CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter presents the introduction and background of the study. It also includes the main

problems and objectives that serve as the basis for the whole study.

Introduction

Inferiority is the condition of being lower in status, degree or grade. It is a belief of being less

worthy and important than others. It is also defined as a lack of self-worth, a doubt and

uncertainty about oneself, and feelings of not measuring up to standards. A lot of people are

feeling inferior in some ways. It can be related to their jobs, financial status, rankings, age and

grades.

Inferiority is experienced by everyone at some point in their lives and is important to enhance the

growth of individuals. However, inferiority as a feeling can limit daily life activities and are not

necessarily good. This feeling is significantly associated with hostility, depression, and insomnia

and is predictive of suicidal ideation. Inferiority does not only are risk factors for depression but

also are significantly correlated with frustration. In addition, inferiority feelings increases pain

experience and are predictors for sleep disorders.

One of the victims of inferiority in society today is the students. Many factors can be connected

to this like: grade, age, year level and academic status. It also has something to do with the

performance of the student in studying.

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In this study, the researchers focused on the engineering students of Adamson University. The

researchers will study the causes or reasons of inferiority that the students face. It also includes

the ways on how to prevent and overcome inferiority among engineering students of Adamson

University. This study is an applied research wherein the results and the conclusion that is drawn

are based from the answers of the respondents to the questionnaire.

Background of the Study

Inferiority is a feeling which begins in the childhood and continues to turn up throughout

adulthood. It comes from the Medieval Latin word inferioritas which means “lower” and was

originated in the late 16th century.

According to intropsych, it occur when someone does better than you, criticizes you, shows

authority over you, hurts you, or otherwise gains advantage over you. Inferiority is normal and

even beneficial, because they lead to a compensating drive to become superior or improve you to

avoid such feelings in the future.

From the Oxford Dictionary, it is the condition of being lower in status or quality than another

or others. In line with that, Dictionary.com said that inferiority is a feeling of being less

important, less valuable and less worthy.

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People think differently with others and have their own way in dealing with themselves. Being

with other people sometimes make them feel that they are lower than others in some aspects and

the researchers somehow feel the same and this caught the attention of the researchers to conduct

the study. Another reason is that the researchers witnessed the evident cases of inferiority among

the engineering students of Adamson University which sometimes affects their academic

performance and also their emotional well-being. Lastly, the researchers chose this topic since it

is informative hence; some may be able to find themselves feeling inferior and determine on

their own perspective how to overcome the lack of self-esteem.

Statement of the Problem

This study aims to identify the causes of inferiority among Engineering students of Adamson

University.

Specifically, this study aims to answer the following questions:

1.) What’s the profile of the respondents in terms of:

1.1 Major

1.2 Gender

1.3 Age

2.) What are the most common causes of inferiority among engineering students of Adamson

University?

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3.) How can the expectations of other people affect the self-esteem of the engineering students of

Adamson University?

4.) What are the ways to overcome inferiority among engineering students of Adamson

University?

Objectives of the Study

 To determine the most common causes of inferiority among engineering students of

Adamson University.

 To identify the effects of the expectations of other people to the engineering students of

Adamson University that make them feel inferior.

 To determine the ways to overcome inferiority among engineering students of Adamson

University.

Significance of the study

The results of this study will be beneficial to the following:

1. Parents of the respondents

It will help them to understand how their expectations affect the self-esteem of their

child/children that is/are taking an engineering course. It will also benefit them by

4
 identifying the ways that can help their child/children overcome inferiority and what they

can do.

2. Professors

It will help them by being aware that their way of teaching actually affects the

engineering students by making them feel inferior. It will also help them to think of other

methods that might lessen the cases of inferiority inside the class.

3. Engineering Students

The study will help them to identify the reasons that they are feeling inferior

among other engineering students. It will also help them to determine the ways to

overcome inferiority.

4. Future Researchers

This study will serve as reference for the future researchers that will choose this

topic. They can use this to compare and to identify what to add or how can they widen

the scope of this study.

Scope and Limitation

The scope of the study is to further explain the causes of inferiority experienced or felt by

some students who are in the Engineering Department of Adamson University. The respondents

of the study were composed of selected students from different engineering courses. The result

5
of this study is applicable only to the respondent, the parents, the professors and other persons

affected by this study.

There are some weaknesses evident in this study. Although the study is performed only on the

Engineering Students of Adamson University, because of the lack of time for the data to be

gathered, only selected students are chosen which cannot be that reliable for the deviation is too

little to have a fixed result. Since the researchers used questionnaires to gather the required data

there is no way to tell how truthful and serious the respondents are since people may comprehend

differently into each question hence replying with their own interpretation of the question which

can alter the data necessary for the researchers to obtain that can have a huge impact on the

study.

Definition of Terms

1. Inferiority

- It is a feeling of being lower in something that you are doing. It is a condition of

being lower in status. It is the main focus of this study.

2. Engineering

- It refers to the students that study the application of science and mathematics by

which the properties of matter and the sources of energy in nature are made useful

to people.

3. Engineering Major

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 - It refers to the different fields of Engineering. Some of the most common fields

are: Chemical Engineering, Civil Engineering, Mechanical Engineering, Electrical

Engineering, Industrial Engineering, Mining Engineering, Electronics

Engineering etc.

4. Superior

- It is someone who is better or higher in rank than any other person/ student. They

are the ones who often make other people feel that they are substandard.

5. Expectation

- It is a belief or hope that may happen in the future. It is an act of waiting to your

desired result.

6. Respondents

- Referring to the selected Engineering students of Adamson University to whom

the researchers distributed the questionnaires.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the compilation of the articles, research papers/thesis, and other references

that is related to the study which will serves as confirmation for the results that’s tabulated in

chapter 4.

I. Social Background of Inferiority Feelings

As early as 1907 Alfred Adler considered the state of organic inferiority as a factor in

neurosis before linking it to the newborn child's state of physiological immaturity. This state of

inferiority is the source of the feeling of inferiority that persists throughout life: "Being a man

means having a feeling of inferiority that constantly demands compensation" (1912/2002). The

life history of Alfred Adler, who suffered from rickets as a child, goes some way to explaining

his insistence on the importance of the states of organic inferiority at the root of the feeling of

inferiority. He later observed the various modulations that the family and cultural environment,

as well as the child's choices, introduced into this feeling, which he saw as a stimulant to psychic

life. By way of compensation the child will elaborate a directing fiction representing an ideal

being who has all the qualities that the child lacks, and will project itself into the future "in the

shape of the father, mother, an older brother or sister, a schoolteacher, an animal or a God"

(1912/2002). The gap between the self and the directing fiction is all the greater if the child has

suffered frustrations or ill treatment and encounters no obstacles in its imaginary world.

Thomson Gale (2005).

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 II. Most Common Causes of Inferiority

According to Buskist (2010), In some cases, they found that students started out

with good intentions, and at least for a short while, studied hard for their courses. Unfortunately,

these efforts did not pay off, and these students received low or failing grades, which in turn

caused them to lose confidence in their ability to do well in their courses. As a result, they

developed a sense of inferiority, became discouraged, and found it difficult to face their teachers

and their classmates because they were embarrassed about their performance. From their

perspective, the easiest way out of this situation was not to seek help from their teachers, but to

stop attending class altogether — effectively avoiding any potentially embarrassing situation

with both teachers and peers.

III. Effects of Expectations of other people

According to Tina Gilbertson (2009), when self-esteem is low, distorted standards can perpetuate

a cycle of trying too hard or not hard enough, resulting in chronically impaired self-esteem.

In healthy self-esteem, our standards for ourselves tend to be high, yet achievable with sufficient

effort. Unlike many people with lower self-esteem, those with good self-esteem are willing to

work hard even with the risk of failure. They know that failing at something is not a sure sign

that they’re incompetent, but simply an indication that they need to try harder, get more help, or

alter their expectations. They’re willing to do all of these things because they can afford to; they

don’t need to defend against persistent feelings of inadequacy.

Those with high self-esteem can suffer when they fail to meet their own standards. They are

certainly capable of feeling ashamed, disappointed, and diminished. All human beings are

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capable of these emotions; emotions are not self-esteem-dependent. The difference is in what

happens next. In individuals who enjoy healthy self-esteem, these uncomfortable feelings

motivate them to take positive action. But in those with injured self-esteem, these same feelings

are a dead end.

In summary, while low self-esteem can make personal standards confusing and disappointing,

high self-esteem enables us to set and achieve realistically high standards for ourselves, and to

enjoy a feeling of competence. The vicious circle of low self-esteem and unrealistic standards

becomes, on the other side of the fence, a delicious circle of high self-esteem and high

satisfaction with self and life.

IV. Signs of Inferiority

According to Dr.Weathers (2006), feelings of Inferiority can be both a result, and a

cause of such feelings. A feeling of being undermined, somehow not quite good enough,

constantly struggling to know how to just feel better. Millions of people carry feelings of

inferiority, and you are one step closer to being able to easily spot the signs in yourself

and others. The inferiority complex is always mistaken as meaning you ‘look up’ to

people, but it can actually mean quite the opposite, and so much more. Even high-

achievers can be fuelled by a deep fear of inferiority. The effects are subtle yet

overwhelmingly powerful in stopping you enjoying life as much as you could. As much

as you should.

Some core characteristics of the inferiority complex:

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  a deep-rooted disbelief in yourself, despite any skills or successes

 a sense of helplessness and fear

 expressing yourself in destructive ways

 discouraging yourself from certain things that need to be done

 disliking going into the company of others, meetings or dinner parties etc.

 fear when meeting a stranger

 shrinking from attempting the difficult

 steer away from anything that may be criticized

or consider these:

 Were you somehow different as a child – whether physically or

psychologically – and recognized as such?

 Snapped at for no good reason, or brought up strictly to fear your parents or

teachers?

Perhaps were overly sensitive to your environment and the people in it?

 Having an older brother or sister who did everything first and so you

subconsciously felt left behind?

 Having a brother or sister who seemingly overshadowed you with attractive

looks or greater success?

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  A parent who over-fussed, provided you with more than was needed, reduced

your opportunity to find your own way?

If any of these ‘ring bells’ in your mind, you can begin to realise just how powerful a little self-

awareness could be, in allowing you to understand yourself.

V. Ways to Overcome Inferiority

According to Griffin (2017), A good friend can be helpful by really listening to the

person and speaking to her from the heart. While it can be a challenge to maintain a friendship

with someone who is somewhat emotionally unstable, remember that this is (hopefully) a

temporary state, and she is working towards improvement. Make an effort to spend time with

your friend. People with low self-esteem often lack the initiative to make plans with someone.

You may have to initiate plans yourself and stick with them. Difficulty in reaching out and

following through in social plans is not a slight towards you. Rather, it reflects on the anxiety,

fear, or depression a person with low self-esteem may have. Having a regular "date" can be

helpful, providing a way to lessen planning and making sure weeks do not go by without contact.

Listen to your friend, making eye contact while you are conversing. Talk to her about her

problems, ask her about what's wrong, and offer her support and advice. Showing that you care

about your friend can help give her the support she needs to improve her self-esteem. Just being

around someone with higher self-esteem may help someone who is suffering from a lack of

confidence. If you take opportunities to communicate your own self-perception, you can model

healthy emotional well-being.

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According to Levine (2011), Here are five ways friends can help build your self-confidence:

1) Friends cheer our successes

Whether it's acing an exam or getting a promotion at work, our friends take pride in our

achievements.

2) Friends model new ways of being

Every friend has some strengths or skills that help us strive to do things a better way. We see a

friend give a talk before a large group and win the favor of the audience, and wonder whether we

might be able to do the very same thing.

3) Friends support our efforts to grow

Sometimes the biggest deterrent to accomplishing our goals is thinking that we can't. Friends

sometimes see strengths in us that we aren't able to recognize ourselves and give us the

encouragement to try something new or do something better.

4) Friends wipe away our tears

Everyone has failures or bumps along the road. Friends help us deal with our mistakes - even big

ones-helping us keep things in perspective.

5) Friends teach us the value of teamwork

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Alone we may be too timid or insecure to introduce our selves to new people or places, or too

frightened to try something new or differently. But when we are working or playing alongside a

friend, we suddenly see our energy and creativity blossom, enabling us to soar higher than we

ever imagined.

According to Oswalt (2010), Parents promote their children's development of healthy

self-esteem by encouraging them to join and identify with healthy social groups. Mental health

professionals use the term "socialization" to describe this process of encouraging people to spend

time with other people. Self-esteem is in large part the product of a social process. One of the

main reasons people feel important and special is because they have friends and belong to social

groups which regard them as important and special. Children who feel like they have an

important role to play in their family, their peer groups, their community, and their culture will

tend to feel good about themselves. For this reason, parents should make sure that children have

opportunities to join desirable groups and have time and space available to play with friends.

Children become identified with their culture most primarily by directly participating in cultural

events and expressions while at home, while at school or when at religious or cultural clubs or

organizations. As children participate in different groups at school and in the community, they

will interact with many different people; some similar to themselves and some quite different.

This diversity provides children with practice forming and maintaining a range of relationships

with peers and adults in a variety of roles. Parents can model how these relationships can be

formed by exposing children to their own diverse group of friends, and by talking with them

about ways to strengthen friendships.

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 According to Davenport (2014), Rather than ruminating on how bad you feeling about

yourself, do something positive and productive. This is particularly effective if the action you

take relates to improving the area where you feel low self-esteem.

Social skills can be learned. Social and communication skills can be learned by observing

others, through reading and research, and with instruction from a therapist or coach.

Seeking help is courageous. Some people view counseling as yet another sign of

weakness or embarrassment. Actually, it's a sign of strength and courage to acknowledge you

want to change and to do something about it. A trained counselor can help you heal past wounds

that triggered low self-esteem and work with you on new behaviors so you can love and respect

yourself.

VI. Approach from Psychiatrist and Psychologists

According to Fuller (2017), Sometimes low self-esteem can feel so painful or be so

difficult to overcome that professional help is needed. Talking to a professional therapist is a

good way to understand your blind spots and to improve your self-esteem. Dr. Fuller has the

experience and training to help you reach the healthy level of self-esteem that you deserve.

Therapy sessions frequently address issues like low self-esteem and help people to gain a

stronger sense of self. People with low self-esteem may work with therapists on becoming more

assertive, confident, and self-aware. Finding a sense of accomplishment is a huge boost to self-

esteem, and therapy can help people identify specific activities that boost confidence and

competence. In addition, many therapists focus on helping people develop self-compassion so

that they can develop more realistic, achievable goals for themselves and treat themselves with

the same kindness and encouragement they would offer others.

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Goal-directed forms of therapy are commonly used for people struggling with self-esteem issues.

There are many types of therapy that identify a specific goal or outcome for treatment, including

brief, solution-focused, and cognitive-behavioral therapies. Animal-assisted therapy is also

helpful for people who are struggling with self-esteem, particularly as a result of physical

impairment. Animals that provide unconditional love with no regard to physical appearance or

limitation can help strengthen a client’s sense of self. When a person has developed a long-

standing pattern of negative self-talk and criticism, it can be difficult to build self-

esteem; working with a therapist can provide the much-needed experience of unconditional

positive regard and respect that will help accelerate the process.

Self-esteem is central to who we are and central to the process of counselling. Change

might mean taking a hard look at oneself and feeling strong enough to change the things that we

don’t like. A supportive Counsellor can be a great help on this journey. It may be useful to make

your choice of Counsellor carefully and embrace it as part of the process. Will this person help

you to explore your individuality in the way you would like? Read about their details and

experience and ask to speak to them before booking an appointment. Have some questions

prepared to help you. Choosing your counsellor will be an important first step for you. Will it be

possible to trust this person and feel safe with them? This might be more important than the type

of counselling they offer.

‘Person-centred’ counselling may help you focus on your needs, or transactional analysis

might help if you need a more concrete model to help. Cognitive behavioural therapists will

work with you to monitor negative self-beliefs, faulty thoughts and assumptions if you prefer to

consider some of the negative thought processes you feel keep you trapped. For those who wish

to understand more about their low self-esteem a psychodynamic or attachment approach might

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appeal. Taking a new, objective view of your personal history can allow you to see more clearly

your present situation without feeling blamed. It can also offer an opportunity to see if early

patterns and habits are repeated in your current relationships, both at home and in the wider

world. Find someone you feel comfortable with, someone who can help you settle into a better

way of feeling about yourself. When you value your own uniqueness and start to feel good about

some aspects of yourself you can allow yourself to be more realistic about your goals.

Therapy can help a person come to terms with self-esteem issues. A therapist will help

identify the causes of self-esteem issues and help the individual to regain control over

circumstances through goal-directed therapy. It can help someone with low self-esteem to

separate who they are from what they have, or how they look in order to overcome low self-

esteem issues. Discovering one's worth is a great way to take control of situations and to learn to

feel adequate.

According to Fink (2014), Therapy and low self-esteem counselling with one of our

Brisbane psychologists will help the individual explore past experiences and to identify the

experiences that have contributed to low self-esteem and confidence. By identifying these

experiences, it makes it easier to start challenging negative beliefs about one’s self.

Cognitive behaviour therapy is also used in therapy to identify any self-defeating,

distorted and negative beliefs about self and the individual’s own abilities. These distorted

beliefs are challenged, and a new positive way of viewing one’s self is encouraged, thereby

increasing self-esteem.

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 In this sense, after a few sessions of low self-esteem counselling, the individual can begin

to experience a more balanced and rational view of self that contributes to higher self-esteem

and confidence. The individual will be able to identify areas in his or her life in which they are

able to excel and will, more than likely, feel more motivated and positive to try and succeed.

With each success, self-esteem and confidence will grow and the cycle will continue.

Any distorted thoughts and negative self-perceptions will regularly be challenged, giving the

individual more control over their thoughts and feelings in general – improving self-esteem

overall.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods, instruments, procedure and the different types of calculations

that was done throughout the study.

Research Design

Descriptive analysis employs questionnaires and interviews in order to determine

opinions, attitudes, preference and perceptions of interest of a researcher. The study employed a

checklist type of questionnaire; the questionnaires were employed to collect basic descriptive

information from a broad sample. The researchers used the descriptive analysis in order to have a

better understanding of their respondents thinking and behavior. The questionnaires served as the

materials for the data analysis of the thesis. The researchers used quantitative methods to

emphasize the statistical or numerical results of the data collected through the surveys that were

distributed.

Research Locale

The Research Locale will only be in Adamson University because of the following. First

are the resources. If the researchers do the research in Adamson University, all that would be

needed in research can be found in the library such as books, journals, newspapers, magazines,

etc. If there is a need for a laboratory use students can utilize its own laboratory and the raw

materials such as simple or basic chemicals can be available. Second is the accessibility,

19
Adamson University is accessible and students are very familiar with its location. Accessible

also to a free Wi-Fi enjoyed by the students. For the third the safety of the researchers, Low risk

rather than going on a distant places which is far and people might not be familiar with the

researchers nor didn’t know them it might cause an accident and troubles with the locals. In

Adamson, you can go home with ease as some of the students are staying whereby the school if

not at the nearest distance from the school. Making also to lessen the cost of fares and lodging.

Lastly are the respondents, the topic of the researchers are applicable to the engineering students

of Adamson University.

Respondents of the Study

The researchers were able to determine the number of the respondents using the Slovin’s

Formula with an equation of n = N / (1+Ne2). The researchers used 85% as the confidence level

and 3072 for the given population of size of the engineering students of Adamson University that

results to the total respondents of 44 engineering students

Instrumentation

The researchers designed a questionnaire (see Appendix) titled “The Causes of Inferiority

among Engineering Students of Adamson University”. The questions aimed to identify the

causes of inferiority among engineering students of Adamson University. The content of the

instrument was based on the Statement of the problem.

The questionnaire has six questions:

20
  First question is about the factors causing inferiority.

 Second question, is about the people who have high expectations to the respondent.

 Third question is about the expectations of other people that affect the self-esteem of an

engineering student.

 Fourth question is about how inferiority affects the performance of the respondent.

 Fifth question is about the ways on how engineering students handle flaws on self-

esteem.

 Sixth question is about overcoming inferiority.

The instrument was structured in checklist technique, with different numbers of possible answer

in each question. The respondents can “check” one or more answer per question. The researchers

put additional option in each question stated “others please specify” for those respondents who

have answers that are not included in the choices.

The researchers instructed the respondents on how to answer the questions. The researchers, also,

helped the respondents about the words that are not familiar to them.

Data Gathering

After the survey was validated, the researchers secured a written request at the registrar to

get the list of the statistics of the number of engineering students in Adamson University. The

researcher used stratified sampling to make sure that there will be fair comparison of results. The

data were collected from different engineering majors according to the ratio of the particular

engineering major to the total number of respondents. The researchers distributed the survey only

to the enrolled engineering students in the university. The survey was presented to 45

21
engineering students which was obtained by using the Slovin’s formula with 85% confidence

level.

Statistical Treatment

After the data was gathered, the researchers statistically analyzed the responses of the

engineering students in Adamson University about the causes of inferiority with the required

data for the study. The researchers will summarize, classify and tabulate the data gathered. The

analyzation and interpretation of data’s will include descriptive statistics such as percentage.

In getting the percentage, we used the formula:

𝑓
𝑃 = (𝐹) ∗ 100

Where:

P = Percentage

f = Frequency count

F = Total frequency count

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 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the data collected in tables and the interpretation of the results upon

completing the survey. It also presents the frequency distribution and percentage value of the

tallied answers from the checklist.

Table 1: Frequency Distribution and Percentage from Question 1

Question 1: What do you think is/are the factors causing inferiority?

Table 1

23
 The data presents the Frequency Distribution and Percentage Value of the tallied answers

from Question 1.

The data reveals that 29 out of 44 respondents or 26.13% answered “poor academic

performance”. While 26 out of 44 respondents or 23.42% answered “terror professors”. 14 or

12.61% answered “Arrogant block mates”,, 11 or 9.91% answered “Negative traits”, 10 or

9.01% answered “imperfections in physical appearance, 9 or 8.11% answered “Traumatic social

experiences”, 7 or 6.31% answered “Lack of material possessions”, 4 or 3.60% answered “Poor

ability to make friends”, and lastly, only 1 or 0.90% answered “Poor study habits”.

The data shows that most of the engineering students think that inferiority is caused

mainly by poor academic performance followed by terror professor and then arrogant block

mates. The researchers can infer that the engineering students feel less confident when their

grades are low or failing just like what William Buskist said in his article entitled “Helping

Failing Students”. He said that In some cases, they found that students started out with good

intentions, and at least for a short while, studied hard for their courses. Unfortunately, these

efforts did not pay off, and these students received low or failing grades, which in turn caused

them to lose confidence in their ability to do well in their courses. As a result, they developed a

sense of inferiority.

24
Table 2: Frequency Distribution and Percentage from Question 2

Question 2: Who is/are the people who have high expectations on you?

Table 2

The data presents the frequency distribution and percentage value of the tallied answers

from Question 2.

The data reveals that 33 out of 44 respondents or 41.25% answered “parents”, 20 or 25%

answered “Relatives”. 14 or 17.50% answered “Friends”, 10 or 12.50% answered “professors”,

and 3 or 3.75% answered, “Block mates”

The numerical data collected in table 2 shows that most of the respondents receive the

highest expectations from their parents, next is from their relatives and then from their friends.

The researchers think that this might be because most of the engineering students have parents or

relatives that are licensed engineers. As what Maizatul Shabanu Abdul Patah & Abd Razak

Zakaria stated in their research paper entitled “Perception and Expectation of Parents and

25
Students Regarding Choice of Secondary School Type “, Students shape their expectations based

on the environment and culture absorbed by their parents and families, in other words implicit

expectations.

Table 3: Frequency Distribution and Percentage from Question 3

Question #3: How do the expectations of other people affect your self-esteem as an engineering

student?

Table 3

The data presents the frequency distribution and percentage of tallied answers from

Question 3.

The data reveals that out of 44 respondents 36 or 42.35% thinks that expectations of other

people affect the self-esteem and cause academic pressure. Out of 44 respondents, 21 or 24.71%

26
thinks that expectations of other people affect the self-esteem and cause them to strive harder.

Out of 44 respondents, 19 or 22.35% thinks that expectations of other people affect the self-

esteem and cause them to doubt their own capabilities. Out 44 respondents, 9 or 85% thinks that

the expectations of other people affect the self-esteem and tend them to be hard themselves.

The data shows that most of the engineering students think that the expectations of other

people affect their self-esteem and cause them academic pressure. According to Tina Gilbertson,

they know that failing at something is not a sure sign that they are incompetent, but simply an

indication that they need to try harder, get more help, or alter their expectations. They’re willing

to do all of these things because they can afford to; they don’t need to defend against persistent

feelings of inadequacy.

Table 4: Frequency Distribution and Percentage from Question 4

Question #4:

In what way/s do you think inferiority affect performances?

Table 4

27
 The data presents the frequency distribution and percentage of the tallied answers from

Question 4.

The data reveals that out of 44 respondents, 34 or 33.66% thinks that inferiority affects

their confidence in their performances. Out of 44 respondents, 27 or 26.73% thinks that

inferiority affect their concentrations in their performances, while 24 or 23.77% thinks that

inferiority affect their decision making in their performances, and 16 or 15.84% thinks that

inferiority affects their study habits in their performances.

The data shows that most of engineering students thinks that inferiority affects their

confidence in their performances. According to Mike Mc Clement comparing yourself to others

is a natural human behaviour. You can’t avoid it. It’s hard wired within us. We can’t help

comparing ourselves to others; our wealth, our looks, where we live, how ‘successful’ we are,

how much ‘fun’ we have and somehow it affects our confidence.

28
Table 5: Frequency Distribution and Percentage from Question 5

Question #5: When faced with flaws engineering students with self-esteem issues:

Table 5

The data presents the frequency distribution and percentage of the tallied answers from

Question 5.

The data reveals that out of 44 respondents 34 or 55.74% thinks that when faced with

flaws engineering students with self-esteem issues, take responsibilities and work on them. Out

of 44 respondents,14 or 22.95 % thinks that when faced with flaws engineering students with

self-esteem issues, acknowledge them. Out of 44 respondents, 13 or 21.31 % thinks that when

faced with flaws engineering students with self-esteem issues ignore them. Out of 44

respondents, no one thinks that they should blame others when faced with flaws.

The data shows that most of the engineering students of Adamson University think that

when faced with flaws, they should take responsibilities and work on them. According to Trudi

Griffin, One must make an effort to spend time with friend and to initiate plans to stick with

29
them. Having a regular ‘date’ and sharing your problems and thoughts to you friend also helps

lessen self-esteem problems. Griffin also said that doing something positive and productive helps

in improving self-esteem issues.

Table 6: Frequency Distribution and Percentage from Question 6

Question #6: What can you do to overcome inferiority?

Table 6

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 The data presents the frequency distribution and percentage of the tallied answers from

Question 6.

The data reveals that out of 44 respondents 24 or 28.57 % thinks that to overcome

inferiority, the solution is to talk to friends. Out of 44 respondents, 21 or 25.00 % thinks that to

overcome inferiority, the solution is to try to involve myself in organizations/ groups. Out of 44

respondents, 17 or 20.24 % thinks that to overcome inferiority, the solution is to ask advice to

guidance/ experts. Out of 44 respondents 12 or 14.29 % thinks that to overcome inferiority, the

solution is to just let the issue pass. Out of 44 respondents, 7 or 8.33 % thinks that to overcome

inferiority, the solution is to stay away from other people. Out of 44 respondents, 1 or 1.19 %

thinks that to overcome inferiority, the solution is talk to God. Out of 44 respondents, 1 or 1.19

% thinks that to overcome inferiority, the solution is Trust you. Out of 44 respondents, 1 or 1.19

% thinks that to overcome inferiority, the solution is to think positive.

The data shows that most of the engineering students of Adamson University think that to

overcome inferiority, the solution is talk to friends. According Irene S. Levine, Ph.D, There are

five ways friends can help build your self-confidence: Friends cheer our successes, Friends

model new ways of being, Friends support our efforts to grow, Friends wipe away our tears, and

Friends teach us the value of teamwork. According to Angela Oswalt Social process is a large

part of self-esteem. Therapy sessions frequently address issues like low self-esteem and help

people to gain a stronger sense of self. Cognitive behaviour therapy is also used in therapy to

identify any self-defeating, distorted and negative beliefs about self and the individual’s own

abilities. In this sense, after a few sessions of low self-esteem counselling, the individual can

begin to experience a more balanced and rational view of self that contributes to higher self-

esteem and confidence.

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 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusion drawn and the recommendations made as an

outgrowth of this study. This study is on The Causes of Inferiority Among Engineering Student

of Adamson University.

Conclusions

Based on the results of the survey, the researchers concluded that:

 The most common causes of inferiority among engineering students of Adamson

University are the following: Poor academic performance, terror professors, and arrogant

block mates.

 The expectation of other people to the engineering students causes them academic

pressure, causes them to strive harder, and causes them to doubt in their own capabilities.

 The ways to overcome inferiority among engineering students of Adamson University are

the following: Talking to their friends, trying to involve themselves to

organizations/groups, and to ask advice to the guidance counselor/experts.

32
Recommendations

Based on the results of the survey and conclusions presented, the researchers recommend

that:

 The parents of the respondents should support their children in their studies since they

are taking engineering major which is more challenging than the other college majors.

They should not expect too much from their children and should not look at their failing

grades negatively because their child/children might feel less confident with their

performance in school.

 The professors should have fair grading systems and should have more consideration to

the students. They should not pressure their students too much. They should not be

satisfied when most of their students have a failing grade in a particular subject

especially on major subjects.

 The engineering students try to involve themselves more in group activities which can

enhance their skills and improve their confidence. They should not let other people judge

them based on their grades. Engineering students should avoid being pessimistic about a

single failing grade. They should not look at others; instead, they should try to focus

more on improving themselves.

 The future researchers to look deeper into this topic and to treat this research paper as a

reference to what they have to improve and to add on, to make their own study different

from what was already accomplished by the researchers.

33
 CHAPTER 6

REFERENCES

Adler, Alfred (1972). The neurotic constitution: Outlines of a comparative individualistic

Psychology and Psychoterapy (Bernard Glueck and John E. Lind, Trans.). Freeport, NY:

Books for Libraries Press. (Original work published 1930)

Buskist, William (January 2010). Helping Failing Students: Part 2. Retrieved from

https:// www.psychologicalscience.org/observer/helping-failing-students

Davenport, Barie (2014). 25 Things to Remember When Low Self-Esteem Kicks Your Butt.

Retrieved from https://liveboldandbloom.com/11/self-confidence/25-things-to-remember

Dr. L, Weathers (2006). Rise Above Inferior Feelings: Understanding the Inferiority Complex,

Part 2. Retrieved from http://www.121hypnosis.com/support-files/inferiorfeelings-

004473.pdf

34
Gilbertson, Tina (November 17, 2009). Self-Esteem Affects Personal Goals and Standards.

Retrieved from https://www.think-confidence.com/2012/09/01/confidence -self-

inferiority

Griffin, Trudi (August 2017). How to Help Someone with Low Self-Esteem. Retrieved from

http://www.wikihow.com/Help-Someone-With-Low-Self-Esteem

Fuller, Russell F. (2017). Improve Self-Esteem. Retrieved from https://drrussfuller.com

/psychoterapy/improve-self-esteem/

Levine, Irene S. (October 22, 2011). Five Ways Friends Can Help Your Self-Confidence.

Retrieved from http://www.huffingtonpost.com/irene-s-levine/benefits-of-friendship

_b_1026315.html

Newman, Barbara M. (February 2014). Development through Life: A Psychological Approach,

13th ed. Retrieved from http://www.cengage.com/c/development-through-life-a-

psychosocial-approach-13e-newman/9781337098144

35
Oswalt, Angela (June 7, 2010). Building Self-Esteem By Encouraging Socialization (Group

Involvement). https://www.mentalhelp.net/articles/building-self-esteem-by-

encouraging -socialization-group-involvement/

Patah, Shabanu Abdul & Zakaria, Abd Razak (date). Perception and Expectation of Parents and

Students Regarding Choice of Secondary School Type. Retrieved from https://umexpert

um.edu.my/file/publication/00009863_124342.pdf

Thomson, Gale (2005). Inferiority, Feeling of (Individual Psychology). International Dictionary

Of Psychoanalysis. Retrieved from http://www.encycolpedia.com/medicine/psychology-

and-psychiatry/feelinginferiority

36
 APPENDICES

Letter

Survey Form:

37
Name (optional) _____________ Age:________ Year/Course:_________________ Gender:___________

You may check more than one item.

1. What do you think is/ are the factors causing inferiority?

Poor academic performance

Terror professors

Arrogant block mates

Lack of material possessions

Poor ability to make friends

Imperfections in physical appearance

Negative character traits

Traumatic Social Experience

Others, please specify______________________

2. Who is/are the people who have high expectations on you?

Parents

Block mates

Professors

Friends

Relative

Others, please specify________________

3. How do the expectations of other people affect your self-esteem as an engineering student?

It causes academic pressure

It causes me to strive harder

It causes me to doubt my own capabilities

I tend to be hard on myself

Others, please specify_____________________

38
 5. In what ways do you think inferiority affect performance?

Concentration

Decision making

Confidence

Way of studying

Others, please specify________________

5. When faced with flaws engineering students with self-esteem issues,

Take responsibilities and work on them

Ignore them

Acknowledge them

Blame Others

Others, please specify_________________

6. What can you do to overcome inferiority?

Talk to my friends

Ask advice to guidance councilor/experts

Stay away from other people

Just let the issue pass

Try to involve myself in organizations /groups

Others, please specify_____

39