Volume 18, Issue 6 (November - December 2019)
Payesh 2019, 18(6): 537-545 |
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Fatemeh Baghernezhad Hesari 
1, Mohammad Ali Morowatisharifabad2 , Gholamreza Sharifzadeh3 , Mohammad Reza Miri3 , Valiallah Vahdaninia4 , Reza Dastgerdi5
1, Mohammad Ali Morowatisharifabad2 , Gholamreza Sharifzadeh3 , Mohammad Reza Miri3 , Valiallah Vahdaninia4 , Reza Dastgerdi5
1- Social Determinants of health Research Center, Birjand University of Medical Sciences, Birjand, Iran
2- School of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
3- School of Health, Birjand University of Medical Sciences, Birjand, Iran
4- Faculty of Paramedicine, Birjand University of Medical Sciences, Birjand, Iran
5- Center for Public Policy Studies, University of Tehran, Tehran, Iran
2- School of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
3- School of Health, Birjand University of Medical Sciences, Birjand, Iran
4- Faculty of Paramedicine, Birjand University of Medical Sciences, Birjand, Iran
5- Center for Public Policy Studies, University of Tehran, Tehran, Iran
Abstract: (3524 Views)
Objective (s): The main life skills could promote adolescents' self-esteem. However, to teach all skills requires many resources and prioritization. Therefore, the aim of this study was to investigate on factors that predict self-esteem in adolescent girls.
Methods: A cross-sectional study was conducted on 364 student girls aged 12-14 years old in Birjand, Iran in 2018 using cluster sampling. Data collected using the Life Skills and the Rosenberg Self-Esteem Questionnaires. Self-esteem was the dependent variable and the ten main life skills were the independent variables. Statistical analysis was performed using regression in order to assess the predictive factors of self-esteem in adolescent girls.
Results: The mean life skills scores was 138.23 ± 80.26 and the mean self-esteem score was 4.98 ± 4.41. Regression analysis showed that among the ten main life skills, self-awareness (p<0/001), interpersonal relationships (p=0/004) and creative thinking (p=0/005) had a significant relationship with self-esteem. Interpersonal relationships influences creative thinking, and they both influence self-awareness. Self-awareness was the strongest predictor. In other words, the adolescent will have a higher self-esteem by knowing more about strengths and weaknesses and desire of themselves.
Conclusion: The findings suggest that in order to improve self-esteem among adolescents the focus should be on teaching self-awareness, interpersonal relationships and creative thinking skills.
Results: The mean life skills scores was 138.23 ± 80.26 and the mean self-esteem score was 4.98 ± 4.41. Regression analysis showed that among the ten main life skills, self-awareness (p<0/001), interpersonal relationships (p=0/004) and creative thinking (p=0/005) had a significant relationship with self-esteem. Interpersonal relationships influences creative thinking, and they both influence self-awareness. Self-awareness was the strongest predictor. In other words, the adolescent will have a higher self-esteem by knowing more about strengths and weaknesses and desire of themselves.
Conclusion: The findings suggest that in order to improve self-esteem among adolescents the focus should be on teaching self-awareness, interpersonal relationships and creative thinking skills.
type of study: Descriptive |
Received: 2019/12/5 | Accepted: 2019/12/31 | ePublished ahead of print: 2020/01/7 | Published: 2020/01/18
Received: 2019/12/5 | Accepted: 2019/12/31 | ePublished ahead of print: 2020/01/7 | Published: 2020/01/18
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