Student name: Jahan Ara

VU ID: Mc170200069
Study program: M.Sc. Applied psychology
 Title of the project

Self-esteem and Anxiety among University Students: A

Comparative Study

Anxiety: anxiety is one of the most widely experienced emotions defined as a

displeasing feeling of uneasiness, nervousness, apprehension, fear, concern or
worry
Self-esteem: Self-esteem is the individuals’ overall view of their own self.
 Introduction and Significance of the project
 The relation between self-esteem and anxiety has only rarely been studied (Roberts, 2006).
Self-esteem might serve as a protective factor, as a moderator, mediator or simply a result of
emotional well-being or difficulties.
 Low self-esteem has been associated with anxiety symptoms and somatic complaints while
high self-esteem has been considered as an important buffer against anxiety.
 There are many attributes that can effect on the level of self-esteem, gender is one of them.
Gender difference is a greater interest for in the field of psychology. The self-esteem formed
distinctively in genders. The extent of difference is based on how much a person masculine
and feminine.
 The anxiety level interfere with every day functioning like studies, their daily activities, and
social life among students. Anxiety is major predictor of academic performance and various
studies have demonstrated that it has a detrimental effect. Students with high level of anxiety
will achieve lower academic performance and greater anxiety is associated with poorer
academic achievement.
 Research objectives
 To find relationship between self-esteem and anxiety among
university students
 To examine gender difference in terms of self-esteem among
university students.

 To examine gender difference in terms of anxiety among

university students.
 Research Hypotheses

 There is a relationship between self-esteem and anxiety among

university students.
 Male student will differ from female students in terms of self-
esteem.
 Male student will differ from female students in terms of anxiety.
 Research Methodology
Primary source for data collection “Survey method” was used.
Data collection tool Questionnaire
Rosenberg’s Self Esteem scale and Zung Self Rating Anxiety Scale for survey
according to the need of the project.

Total of 60 participants 30 male and 30 female undergraduate students

age range 20-25.
Convenience sampling (also known as availability sampling)was used. It is a
specific type of non-probability sampling method that relies on data collection
from population members who are conveniently available to participate in
study.
 Data Processing
Correlation and Independent sample T test.
Correlation is a statistical technique that can show whether and how
strongly pairs of variables are related. For example relationship
between self-esteem and anxiety.

An Independent Samples t-test compares the means for two

groups. Statistical Analysis (t-test for independent sample) will be
compute to found the difference between self-esteem of male and
female university students.
All data has been analyzed in SPSS 21.
 Data Analysis

• The following table shows the

classification of the participants in
terms of each variable investigate in
the study
• Table 1: frequency and percentage of
participants by gender, self-esteem and
anxiety
 Data Analysis
Correlation
Correlational analysis indicated not
significant relation between self- variables 1 2
esteem and anxiety. Self-esteem was self-esteem -
negatively correlated with anxiety
Anxiety -0.156 -
however it was a weak downhill
(negative) linear relationship
between self-esteem and anxiety (r
= -0.156).
 Correlation

Figure 1: A scatterplot showing the

relationship between self-esteem and
Anxiety. The participant’s predicted
anxiety score is equal to 46.6 +-0.34*
(self-esteem). The equation indicates that
the average level of anxiety is decreases
by 0.34 as the level of self-esteem
increases.
 Data Analysis
Independent sample T test
Independent T test was computed to find
the gender difference of self-esteem Gender N M SD t Df Sig
among university students. The mean
value for Rosenberg self-esteem scale in Self-esteem Male 30 19.93 4.07 2.00 57 0.40
male students was M=19.93 (SD=4.07), Female 30 19.70 3.51

in female students M=19.70 (SD=3.51).

Result is not signifying gender difference
in self-esteem in students (t (57) = 2.00,
P=.40).
 Graph 1
self-esteem
Self Esteem
30

As you can see self-esteem among 25

university students in graph 1. Blue 20

line for male students and orange 15

line for female students. 10

Blue line for male students and 5

orange line for female students. 0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

self esteem male self esteem female

 Data Analysis
Independent sample T test
• Independent T test was computed to
find the gender difference of anxiety
among university students. The mean Variable Gender N M SD t Df Sig

value for anxiety in male students was Anxiety Male 30 38.46 8.95 2.00 57 0.09
M=38.46 (SD=8.95), in female Female 30 41.4 7.79
students M=41.4 (SD=7.79).
• Result is not signifying gender
difference in anxiety in students (t (57)
=2.00, P= 0.09).
 Graph 2
Anxiety
Anxiety

• As you can see anxiety among

70

60
university students in graph 2. 50
Blue line for male students and 40
orange line for female students. 30

• Blue line for male students and 20

orange line for female students. 10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Anxiety male Anxiety female

 Conclusion

 The research findings indicated not significant relation between self-esteem and anxiety.
Self-esteem was negatively correlated with anxiety.
 Result is not signifying gender difference in self-esteem in students. There is no gender
difference in terms of self-esteem among university students.
 Result is not signifying gender difference in anxiety in student. Finding on gender
difference in anxiety levels are also in line with the current research suggesting no
significant gender difference anxiety students
 In number of social situation people with low self-esteem are likely to expect criticism
humiliation and eventual rejection. Present would be beneficial for development of
psychological interventions for enhancement of self-esteem of student with low self-
esteem.
 Recommendation
 This research didn't consider the economics, religious and social
background of students. In further research these factors should
be considered.

 The small sample clearly makes generalization of findings rather

difficult increase of sample might be suggested for further
research.
Thank you