A Comparative Study to Assess the Level of Self-esteem Among First Year Arts and Professional College Students in Selected Colleges at Palakkad District, Kerala

Abstract

This comparative study sought to examine the degree of self-esteem among first-year arts and professional college students, acknowledging the critical role that self-esteem plays in students' academic success, mental health, and overall transition to college life. The move from school to college is characterized by major psychological and emotional changes, and students from various academic streams may experience these transitions differently. Arts students frequently confront obstacles connected to cultural perception and uncertainty about their employment possibilities, whereas professional college students such as those studying engineering, medicine, or management may endure strong academic pressure and high expectations for success. A total of 100 students (50 from arts colleges and 50 from professional colleges) were selected from metropolitan universities using stratified random sampling. Self-esteem levels were measured using the Rosenberg Self-esteem Scale, a validated and popular psychological evaluation instrument, in addition to a structured demographic questionnaire. The results showed that the two groups' levels of self-esteem varied significantly. In comparison to professional college students (mean score: 18.36 ± 4.566), arts college students showed somewhat greater self-esteem (mean score: 18.72 ± 3.214). Statistical analysis revealed a significant difference (p < 0.05). Higher self-esteem among arts students was associated with better academic achievement, greater confidence in their future careers, and stronger encouragement from parents and teachers. On the other hand, peer support, participation in extracurricular or creative activities, and personal interests had a greater impact on the self-esteem of professional students. Furthermore, gender analysis showed that in both streams, female students generally had somewhat greater levels of self-esteem than male students, despite. These results imply that a variety of academic, social, and personal aspects influence college students' self-esteem and that a student's opinion of themselves is greatly influenced by their academic environment. The study comes to the conclusion that specific interventions are required to foster and enhance self-esteem among all students, particularly during the crucial first year of college. These interventions include peer mentorship programs, skill development workshops, mental health counseling, and inclusive campus events. Institutions can make a substantial contribution to students' academic and emotional well-being by addressing stream-specific issues and creating a supportive learning environment.