Self-Esteem and Readiness to Solve Problems in University Students
DOI:
https://doi.org/10.12775/PBE.2024.018Keywords
self-esteem, readiness to solve problems, students, universitiesAbstract
The main aim of this study was to determine the relationship between self-esteem and the readiness to solve problems in university students. Factors differentiating the examined variables were also investigated. The diagnostic poll method was used. The necessary data was collected using the Rosenberg Self-Esteem Scale and the Problem-Solving Readiness Scale designed by K. Tomczak and A. Franczyk. The study participants were comprised of 263 students from two universities in Opole, Poland, aged between 18 and 35 years. The obtained results indicated a statistically significant, moderate positive correlation between self-esteem and the readiness to solve problems. Students attending courses in exact sciences also showed a higher level of self-esteem and readiness to solve problems than those attending courses in social sciences and humanities. Furthermore, students who were also employed had a significantly higher self-esteem than unemployed students. Gender was another significant differentiating factor: men showed a higher level of self-esteem and readiness to solve problems than women.
References
Baumeister, R.F., Campbell, J.D., Krueger J.I., & Vohs, K.D. (2003). Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles? Psychological Science in the Public Interest, 4, 1–44.
Baumeister, R.F., Smart, L., & Boden, J.M. (1996). Relation of Threatened Egotism to Violence and Aggression: The Dark Side of Self-Esteem. Psychological Review, 103, 5–33.
Bethune, S. (2019). Pokolenie Z częściej zgłasza problemy ze zdrowiem psychicznym. Najnowsze badanie APA Stress in America™ koncentruje się na obawach Amerykanow w wieku od 15 do 21 lat [Generation Z More Likely to Report Mental Health Concerns. Latest APA Stress in America™ Study Focuses on Anxiety in Americans Aged 15 to 21 Years]. Monitor Psychologii, 50(1). Retrieved 20 April 2020 from: https://www.apa.org/monitor/2019/01/gen-z.
Bleidorn, W., Arslan, R.C., Denissen, J.J. A., Rentfrow, P.J., Gebauer, J.E., Potter, J., & Gosling, S.D. (2016). Age and Gender Differences in Self-Esteem. A Cross-Cultural Window. Journal of Personality and Social Psychology, 111(3), 396–410, doi: 10.1037/pspp0000078.
Branden, N. (1969). The Psychology of Self-Esteem. New York: Bantam.
Chavan, M., & Carter, L. (2018), Management Students – Expectations and Perceptions on Work Readiness. International Journal of Educational Management, 32(5), 825–850, doi: 10.1108/IJEM-10-2016-0219.
Cheema, G.K., & Bhardwaj, M. (2021). Study of Self-Esteem and Academic Achievement in Relation to Home Environment Among Adolescents. European Journal of Molecular & Clinical Medicine, 8(1), 1978–1987.
Chhinzer, N., & Russo, A.M. (2018). An Exploration of Employer Perceptions of Graduate Student Employability. Education and Training, 60(1), 104–120, doi: 10.1108/ET-06-2016-0111.
Coopersmith, S. (1967). The Antecedents of Self-Esteem. San Francisco: W.H. Freeman, Co.
Dweck, C.S. (2021). Nowa psychologia sukcesu. Nastawienie na rozwoj to gwarancja sukcesu [Mindset: The New Psychology of Success]. Warszawa: MUZA.
Dyer, J., Gregersen, H., & Christensen, C. (2011). The Innovator’s DNA: Mastering the Five Skills of Disruptive Innovators. Boston, MA: Harvard Business Press.
Dzwonkowska, I., Lachowicz-Tabaczek, K., & Łaguna, M. (2008). Samoocena i jej pomiar: Polska adaptacja skali SES M. Rosenberga. Podręcznik [Self-Esteem and Its Measurement. A Polish Adaptation of the Rosenberg SES Scale. A Textbook]. Warszawa: Pracownia Testów Psychologicznych PTP.
Eagly, A.H. (1987). Sex Differences in Social Behavior: A Social-Role Interpretation. Hillsdale, NJ: Erlbaum.
Flothmann, C., Hoberg, K., & Wieland, A. (2018). Competency Requirements of Supply Chain Planners & Analysts and Personal Preferences of Hiring Managers. Supply Chain Management, 23(6), 480–499, doi: 10.1108/SCM-03-2018-0101.
Franczyk, A., & Rajchel, A. (2021). Rozwój kompetencji społecznych studentów w dobie nauczania online [Development of Social Competences of University Students During the Online Education Period]. Kultura i Edukacja, 3(133), 148–168, doi: 10.15804/kie.2021.03.08.
Funke, J., Fischer, A., & Holt, D.V. (2018). Competencies for Complexity: Problem Solving in the Twenty-First Century. In: E. Care (Ed.), Assessment and Teaching of 21st Century Skills, Educational Assessment in an Information Age (pp. 41–53), doi: 10.1007/978-3-319-65368-6.
Goleman, D. (2012). Inteligencja emocjonalna [Emotional Intelligence]. Poznań: Media Rodzina.
Gora, K., Bijas, K., Dziubek, J.N., Korniluk, A., Kurtyka, J., Ledwoń, A., & Gerłowska, J. (2020). Students’ Welfare during SARS-CoV-2 Pandemic. Annales Universitatis Mariae Curie-Skłodowska. Sectio J, Paedagogia-Psychologia, 33(3), 261–278, doi: 10.17951/j.2020.33.3.261-278.
Griffin, R. (2018). Podstawy zarządzania organizacjami [Basics of Organization Management]. Warszawa: PWN.
Hennessey, B.A., & Amabile, T.M. (2010). Creativity [Kreatywność]. Annual Review of Psychology, 61, 556–598.
Hunter, J.E., & Schmidt, F.L. (1996). Intelligence and Job Performance: Economic and Social Implications. Psychology, Public Policy, and Law, 2(3–4), 447–472, doi: 10.1037/1076-8971.2.3-4.447.
James, W. (1892/2002). Psychologia. Kurs skrócony [Psychology: An Abbreviated Course]. Warszawa: Wydawnictwo Naukowe PWN.
Juczyński, Z. (2001). Narzędzia pomiaru w promocji i psychologii zdrowia [Measurement Tools in the Promotion and Psychology of Health]. Warszawa: Pracownia Testow Psychologicznych Polskiego Towarzystwa Psychologicznego.
Kalleberg, A.L. (2001). Organizing Flexibility: The Flexible Firm in a New Century. British Journal of Industrial Relations, 39(4), 479–504, doi: 10.1111/1467-8543.00211.Doł formularza
Karaś, R. (2004). Teorie motywacji w zarządzaniu [Theories of Motivation in Management]. Poznań: Wydawnictwo Akademii Ekonomicznej w Poznaniu.
Karwowski, M. (2009). Zgłębianie kreatywności. Studia nad pomiarem poziomu i stylu twórczości [Investigating Creativity: Studies on the Measurement of the Level and Style of Creativity]. Warszawa: Wydawnictwo Akademia Pedagogiki Specjalnej.
Knosala, R., Tomczak-Horyń, K., & Wasilewska, B. (2019). Kreatywność pracowników i twórcze zespoły [Employee Creativity and Creative Teams]. Warszawa: PWE.
Lickliter, R. (2007). Dynamika rozwoju i ewolucji: spostrzeżenia z embriologii behawioralnej [The Dynamics of Development and Evolution: Insights from Behavioral Embryology]. Psychobiologia rozwojowa, 49(8), 749–757, doi: 10.1002/dev.20270.
Łaguna, M., Lachowicz-Tabaczek, K., & Dzwonkowska, I. (2007). Skala samooceny SES Morrisa Rosenberga – polska adaptacja metody [Morris Rosenber’s SES: A Polish Adaptation of the Method]. Psychologia Społeczna, 2(4), 164–176.
Marszałek, A. (2012). ‘Zatrudnialność’ – nowa i poszukiwana cecha pracownika [Hireability: A New and Sought-After Employee Trait]. Polityka Społeczna, 11–12, 20–23.
Materiały dotyczące zasobow wspołdzielonych w ramach siodmej edycji Polskiego Systemu Monitorowania Absolwentow [Materials on the Resources Shared as Part of the Seventh Edition of the Polish Graduate Tracking System]. Retrieved 5 May 2023 from: https://ela.nauka.gov.pl/pl/experts/source-data.
Nęcka, E. (1994). TRoP… Tworcze Rozwiązywanie Problemow [TRoP: A Creative Problem Solving System]. Krakow: Oficyna Wydawnicza Impuls.
Oakley, B. (2018). Zmiana nastawienia. Zmień sposób myślenia i odkryj swój prawdziwy potencjał [A Shift of Attitude: Change the Way You Think and Discover Your True Potential]. Gliwice: Helion.
Orth, U., & Robins, R.W. (2014). The Development of Self-Esteem. Current Directions in Psychological Science, 23, 381–387, doi: 10.1177/0963721414547414.
Ostoj, I. (2016). Motywy podejmowania pracy przez studentów studiów stacjonarnych – wyniki badań [Motivation for Seeking Jobs by Students of Full-Time Courses: Results of Research]. Studia i Prace WNEiZ Uniwersytetu Szczecińskiego, 44(1), 231–241.
Pirog, D. (2013). Wybrane determinanty tranzycji absolwentow studiow wyższych na rynek pracy [Selected Determinants of the Transition of University Graduates Into the Labor Market]. Studia Ekonomiczne, 160, 131–138.
Polska Rama Kwalifikacji [Polish Qualifications Framework] (n.d.). Retrieved 26 October 2024 from: https://prk.men.gov.pl/polska-rama-kwalifikacji-prk/.
Przytuła, S., Bruska, A., Szymańska-Czaplak, E., & Tracz-Krupa, K. (2020). Podnoszenie kompetencji międzykulturowych wśrod studentow w celu wypełnienia luki w umiejętnościach na europejskim rynku pracy [Enhancing Cross-Cultural Competences Among Students in an Effort to Fill the Skills Gap in the European Labor Market]. Turystyka i Hotelarstwo, 202–215. Retrieved 20 May 2023 from: https://thi.fthm.hr/congress-proceedings/send/6-2020/150-enhancing-crosscultural-competence-among-students-in-an-effort-to-fill-the-skills-gap-in-theeuropean-labor-market.
Rocki, M. (2021). Łączenie studiow z pracą zarobkową a wejście absolwentów wyższych uczelni na rynek pracy [Combining Studying and a Job and the Entry Into the Labor Market by University Graduates]. Ruch Prawniczy, Ekonomiczny i Socjologiczny, 83(4), 205–223, doi: 10.14746/rpeis.2021.83.4.14.
P. (2011). The Relationship Between Self-Esteem, Achievement Goals and Academic Achievement Among the Primary School Students. Procedia – Social and Behavioural Sciences, 29, 803–808.
Rosenberg, M. (1979). Conceiving the Self. Malabar, Florida: Robert E. Krieger. Rosenberg, M. (2015). Society and Adolescent Self-Image. Princeton University Press.
Rubacha, K. (2008). Metodologia badań nad edukacją [Methodology of Educational Research]. Warszawa: Wydawnictwa Akademickie i Profesjonalne.
Sloane, P. (2005). Tworcze myślenie w zarządzaniu [Leader’s Guide to Lateral Thinking Skills]. Translated by Liliana Okupniak. GWP: Gdańsk.
Shamsaei, M. (2019). Relationship Between Self-Esteem and Field of Study and Its Effect on Academic Burnout in Students of Shiraz University of Medical Sciences. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 10(2), 225–232, doi: 10.5281/zenodo.6654371.
Smith, E.R., Mackie, D.M., & Claypool, H.M. (2014). Psychologia społeczna (edycja czwarta) [Social Psychology: Fourth Edition]. Hove: Psychological Press.
Sokoł-Szawłowska, M. (2020). Wpływ kwarantanny na zdrowie psychiczne podczas pandemii COVID-19 [Effect of Quarantine on Mental Health During the COVID-19 Pandemic]. Psychiatria, 18(1), 57–62, doi: 10.5603/PSYCH.A2020.0046.
Stanciu, C., Coman, C., Gabriel, T., & Bularca, M.C. (2020). Online Teaching and Learning in Higher Education During the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 1–24, doi: 10.3390/su122410367.
Stojanowska, E. (2007). Rzeczywisty i pożądany rodzaj płci psychologicznej wśród studentów i osob pracujących [Real and Desired Type of Psychological Gender Among Students and Employees]. Studia Psychologica, 7, 151–167.
Strauss, J.P. (2005). Multi-Source Perspectives of Self-Esteem, Performance Ratings, and Source Agreement. Journal of Managerial Psychology, 20(6), 464–482, doi: 10.1108/02683940510615424.
Szpitalak, M., & Polczyk, R. (2015). Samoocena. Geneza, struktura, funkcje i metody pomiaru (I) [Self-Esteem: Origin, Structure, Functions, and Methods of Measurements (I)]. Krakow: Wydawnictwo Uniwersytetu Jagiellońskiego.
Tell, J., & Hoveskog, M. (2022). Applied Engineering Education for Soft Skills in the Context of Sustainability and Mobility. International Journal of Sustainability in Higher Education, 23(8), 324–336, doi: 10.1108/IJSHE-07-2022-0202.
Tomczak, K. (2022). The Creative Culture and Level of Innovation in the Selected Manufacturing Enterprises. Management and Production Engineering Review, 13(2), 117–126, doi: 10.24425/mper.2022.142060.
Turska-Kawa, A. (2016). Nadzieja podstawowa oraz orientacja pozytywna jako predyktory zaangażowania politycznego młodych [Basic Hope and Positive Orientation as Predictors of Political Engagement in Youth]. Przegląd Politologiczny, 1, 7–20, doi: 10.14746/pp.2016.21.1.1.
World Economic Forum (2016). The Future of Jobs Report. Employment, Skills, and Workforce Strategy for the Fourth Industrial Revolution. Global Challenge Insight Report. Retrived 15 May 2023 from: https://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf.
Winborg, J., & Hagg, G. (2022). The Role of Work-Integrated Learning in Preparing Students for a Corporate Entrepreneurial Career. Education and Training, 65(4), 674–696, doi: 10.1108/ET-05-2021-0196.
Wood, W., & Eagly, A.H. (2002). A Cross-Cultural Analysis of the Behavior of Women and Men: Implications for the Origins of Sex Differences. Psychological Bulletin, 128, 699–727, doi: 10.1037/0033-2909.128.5.699.
Wronowska, G. (2015). Oczekiwania na rynku pracy. Pracodawcy a absolwenci szkół wyższych w Polsce [Labor Market Expectations, Employers, and University Graduates in Poland]. Studia Ekonomiczne. Zeszyty Naukowe Uniwersytetu Ekonomicznego w Katowicach, 214, 115–127.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kamila Tomczak, Agnieszka Franczyk, Anna Bruska, Wanda Musialik
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Stats
Number of views and downloads: 113
Number of citations: 0
