Assessing College Students' Self-Esteem: A Quantitative Approach and Psychometric Evaluation

Abstract

This study investigates and evaluates the self-esteem attributes prevalent among college students through a quantitative analysis employing psychometric evaluation techniques. The research aims to discern specific factors influencing self-esteem within the college demographic, utilizing a rigorous approach to measurement and assessment. This quantitative study aims to assess the self-esteem attributes among 150 university students enrolled in Literature and social sciences programs, utilizing a comprehensive methodology that incorporates data collection, instrument validation, and structural equation modeling. Participants, aged 18 to 22, responded mid and end of the 2022 academic year through validated surveys encompassing the Rosenberg Self-Esteem Scale, Motivated Strategies for Learning Questionnaire, and Student Engagement and Disaffection in School. The study employed reliability analyses, convergent and discriminant validity assessments, and structural equation modeling using Partial Least Squares to discern causal relationships. Notably, the research identified five distinct factors influencing socioeconomic status and evaluated the dependability and accuracy of the Self-Esteem Scale via Cronbach's alpha and split-half reliability methods. The findings contribute to a deeper understanding of self-esteem dynamics among university students, crucial for tailored counseling strategies and early identification of potential self-esteem challenges within this demographic. The findings indicate that self-esteem correlates with emotional and behavioral disengagement. Meanwhile, motivation significantly influences academic engagement, especially with metacognitive engagement predicting students' academic success. Thus, fostering metacognitive strategies aiding students in planning, monitoring, and self-regulating their learning processes will positively impact their overall performance.