Abstract

This research investigates the multifaceted relationship between self-esteem and various dimensions of university students’ experiences, including academic performance, personal development, and social interactions. Using a mixed-methods approach, the study analyzed quantitative data from 28 participants measured by the Rosenberg Self-Esteem Scale (RSES), complemented by qualitative insights from semi-structured interviews with 10 students. Descriptive statistics revealed an average self-esteem score of 25.43, with significant positive correlations found between self-esteem and academic performance (GPA) (r = 0.45, p < 0.05). Multiple linear regression analysis further underscored GPA as a critical predictor of self-esteem (p = 0.04). Thematic analysis of interview data illuminated key factors influencing self-esteem, such as academic success, peer support, and personal challenges. These findings highlight the pivotal role of academic achievement and social support in shaping self-esteem, offering valuable insights for developing targeted interventions in educational settings. The study underscores the necessity for universities to implement comprehensive programs that foster self-esteem, thereby enhancing student engagement, motivation, and overall success.

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