The level of Self-esteem and the career decicedness of Grade 12 Students

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction

Students particularly in senior high are now considering or having an idea of what

career they would choose once they step up in college. Choosing a career in the future is

a very crucial part of being an early adulthood, for he or she must consider his or her own

preferences, interests, capabilities, and skills. Other than that, external factors such as

career prospects, variations in the job market, etc. can greatly affects career decision-

making.

Self-esteem is the thing that make an individual feel confident, valuable, and

worthy to have respect. People with high self-esteem often feels good about

themselves and their progress through life. Because they think that whatever tasks

they are asked to do, they can do it for they have the courage to take the risk and the

knowledge to do it. But people with low self-esteem often feel shame and self-

doubt.. For they have a low commitment to the doings they are about to do. They

often spend lots of time criticizing themselves. 

A lack of self-esteem regarding to career decidedness for senior highschool

student provides impetus for this study.

The term self-esteem was first used by William James in 1890 which makes it

one of the oldest concepts in the field in the mid 1960 Maurice Rosenberg and other
social learning theorists define self-esteem in terms of stable sense of personal woth

that can be measured by self-report testing.

Levy and Baumgardner (1991) stated that individuals who have high level of

self-esteem are more likely to choose challenging goals when compared with

individuals who had levels of self-esteem. It was also found that male participants

chose more difficult goals than female so ot affects their goal choice.

Jamesidentifying and selecting career choices that reflect individuals’ aspirations.

In addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career Decidedness is one of the robust makers of defining occupational success.

It involves effectively identifying and selecting career choices that reflect individual’s

aspirations. In addition, it is a dynamic and continous process of making decisions due to

transitions in educational or occupational status (Gati, Krasuz and Osipow, 1996 ). Yet

changes in education and occupation may often results to difficulties in choosing career

options or career indecision ( Gati and Osipow, 2000).

Career decidedness and vocational identity achievement research also suggests

wider benefits in terms of better life satisfaction among those students who are career

decided (Hirschi 2011; Lounsbury et al. 1999).

Career decidedness is one of the robust markers of defining occupational success.

It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career decidedness is one of the robust markers of defining occupational success.
It involves effectively
identifying and selecting career choices that reflect individuals’ aspirations. In
addition, it is a dynamic and
continuous process of making decisions due to transitions in educational or occupational
status (Gati, Krasuz, &
Osipow, 1996). Yet, changes in education and occupation may frequently result to
difficulties in choosing career
options or career indecision (Gati & Osipow, 2000).
Career Decidedness is evaluating your values, interests, and skills will help you

find educational and career options that match up with your goals. Whether you are
choosing a major, searching for a job, or applying to grad schools, our theory-based

services can help you develop and implement a plan for the future.

It is important for students to realize that the career decision making process, is

just that, a process. It is not an event. Individuals have to continuously make decisions

regarding future careers. Making sound and informed decisions is the key to good

choices. Understanding oneself (interests, skills, values) also plays a major role in the

decision making process. It is important to take responsibility for and own the decisions

made. 

Background of the Study

As a student stepped up on their 9th grade of studying, their skills and knowledge

evaluated through taking up NCAE or as we all know as National Career Assessment

Examination. Through this studnts would have an idea of what are the possible strands

they are applicable in. As we reach Grade 12, we are embeded with a responsility of

choosing what career we are about to take up for our future. Now that we are in a stage

where everything that we will be deciding is very risky, there is still a doubt on our mind

if we can take the pressure or can we able to pass our course, can we even survive from

the subject?. Having a low self-esteem is a big hindrance for a student to lear. Because he

or she will put a limit on her mind that they can’t do it due to lack of trust to his or her

self. According to Dr. Ken Shore having a low self-esteem could lessen a student's desire

to learn, their ability to focus, and their willingness to take risks. On the other hand

having a positive self-esteem is  one of the building blocks of school success. A student
who have a high self-esteem is very open to experience which is an advantage to him.

Because once a student had already an experience, he would able to evaluate if it is suited

to him or not. He also easily can approach a person or a people who can help and guide

him.

Theoretical Framework

Each and every student have different levels of self-estee. Some students have

high self-esteem, others have the other way around. Students with low self-esteem can

lessen their desire to learn and their ability to focus on their study. On the other hand

students that has a high level of self-steem has the capacity to be sucessful someday.

Rogers (1951) said that self-esteem can be improve in an environment wherein an

individual can express their feelings and thoughts without any doubts, due to the

acceptance of other people and being respected and appreciated. Otherwise, person who

grew up in flexible, omfortable and affirmative environments allows that self-expression

will have high-self-esteem through their hierarchy of needs framework and pyramid.

Self-esteem can help someone to express his or her feelings, ideas, oprnion, and

perspective without any hestation if the people in his or her surrouunding accepts and

respects him or her. Roger emphasize that being expose and being communative to others

really helps the students to gain self-esteem. And when they have something in mind they

can express it without a doubt because they know to theirselves that it is fine to be

rejected. But if the student was used to be judged or crutenized in giving his or idea, they

would be force to hide their thought and the closure from other people would vanished.
Rogers said that if someone grow up within a really stiff or not flexible like super strict

practice they cannot express themselves because they do not have opporunity. On the

other side, if we have comfortable and affirmative environment which allow to express

himself, he can have high self-esteem.

Statement of the Problem

This research aims to find out the relationship between Level of Confidence of

Grade 12 Students in Career Decidedness.

Specific Problems:

1.) What is the confidence level of the Grade 12 Students of Palm Valley Multiple

Intelligence School?

2.) What is the Level of Career Decidedness of Grade 12 Students of PVMIS?

3.) What is the relationship of the Confidence Level from the career decidedness of

Grade 12 Students of PVMIS?

Scope and Limitation:

This research aims to determine the Level of Confidence and the Career Decidedness of

Grade 12 Students in.

Significance of the Study:

This research aims to study the relationship between the Level of Confidence in

Career Decision of Grade 12 Students. Many improvements and innovations happen as

time goes. This is along with the implementation of K-12 program which aims to give

students a high-quality education. This study will be beneficial for the following group of

people:

To Students. Conducting this study is significant because this helps them to

determine if they are sure to the path they will be going. This also prevent them to change

their course.

To Teachers. This research study will serve as a guide for the teachers on how

they will motivate and teach their students and also help them to choose the right track.

To Future Researchers. This study will serve as a guide for future studies

involving the academic performance and confidence level of students in pursuing ABM
related courses. Future researchers will provide facts and relevant information in which

they can compare them with.

Research Paradigm

Indicators of Level of Self- Factors that affect Career

Esteem Decidedness.

1. Interest in Field
1.) Openness 
2. Academic Activity
2.) Conscientiousness
3. Familiarity
3.) Extraversion
4. Economic Stability
4.) Agreeableness
5. Influential people can
5.) Neuroticism
play a role in the
In personality processes self-esteem is considered to play an important role whether

cognitive and motivational aspects result in vulnerability or resiliency. Trait level of self-

esteem combined with different needs and strivings to maintain or increase self-esteem, is

an important aspect to consider for a realistic understanding of mechanisms underlying

behavior and wellbeing.

Self-esteem, that is contingent on success and competence, triggers fundamentally

different habitual thought and behavior patterns than contingent self-esteem, that involves

seeking compensation from emotional support and acceptance. These behaviours and

attitudes have in recent studies been linked to distinctive patterns of coping with social

threats and differential health outcomes.

Therefore, self-esteem is unstable and can fluctuate depending on the feedback received.

We may also become defensive in order to protect our self-esteem when we feel it is

being threatened.

Self-esteem is generally related to emotional reactions, especially anxiety or avoidance

affective processes1 dicates that people with low self-esteem are likely to experience

greater anxiety with regard to career decision-making in daily life.

Self-esteem has been conceptualized as an outcome, motive, and buffer, but there is no

overall theory of self-esteem.

 Review of Related Literature

Levy and Baumgardner, stated that a person who have a high level of self-esteem

are willingly to choose challenging goals when compared to individuals who have a low

level of self-esteem. It also comes up that male participants chose the difficult golas than

the females. The results indicate that self-esteem affects goal choice. Interestingly

previous studies have been supporting benefits of government sector. A person who has

high self-esteem likes the challenging goals because they are confident enough to face

those challenges. They also said that males has the most difficult goals than a female so it

affects their goal choice.

Self-efficacy can help an individual to gain self-esteem, so they could excute their

actions efficiently. A person’s self-efficacy aids to find out solutions to their problem

(King, et al.2010). Bandura originally proposed the concept, a personal judgement of “

how well one excute courses of action recquired to deal with strategic decisions, if an

individual has self-efficacy, he or she will have self-confidence. Self-efficacy can help

them to make solutions in every problems and challenges.

Resnick, Fauble and Osipow (1970) found out that men who have a high level of

self-esteem showed greater certainty regarding their career choices when compared with

men who displayed low levels of self-esteem. Similarly, woman who’s having a high

self-esteem showed greater certainty about their career plans than women with low self-

esteem. If you are a man who has a high self esteem who are able to cope up and show
greater advantage cartainty in choosing your preferred choice. Same as the woman, if you

have high self-esteem, it can help you to decide what career you will take. Self-esteem

are the reason why they are very confident and their decision has not changed.

Rosenberg (1965) and other social-learning theorists define self-esteem in terms

of the pressence of a ccontinued sense of personal worth or worthiness. If someone

knows his or her value as a person therefore it is very clear if the presence continues to

know his or her personal worth or worthiness we can say- that a person has a high self-

esteem.
REFERRENCE

Gati, Krasuz and Osipow, 1996

Gati and Osipow, 2000