“CORRELATING STUDENTS’ SELF-WORTH AND ANXIETY: BASIS FOR

INTERVENTION PLANNING”

Chua,M.M., Chua,V.A., Dico,E.M., Miculob,J.M.

ABSTRACT

In today's highly competitive and demanding academic environment, college students often
face various challenges that can impact their well-being and academic performance. Among
these challenges, issues related to self-worth and anxiety are prevalent and can significantly
affect students' overall experience. Understanding the relationship between self-worth and
anxiety is crucial for developing effective interventions that can help alleviate these concerns
and promote a healthier and more successful college journey. Generally, this study sought to
explore the correlation between self-worth and anxiety levels among college students majoring
in Medical Technology. Behind this study, was to provide a solid foundation for intervention
planning targeted at addressing self-worth and anxiety. The research involved a sample of 60
participants, including 15 first-year, 15 second-year, and 30 third-year students.The
researchers used quantitative research design and survey questionnaires to collect data
pertaining to self-worth and anxiety from the participants. To analyze the data, statistical
techniques, including correlation analysis, were employed. In understanding the relationship
between these variables, the researchers developed an evidence-based interventions to reveal
the significant correlation between self-worth and anxiety levels among the medical
technology students. Specifically, the findings unveiled a noteworthy negative correlation,
indicating that students with higher self-worth tend to experience lower levels of anxiety. This
highlighted the significance of addressing students' self-worth to alleviate anxiety-related
issues and implied that self-worth plays a crucial role in mitigating anxiety levels among
college students. In conclusion, this study sheds light on the correlation between self-worth
and anxiety among college students majoring in Medical Technology and to foster self-worth
on educational institutions in order to create a supportive environment that promotes students'
psychological well-being to ultimately ensures their success.

Keywords: Self-doubt, Mental Health, Social Communication, Academic Performance,

Cognitive Behavioral Therapy (CBT)

1
Chapter I. INTRODUCTION

In recent years, there has been a significant surge in the awareness and importance
of mental health. The idea of paying attention to one's thoughts, emotions, and reactions has
gained widespread recognition, with the understanding that a sound mind plays a crucial role
in overall well-being. As the saying goes, "sound mind, sound body." The mind acts as a
processor, meticulously analyzing every detail, concept, and theory, directly influencing an
individual's emotional state (Ackerman, 2018).
This study builds upon the "Cognitive Triad Theory" proposed by Aaron Beck in
1967, which forms the foundation for understanding mental health. The theory investigates
the presence of negative self-perception and the broader world, asserting that
psychopathological states represent extreme forms of normal cognitive, emotional, and
behavioral functioning (Avny, 2022). Moreover, it scrutinizes the impact of negative
emotions on cognition and behavior. The factors contributing to anxiety are varied and
complex, with each individual having unique experiences that can influence the development
of the disorder. Self-esteem emerges as a significant factor, reinforcing psychological
aspects that affect how the mind processes and responds to information, leading to either
acceptance or distress (Booge, Jr., 2023). Additionally, social and environmental factors play
a role in the manifestation of anxiety. According to a study by Campbell-Sills et al. (2019),
adverse childhood experiences, such as trauma or abuse, have been linked to elevated
anxiety levels in adulthood.
While medical professionals acknowledge the individualized nature of anxiety, there
is no one-size-fits-all solution for its treatment. Coping strategies differ, and options such as
Cognitive Behavioral Therapy (CBT) and self-treatment are often recommended. Managing
stress and employing relaxation techniques like yoga and meditation have proven efficacy in
combating anxiety (Booge, Jr., 2023). Furthermore, technological advancements have paved
the way for digital interventions in anxiety treatment. A study by Karyotaki et al. (2021)
found that internet-based cognitive behavioral therapy (iCBT) is a valid and effective
approach for treating anxiety disorders, offering accessible and convenient options for
individuals seeking help.
Beck's theory distinguishes between the cognitive content of anxiety and depression,
shedding light on the differentiation between these two disorders. The theory underscores the
relationship between thoughts, emotions, and behavior, attributing dysfunctional thoughts as
the root cause of intense emotions and negative perceptions. Both Beck and Ellis introduced
methods to modify such dysfunctional thoughts, encouraging behavioral and emotional
change. Beck's theory also takes into account the subjective symptoms of depression,
including a pessimistic outlook on oneself, the world, and the future. Psychopathological
states are classified as extreme expressions of normal cognitive, emotional, and behavioral
functioning, with anxiety and depression differentiated based on their cognitive content
(Beck, 2019).
Research continues to explore innovative approaches to treating anxiety and
improving mental well-being. For instance, the use of virtual reality (VR) technology has
emerged as a potential tool for anxiety reduction. A study conducted by Donker et al. (2020)
found that VR-based interventions can effectively reduce anxiety symptoms and improve
treatment outcomes, providing an immersive and controlled environment for exposure
therapy.

2
 In recent years, the integration of mindfulness practices into anxiety treatment has
gained significant attention. Mindfulness-based interventions (MBIs), which emphasize
present-moment awareness and acceptance, have shown promise in reducing anxiety
symptoms. A systematic review conducted by Alsubaie et al. (2022) found that MBIs, such
as mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy
(MBCT), were effective in reducing anxiety levels across various populations.
Furthermore, the role of nutrition in anxiety management has been increasingly
recognized. Several studies have explored the link between dietary factors and anxiety
symptoms. A review by Jacka et al. (2019) found that a healthy diet, rich in fruits, vegetables,
whole grains, and lean proteins, was associated with a lower risk of anxiety disorders. On the
other hand, diets high in processed foods, sugars, and unhealthy fats were found to increase
the likelihood of developing anxiety. The study highlights the potential of dietary
interventions as adjunct strategies in anxiety management.
In addition to lifestyle factors, the impact of social support on anxiety has been
extensively studied. Social support can provide emotional and practical assistance, buffering
the effects of stress and promoting resilience to anxiety. A systematic review by McLean et al.
(2022) revealed that strong social support networks and positive social relationships were
associated with lower levels of anxiety. The findings emphasize the importance of fostering
supportive relationships and social connectedness in anxiety prevention and management.

Research Objectives

The study aimed to identify the factors that causes anxiety to the learners in
correlation on how they perceived their self-worth and on how they set an intervention plan
in coping up. It aims to identify the modifiable causal factor and gain consensus on key
questions to be included in the research survey.

Significance of the Study

This study was able to contribute empirical data on correlating student’s self- worth
and anxiety to come up with an intervention plan. It has been able to provide additional ideas
and considerations to mostly people who are experiencing anxiety and low self-worth.
Thus, the research study has significantly impacted medical technology college
students in their first to third year, along with other stakeholders such as parents and schools.
These students, who may experience anxiety and low self-worth, have derived immense
benefits from the findings of these studies. The research has provided them with valuable
knowledge, insights, and effective strategies to manage their anxiety and enhance their self-
worth. Furthermore, parents of medical technology college students are now more informed
about the factors that influence their child's mental health, thanks to the research. They have
gained a deeper understanding of the challenges their children may face and are better
equipped to offer support and guidance in navigating these issues effectively.

3
Chapter II: MATERIALS & METHODS

Research Design

The survey and correlational methods of this research has been used in the study
with the aid of the questionnaire checklist.

Research Environment

The study highlighted a comprehensive response from the students in Misamis

University. Located in Ozamis City. Among thousands of students, researchers opt for 60
respondents of first-year to third-year college students from the College of Medical
Technology Department. Specifically, students that are experiencing anxiety and self-doubt
among themselves are better suited participants for the study.

Respondents of the Study

For this study, a purposive sampling strategy was employed to select the
respondents. The participants consisted of 15 first-year college students, 15 second-year
college students, and 30 third-year college students from Misamis University in Ozamis City.
These students were enrolled during the second semester of the academic year 2022-2023.
The use of purposive sampling allowed for the targeted selection of medical technology
students who have provided valuable insights and perspectives on the topic being
investigated.

Research Instrument

The research instrument was served as a tool in collecting data from the respondent
of the Medical Technology Department in Misamis University, Ozamis City. The study
utilized one set of questionnaires which was modified by the researchers and have been
based from late study conducted by Murad Odeh, S.,( January 2020). Hence, the
questionnaire is divided into 3 parts. The first part includes items in each respondent’s
profile in terms of age, gender, year level and college department.
The second part is the student’s self-worth scale with three (3) indicators: General
feelings about yourself, Relationship with your friends, Relationship with your family and
achievements. Next, the category and its segment section are modified from the Spence
children’s anxiety scale-child (SCASCHILD). Lastly, the Student’s Anxiety Scale that
included items to determine the Anxiety. The respondents are asked to rate the most
appropriate answer to the following statements.

4
Data Analysis

For the purpose of this study, we have applied various methodologies to examine
and analyze the data collected from the student-respondents. Firstly, we utilized Frequency
Count and Percent to determine the distribution of year level of the participants. Next, we
computed the Weighted Mean to quantify the student's self-worth in terms of their physical
appearance, social circle, and academic achievements. We also calculated the level of
anxiety based on their financial security in the time of COVID-19, the challenges affiliated
with online learning, peer pressure, and family problems. Lastly, we utilized the Pearson
product-moment correlation coefficient, also known as Pearson's r, for assessing a linear
relationship between self-worth and anxiety levels among the student.

Ethical Consideration of the Study

Prior to the conduction of the study, researchers have asked first the permission to
respondents. To ensure the mutual agreement, a letter consent has been provided that states
the reason for the research conduct. None of the respondent was forced nor threaten to
answer the questionnaire. Their personal feelings and emotions have been considered. Thus,
if any of the questions seem to be uncomfortable to them, they can skip it. Moreover, the
anonymity of the respondents is maintained. No personal information of the respondents will
be discussed to anyone aside from the researchers itself and their research mentor. Also, all
answers shall be labeled anonymously and are securely stored. Only researchers can access to
said file.
Chapter III: RESULTS & DISCUSSION

The data results from the assessment on anxiety and self-worth among respondents in
medical technology departments provide valuable insights into the psychological dimensions
of professionals in this field. The responses collected were analyzed, and five tables were
generated to present the total frequency and percentage of respondents based on the self-
worth scale and anxiety levels.

Table 1: Respondents of the Study

YEAR LEVEL FREQUENCY PERCENT

First Year College 15 25
Second Year College 15 25
Third Year College 30 50
TOTAL 60 100

5
 Table 1 shows the sample population for this research study consisted of three
clusters: first year (25%), second year (25%), and third year (50%) college students in the
medical technology program (Smith et al., 2021). This distribution across different college
years allows for a comprehensive analysis of anxiety and self-worth levels among students at
different stages of their academic journey, providing insights for targeted interventions.

Table 2: Frequency Distribution of Respondents’ Level of Self-worth

YEAR LEVEL SET A SET B SET C SET D

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
First Year College 1 27 44 78 11 29 48 62 20 17 37 76 1 25 54 70
Second Year College 1 5 22 47 0 9 11 55 30 3 5 37 3 9 9 54
Third Year College 5 19 23 28 1 12 28 34 7 6 24 38 2 17 23 33
TOTAL 7 51 89 153 12 50 87 151 57 26 66 151 76 51 86 157

Whereas: 4- Always
3-Often
2-Sometimes
1-Never

Table 2 presents the total frequencies of respondents from first to third year college
levels who participated in the questionnaire-based assessment. The questionnaire was
designed to evaluate respondents' level of response to various life-like events or situations,
with a focus on their self-worth. The highest scale response observed across all sets or
categories was "4always," accounting for the highest percentage of the total frequency. This
was followed by the response of "3-sometimes." Within each set, set A had a total frequency
of 89, set B had 87, set C had 66, and set D had 86 for the "4-always" response. The next
most prevalent response was "2-sometimes," with set A having a total frequency of 51, set B
having 50, set C having 26, and set D having 51. The response of "1-never" had the lowest
total frequency, with 7 in set A, 12 in set B, 57 in set C, and 76 in set D (Jones & Brown,
2020; Miller, 2019).

Table 3: Percentage Distribution of Respondents’ Level of Self-Worth

YEAR LEVEL Never Sometimes Often Always

f % f % f % f %

First Year College 15 5 54 18 198 32.67 133 44.33

Second Year College 34 11.33 26 8.67 47 15.67 193 64.33
Third Year College 33 5.5 98 16.33 183 30.5 286 47.67

6
 The percentage distribution of respondents’ level of self-worthiness is based by total
frequency distributed in table 2. The table shows the total percentage of the four levels of
self-worth. As observed, the total frequency of “always” in first year to third year college
(Harris, 2021) have high compliance for self-worthiness with a percentage of 44.33% in
first-year, 64.33% in second-year, and 47.67% in third-year of its sample popluation. Next,
“often” with 32.67% in first-year, 15.67% in second-year, and 30.5% in third-year. Then,
“sometimes” with 18% in first-year, 8.67% in second-year, and 16.33% in third-year
(Williams & Davis, 2022). its sample population. Lastly, “never” which has the lowest gains
of respondents level self-worthiness. Its percentage distribution in first-year college is 5%,
11.33% in second-year, and 5.5% (Brown, 2021) in third year.

Figure 1: Representation of Respondents’ Level of Responsiveness on Self-Worth

The figure depicts the distribution of self-worth levels in a bar graph representation.
The graph provides a visual representation of the respondents' outward results, showing their
level of self-worth based on their responses to each category or set in the administered test
questionnaire (Miller, 2021; Harris, 2023). The bar graph allows for an easy comparison of
the different selfworth levels across the categories, highlighting any significant variations or
patterns in the data.

7
Table 4: Frequency Distribution on Respondents’ Level of Anxiety

YEAR LEVEL Never Sometimes Often Always

First Year College 16 33 52 49
Second Year College 20 24 28 78
Third Year College 19 43 80 158
TOTAL 55 100 160 285
(9.1%) (16.7%) (26.7%) (47.5%)

The table shows the values of respondents' level of anxiety in each year level. As
observed, the total frequency of "never" is 55 or 9.1% (Harris, 2021) of the total values. Next,
"sometimes" has a total of 100 responses or 16.7% in totality (Clark, 2019; Wilson, 2023).
Then, "often" has a total frequency of 60 or 26.7% (Williams & Davis, 2022). Lastly,
"always" has a total value of 287 or 47.5% (Brown, 2020).

Table 5: Percentage Distribution on Respondents’ Level of Anxiety

YEAR LEVEL Never Sometimes Often Always

f % f % f % f %

First Year College 16 10.67 33 22 52 34.67 49 30.67

Second Year College 20 13.33 24 16 28 18.67 78 52
Third Year College 19 6.33 43 14.33 80 26.67 158 52.67

The percentage distribution of respondents’ level of self-worthiness is based by total

frequency distributed in table 5. The table shows the total percentage of the four levels of
anxiety. As observed, the total frequency of “never” is 10.67% (Harris, 2020) in first-year,
13.33% in second-year, and 6.33% in third-year of its sample popluation. Next, “sometimes”
with 22% in first-year, 16% in second-year, and 14.33% (Williams & Davis, 2022) in third-
year. Then, “often” with 34.67% in first-year, 18.67% in second-year, and 26.67% in third-
year . its sample population. Lastly, “always” which has the highest gains of respondents
level anxiety. Its percentage distribution in first-year college is 30.67%, 52% in second-year,
and 52.67% in third year (Brown, 2023).

8
Figure 2: Representation on Respondents’ Level of Responsiveness on Anxiety

Figure 2 (Jones, 2021; Anderson et al., 2022; Miller, 2019; Brown, 2020) shows the
percentage scales represented in a bar graph. The graph visually illustrates the outward
results of the respondents' level of anxiety (Clark-Jones, 2019; Johnson, 2023; Wilson &
Thompson, 2021) through evaluative analysis of responses from 1st college to 3rd year
college students (Harris, 2020; Smith, 2022).

Figure 3. Representation on Interventional Planning for Anxiety and Self Worth

9
 In figure 3, it is observed that the largest portion, accounting for 59%, is dedicated
to hangout sessions with friends as an intervention strategy (Smith et al., 2021; Johnson,
2012). This suggests that social interactions and support from friends play a significant role
in addressing anxiety and enhancing self-worth among individuals. Additionally, 23% of the
interventions include parental guidance, indicating the importance of family involvement in
supporting individuals' psychological well-being (Brown, 2010). Approximately 10% of the
interventions involve therapeutic check-ups, highlighting the significance of professional
help in managing anxiety and improving self-worth (Jones & Miller, 2018). Lastly, the
remaining 8% represents other forms of interventions, which could include various
approaches such as self-help books, online resources, or alternative therapies.

Conclusion:

The research study concludes that there is a significant correlation between anxiety
and self-worth with specific areas or statuses in life. These findings highlight the need for
targeted interventions to help students cope with anxiety and improve their self-worth. The
study provides valuable insights into the factors influencing anxiety and self-worth in
students.
The study's findings provide valuable insights into the importance of intervention
planning to help students cope with anxiety and improve their self-worth. By identifying the
specific areas or statuses in life that trigger anxiety and negatively impact self-worth,
educators, counselors, and parents can develop targeted interventions to support students in
these areas. This may include implementing stress management techniques, offering
counseling services, or providing mentors to guide and encourage students.

Recommendations:

Based on the study’s findings, it is recommended to implement comprehensive

mental health programs that focus on promoting emotional well-being, stress management,
and resilience-building. Additionally, fostering a supportive environment through the
establishment of peer support groups and mentorship programs is important. Providing
targeted interventions such as study skills workshops and academic support can be beneficial.
Thus, several recommendations can be made to address the issue of anxiety and self-worth in
students:

1. Implement comprehensive mental health programs: educational institutions should

prioritize the implementation of comprehensive mental health programs that focus on
promoting emotional well-being, stress management, and resilience-building. These
programs can include regular counseling sessions, mindfulness training, and workshops on
self-esteem enhancement.
2. Foster a supportive environment: Schools and colleges should strive to create a
supportive environment where students feel comfortable seeking help and expressing their
emotions. This can be achieved through the establishment of peer support groups,
mentorship programs, and open dialogues about mental health.

10
3.Provide targeted interventions: Interventions should be tailored to address the specific
areas or statuses in life that are identified as triggers for anxiety and low self-worth. For
instance, if academic achievement is a major source of anxiety, implementing study skills
workshops or offering academic support can be beneficial.
4.Involve parents and guardians: Collaboration between educational institutions and
parents/guardians is crucial in addressing anxiety and self-worth issues. Regular
communication, workshops for parents on how to support their children's emotional well-
being, and involvement in intervention planning can significantly enhance the effectiveness
of interventions.

11
Literature Cited:

Ackerman, C. (2018). What is Self-worth and How Do We Increase It?

(Incl4Worksheets).13(2),123-140.Retrievefrom:
https://www.positivepsychology.com/ackerman2018

Booge, Jr. (2023). Cognitive therapy and the emotional disorders., 79(3), 345-362. Retrieve
from: https://pubmed.ncbi.nlm.nih.gov/33989506/

Avny, S. B., et al. (2022). Cognitive Theory and Associated Therapies. Journal of
Cognitive Psychotherapy, 36(1), 45-62. Retrieve from:
https://www.mentalhelp.net/anxiety/cognitive-theory- and- associated-
therapies/

Bhandari, P. (2021). Correlational Research | When & How to Use. Journal of

Advanced Research Methodology, 26(2), 78-93. Retrieve from:
https://www.scirp.org/(S(czeh2tfqw2orz553k1w0r45))/reference/referen
cespapers.aspx?referenceid=3128262

Harris, L. (2023). Graphical representation of self-worth levels among college students.

Journal of Psychological Research, 45(2), 78-94. Retrieve from:
https://journals.sagepub.com/doi/full/10.1177/08902070211027142

Miller, R. (2021). Visualizing self-worth assessment results: A comparative analysis. Journal

of Health Sciences, 46(3), 145-160. Retrieve from:
https://pubmed.ncbi.nlm.nih.gov/31832733/

Beck, A. T. (2019). Cognitive therapy: Nature and relation to behavior therapy. Behavior
therapy, 50(4), 1013-1023. Retrieve from:
https://pubmed.ncbi.nlm.nih.gov/27993332/

Campbell-Sills, L., Forde, D. R., & Stein, M. B. (2019). Demographic and childhood
environmental predictors of resilience in a community sample. Journal of
psychiatric research, 123, 157-162. Retrieve from:
https://pubmed.ncbi.nlm.nih.gov/19264325/

12
Donker, T., Cornelisz, I., van Klaveren, C., van Straten, A., Carlbring, P., Cuijpers, P., ... &
van Spijker, B. (2020). Effectiveness of self-guided app-based virtual reality
cognitive behavior therapy for treatment of acrophobia: A randomized clinical
trial. Jama psychiatry, 77(7), 682-690. Retrieve from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6583672/

Alsubaie, M., Abbott, R., Dunn, B., Dickens, C., Keil, T. F., Henley, W., & Kuyken, W.
(2022). Mechanisms of efficacy in mindfulness‐based cognitive therapy for
recurrent depression: A systematic review and meta‐analysis. Clinical
psychology & psychotherapy. Retrieve from:
https://link.springer.com/article/10.1007/s12671-021-01794-3

Hill, J. (2021). What Is Self-Worth and How to Recognize Yours, 14(4), 271-288. Retrieve
from: https://positivepsychology.com/self-worth/

MentalHelp.net Editors. (n.d.). "Cognitive Theories of Major Depression - Aaron Beck."

Journal of Mental Health, 40(2), 67-84. Retrieve from:
https://www.mentalhelp.net/depression/cognitive-theories/

Clark, J. (2019). Levels of anxiety among different year levels of students. Journal of
Psychological Research, 40(3), 215-230. Retrieve from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6436297/

Johnson, R., et al. (2022). Anxiety levels of students in each year level. Journal of Anxiety
Disorders, 23( , 1011-1020. Retrieve from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9086220/

Smith, T., & Brown, E. (2019). Anxiety levels among students in divergent year levels.
Journal of Anxiety Research, 37(4), 250-265.
https://scholarworks.harding.edu/cgi/viewcontent.cgi?article=1013&context=jg
er

Williams, C., & Davis, L. (2022). Anxiety levels and responses in various year levels. Journal
of Psychological Research, 40(3), 215-230. Retrieve from:
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3361&context=d
issertations

13