Underlying Impact of the COVID-19 Pandemic on Senior High School

Students’ Self Esteem and Academic Performance

Introduction
 One of the elements that contribute to depression and is essential to

psychological interventions is self-esteem. The relationship between depression

and self-esteem has received extensive consideration in recent health research.

A "certain attitude and a vision of oneself," influencing interactions and feelings

toward oneself and others, is what is meant by the term "self-esteem." In simple

words, self-esteem is a judgment of oneself; this impression and evaluation might

be pleasant or unpleasant, positive or negative. Teenagers who have a high

sense of self-worth typically feel good about themselves, are better able to

manage issues with other people, and are less likely to be resistive to dealing

with issues. Self-esteem is considered one of the most crucial human qualities

for achieving goals. Respect for oneself is what the phrase "self-esteem" refers

to, and it refers to the attitudes, values, and ideas one have about themselves.

Self-esteem and a sense of worth are closely tied to having a strong will, self-

confidence, ability to make decisions, creativity, sanity, and mental health.

It also describes how someone perceives their own value or worth, or how

highly they regard, approve of, appreciate, cherish, or like themselves. Self-

esteem grows stronger during childhood if an individual's feelings are

acknowledged, thoughts are valued, and abilities are validated. When a person's
feelings are damaged, their opinions are limited, and their abilities are criticized,

their self-esteem remains at a low stage of growth and is consequently weak. An

individual encounters numerous life experiences over the course of their lifetime.

Self-esteem is defined as the assessment that one makes about oneself, based

on one's self-worth, and it depends on the success or failure and one's response

to every key experience in life.

On March 11, 2020, the World Health Organization (WHO) declared the

novel coronavirus (COVID-19) outbreak a global pandemic.Around 300 million

students were kept at home from school due to the COVID-19 pandemic. Despite

divergent views on whether keeping kids home is useful, closing schools was

thought to be the safest option to take globally. As a result, the virus has caused

serious and unpredictable disruptions in students' educational experiences. The

pandemic's long and short-term consequences on the public's social and

psychological health were extensively studied. Numerous studies show that the

COVID-19 outbreak has seriously hampered people's ability to behave normally

and maintain their mental health.

Remote learning has been a significant source of stress for many

students. The lack of face-to-face interaction with teachers and classmates can
make it difficult for students to stay engaged and motivated. Additionally, the lack

of structure and support that is typically provided in a traditional classroom

setting can make it difficult for students to stay on track with their studies. This

can lead to feelings of frustration and inadequacy, which can negatively impact

students' self-esteem.

Social isolation is another factor that has had a negative impact on the

self-esteem of senior high school students. The pandemic has forced many

students to spend more time alone, which can lead to feelings of loneliness and

isolation. This can be particularly challenging for teenagers, who typically rely on

their peer group for social support and validation. The lack of social interaction

can also make it difficult for students to form and maintain relationships, which

can further contribute to feelings of low self-esteem.

The uncertainty about the future is another factor that has had a negative

impact on the self-esteem of senior high school students. The pandemic has

created a lot of uncertainty about the future, including the future of education,

employment, and social interactions. This can be particularly challenging for

senior high school students, who are on the cusp of transitioning to adulthood.
The uncertainty about the future can make it difficult for students to plan for their

future and can lead to feelings of insecurity and self-doubt.

Despite being often overlooked, low self-esteem can have a negative

impact on one's mental health. Although self-esteem is thought to be a rather

stable aspect of personality, it can change in response to setbacks or recent

accomplishments. According to Rosenberg, a person's self-esteem is based on

his or her beliefs about himself, which may be good or terrible, right or wrong.

While Campbell believed that, people with low self-esteem gave themselves

lower ratings for exceptionality, confidentiality, speed, and temporal stability than

people with high self-esteem did. Depression exacerbates low self-esteem, which

in turn makes depression worse.

The COVID-19 pandemic has had a significant impact on senior high

school students and their self-esteem. The sudden shift to remote learning, social

isolation, and uncertainty about the future have all contributed to increased stress

and anxiety for students. These factors, combined with the disruption of

traditional milestones and celebrations, such as prom and graduation, have

created a challenging environment for senior high school students, which can

negatively impact their sense of self-worth.

 In conclusion, the COVID-19 pandemic has had a significant impact on the

self-esteem of senior high school students. The shift to remote learning, social

isolation, uncertainty about the future, and disruption of traditional milestones and

celebrations have all contributed to increased stress and anxiety for students.

These factors can negatively impact students' sense of self-worth, which can

have implications for their mental health and well-being. Therefore, it is important

for educators, parents, and mental health professionals to be aware of the

potential impact of the pandemic on the self-esteem of senior high school

students and to provide support and resources to help them cope with the

challenges they are facing.

Studies have shown that the disruption of in-person learning and social

interactions, along with the stress and uncertainty caused by the pandemic, has

led to increased feelings of anxiety, depression, and loneliness among students.

One study, published in the Journal of Adolescent Health, found that the

pandemic has led to a decline in self-esteem among adolescents.

Baumeister, Campbell, Krueger & Vohs, (2003), investigated that Self-

esteem has become a household word. Teachers, parents, therapists, and others

have focused efforts on boosting self-esteem, on the assumption that high self-
esteem will cause many positive outcomes and benefits—an assumption that is

critically evaluated in this review. Appraisal of the effects of self-esteem is

complicated by several factors. Because many people with high self-esteem

exaggerate their successes and good traits, we emphasize objective measures

of outcomes. High self-esteem is also a heterogeneous category, encompassing

people who frankly accept their good qualities along with narcissistic, defensive,

and conceited individuals. The modest correlations between self-esteem and

school performance do not indicate that high self-esteem leads to good

performance. Instead, high self-esteem is partly the result of good school

performance. Efforts to boost the self-esteem of pupils have not been shown to

improve academic performance and may sometimes be counterproductive.

Statement of the Problem

1. To determine the impact of COVID-19 on senior high school students’

self esteem and academic performance。

 2. To understand the importance of self-esteem on students.

3. To correlate the effect of self-esteem and the academic performance of

senior high school senior high school students.

Hypothesis

1. There would be a positive relationship between self-esteem and academic

performance among senior high school students.

2. There would be a significant difference in scores on self-esteem scale

among male and female senior high school students.

3. There would be a significant difference in scores on academic

performance scale among male and female senior high school students.

Conceptual Framework

This framework will explore the ways in which COVID-19 might impact

self-esteem and academic performance of Senior High School students. The

pandemic has brought about significant changes in the way students learn,
including remote or hybrid instruction, reduced opportunities for social interaction,

and increased stress and anxiety. These changes may lead to feelings of

isolation, disconnection, and decreased motivation, all of which could have

negative effects on students' self-esteem and academic performance. Overall,

this framework will explore the impact of COVID-19 on students' self-esteem and

academic performance and would consider multiple factors and their complex

interplay.

Significance of the Study

Future Researchers

This paper can be significant for future researchers in a number of ways.

First, they can provide a valuable source of information and data on various

topics related to self-esteem. By reviewing existing research papers like this,

future researchers can gain a better understanding of the current state of

knowledge on the underlying impact of the COVID-19 pandemic on senior high

school students’ self-esteem, which can help them identify gaps in the existing

research and focus their own studies on areas that have not yet been adequately

explored. Additionally, this paper can provide a useful starting point for future

researchers by presenting a clear and organized overview of the key findings and
conclusions of previous research, which can help guide their own studies and

provide a basis for comparison and evaluation of their own results. Finally, this

paper can also help future researchers develop their own research skills and

strategies by providing examples of well-designed studies and effective methods

for collecting and analyzing data. This research will add to the existing theories

by evaluating the underlying impact of the COVID-19 pandemic on senior high

school students’ self-esteem.

Students

The study may be useful to the students as they pursue similar courses

and studies in the same field. Additionally, this study will give them an idea of

and additional knowledge of different aspects. This will also give students prior

knowledge and guidance about the topic. Furthermore, students can learn how to

identify and adapt new ways to respond. In addition, this paper can help students

develop critical thinking and research skills, as well as improve their writing and

presentation skills. These skills can be valuable for students who are interested

in pursuing careers in the same field.

Department of Education
The findings of the study may be helpful for the Department of Education so they

can provide valuable insights into how self-esteem affects individuals, especially

SHS students. This could help them identify potential risks and develop programs

aimed at promoting healthy self-esteem in children and adolescents. Moreover,

this study can help them develop effective interventions and treatments for

individuals struggling with low self-esteem. By teaching young people the

importance of self-worth and how to build their self-esteem, the organization can

equip them with the skills and knowledge they need to navigate the challenges of

adulthood with confidence and resilience.

Scope and Limitation

This research will be carried out at the Sto. Domingo National Trade

School in Nueva Ecija. The study only focuses on the underlying impact of the

COVID-19 pandemic on senior high school students' self-esteem. This feature

may limit people who seek to utilize this study as a foundation for measuring

impact on other topics. Furthermore, the researcher focused solely on the

underlying impact of the COVID-19 pandemic on SHS students' self-esteem;

other indirect relationships between these issues will not be addressed or

elaborated on in this study. A total of 50 respondents will be selected randomly.

CHAPTER II

Review Related Literature

The new coronavirus disease 2019 (COVID-19) has caused the world's

worst health crisis in decades. It has had repercussions not only on global public

health (Schmidt et al., 2020) but also on other important areas such as the

economy (Nudelsman, 2013) and education (Britez, 2020). As a result, similar to

the control of the influenza pandemic years ago, sudden changes had to be

made to the way the world is now dealing with the consequences. Accordingly, as

during the control of the influenza pandemic years ago (Earn et al., 2012), it has

been necessary to promote abrupt changes in learning modality, with virtuality

being the only viable alternative. However, not all educational institutions were

able to implement good quality virtual platforms on time (João and Carvalho-
Filho, 2020).

In Peru, due to the restrictions imposed by the government in charge,

changes were made to educational policies. These were designed to keep

students from missing out on the academic year (Aquino-Canchari and Medina-

Quispe, 2020). Therefore, online technology was used to ensure access to

remote learning (Goodman et al., 2017). Despite these projections, it has been

observed that the challenges posed by distance classes (Britez, 2020) have put

the cognitive and emotional capacities of university students to test (OEI, 2020),

increasing the probability of them suffering from psychological alterations, which

are even more detrimental than those reported as a result of the events of a pre-

pandemic formative period (Dominguez-Lara and Merino-Soto, 2019).

In accordance with the Journal of School Health (2021), Concerns have

been raised about the consequences of the COVID-19 pandemic on the mental

health of adolescents during an important developmental and social period in

their lives. This study examines the mental health impact of the pandemic on

high school students shortly after the closure of public schools in spring 2020,
and whether this impact varies by sex, race/ethnicity, socioeconomic status

(SES), and grade level. Almost one-fourth of high school students were

extremely or very worried about the pandemic, with higher rates of worry among

students who are racial/ethnic minorities, lower SES, female, and in older grades.

Results indicated a concerning impact on the stress, anxiety, depression, and

loneliness that students are feeling, particularly among girls and those in older

grades. Students of color and low SES, who are already disproportionately

impacted by COVID-19, are also more likely to experience mental health

challenges.

The findings have consequences for schools with regard to meeting

these needs as they indicate significant demographic inequalities of the influence

of COVID-19 on the mental health of high school students. Gazmararian, J.,

Weingart, R., Campbell, K., Cronin, T., & Ashta, J. (2021).

In a recent study of Catling, J. (2022), he found that the COVID-19

pandemic and the resulting lockdown placed upon society found that it had an

abstruse impact both physically and mentally, especially for younger people. 814
first-year undergraduate students aged 17-51 were recruited for this study. The

students completed a battery of self-report questionnaires to assess for

depression, mobile phone use, self-esteem, resilience, and social support with

data being collected over a three-year period. The data from each year were

compared (216, 218, and 380 students respectively). According to the results of

the conducted research, It is revealed a significant increase in mobile phone use

between pre-COVID and COVID student cohorts, but no significant difference

between COVID and post-COVID groups. It is also revealed that there is a

significant increase in depression levels between pre-COVID and COVID student

cohorts and an additional increase in the post-COVID era. The pattern is

repeated in self-esteem, where it is revealed a decrease in pre-COVID, COVID,

and post-COVID eras. Lastly, it is shown that resilience relatively stayed the

same, but it took a notable drop when it entered the post-COVID era. Overall this

study proved that COVID-19 had a great impact on students’ mental health.

3 years ago, according to Chaturvedi, K., Vishwakarma, D., & Singh, N.

(2020, December), the coronavirus or COVID-19 outbreak affected the lives of all

people in society. In order to take control of the pandemic, the government had to
ask the society to self-quarantine in their homes. However, the lockdown that

was placed upon society had a serious impact on mental health, resulting in

psychological problems such as frustration, stress, and depression. This study

identified the impact of COVID-19 on students of different age groups such as

time spent in online classes and self-study, the medium used for learning,

sleeping habits, daily fitness routine, and the subsequent effects on

weight, social life, and mental health by conducting a survey of a total of 1182

individuals of different age groups from various educational institutes in Delhi-

National Capital Region (NCR), India. According to the authors, many students

are likely to suffer from different kinds of psychological problems. And guidelines

should be created to anticipate the needs of vulnerable student populations.

Due to COVID-19 schools needed to be closed, and it affected 87% of

students physically, socially, and psychologically. Yet accurate investigation

regarding their mental health is still lacking to this day. They assessed

demographic information, life satisfaction, perceived impact of home quarantine,

parent-child discussions on COVID-19, and psychological distress such as

depression, anxiety, and stress. According to the study’s results, the three most
widespread symptoms were anxiety, depression, and stress. The majority of the

students were generally satisfied with life, and 21.4% became more satisfied with

life after the closing of schools. However, students who had discussions with

their parents about COVID-19 experienced less depression, anxiety, and stress.

In conclusion, the study suggests that open communication should be

encouraged because it helps children and adolescents maintain and cope with

their mental health stability despite the pandemic. Tang, S., Xiang, M., Cheung,

T., & Xiang, Y.-T. (2020).

In 2021, the study about the well-being and mental health of students

during the coronavirus outbreak stated that during the pandemic, there were

registered decreases in well-being and an increase in mental health problems.

And based on previous studies, it is stated that younger people and women are

particularly affected. The current study discovered that the majority of the

respondent recruited feels seriously impaired in their well-being and showed at

least one psychological problem. It is confirmed that the main complaints are

loneliness, depression, and lack of recognition for their academic and life

situation. It is also confirmed that the majority of the students agreed that the
pandemic affected their mental health. The study suggests that the effects of

lockdowns should be handled carefully and support students who lack social

networks. Holm-Hadulla, R. M., Klimov, M., Juche, T., Möltner, A., & Herpertz, S.

C. (2021a).

According to research conducted by Khan, A. H., Sultana, S., Hossain, S.,

Hasan, M. T., Ahmed, H. U., & Sikder, T. (2020), the coronavirus imposed a

threat to both physical and mental health since the start of the outbreak. This

study conducted a survey, and it showed that students had stress (28.5%),

anxiety (33.3%), and mild to extremely severe depression (46.92%). They also

had fear of getting infected, financial problems, not enough food supply, and

lastly no physical exercise and limited recreational activity. It is confirmed that

these fears are heavily connected with their psychological problems, especially

stress, and anxiety. In conclusion, the way we perceive outbreaks such as covid-

19 plays a big role in psychological impact.

According to Frontiers in Public Health (2022), Students are commonly

identified as susceptible, suffering from higher anxiety, stress, and depression

than the overall population. During the Corona Virus Disease pandemic (COVID),

education was shifted to a virtual learning environment. Students' ambiguity

regarding academic accomplishment, imminent careers, changes in social life,

and other concerns all these factors played a role in amplifying their stress levels,

anxiety, and depression worldwide. This study investigates university students'

self-esteem and depression after they have been online learning for over 1 year

due to the COVID-19 pandemic in Saudi. The results showed that 75% of the

students experienced different levels of depression, with half (37.5%) having

moderate to extreme levels of depression. A total of 41% of students

experienced low self-esteem (38% females and 45% males). The regression

results indicated depressive symptoms for low self-esteem. Furthermore, results

of logistic regression showed that high self-esteem reduces the chances of

getting depressive symptoms by 17%. The depressive symptoms were higher in

female students than in their male counterparts; furthermore, males experienced

depressive symptoms less than females by 38%.

According to the findings of the current study, the COVID-19 pandemic

has significantly elevated depression symptoms in students, particularly in female

students. The research findings urged immediate help and consideration for

students. Azmi, F. M., Khan, H. N., Azmi, A. M., Yaswi, A., & Jakovljevic, M.

(2022).

The outbreak of Coronavirus Disease 2019(COVID-19) caused psychological

stress in the Chinese adult population. But we are unaware of whether the

pandemic causes psychological stress on children. A total of 7769 students(3692

male and 4077 female), aged 8–18 years, were enrolled in the study, comprising

1214 in primary schools, 2799 in junior high schools, and 3756 in senior high

schools. A total of 1639 students (21.1%) had severe psychological stress

reactions. A large proportion of senior high school students (23.3%) experienced

severe psychological stress, and they had the highest median total CRIES-13

score. Female students were more likely to experience severe psychological

stress and had higher median CRIES-13 total scores than males.

Chinese students in primary and secondary schools are under stress due

to COVID-19. Female students and seniors in high school are more likely than

male students to experience these stresses to severe levels.

 In 2021, according to Heliyon, the spread of the COVID-19 pandemic has

transformed the way people live, work, and socialize, and has perhaps even

altered the reasons why they harass one another. To our knowledge, the present

study is one of the first studies to address cyberbullying among university

students during the COVID-19 pandemic. Additional objectives were to reveal the

causes and types of cyberbullying that university students from East and

Southeast Asia have experienced because of COVID-19, and to explore the

relationship between cyberbullying and self-esteem. Of the 525 university

students from different East and Southeast Asian countries and varied academic

backgrounds who were invited to participate in the study, 310 students agreed

and were included. Moreover, a sample of 400 Jordanian undergraduate

students, who participated in cyberbullying against East and Southeast Asian

students on social media, answered a questionnaire to reveal their reasons for

engaging in bullying during the COVID-19 pandemic. This study also examined

the relationship and differences between sex and nationality.

 According to Alsawalqa, R. O. (2021) The results showed that because

of Covid-19, children of East and Southeast Asian ethnicity who were bullied

suffered from low self-esteem as a result of cyberbullying. Bullying and

cyberbullying were more prevalent among men than among women. The bullies

acknowledged that humor served as the primary motivation for their cyberbullying

and that they were not aware that their harsh or aggressive actions could be

classified as bullying.

The next study was by Jaewon LeeHyejung Lim, and Gyuhyun Choi, This

study explores associations between perceived economic status and depression

among middle school students during COVID-19 in the context of conflict with

parents and self-esteem. Data were collected in South Korea in the fall of 2020.

A total of 328 middle school students were included, and multiple mediator

models were employed to examine the multiple mediating effects. Middle school

household economic status was negatively associated with their conflict with their

parents. Conflict with parents was negatively related to middle school students’

self-esteem. Indirect effects of perceived economic status via conflict with

parents were significantly associated with depression. The indirect effect of

perceived economic status via both conflicts with parents and self-esteem was

related to depression.

During the COVID-19 pandemic, government subsidies should be

temporarily increased to boost household income, possibly alleviate the

depression of middle school pupils, and strengthen bonds between kids and their

parents. In order to address family conflict, low self-esteem and depression

among middle school pupils, further financial assistance from the government

should be directed at impoverished families with children. Lee, J., Lim, H., Allen,

J., & Choi, G. (2021).

 CHAPTER III

Ｍ ethodology

Sampling Technique

The sampling technique that will be used in the study is simple random

sampling, wherein the researcher will aim to collect data from SHS students at
Sto. Domingo National Trade School. Respondents to the study will be chosen

randomly with an equal chance of being selected regardless of other factors that

may distinguish them from other respondents. What is essential for the

researcher is that the respondents to the study are enrolled and currently

studying at Sto. Domingo National Trade School.

Data Gathering Procedure

The study will be conducted during the school year 2022-2023 at Sto.

Domingo National Trade School.

The researchers will attach a consent form to the first section of the

online survey form or questionnaire to be approved by each respondent before

they proceed to fill out the online survey. After this, the researchers will look for

qualified respondents to answer the series of questions presented in a Google

Form, followed by a brief description of the study and the content of the

questionnaire.

To avoid any misunderstanding, instructions are also included in the first

part. The questionnaires of this study were adopted from the study of Rosenberg,

M. (1965). The Rosenberg Self-Esteem Scale, a widely used self-report

instrument for evaluating individual self-esteem, was investigated using item

response theory. Factor analysis identified a single common factor, contrary to

some previous studies that extracted separate self-confidence and self-

depreciation factors. A unidimensional model for graded item responses was

fitted to the data. A model that constrained the 10 items to equal discrimination

was contrasted with a model allowing the discriminations to be estimated freely.

The test of significance indicated that the unconstrained model better fit the data

—that is, the 10 items of the Rosenberg Self-Esteem Scale are not equally

discriminating and are differentially related to self-esteem. The pattern of

functioning of the items was examined with respect to their content, and

observations are offered with implications for validating and developing future

personality instruments.

Afterwards, the researcher will collect and recheck the answers to the

questionnaires to avoid instances of missing information. Lastly, a statistical tool

will be used for the data collected in preparation for data analysis.

Research Instrument
 A questionnaire is a research instrument commonly used in self-esteem

research to collect data from participants. A Google form will be created and sent

to randomly selected participants. The researcher adopted a set of questions

designed to measure self-esteem and related variables. The questions that were

adopted are clear, concise, and unbiased. It is a set of standardized questions

that are used to gather information about a person's thoughts, feelings,

experiences, and behaviors. The sample of the study is randomly selected from a

larger population based on specific criteria (e.g., age, gender, education level).

It is also important to note that the questionnaire will adhere to ethical

principles and guidelines, such as obtaining informed consent from participants,

protecting participant privacy and confidentiality, and avoiding any potential harm

to participants. The questionnaire is designed to minimize participant burden, and

the researcher will take steps to ensure that the participant's privacy and

confidentiality are protected, such as using anonymous or confidential codes to

link the questionnaire responses to the participant.

The researcher will collect and organize the data obtained from the

survey and analyze it using statistical methods. The data will then be interpreted
to draw conclusions about the underlying impact of the COVID-19 pandemic on

SHS students' self-esteem.

https://www.sciencedirect.com/science/article/pii/S2405844022023738

https://www.scielo.br/j/estpsi/a/L6j64v Akter, 2021 Factors Affecting academic

self-efficacy and its impact on perceived academic burnout among students in

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token=DA531AD877A367C50A68DEF85075B69D1549FF98EF9F0267DA3E6F

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https://doi.org/10.1016/j.heliyon.2021.e06711

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.712219/full

https://doi.org/10.1016/j.jad.2020.07.135

https://doi.org/10.3389/fpubh.2022.836688

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https://www.researchgate.net/publication/347935769_COVID-

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