Self-Esteem Variations among Undergraduates: The Role of Gender and Parental Educational Background

Abstract

This study explores the variations in self-esteem among undergraduate students, focusing on the influence of gender and parental educational background. Self-esteem, a critical component of psychological well-being and academic performance, is examined through a survey conducted on a diverse sample of undergraduate students. A total of two hundred and thirty-three (233) participants participated from the University of Uyo.  Their ages range from 18 - 39, with a mean age of 23.66 (in years). The Rosenberg Self-esteem scale (RSES) Rosenberg, M. (1965) and basic demographics instruments were adopted in this study. The study utilized a cross sectional research survey design and the statistics used in analyzing the result was the t-test analysis. Two hypotheses were postulated and tested; the first hypotheses which stated that male undergraduate students will significantly have a higher self-esteem than their female counterparts were accepted. The second hypotheses which states that parent’s educational attainment will significantly impact on the self-esteem of the undergraduate students was confirmed.  The first hypothesis means that male undergraduates fair better in self-esteem construct than their female counterparts. The second hypothesis implies that undergraduates whose parents had high educational attainment reported more self-esteem than undergraduates whose parents had low educational attainment. Parents and guidance should endeavour to gain the at least a first degree to boost their wards or children’s educational zest and boost their self esteem subsequently.