it can be used to handle conduct problems for the target youth population among high-risk adolescents. This phenomenon reflects a close association between the self-appraisal of the individual and his mood states.

The education system in Sri Lanka has challenges that are similar to other countries in the developing group. Due to the demand for economic development then higher education has a vital role to play in churning out the would be professionals to aid the country in combating the challenges that come up with a state that is not only in that category but also address its position in regards to globalization (Rosenberg, 2016). Despite this, the education system must produce the right graduates to carry on with the development work. With the financial problems that bedevil institutions in similar countries they are ill-equipped and at times do not have the right personnel to impart the given knowledge. Hirschi (2014) observes that the students and the guardians also have to struggle to find the money needed for the fees and cater for their support. It is not an easy journey that leaves the students in a terrible state, and sometimes they feel demoralized especially when they are from poor backgrounds. Besides they also have other problems to contend with like the lack of reading materials, the necessary guidance and sometimes they do not even get accommodation and are forced to go for long distances to reach their campuses. Some may be forced to drop out, and others will end up with a dismal performance that may not assist them in realizing their life satisfaction.

A majority of the academic institutions have realized the benefits that come from high self-esteem. Hence according to Islam and Asadullah (2018), they are continually organizing and investing in programs that can be used in boosting the self-worth of the students at the individual level. They have observed notable improvement of the students whenever they are involved in these programs which are portrayed in their personal lives and the respective academic performances. The results from these programs show that the participants are in a better position to handle adversity and get favorable results from their academics. Keitlen (2004) argues that they also become better people in managing their affairs as what they get from these programs is even beneficial in other aspects of their lives. They are better equipped to handle the pressures associated with the society in the South Asian countries that are characterized by various challenges due to high populations (Michalos & Diener, 2009). They also do not have adequate medical facilities and personnel to handle complications arising from self-esteem issues. It is also a society where there are gender issues with there being some degree of segregation against the female counterparts.

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