PSYCHOEDUCATION ON SELF-ESTEEM AND SELF-EFFICACY 1

Abstract

EFFECT OF PSYCHOEDUCATION ON SELF-ESTEEM AND SELF-EFFICACY

AMONG COLLEGE STUDENTS

Authors: Anthony Von Leo M.Cala; Miguel Oriel A. Carvajal; Iris Yvonne T. Cerezo; Jomelle
G. Eligio; Alexis Mae D. Estoesta; Monica S. Go; Janna Vernette D. Orca; Prima Angelica M.
Piedad; Diomari Kathleen R. Romero; Christine Dianne P. Tesoro; Jenela May N. Tuguinay; Jay
A. Ablog, RN, MN; Elmer Ivan M. Calaustro, RN, MN (Saint Louis University-School of
Nursing, Baguio City).

Keywords: Psychoeducation, Self-Esteem, Self-Efficacy, College Student;

Background: Literatures suggest a need for more extensive studies of psychoeducation in order
to establish its usefulness in the prevention of psychosocial problems. There is increasing
number of students with low self esteem and low self-efficacy levels.

Aims: The aim of this study is to investigate the effect of psychoeducation on self-esteem and
self-efficacy of college students.

Methods: Quasi-experimental design was used in this study. It consisted of a control group and
two treatment arms (informational and comprehensive groups). The sample size of the study was
computed using the Yamane formula at 10% margin of error and were selected using purposive
sampling. A psychoeducational was used as guide in implementing the psychoeducation in the
treatment arms. The Rosenberg’s Self-esteem Scale and Schwarzer’s General Self-efficacy Scale
were used to measure self-esteem and self- efficacy levels. SPSS version 20 was used for the
statistical analysis.

Results: The results on the post-test scores of both treatment arms (informational and
comprehensive model) significantly higher compared to control group after the
psychoeducational intervention. This implies that both psychoeducation models are effective.
Despite no intervention in the control group, self-esteem and self-efficacy minimally improve
overtime.

Conclusions: The researchers therefore conclude that psycho-education is effective in improving

self-esteem and self-efficacy levels of college students. Both the comprehensive model and
informational model has been found to increase the self-esteem and self-efficacy level but
psychoeducation in form of comprehensive model, yielded higher results than the informational
model. Despite having no interventions given, self-esteem and self-efficacy could change
minimally over time. Several uncontrollable factors may contribute to this outcome. There is a
lack of control to the other confounding variables such as varied defense mechanisms,
characteristics of the subjects, environment, and life situations of the subjects.
PSYCHOEDUCATION ON SELF-ESTEEM AND SELF-EFFICACY 2

Recommendations: The researchers would like to recommend to the university, especially the
guidance office to adapt the comprehensive model of psychoeducation to address the low self-
esteem and self-efficacy of college students. Scales like Rosenberg and Generalized Self-
Efficacy Scale be administered during the entrance exams to identify students who have low self
esteem and self efficacy. Further studies on psychoeducation make time as one of the variable.
To test the effectiveness of psychoeducation on other groups of populations or to other
psychosocial problems. The School of Nursing may also adapt the informational and
comprehensive psychoeducational approach as a part of the teaching learning activity during
psychosocial counseling. And lastly, to conduct a true experimental study on psychoeducation.