Exploring the Role of Psychological Well-being and Self-Esteem in Higher Education Students in West Bengal, India

Abstract

Educational institutions in West Bengal also face challenges such as overcrowded classrooms, inadequate mental health resources, and a shortage of trained counselors. These obstacles further hinder students' ability to maintain their psychological well-being and self-esteem. Consequently, students may encounter increased anxiety, diminished academic engagement, and feelings of loneliness, all of which can negatively influence their success. This study looked at the self-esteem and psychological well-being of higher education students in West Bengal. The research focused on understanding how these two aspects are connected and how factors like gender, caste, family type, number of siblings, study stream, course pursued, parents' jobs, living area, and financial background might influence them. The study used a cross-sectional survey method, involving 240 students chosen randomly from Post-Graduation (PG) from Jadavpur University and the University of North Bengal, India. Data were gathered using the Rosenberg Self-Esteem Scale (RSES) and Ryff’s Psychological Well-Being Scale (RPWB). Structured questionnaires or standardized scales were likely employed to assess self-esteem, psychological well-being, and socio-economic information. Statistical tests were conducted to analyze the data and examine key patterns. The results showed a positive link between self-esteem and psychological well-being. Students with higher self-esteem experienced better emotional stability, stronger social connections, and greater involvement in academics. On the other hand, those with lower self-esteem were more prone to stress, anxiety, and social withdrawal. The study also found that factors like gender, caste, socio-economic status, and parental occupation played a significant role in shaping students' mental well-being. The findings highlight the role of family structure, socio-economic background, and gender in shaping students' psychological well-being and self-esteem. These results suggest that educational institutions should adopt comprehensive strategies that address both social and emotional factors to promote holistic student development. The research suggests that creating supportive learning environments, building positive teacher-student relationships, and offering counseling services can help improve students' self-esteem and overall well-being. Future studies could explore strategies designed to meet the specific social and economic challenges faced by students in West Bengal.