CHAPTER 1

Navigating the Shadow: Understanding Experiences of Low Self-Esteem

RATIONALE

All individuals have potential, just like seeds waiting to grow. Believing in yourself
helps it flourish. However, low self-esteem can get in the way of people’s enjoyment of
life and their ability to achieve long- and short-term goals. It can also adversely affect
mental and physical health (Whelan, 2022c).

Self- esteem can change over time, but it is best when it stays fairly consistentx
Positive self-talk helps maintain a healthy view of inner self. It is important to understand
what self-esteem really is. Self-esteem is giving respect and admiration to yourself. The
American Psychological Association defines self-esteem as "the degree to which the
qualities and characteristics contained in one’s self-concept are perceived to be positive
(Vanbuskirk, 2023b). Recognizing how either low self-esteem or negative self-image
works within ourselves is often hard. Cherry (2023) states that “people with low self-
esteem tend to feel less sure of their abilities and may doubt their decision-making
process. They may not feel motivated to try novel things because they do not believe
they can reach their goals”. Furthermore negative ideation can be habitual and therefore
“normal” in an individual’s eyes. Therefore Self-evaluation is the key to assessing how
selves and maintaining balanced self-esteem (Child & Family Psychological Services,
2019e).

On the other hand, Sissons (2024g) states that “causes of low self-esteem may
stem from childhood. If a person does not receive love, affection, and positive
interactions in childhood, they may lack a sense of worth or inner value. If people grow
up experiencing a high level of pain or hurt, this may have a negative effect on their self-
esteem. Constant criticism may harm self-esteem and a person’s negative self-talk.
Also, low self-esteem and a lack of confidence can negatively affect people’s
relationships, work, or studies. Without interventions, it may self-esteem also have a
negative impact on their mental and physical health. Therefore, having healthy self-
steem can influence your motivation, your mental well-being, and your overall quality of
life”.

In the United States, the current study's findings reveal that poor self-esteem is
increasing at an alarming rate. These findings indicated the necessity for a school-
based or web-based program aimed at proactively enhancing students' self-esteem,
abilities for dealing with their academic career, and self-confidence. Furthermore, this is
their given results: "A research of over 1000 persons in the US found that
characteristics such as low income, chronic sickness, and heavy TV time raised the
likelihood of low self-esteem, whereas exercise and good grades helped protect against
it.” (Ketata et al., 2021).

A study at Bestlink College of the Philippines examined how self-esteem affects

academic performance in Grade 12 business students. Students with lower self-esteem
reported feeling more nervous during presentations and awkward in group activities.
However, their self-esteem did not seem to impact their written work, and they preferred
to study alone. The study suggests that self-esteem may be important for some
academic activities but not others. The researchers recommend that schools and
parents help students build their confidence (Del Mundo Gavarra et al., 2019).

While research exists on the characteristics and causes of low self-esteem, a gap
remains in understanding individual experiences. This qualitative study aims to explore
these experiences in more depth.

A qualitative approach of this study is to allows participants to share their unique stories
and perspectives on low self-esteem, providing richer data than surveys or
questionnaires.

PURPOSE OF THE STUDY

This qualitative study aims to explore the lived experiences of adolescents in

grade 11 from Late Afternoon Program of F. Bangoy National High School- Senior High
School. who struggle with low self-esteem. By interviewing participants, the study will
gather in-depth information not fully captured in existing research. This will contribute to
a more comprehensive understanding of low self-esteem in adolescents, paving the
way for improved support and treatment strategies within this age group.

RESEARCH QUESTIONS

Also, the researchers seek to answer this following Qualitative research questions are
open ended and encourage participants to share their stories in their own words. Here
are some questions that researcher seeks to answer:

1. How do adolescents in Grade 11 LAP SHS of F. Bangoy National High School

describe their self-esteem?
2. What are the challenges faced by adolescents with low self-esteem in this
program?
 3. What are some coping mechanisms used by adolescents in this program to
manage low self-esteem?

THEORETICAL LENS

The theoretical framework of this study is anchored in Maslow's hierarchy of

needs, a seminal theory in psychology proposed by Abraham Maslow

Maslow's hierarchy of needs - is a theory in psychology that proposes that human

needs are arranged in a pyramid with the most basic physiological needs at the base
and the highest level being self actualization needs at the top.

Maslow's theory underscores the significance of addressing psychological needs

before higher-level aspirations can be pursued. It suggests a progression of needs from
basic to complex, where as lower needs are satisfied, higher ones become prominent.

According to Maslow, esteem needs, which include self-esteem, are the fourth level in
this hierarchy.
Breaking down Maslow's Hierarchy, the fourth level encompasses self-esteem needs.
These include both internal elements like self-respect, confidence, and competence, as
well as external factors such as recognition and status from others.

Here is a breakdown of Maslow's Hierarchy, with Needs Self-Esteem highlighted:

1. Physiological Needs: Basic needs for survival (food, water, shelter, sleep)
2. Safety and Security Needs: Feeling safe and secure (protection from harm,
stability)
3. Love and Belonging Needs: Feeling loved and connected (friendships,
family)expand_more
4. Self-Esteem Needs (Current Focus):
o Self-respect: Confidence, competence, independence
o Respect from others: Recognition, status
5. Self-Actualization Needs: Reaching your full potential

The most needs basic needs are physiological, such as food and water. Once these
needs are met, people focus on safety and security needs. These include things
financial security and health. After safety and security needs are met, people focus on
love and belonging. This includes friendships and family. Esteem needs come next.
These include things like feeling respected and accomplished. The highest level of
needs is self-actualization. This is the drive to reach our full potential.

progression through these levels signifies an individual's journey toward self-fulfillment ..

According to Maslow, if this need is not met, it can lead to low self-esteem.

In summary, Maslow's framework highlights the hierarchical nature of human needs and
underscores the importance of addressing esteem needs for personal development and
well-being."

SIGNIFICANCE OF THE STUDY

This study focuses on the importance of self-esteem and its impact on various
aspects of life.

A comprehensive understanding of self-esteem can be a valuable tool for promoting

positive mental health and overall well-being. By recognizing the factors that influence
self-esteem, both positive and negative, individuals can gain valuable insights into areas
where they might wish to cultivate growth or areas where they can maintain a healthy
sense of self-worth. Furthermore, by learning strategies to build high self-esteem,
people can take charge and make positive changes that will enhance their lives.
The findings of this study could be relevant to fields such as psychology, education, and
social work. This information can be used to develop programs and interventions that
help people build and maintain healthy self-esteem.

DEFINITION OF TERMS:

 Self-Esteem: This study defines self-esteem as how adolescents in grade 11

from the Late Afternoon Program of F. Bangoy National High School describe
their experiences with self-worth and confidence.
 Low Self-Esteem: This study defines low self-esteem as how adolescents in
grade 11 from the Late Afternoon Program of F. Bangoy National High School
describe feeling negative about themself, including doubting their abilities and
feeling they are not worthy.

Delimitations and Limitations

This study focuses on the experiences of a specific group of adolescents: grade

11 students enrolled in the Late Afternoon Program of F. Bangoy National High
School. The findings may not be generalizable to other populations, such as
younger adolescents or those in different educational settings.

This is a qualitative study, which means it explores in-depth experiences of a small

group of people. Qualitative research does not aim to be statistically generalizable to a
larger population.

CHAPTER 2: LITERATURE REVIEW

Having a low self-esteem will have difficulty with relationships and problems at
work or school. They will become very upset by criticism or disapproval and withdraw
from activities and people. They avoid doing anything where they may be judged or
measured against other people. Some people with low self-esteem stop looking after
their appearance; others may over-compensate by always being perfectly groomed
Health Direct. (2019). This aligned from the The University of Texas at Austin. (2018).
Low self-esteem can create a cycle of negative feelings and challenges. It can lead to
anxiety, stress, and loneliness, making it harder to connect with others and perform well
in school or at work. These difficulties can then reinforce feelings of low self-worth.
Effects of Low Self-Esteem

Rouault et al. (2022b). Their study examined how people's overall self-perception
(self-esteem) affects mental health how they judge their performance on a new task.
People with lower self-esteem gave themselves lower ratings despite performing just as
well as those with higher self-esteem. This suggests that self-esteem can influence how
people view their abilities regardless of their actual skills. The study also showed that
while both groups adjusted their ratings throughout the task, those with lower self-
esteem started lower and were less likely to raise them, even with positive feedback.
Overall, this research suggests that self-esteem can play a role in how people see their
own
performance, even on unfamiliar tasks, which could be relevant for understanding
conditions involving negative self-evaluation.

Another study by Huang (2021) Their research examined a large amount of data
to see how low self-esteem and depression are related. The findings showed a strong
connection between the two. They also suggested that low self-esteem might lead to
depression. There were some variations in the studies reviewed, but overall, the
analysis pointed to a clear link. The results highlight the need for more research on
ways to improve self-esteem and manage depression. Since everyone deserves to feel
good and avoid depression, understanding self-esteem and mental health is important
for creating a better world.

Self-Esteem and Academic Engagement

Zhao et al. (2021) Their research study about how a student's perception of
themselves (self-esteem) can influence how engaged they are in school (academic
engagement).The study finds that a student's belief in their ability to do well in school
(academic self-efficacy) plays a big role in this connection. Students with higher self-
esteem tend to have higher academic self-efficacy, which in turn leads to greater
academic engagement. The study also shows that feeling supported by others
(perceived social support) can strengthen this effect. Students with high perceived
social support benefit more from their academic self-efficacy in terms of being engaged
in school. Overall, thier study suggests that educators and parents can support
students' academic engagement by helping them build both self-esteem and academic
self-efficacy. Creating a positive and supportive learning environment is also important.
Cause of Low Self-Esteem

Bubert (2021). States that self-esteem develops during childhood and young adulthood,
shaped by our experiences and the world around us. Positive experiences like
supportive caregivers can build self-esteem, while negative experiences like bullying or
abuse can lower it. Cultural factors and even biology can also play a role. Self-esteem
can also change throughout life, impacted by things like major life events or health
conditions.

Self-Esteem Theory: Social Acceptance and Risky Behavior (Self-Admin, 2022)

This section highlights how self-esteem can be linked to social acceptance and risky
behavior. Here are the key points:

 Self-esteem and social connection: People with low self-esteem might be

more motivated by gaining the approval of others.
 Negative cycle: Trying to fit in by engaging in risky behaviors can backfire,
leading to feelings of worthlessness and reinforcing low self-esteem.
 Risky behaviors as coping mechanisms: Teenagers with low self-esteem may
use risky behaviors (like substance use) as a way to manage difficult emotions.

This theory suggests that social support and healthy ways to cope with emotions can be
important for building self-esteem.

This aligned from (The Editors of Encyclopaedia Britannica, 2024) Family relationships
during childhood are believed to play an important role in its development. Parents may
foster self-esteem by expressing affection and support for the child as well as by helping
the child set realistic goals for achievement instead of imposing unreachably high
standards.

SUMMARY

People with low self-esteem often struggle in social and work situations, feeling overly
sensitive to criticism and avoiding interactions (Health Direct, 2019; The University of
Texas at Austin, 2018). This affects their social life and self-care, leading to feelings of
anxiety and loneliness (Health Direct, 2019). Despite performing as well as others,
those with low self-esteem tend to doubt their abilities (Rouault et al., 2022b), with this
self-doubt often linked to depression (Huang, 2021). In school, self-esteem plays a big
role in how engaged students are, especially when they feel supported by friends and
family (Zhao et al., 2021). Childhood experiences and culture shape self-esteem, with
positive experiences boosting it and negative ones lowering it (Bubert, 2021).
Additionally, low self-esteem may lead to risky behaviors, especially in teens seeking
acceptance (Self-Admin, 2022). Family support during childhood is crucial for building
healthy self-esteem (The Editors of Encyclopaedia Britannica, 2024).

Chapter 3: Methodology
This chapter outlines the research methods used to explore the experiences of
adolescents F. bangoy national High School – Senior High School with low self-esteem.
It details how the data was collected, analyzed, and ensured to be trustworthy and
ethical.

Research Design

This study employs a qualitative approach, specifically a phenomenological approach,

as described by (Ayton, 2023).

Phenomenology is well-suited for understanding lived experiences and how individuals

make sense of their world (Dovetail Editorial Team, 2023b).This method allows
participants to share their unique stories and perspectives on low self-esteem, providing
richer data than surveys or questionnaires.

Research Participants

The study will involve 15 adolescent participants enrolled in the LAP of F. Bangoy
National High School, Grade 11. Participants will be recruited through purposive
sampling with the help of advisers suggestions in every section because they most
likely observed the students who struggle with low self – steem.

Those who are unwilling to participate will be thanked for their time.

Data Collection

Data will be collected through semi-structured in-depth interviews. An interview guide

will be developed based on the research questions. Interviews will be audio-recorded
with participants' permission and transcribed verbatim for analysis.
The interviews questions will use that based on the research questions is:

Experiences with Self-Esteem:

 Can you tell me a bit about yourself and what you like about yourself?
 In what situations do you feel good about yourself?
 Are there times when you feel unsure of yourself? Can you describe those
situations?
 What words would you use to describe your overall confidence?

Challenges Faced:

 How do you think feeling down on yourself affects your schoolwork?

 Has low self-esteem ever made it difficult for you to participate in class
discussions or activities?
 In your experience, how does low self-esteem affect your relationships with
classmates?

Coping Mechanisms:

 What do you typically do to feel better when you're feeling down on yourself?
 Have you found any strategies that help you feel more confident in school?
 Is there anything the school or teachers could do to help students who are feeling
down on themselves?

Data Analysis

Thematic analysis will be used to analyze the interview data. This method
involves coding the transcripts for recurring themes and patterns related to participants'
experiences with low self-esteem. Data analysis will be an iterative process, and
member checking may be conducted to ensure the accuracy of the interpretations.

Trustworthiness

Measures will be taken to ensure the trustworthiness of the findings. These include:

 Credibility: Achieved through member checking, where participants will have the
opportunity to review and confirm the interpretations of their experiences.
Ethical Considerations

Ethical considerations are paramount throughout this research. Informed consent will be
obtained from all participants and their parents/guardians, as appropriate. Participants
will be assured of confidentiality and anonymity. All data will be stored securely and
destroyed after a predetermined period.
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