Psychological resilience, emotional regulation and self esteem in late

adolescents

Research paper submitted for the completion of 4th semester in BSc

Psychology

By

Bharvi Yadav

200BSCCP0015

Batch- 2020-23

Under the Supervision of

Professor Richa Dwivedi

To
Sushant University, Harayana

2022-23

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 DECLARATION

I hereby declare that this research paper titled “Psychological resilience, emotional regulation and

self esteem in late adolescents”, on completion of the 4th semester of the degree of Bachelors of

Science in Psychology at Sushant University, Haryana has been written by me under the guidance

and supervision of Prof. Richa Dwivedi. The project or any part thereof has not been submitted for

any purpose to any other University.

Student Name- Bharvi Yadav

Roll.No- 200BSCCP015
Date- 2/06/2022

PLAGIARISM REPORT

I certify that this research paper is my own work based on my own research. I had acknowledged all
the sources that I have used, be it articles, websites, journals, and books for its preparation. Also, I
have not copied the whole or plagiarized the work from other sources or students.
Plagiarism rate: 9%

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 CERTIFICATE

This is to certify that this Research Paper titled “Psychological resilience, emotional regulation and
self esteem in late adolescents”, submitted by Bharvi Yadav on the completion of 4th semester of the
degree of Bachelors of Science in Psychology of Sushant School of Health Sciences, Sushant
University, is based on the results of the research work carried out under my guidance and
supervision.
The Research Paper or any part thereof has not been submitted for any purpose to any other
University.

Prof. Richa Dwivedi

Program Head, Department of Psychology
Sushant School of Health Sciences
Sushant University, Haryana

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 ACKNOWLEDGMENT

I would like to take this opportunity to express my gratitude towards my teacher and guide Prof.
Richa Dwivedi for her valuable effort and constant support and guidance throughout my research
work. My sincere thanks to all faculty members for their valuable suggestions, support and
cooperation. I would also like to thank all my colleagues for their constant support throughout the
research work. Lastly, I would like to thank my family and loved ones for their constant
encouragement and belief towards my achievements.

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 Psychological resilience, emotional regulation and self esteem in late

adolescents

ABSTRACT

Adolescence is a crucial and unique period of life. Adolescents are vulnerable to mental health

problems due to physical, emotional, and social changes, such as exposure to poverty, abuse, or

violence. Adolescents' health and well-being during adolescence and adulthood are dependent on

adversity prevention, promotion of socio-emotional learning and psychological well-being, and

access to mental health care. The study's goals were to (1) look at gender differences and (2)

calculate the relationships between resilience, emotional regulation and self-esteem This study

enlisted the participation of 120 late adolescents . The resilience scale, emotion regulation

questionnaire  and self-esteem scale were all administered. According to the findings, women

scored higher on psychological resilience, emotional regulation , and self-esteem than men. All of

the variables' relationships were statistically significant and positive.

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 INDEX

Contents

1. INTRODUCTION…………………………………….…………………7
1.1 Objective…………………………………………………………….10
1.2 Rationale…………………………………………………………….10
2. REVIEW OF LITERATURE……………………………………………11
3. HYPOTHESIS………………………………………………………….11
4. METHODOLOGY……………………………………………………...12
4.1 Sample and sampling technique……… …………………………...12
4.2 Tools used ………………………………………………………….12
5. DATA ANALYSIS……………………………………………………..13
5.1 Statistical analysis …………………………………………………..13
5.2 Correlational analysis………………………………………………..14
6. RESULTS AND DISCUSSION……………… ……………………….14
7. CONCLUSION………………………………………………………15
8. REFERENCES………………………………………………………….15

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INTRODUCTION

Adolescence is a vital period for developing basic social and emotional behaviours that are

important for mental health. Healthy sleep habits, regular exercise, emotional management, and the

development of coping, problem-solving, and interpersonal skills are all examples. Protective and

supporting environments in the home, school, and community are essential. Various components

have an impact on mental health. Teenagers' mental health may deteriorate when they are exposed

to greater risk factors. Hardship, peer group, and the exploration of one's identity are all elements

that can create tension during adolescence. Many studies have found that how adolescents react to

stressors is far more important than the stressor itself in influencing their results. Adolescents that

are resilient seem to be more likely to attain healthy, positive outcomes and thrive. According to

studies, a trustworthy relationship with a caring, supportive, and competent adult who provides

positive direction and supports positive ambitions helps adolescents' resilience.

Resilience- The psychological ability to cope with stress and hardship is known as resilience. 8 It is

the mental reserve of strength that allows people to get through difficult circumstances without

breaking down. Resilient people, according to psychologists, are better equipped to cope with

adversity and rebuild their life after a setback. some events can be overwhelming for those who lack

resilience and to deal with these obstacles, they may concentrate on problems and employ harmful

coping techniques.Failure or disappointment may lead to unhealthy, harmful, or even dangerous

habits. These people recover from setbacks more slowly and may endure more psychological

distress as a result. While everyone deals with stress differently, there are several protective

components that can help you build resilience by enhancing your coping abilities and flexibility.

These components include:

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(1) social support - Individual resilience is bolstered by social institutions that provide assistance

during times of crisis or trauma, according to research published in the journal Ecology and Society

in 2015. Social support might come from family or relatives, friends, or associations.

(2)Practical Planning - Individuals who can establish and carry out realistic plans can play to their

strengths and focus on attainable goals.

(3)Self-Esteem- When faced with hardship, having a positive sense of self and confidence in one's

abilities might assist to prevent emotions of powerlessness.

(4)Coping Techniques- Coping as well as problem-solving abilities can assist an individual to

overcome challenges and suffering.

(5)Communication Techniques- People can seek support, mobilise resources, and take measures if

they can communicate simply and effectively. People can seek support, mobilise resources, and take

measures if they can communicate openly and properly.

(6)Emotional Regulation - People who can handle potentially intense emotions (or seek help to

work through them) are better able to stay focused when facing difficulty.

Resilience does not simplify life or make it stress-free. a resilient person does not see life through

pink glasses. They recognise that setbacks occur and that life can be difficult and painful at times.

They still have bad emotions as a result of the trauma, but their mental approach allows them to

work over them and recover.

Emotional regulation- "Emotional regulation is the process by which people control the feelings

they encounter, when they feel them, and how they perceive and express those emotions." it can be

automatic or regulated, conscious or unconscious, and can occur at any time during the emotion-

producing process."(Gross, 1998, p. 275). While there are numerous strategies to improve one's

emotional state, emotion management frequently entails "down-regulation," or lowering the

strength of feelings. A mourning individual may be able to calm down by recalling something

entertaining. An anxious person can cope by diverting her attention away from the source of her

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discomfort. Up-regulation, or amplifying one's emotions, is a form of emotional control that can be

advantageous when a threat or challenge demands a healthy dosage of fear or excitement.

Reappraisal, or modifying how one thinks about something that triggered an emotion in order to

affect one's response, and suppression, which has been related to more negative results, are two

main types of emotion regulation. Other techniques include choosing or changing a scenario to

impact one's emotional experience, adjusting one's focus, and attempting to accept emotions. While

emotions may never be totally under conscious control, it is possible that one can regulate whatever

component of emotional experience: One may have a strong unpleasant sensation at first, but might

opt to reconsider the source of the feeling, or accept it and let it go, avoiding further discomfort and

negative action. There are consequences to not properly managing emotions like anger, worry, or

fear: damage to relationships due to overreaction, psychological harm, and missed opportunities.

Certain methods of emotion control, such as regularly suffocating feelings, have been linked to

lower well-being and relationship satisfaction.

Self Esteem- No one is considered more valuable or less desirable than the next. This information is

critical. It helps to set aside thoughts of being worth less than others in order to feel more confident

and have healthier self-esteem. A person's total sense of value or worth is referred to as self-esteem.

It's a way of determining how much a person "values, approves, appreciates, prizes, or likes himself

or herself."From personal and work achievement to relationships and mental health, self-esteem can

significantly impact one's life. On the other hand, self-esteem is not a static trait; personal and

professional accomplishments and disappointments can cause swings in self-worth. Childhood

experiences with high or low self-worth are common. A person's disapproval-filled childhood can

follow them into adulthood. A terrible school environment or a dysfunctional workplace can also

contribute to low self-esteem. Similarly, a bad relationship can affect a person's self-esteem. Low

self-esteem can negatively impact a person's life in a variety of ways, including Negative emotions,

Relationship difficulties, Fear of attempting, Fear of being judged, Low resilience, Self-care is

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lacking.,Self-destructive habits. Self-esteem strengthening suggestions include: Challenge negative

self-talk' by talking to yourself constructively and telling yourself a good message every day. Make

no comparisons to others. Recognise the positive and value your unique traits. Forget about the past.

Stop worrying and start exercising.

OBJECTIVES OF THE STUDY

1. To assess the gender differences in psychological resilience, emotional regulation and self-

esteem

2. To assess the relationship between psychological resilience and emotional regulation

3. To assess the relationship between psychological resilience and self-esteem

4. To assess the relationship between emotional regulation and self-esteem

RATIONALE OF THE STUDY

Understanding the relationship between adolescents’ psychological resilience, emotional regulation

and self-esteem are crucial for their mental health and long-term development. The current study

observed a significant association between psychological resilience, emotional regulation and self-

esteem among adolescents. The results suggest that people with high psychological resilience also

have a high ability to regulate their emotions and have higher self-esteem.

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REVIEW OF LITERATURE

Shweta Singh and Ajai Pratap Singh (2021) conducted research on resilience, emotional regulation,

peer relationship, humour and body esteem in Indian college students. The findings revealed that

men scored higher on resilience, peer relationships, humour, and body image than women.

Christopher Thomas and Staci Zolkoski did research in which they examined the association among

emotional intelligence, emotional regulation tendencies, resilience, and perceived stress within a

sample of undergraduates. the results indicated that the use of cognitive reappraisal exerted an

indirect influence on perceived stress through resilience and provided evidence that emotional

intelligence exerts an indirect influence on stress through both cognitive reappraisal and resilience. 

Michele M. Tugade & Barbara L. Fredrickson focused on strategies aimed at maintaining and

increasing experiences of positive , discussed the importance of these strategies for well-being, and

suggest that cultivating positive emotions may be particularly useful for building resilience to

stressful events and they explored possible mechanisms that link positive emotions to coping for

resilient people, with a focus on the automatic activation of positive emotions while

coping.emotions.

Xiaohui Li, Jiaqi Zhao, and Yuanyuan Huang The goal of this study is to look at the long-term

impact of resilience on academic self-concept as well as the mediating role of various emotion

control mechanisms in the relationship between resilience and academic self-concept.

HYPOTHESIS

• Girls are more resilient than boys

• Girls have more emotional regulation than boys

• Girls have higher self esteem as compared to boys

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• The relationship between emotional regulation and self-esteem will be significant and positive.

• The relationship between psychological resilience and emotional regulation will be significant

and positive.

• The relationship between psychological resilience and self-esteem will be significant and positive.

METHODOLOGY

- Sample and Sampling Technique

The present study consists of 120 College Students, from New Delhi. The samples were selected

using the convenience sampling method. Participants in convenience sampling are chosen based on

their availability and desire to participate.

- Tools Used

5. Resilience scale

Resilience scale [(Wagnild and Young, 1993)]

Wagnild & Young developed the initial Resilience scale in 1993, which included twenty-five

components. The Likert scale is used to rate the items. The overall scale has a range of 25 to 175

points (Wagnild and Young, 1993).It features a unifactorial structure with components pertaining to

self-esteem, independence, mastery, resourcefulness, perseverance, adaptation, balance, flexibility,

and a balanced life view.

6. Emotional regulation scale

Emotional Regulation Questionnaire(ERQ) [Gross, J.J., & John, O.P. (2003)]

A ten-item scale that assesses respondents' ability to control their emotions in two ways: (1)

cognitive reappraisal and (2) expressive suppression. Respondents rate each question on a seven-

point Likert scale ranging from one (strongly disagree) to seven (strongly agree) (strongly agree).

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7. Self-esteem scale

Rosenberg Self-esteem scale [Rosenberg, M. (1965)]

A ten-item scale that assesses both positive and negative feelings about oneself to determine overall

self-worth. It's thought that the scale is one-dimensional. All questions are graded on a four-point

Likert scale ranging from strongly agree to strongly disagree.

DATA ANALYSIS

STATISTICAL ANALYSIS

The Statistical Package for Social Sciences (SPSS Version 20 for Windows) was used to calculate

descriptive statistics for the means and standard deviations of the variables. Gender differences

were assessed using independent t-tests. Pearson product-moment correlations were used to

determine interrelationships between research variables.

Scale Gender N Mean S.D. t p-value

Psychological Boys 60 61.50 33.16 2.0490 0.0425
resilience
Girls 60 74.65 37.04
Emotional Boys 60 26.82 11.30 3.0916 0.0025
regulation
Girls 60 32.65 9.27
Self-esteem Boys 60 23.65 8.8 3.1939 0.0018
Girls 60 28.98 9.48
Table 1: Mean score (M), standard deviation (SD), t value, and p-values of the scales for boys and

girls

The above data shows the study variables' descriptive statistics and their t values There were

statistically significant disparities in scores of boys and girls . According to this table, girls received

greater mean scores on all the variables than boys.

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CORRELATIONAL ANALYSIS

Variables N R-value Significance

Psychological resilience 120 0.208 Significant and positive

and emotional regulation

Psychological resilience 120 0.092 Significant and positive

and self-esteem

Self esteem and emotional 120 0.3358 Significant and positive

regulation

Table 2: Pearson correlation coefficients between the scales

The above data table shows that the r-value is significant and positive and concluded that there is

significant positive relationship exists between the variables.

RESULT AND DISCUSSION

The research finding suggests that girls scored more on each variable as compared to boys

(table 1). The mean scores signifies that girls have higher scores on psychological resilience ,

emotional regulation and self esteem i.e. girls are more resilient than boys, girls have a higher

ability to regulate their emotions as compared to boys and they have higher self esteem in

comparison to boys. The research also shows that there lies s significant and positive relationship

between psychological resilience , emotional regulation and self esteem.

CONCLUSION

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The findings of this study add to our knowledge of the psychological mechanisms of resilience,

emotion regulation, and self-esteem among young people. In this regard, this research can assist in

recognising and integrating the importance of psychology and psychological techniques in the

development of processes related to the identification of one's resilience and long-term personal

progress.

REFERENCES

(1) Tugade, M.M., Fredrickson, B.L. Regulation of Positive Emotions: Emotion Regulation

Strategies that Promote Resilience. J Happiness Stud 8, 311–333 (2007).

https://doi.org/10.1007/s10902-006-9015-4

(2) Mouatsou, C., Koutra, K. Emotion regulation in relation with resilience in emerging adults: The

mediating role of self-esteem. Curr Psychol (2021). https://doi.org/10.1007/s12144-021-01427-

(3) Huang, J., Li, X., Zhao, J. et al. Relations among resilience, emotion regulation strategies and

academic self-concept among Chinese migrant children. Curr Psychol (2021).

https://doi.org/10.1007/s12144-021-02086-8

(4) Gross, J.J., & John, O.P. (2003). Individual differences in two emotion regulation processes:

Implications for affect, relationships, and well-being. Journal of Personality and Social

Psychology, 85, 348-362.

(5) Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton

University Press.

(6) Singh, Ajai. P., & Singh, S.C. (2013). Shyness, Self-Esteem, and subjective well-being among

university Students. Indian Journal of Community Psychology, 9 (1) 75-86.

(7) Smiley RK. (2011). Model development to measure resilience in adolescents, Ph.D. thesis.

University of Missoury, Kansas.

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(8) Smith, C., & Carlson, B. (1997). Stress, Coping, and Resilience in Children and Youth. Social

Service Review, 71(2), 231-256.

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