1

RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING, SELF-

ESTEEM AND LOCUS OF CONTROL AMONG COLLEGE STUDENTS

A Synopsis
of proposed plan of Research Work of

Doctor of Philosophy
in
PSYCHOLOGY

Submitted by

Ms. Deeksha Sharma

Under the Supervision of

Dr. Ratna Dixit Sharma

Assistant Professor

Department of Psychology

Banasthali Vidyapith

Rajasthan

FACULTY OF SOCIAL SCIENCES

BANASTHALI VIDYAPITH
Rajasthan, India
2024
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CERTIFICATE
Ms. Deeksha Sharma has prepared the synopsis on the topic “Relationship
between Psychological Well-Being, Self-esteem and Locus of Control among
college students” to pursue research work for the award of Ph.D. This is an
original piece of research plan prepared by her. I have perceived and permitted
the outline, references and so on, submitted by Ms. Deeksha Sharma.
I am eager to mentor her study work on the topic. All requirement facilities are
available in the University for the Above Research Work. The candidate is not in a
close relationship with me.

Supervisor

Dr. Ratna Dixit Sharma

Assistant
Professor

Department of Psychology
Banasthali
Vidyapith
Rajasthan

Introduction
Well-being is indeed a multifaceted concept that extends beyond mere absence of distress or
illness. It encompasses various dimensions of human experience, reflecting the positive aspects
of life and the overall quality of an individual's existence. The integration of well-being into
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fields like psychology and economics underscores its significance in understanding and
improving human lives. Happiness is a central component of well-being, representing a positive
emotional state and overall life satisfaction. It involves experiencing joy, contentment, and
fulfillment in various aspects of life. A holistic approach to well-being considers the
interconnectedness of various life domains and emphasizes the pursuit of a balanced and
fulfilling life. As the understanding of well-being expands, researchers and practitioners continue
to explore ways to enhance and promote the positive aspects of human existence. The integration
of well-being into different disciplines underscores its relevance in fostering a more
comprehensive and positive understanding of the human experience.

Psychological Wellbeing
Psychological well-being, often considered the cornerstone of mental health,
encompasses various aspects of an individual's life. The pursuit of happiness and contentment is
a universal endeavor shared by humans across different cultures and backgrounds. The desire for
well-being seems inherent to our existence, and individuals strive to attain a level of happiness
throughout their lives.
The field of positive psychology has played a significant role in exploring and
understanding psychological well-being. Scholars use diverse terminology, concepts, and metrics
to describe and analyze this phenomenon. Psychological well-being is a multidimensional
construct.
Youth, facing various challenges such as stress, anxiety, depression, family problems,
and social issues, can benefit significantly from good psychological health. Positive
psychological well-being not only contributes to leading a happy life but also positively impacts
academic and personal achievements.

In Ryff's view, people who are psychologically healthy have positive attitudes towards
themselves and others. They're making their own decisions and regulating their behavior, and
they're choosing and shaping the environment that's right for them. They've got goals that make
their lives meaningful, and they're trying to explore and develop as much as they can. Many
studies show that during the life span of each stage, the middle age people expressed greater
wellbeing than older and younger adults. A person's assessment of his or her own life can be
defined as psychological well-being. Different aspects of everyday experience, how people are
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thinking, feeling, behaving and making decisions etc. form part of this broad definition. It's a
philosophical concept that describes the mental condition of an individual.
According to Ryff (1989), the extent to which people perceive genuine command on their
lives and activities is defined as psychological well-being. Maintaining a level of mental health
for students so that they are able to perform well in their personal lives and academic work is
essential.

Self-esteem

Rosenberg et al. (1989) have considered self-esteem as a product of societal interaction

based on reflected appraisals, comparisons with others and their attribution to oneself. The key
factor affecting a person's feelings of self-worth and value significantly is the development of his
or her own confidence, making it particularly important at school level. In the field of education,
self-esteem is an essential factor in fostering student motivation, persistence, and academic
success. Today, many teachers see self-esteem as an important factor that affects student success
in school. The researchers have suggested that improving a student's self-esteem can contribute
to improved academic performance.

Research consistently shows a positive correlation between self-esteem and academic

achievement. This relationship is bidirectional, as self-esteem has an important role in achieving
success cademically which influences an individual's self-esteem. On the other hand, poor
academic performance has an adverse effect on students' self-esteem.

Moreover, it is identified as one of the significant factors in learning outcomes, and the
school environment itself has a notable influence on the development of self-esteem (Knightly &
Whitelock, 2007; Pepi et al., 2006). The strong, positive relationship and continuous interaction
among academic achievement and self-esteem emphasize the importance in prioritizing and
enhancing self-esteem of students. This approach can bring about substantial benefits within the
school environment (Freih, 2005).

Brendtro (1990) defined self-esteem as a component of four building blocks namely:

significance, competence, power and virtue. The fundamental values underpinning the
components have been suggested to be belonging, competence, independence and generosity. To
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support children's self-confidence and to increase their educational achievement, these building
blocks could be exploited.

Locus of Control

The LOC is a concept within psychology of personality that revolves around an

individual's belief regarding their capability to control events that impact their lives. This concept
delves into the perceived influence individuals believe they have over the outcomes of their
actions and whether these outcomes are contingent on their efforts or external factors beyond
their personal control. It is an important factor in understanding how individuals perceive and
respond to the challenges, successes, and failures they encounter in various aspects of their lives.
This belief is categorized into two orientations: internal LOC, where people have a belief that
end results are contingent on their actions, and external LOC, where end results are attributed to
external forces such as fate or luck. Introduced by Philip Zimbardo in 1985, this orientation
influences individuals’ perception and response to challenges, successes, and failures they see.

Indeed, people having an internal LOC have trust in their ability to affect outcomes through the
efforts they make, perceiving a direct connection between their actions and results. Conversely,
the people having an external LOC credit the end results to external factors like fate or luck,
feeling less control over the course of events. These orientations shape individuals' perspectives
on personal agency and their role in shaping the outcomes of their lives.

Absolutely, the concept of locus of control not only influences how individuals respond to life
events but also affects their motivation to take action. Individuals with an internal LOC,
believing in their capacity to influence results, are more inclined to take proactive steps and work
towards changing situations when needed. In contrast, people having an external LOC may feel
less motivated to take action, perceiving outcomes as beyond their control and, consequently,
may be less likely to work actively toward change.

Characteristics of Internal Locus of Control

Individuals having an internal LOC exhibit several characteristic traits like taking responsibility,
independence, autonomy in work, self-efficacy, and confidence in decisions, happiness and
independence.
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Characteristics of External Locus of Control

Individuals having an external LOC exhibit certain characteristic traits like blaming external
forces, crediting luck or chance, lack of belief in personal efficacy, feelings of hopelessness,
learned helplessness.

Review of Literature

Psychological Well- Being

Kachroo and Ramanthan, (2021) carried out a cross-sectional study on PWB and
perceived social support in college undergraduates in Kashmir. Data on students aged 18 to 24
years were collected from the 480 students in different degree colleges of Kashmir. To evaluate
the relationship between study variables, data were analysed using a Pearson correlation.
According to the results, based on gender, area of residence and family per month income,
significant differences were found. The findings have also shown a positive relation among the
perception of societal support and PWB.

The study conducted by Sridevi and Govind (2020) focused on social support and PWB
in medical college students. The study included a total of 100 students, with 50 men and 50
women. Ryff's (1995) psychological well-being scale and Zimet et al.'s (1998) multidimensional
social support scale were used for data collection. The results indicated that students belonging
to male sex group had a higher level of social support and reported higher satisfaction with their
mental health compared to female students. Additionally, the findings highlighted a strong
positive correlation between the two variables.

A study conducted by Kumari (2020) aimed to explore the relation among stress and
psychological well-being in undergraduate students in Bihar. A sample of 300 participants (200
male and 100 female) from different districts of Bihar were chosen through sampling method of
purposive moethod. To measure stress, the Stressful Life Events Scale developed by Venkatesh
Kumar (1995) was used. For assessing PWB, Scale by Ryff (Ryff and Singer, 1998) was
employed, which includes six dimensions. The results indicated a negative correlation among the
variables.
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The research conducted by Support et al. (2019) aimed to investigate the relation among
the perceived social support and PWB in interstate students of Malikussaleh University. Cross-
sectional survey method with a sample of 105 interstate students was used. Two measurement
scales were employed in the study, i.e., MPSSS and PWB Scale. Data analysis using the Pearson
correlation method revealed a positive relation between the variables.

Self Esteem

Singhal and Prakash (2021) undertook a research endeavor to evaluate the self-esteem
and PWB of students studying in college of Delhi-NCR region, with a specific focus on gender
differences. Employing purposive sampling, they gathered data from 122 participants aged 18-28
years. The study used the Rosenberg’s Scale and the PGWBI. Results unveiled that participating
college students exhibited a moderate level of both the variables. Significantly, a positive
correlation was established between the two, and intriguingly, no substantial variations based on
gender were detected. This absence of gender-based differences indicates a noteworthy societal
shift in urban India, suggesting a more egalitarian approach in providing opportunities and
resources to male and female college students. Additionally, the study's regression analysis
emphasized the pivotal role of it as an important influencer of PWB among these students.
Overall, the research contributes valuable insights into the mental health dynamics of
undergraduates, underscoring interconnectedness of these two in an urban Indian context.

Kachroo et al. (2021) tried to inspect the relation among life satisfaction and self-esteem
in undergraduates of college. It involved a sample size of 120 students, comprising equal number
of males and females, chosen through purposive sampling from different areas in the Baramulla
district of Jammu and Kashmir. The Life Satisfaction Scale and Rosenberg’s Scale were used.
The data analysis revealed a positive correlation among the variables.

Li et al. (2018) conducted a study aiming to explore the influence of self-esteem in

relationships among social support and academic achievement, along with emotional exhaustion,
among university students in East China. The study had 262 university students as sample.
Various measurement tools were utilized, including the MSPSS to assess social support, the
RSES for self-esteem and scales to measure the variables. The result suggested positive
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relationship among self-esteem, social support and academic achievement, while a negative
correlation was observed with emotional exhaustion.

Malinauskas and Dumciene (2017) undertook a study to inquire the relation among self-
esteem and PWB during promotion in university through secondary school. The sample had 197
participants, including both males and females of 18 to 24 years of age, selected by random
sampling. PWB was measured using Ryff's PWB scale, and self-esteem was assessed using the
RSES. The statistical analysis was done. The results suggested that PWB was higher at the
commencement of university level in comparison to the final year of school, though the study did
not confirm a significant impact of the transition on self-esteem.

Ümmet (2015) conducted a study to evaluate the levels of self-esteem and basic
psychological needs in college students. The sample of 342 college students was administered
with the Self-Esteem Inventory by Coppersmith and the Basic Psychological Needs Scale. The
findings suggested that the satisfaction of two of the needs significantly predicted self-esteem,
while satisfaction of competence needs did not predict the same.

Locus of Control

Research findings from various studies, including Majzub and Bataineh (2009), Goyal
Smriti (2000), Gujjar and Rukhma (2014), and Findley and Cooper (1983), have indicated
variations in the locus of control between male and female students. Some studies, such as
Majzub and Bataineh (2009) and Gujjar and Rukhma (2014), reported that male students exhibit
slightly more internal and external locus of control than females. In contrast, Goyal Smriti (2000)
and Findley and Cooper (1983) found that male scores tended to be more internal than females.

It is of great importance to focus on the influence of social desirability on these findings.

Traditional gender roles may lead females to view an internal perspective as inconsistent with
societal expectations for women, making it socially undesirable. This social desirability bias
could impact how female participants self-report their locus of control in these studies.

Similarly, a study by Das and Pattanaik (2016) supported the significance of both locus
of control and self-esteem in academic achievement of the sample and concluded that those
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students who have higher self-esteem and an internal LOC tend to be more academically
competent compared to those with lower self-esteem and an LOC.

Research Gap

There are many studies that focus on the relation between the said variables. But there are
not many studies that study their relationship in college students and assess the gender
differences in these parameters. Only a few studies were found specifically on this triad
relationship. It is essential to understand the relationship between these variables so that efforts
can be made in future to enhance these post-understanding their relationship.

Rationale
The present research work tries to understand the interconnection of PWB, self-esteem,
and LOC among college students. While numerous studies have explored the individual aspects
of these variables, there is a notable gap in research when it comes to examining these
relationships at a group level. Existing literature suggests a correlation among these variables,
and this study aims to contribute further insights into such associations. Understanding the
factors that contribute to a more enjoyable life is crucial, given the significant role that good
mental health plays in an individual's optimal functioning.

Methodology

Objectives

● To assess the level of psychological well-being, self-esteem and locus of control in

college students.

● To understand the relationship of self-esteem and locus of control with psychological

well-being in college students.

● To compare the psychological wellbeing, self-esteem and locus of control in college

students based on gender.

Hypotheses
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● There would be a significant relationship between self-esteem and psychological well-

being in college students.

● There would be a significant relationship between locus of control and psychological

well-being in college students.

● There would be a significant difference in psychological well-being, self-esteem and

locus of control on the basis of gender.

Research Design
Present study would utilize a quantitative methodology to uncover the relationship of LOC and
self-esteem with respect to PWB in college disciplines. Additionally, the study aims to
investigate any potential gender differences in these associations. Quantitative approach would
be used. This method allows for a structured and objective examination of the interplay between
the variables under study providing valuable insights into the factors influencing students' mental
health.

Operational definitions of variables

● Psychological Wellbeing. It refers to the score of the participants on the six

dimensions of the Ryff’s PWB Scale.

● Self Esteem: It refers to the participants’ score on the SES by Rosenberg (1965).

● Locus of Control: It can be defined as the participants’ score on the Dr. N. Hasnain

and Dr. D. D. Joshi’s Locus of Control Scale (1992).

Participants
In this study, a sample of 500 college students from India aged 18 to 25 years will be taken, both
male and female. The technique of purposive sampling will be used.
Inclusion criteria
1. Students studying in colleges will be selected.
2. Both boys and girls will be selected in equal numbers.
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3. The participants of age group 18 – 25 years will be selected

4. The participants willing to be a part of the study will be selected.
Exclusion criteria
1. People less than 18 years and more than 25 years of age will be excluded from the
study.
2. Transgender people will be excluded from the study.
3. People unwilling to give correct responses will be excluded from the study.
4. People unwilling to be a part of the study will be excluded from the study.

Psychological Tools

1. Socio Demographic Information Questionnaire (Self Developed)

A socio demographic questionnaire would be self-developed in order to collect

information vital for the present study. It would include questions about age, gender,
marital status, family size, qualification, residence, college details, socio economic status,
etc. It would also include the consent form to be acknowledged by the participants that
they are willingly participating in the study.

2. Psychological Well-being Scale (PWB)

Carol D. Ryff (2007) developed the PWB scale (Revised Form) for measuring
psychological wellbeing. The scale contains 42 items with six- point rating options. It
covers six dimensions of psychological wellbeing. The six dimensions included are
Autonomy, Environmental mastery, Personal Growth, Positive relations with others,
Purpose in life and Self- acceptance. In the present scale six alternatives response have
been given to each statement i.e., strongly disagree, moderately disagree, slightly
disagree, and slight agree, moderately agree and strongly agree. Positive items are scored
as 1, 2, 3, 4, 5 and 6 and negative items are reversed scored i.e.6, 5, 4, 3, 2 and 1. The
reliability coefficient of all the dimensions lies between 0.86 and 0.93 with overall being
0.90.

3. Rosenberg Self-esteem Scale

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Rosenberg, M (1965) developed the Rosenberg self-esteem scale for measuring self-
esteem. The scale consists of 10 items with 4 point rating scale of Strongly Agree, Agree,
Disagree and Strongly Disagree. The reliability of the scale was measured through test-
retest method and Cranach’s alpha method which is found statistically significant;
synchronically, the values were found 0.82 to 0.85 and 0.77 to 0.88 respectively. The
scale was also found valid through criterion and construct validity methods.

4. Locus of Control Scale

Dr. N. Hasnain and Dr. D. D. Joshi (1992) developed this scale with 36 items which are
scored on 3 point scale- Always, Sometimes and Never. There are 16 positive and 20
negative items which are scored as 2, 1 and 0 for positive and in reverse order for
negative items. Internal consistency coefficient of reliability was determined by odd even
procedure (N=50) using spearman-brown prophecy formula. The reliability coefficient
thus calculated was found to be 0.55. Test-retest (N=50) method for the reliability
coefficient of temporal stability after a gap of two weeks was found to be 0.76. The
validity of the scale was found by calculating the coefficient of correlation (N=50)
between the scores of subjects on this scale and on Roma pal's (1983) scale. The
coefficient of correlation thus calculated came to be 0.76.

Procedure
Quantitative data analysis method will be used in the study. The study will be conducted
in a single phase only in which all the tools will be applied on all the subjects. The tests
would be scored as per their scoring methods. After obtaining the test scores of all the
subjects, they would be divided on the basis of gender. Appropriate statistical measures
would be used to reach to conclusions.

Self- Esteem

PWB

LOC

Fig 1. Representing the variables in the study

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Statistical analysis

Descriptive statistics will be computed for all the variables in order to analyze the data.
Correlation analysis would be conducted according to the obtained data’s nature. t- test would be
applied to see if there is any significant difference between the groups based on gender.
Regression analysis would be done according to the nature of data obtained.

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