Abstract
This study measures the impact of self-awareness skill building on the levels of self-esteem, depression, and anxiety in college students. Additionally, the study investigated the effect of exogenous factors such as mindfulness, goal setting, and time management competencies on endogenous factors such as problem-solving techniques and brain functionality. The general premise of the study is cross-sectional and quantitative with a sample population of college students studying in the College of Computer Science at Baha’i Institute of Higher Education (BIHE) in Iran. At the start of the study, the number of participants was 51with 30 males and 21 females; however, during the course of the study and due to exclusion criteria, 13 students were eliminated from the research and the end number was 38 participants. Using Rosenburg’s Self-esteem combined with Beck Depression and Anxiety inventories, the independent variable, the skill-building training scale was measured in terms of the dependent variables, self-esteem, depression, and anxiety. Both the Pearson coefficient and the T score were calculated to find the associations among such variables. The final data analysis of the pretest and posttest results showed students gained a 64.8855% increase in self-esteem, 33.1439% decrease in depression and 7.66129% decrease in anxiety. The hypothesis stated that skill-building training promotes self-esteem, while reducing anxiety and depression, subsequently heightening problem-solving and time-management techniques.
Presenters
Nicole JafariFaculty, Human Development, California State University, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Mindful Meditation, Self-Esteem, Self-Awareness, Problem Solving, Goal Setting, College Students, Depression, Anxiety, Time-Management, WOOP Technique
