GROUP 9

BSPSYCH2-01

INVESTIGATING THE IMPACT OF

SOCIOECONOMIC STATUS ON THE
SELF-ESTEEM OF PSYCHOLOGY
STUDENTS AT UNIVERSITY OF
PANGASINAN
• Introduction
• Methodology
• Results
• Discussion
 Introduction

SELF-ESTEEM
Self-esteem describes the individual's level of self-
assurance in their skills and qualities. It is a crucial
aspect of character self-regulation.

(Cherry, 2022)
 Introduction

LEVEL OF
SELF-ESTEEM
Low self-esteem is associated with a higher risk of
mental illness, suicide, and poor academic performance.
High self-esteem helps lessen the effects of stress and
depression, and a key predictor of students' academic
success.

(Doi et al., 2019; Alghamdi et al., 2023; Nguyen et al.,

2019; Brown, 2014; Farid and Akhtar, 2013)
 Introduction

SOCIOECONOMIC
STATUS
Socioeconomic status is a constant and accurate predictor of outcomes
throughout the lifespan, including physical and psychological health. The
Philippines' social standing, which spans from low, medium, and high,
frequently revealed the inequalities in terms of power, influence, and access to
resources.

(Zoleta, 2023)
Introduction

PHILIPPINE SOCIOECONOMIC
STATISTICS

Among households, 51% identified as "poor," 30% as

"borderline poor," and 19% as "rich."
(Social Weather Stations, 2023; CNN Philippine Staff, 2023)
 Introduction

Wealthy ones possess high levels of self-esteem,

while the less privileged ones have a low self-
worth and high risk of dangerous behavior

(Brown, 2014; Farid and Akhtar, 2013; Boatwright & Midcalf, 2019; Ayers,
2022)
 Introduction

RATIONALE
The Impact of Socioeconomic Status on
the Self-Esteem is an understudied topic

Little has been researched about how social standing affects one’s self-
esteem (Doi et al.,2019)
 METHODOLOGY
RESEARCH 1. What is the profile of the participants on the
following variables:
QUESTION:
• Socioeconomic Status
• Self-Esteem

2. Is there a significant difference between

student’s socioeconomic status and their self –
esteem?
 METHODOLOGY

Sample Size and Slovin’s Formula

Study Site N=280
e= 0.05
n= 165

165 Psychology Students

(1st and 2nd Year Level) at
PHINMA - University of Pangasinan
METHODOLOGY

SELECTION OF PARTICIPANTS

SIGNED THE ENROLLED IN AWARE OF NO SIGNIFICANT

PSYCHOLOGY HOUSEHOLD’S MENTAL
CONSENT PROGRAM AT MONTHLY IMPAIRMENTS
UNIVERSITY OF INCOME
PANGASINAN
METHODOLOGY

RESEARCH DESIGN

RESEARCH OBJECTIVE:
TIME DIMENSION:
CROSS- SECTIONAL EXPLANATORY
METHODOLOGY
DATA GATHERING PROCEDURE

PERMISSION FROM APPROVAL OF THE ONLINE QUESTIONNAIRE

THE DEANS QUESTIONNAIRE MAKING

ADMINISTRATION OF
DATA ANALYSIS
INSTRUMENTS
 RESULTS
Summary of Respondents’ Socioeconomic Status
Reliability and Validity of the Instrument

Summary of Respondents’ Profile on Rosenberg’s Self-Esteem Scale

Is there a significant difference between socioeconomic
status and self-esteem?
 DISCUSSION

The analysis illustrates that the researchers failed to reject the null
hypothesis since the computed p-value of 0.07 is higher than the alpha
level used by the researchers (p > 0.05). The computed f-value of 2.02
does not fall in the critical region of 2.16, indicating that we need to
accept the null hypothesis.

H1: μ1 = μ2 = μ3 = μ4 = μ5 = μ6 = μ7
≠
 LIMITATIONS
• The samples may not fully represent the population of
psychology students at the University of Pangasinan.
• The data collection related to the self-esteem and socioeconomic
status of students was limited to self-report survey.
• The investigation was conducted during a brief period of time.
• There are huge gaps among samples of certain socioeconomic
status
 CONCLUSIONS

This research found that there is no significant relationship between

socioeconomic status and self-esteem among psychology students at the
University of Pangasinan, suggesting that the interaction between these
factors may be influenced by various complex and unmeasured
variables.

Additional factors, such as individual perceptions and experiences,

likely contribute to the diverse self-esteem levels observed in our study,
highlighting the need for a more nuanced understanding of the interplay
between socioeconomic status and self-esteem.
 RECOMMENDATION
COMMUNITY,
PARENTS, AND
GOVERNMENT TEACHERS
1. Larger setting
The accessibility of with a larger
guidance and population.
counseling
2. Usage of new
More financial departments to help
models and methods
support given to them with their Foster a pleasant
schools and issues and encouraging 3. Consider
colleges, atmosphere for the longitudinal design.
specifically for learners
students with low-
income families. SCHOOLS FUTURE
RESEARCHERS
Thank
You!