# The Role of Demographic Profile in Shaping Self-Esteem of Junior High School Students in Araling Panlipunan

Junvel T Boligao, Leo C Naparota

► To cite this version:

Junvel T Boligao, Leo C Naparota. The Role of Demographic Profile in Shaping Self-Esteem of Junior High School Students in Araling Panlipunan. International Journal of English Literature and Social Sciences, 2025, 10, pp.613 - 620. 10.22161/ijels.104.91 . hal-05238820

HAL Id: hal-05238820

https://hal.science/hal-05238820v1

Submitted on 4 Sep 2025

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
# The Role of Demographic Profile in Shaping Self-Esteem of Junior High School Students in Araling Panlipunan

Junvel T. Boligao, MAEM<fnref n="1" />; Leo C. Naparota, PhD<fnref n="2" />

Received: 25 Jul 2025; Received in revised form: 21 Aug 2025; Accepted: 25 Aug 2025; Available online: 31 Aug 2025
©2025 The Author(s). Published by Infogain Publication. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/).

**Abstract**— This study aimed to examine the demographic profile and level of self-esteem in Araling Panlipunan among Junior High School students in the Sulangon District, Schools Division of Dapitan City, during the School Year 2023–2024. A descriptive survey research design was employed with a total of 220 respondents. Data were analyzed using frequency count, percentage, weighted mean, standard deviation, and the Kruskal–Wallis H-Test, with JAMOVI serving as the statistical software. Findings revealed that nearly half of the respondents were female, the majority were aged 13 to 16, they were fairly distributed across grade levels, and most came from families with a monthly income of ₱10,000 and below. The overall level of self-esteem was found to be moderate, and no significant difference was observed when respondents were grouped according to demographic profile. Based on these results, it is recommended that school heads consider the findings in providing technical assistance to teachers aimed at enhancing learners’ self-esteem. Likewise, teachers may use this study as a valuable point of reflection to improve instructional delivery and to encourage students to strengthen their self-esteem in Araling Panlipunan.

**Keywords**— self-esteem, Araling Panlipunan, Dapitan City, Philippines

<figure><img src="image_2.png" /></figure>

## I. INTRODUCTION

Self-esteem in adolescents is profoundly influenced by their demographic context, including age, gender, and socioeconomic status (SES). A large meta-analysis by Allen and colleagues (2018) found that positive personal characteristics—such as self-esteem—are shaped by demographic factors like gender and academic achievement. Adolescent self-esteem trajectories also vary across race/ethnicity and gender, with Asian American and Hispanic students often reporting lower self-esteem compared to their peers from other backgrounds (Bachman et al., 2011). In the Philippine setting, Suan and Magallanes (2020) found that demographic variables such as age and parental educational attainment affected Junior High School students’ self-esteem and sense of belonging.

Moreover, academic engagement and domain-specific performance (like in Araling Panlipunan) play a significant role in adolescents’ sense of self-worth. Research conducted among Filipino Grade 7 students

revealed a moderate positive correlation between self-esteem and English oral proficiency, underscoring how academic self-perception bolsters confidence in school subjects (Dadulla, 2023). This relationship aligns with broader evidence linking academic achievement with self-esteem development over adolescence. Given that Araling Panlipunan is designed to foster Filipino identity and civic consciousness in students and that demographic variations in academic achievement including in AP are linked with self-esteem, performance in this subject may impact self-esteem (DepEd K-12 AP curriculum framework, n.d.; Refugio et al., 2019).

Family and social environments also mediate the link between demographics and self-esteem in educational settings. Abalos (2024) documented how emotional states—such as stress or depression—and parent educational background are moderately associated with academic performance, which likely influences adolescent self-esteem indirectly. Social media engagement, another

<footnote n="1">¹Teacher, Department of Education, Dapitan City, Philippines,</footnote>

<footnote n="2">²Dean, College of Arts and Sciences and School of Criminal Justice Education, Andres Bonifacio College, Inc., Dipolog City, Philippines</footnote>
prevalent factor, has been shown to affect self-esteem
among Junior High School students, reflecting the
intersection of demographic characteristics (e.g., age, peer
exposure) and self-perception. These dynamics suggest that
familial, emotional, and social dimensions tied to
demographic background shape self-esteem beyond
academic influence (Ipong et al., 2023).

Despite these insights, there's a gap in subject-
specific research on how demographic profiles influence
self-esteem in the context of Araling Panlipunan a subject
central to national identity and values formation in the
Philippines. While general studies offer clues, none
specifically address how demographic variables affect
student self-esteem within Araling Panlipunan classrooms.
Given that Araling Panlipunan may evoke unique emotional
and identity responses, investigating how age, gender, SES,
and parental education interact with self-esteem in this
subject can inform tailored educational strategies,
interventions, and teacher awareness.

II. LITERATURE REVIEW

Self-Esteem

Self-esteem refers to an individual's self-image or
sense of self-worth, representing the judgments people
make about their own value and the feelings associated with
those judgments. High self-esteem reflects a realistic
evaluation of one's characteristics and competencies,
coupled with an attitude of self-acceptance and self-respect
(Nagar & Nagar, 2019). The concept of self-esteem is
widely discussed both in everyday language and in
psychological research. According to Noronha, Monteiro,
and Pinto (2018), the foundation of self-esteem rests on six
core practices: living consciously, self-acceptance, self-
responsibility, self-assertiveness, purposeful living, and
personal integrity. Similarly, Baumeister et al. (2017)
emphasize that popularity can enhance an individual's self-
estem and reduce stress levels. They further noted that
individuals with high self-esteem tend to have richer social
lives and are more capable of managing stress compared to
those with low self-esteem, such as in the case of police
officers studied.

Self-esteem is an individual's subjective emotional
judgment of personal worth, encompassing both self-

evaluation and one's attitude toward the self (Arshad, Zaidi,
& Mahmood, 2015). It reflects perceptions of self-respect,
confidence, and the positive or negative attitudes
individuals hold about themselves. Lovina et al. (2020)
describe self-esteem as a global self-assessment barometer
that integrates cognitive evaluations of self-worth with the
emotional experiences associated with those evaluations.
High levels of self-esteem have been linked to interpersonal
success, happiness, and the adoption of healthy lifestyles
and behaviors. Enjoyment derived from positive self-regard
may also assist individuals in coping with stress or trauma,
although these relationships are often complex and shaped
by various contextual factors. While laboratory studies have
not consistently demonstrated a direct connection between
self-esteem and job performance, research indicates that
individuals with higher self-esteem are more likely to
persevere in the face of challenges and stressful
circumstances (Naparota et al., 2020).

Self-esteem is a subjective construct that does not
always capture an individual's intrinsic qualities or how
others perceive them (Orth et al., 2018). It represents a
personal appraisal shaped by one's thoughts and beliefs,
which influence perceptions of self-worth and overall
perspective. This appraisal often involves evaluating one's
own capabilities and talents (Bautista et al., 2017). In the
academic context, self-esteem plays a vital role in
determining how students cope with challenges that may
affect their school performance. Gbollie and Keamu (2017)
emphasize that self-esteem strongly influences students'
ability to overcome obstacles and achieve success.
Similarly, Ogot (2017) highlights the significant link
between self-esteem and academic performance, noting that
higher levels of self-esteem are associated with increased
confidence and improved academic outcomes.

Conceptual Framework

The conceptual framework of the study is outlined
as follows. **Part I** presents the profile of the respondents,
categorized according to gender, age, grade level, and
family income. **Part II** identifies the independent variable,
self-esteem, which is measured through forty-eight (48)
items. The figure below illustrates the overall conceptual
framework of the study.
INDEPENDENT VARIABLE

DEPENDENT VARIABLE

<figure><img src="image_3.png" /></figure>

# Conceptual Framework of the Study

## Statement of the Problem

This study aimed to determine the demographic profile and how they affect the self-esteem in Araling Panlipunan of the Junior High School students in Sulangon District, Schools Division of Dapitan City during the school year 2023-2024.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 gender;

1.2 age;

1.3 grade level;

1.4 family income of parents/guardians?

2. What is the respondents' perceived level of self-esteem?

3. Is there a significant difference in the respondents' level of self-esteem when analyzed according to profile?

## Hypothesis

1. There is no significant difference in the respondents' level of self-esteem when analyzed according to profile.

# III. RESEARCH METHODOLOGY

## Method Used

The study employed survey research methods. The survey method was used to gather data on students' self-esteem in *Araling Panlipunan* through a structured questionnaire. According to Creswell and Guetterman (2019), a survey is a research method designed to collect data from a predefined group of respondents to obtain information and insights on various topics of interest. Similarly, Check and Schutt (2012), as cited by Bongcawel (2024), described surveys as a method of collecting information from a sample of individuals through their responses to a series of questions.

## Research Environment

The study was conducted during the School Year 2023-2024 at Sulangon National High School, San Pedro Integrated School, and Aliguy Integrated School, all under the Schools Division of Dapitan City, Zamboanga del Norte, Philippines.

## Respondents of the Study

The target population of the study consisted of 505 Grade 8, 9, and 10 Junior High School students enrolled in *Araling Panlipunan* in the Sulangon District, Schools Division of Dapitan City, during the School Year 2023-2024. Using the Raosoft sample size calculator, a representative sample of 220 students was determined. The respondents were then selected through simple proportionate sampling by lottery, ensuring fair representation from each grade level.

## Research Instrument

The research instrument was a structured questionnaire consisting of a single part. This section measured self-esteem and was adopted from the standardized instrument developed by Tus (2020), which comprised forty-eight (48) items.

## Ethical Considerations

Approval to conduct the study was obtained from the Research and Ethics Committee of Andres Bonifacio College, Inc. The principle of respect for persons was observed by securing informed consent from the institution to administer the research questionnaire, which was designed using simple and clear language to ensure that respondents could easily understand the items. In addition, individual informed consent was obtained from each participant prior to data collection. The anonymity of respondents was safeguarded by ensuring that their identities remained undisclosed, while their voluntary participation was respected throughout the study. Confidentiality of all responses was strictly maintained, and
the collected data were used solely for research purposes. At the conclusion of the study, the researcher ensured that essential information was preserved to support potential future research endeavors.

## Data Gathering Procedure

A formal letter of request was first prepared by the researcher's adviser and submitted to the Dean's Office of the Graduate School, Andres Bonifacio College, Inc., Dipolog City, to seek approval for the administration of the research instrument. Upon approval, the Dean's endorsement letter, together with the researcher's request, was forwarded to the Schools Division Superintendent of Dapitan City. The endorsed request was then submitted to the Department of Education (DepEd) Research and Ethics Committee for review and clearance. After receiving the Ethics Clearance, the researcher secured permission from the district supervisor and school principals concerned to formally administer the questionnaire to the identified respondents.

<table><thead><tr><th>Scale</th><th>Range of Values Description</th><th>Interpretation</th></tr></thead><tbody><tr><td>5</td><td>4.21-5.00</td><td>Strongly Agree Very High</td></tr><tr><td>4</td><td>3.41-4.20</td><td>Agree High</td></tr><tr><td>3</td><td>2.61-3.40</td><td>Neutral Moderate</td></tr><tr><td>2</td><td>1.81-2.60</td><td>Disagree Low</td></tr><tr><td>1</td><td>1.00-1.80</td><td>Strongly Disagree Very Low</td></tr></tbody></table>

**Standard Deviation.** This is used to determine the homogeneity and heterogeneity of the respondents" scores where $SD \le 3$ is homogeneous and $SD > 3$ is heterogeneous (Aiken & Susane, 1991; Refugio et al., 2019).

**Kruskal-Wallis H-Test.** This is used to test the difference in self-esteem when respondents are grouped in terms of gender, age, grade level, and family income.

# IV. RESULTS

## Profile of the Respondents

<table><caption>Table 1: Profile of the Respondents in Terms of Gender</caption><thead><tr><th>Gender</th><th>Frequency</th><th>Percent</th></tr></thead><tbody><tr><td>Male</td><td>84</td><td>38.18</td></tr><tr><td>Female</td><td>103</td><td>46.82</td></tr><tr><td>LGBTQ+</td><td>33</td><td>15.00</td></tr><tr><td><strong>Total</strong></td><td><strong>220</strong></td><td><strong>100.00</strong></td></tr></tbody></table>

Table 1 presents the profile of the respondents according to gender. The results show that 46.82% of the respondents identified as female, 38.18% as male, and 15% as LGBTQ+. This indicates that nearly half of the Grade 8 to 10 learners in the Sulangon District, Schools Division of Dapitan City, are female. This finding is consistent with the

## Statistical Treatment of the Data

Presented below are the statistical tools utilized in the treatment and analysis of the data gathered. Weighted Mean. This is used to quantify the respondents" ratings on the self-esteem. Presented below is the scoring guide in giving qualitative descriptions and interpretation of the responses of the items in self-esteem.

**Frequency Counting and Percent.** They are used to determine the profile of the respondents in terms of gender, age, grade level, and family income.

**Weighted Mean.** This is used to quantify the respondents" ratings on the self-esteem. Presented below is the scoring guide in giving qualitative descriptions and interpretation of the responses of the items in self-esteem.

## Self-Esteem

study of Dajuela et al. (2024), which likewise reported that the majority of respondents were female.

<table><caption>Table 2: Profile of the Respondents in Terms of Age</caption><thead><tr><th>Age</th><th>Frequency</th><th>Percent</th></tr></thead><tbody><tr><td>12 years old & below</td><td>1</td><td>0.46</td></tr><tr><td>13-16 years old</td><td>212</td><td>96.36</td></tr><tr><td>17 years old & above</td><td>7</td><td>3.18</td></tr><tr><td><strong>Total</strong></td><td><strong>220</strong></td><td><strong>100.00</strong></td></tr></tbody></table>

Table 2 presents the profile of the respondents in terms of age. The results reveal that the majority (96.36%) of the respondents were between 13 and 16 years old, while 3.18% were 17 years old and above, and only 0.46% were
12 years old and below. This distribution can be attributed to the Kindergarten Education Act and the K to 12 Basic Education Program, which require Filipino children to begin kindergarten at the age of five. Consequently, learners are typically 13 to 16 years old when they reach Grades 8 to 10. This finding is consistent with the study of Dajuela et al. (2024), which reported that most respondents were between 14 and 16 years old (73.0%), while those aged 17 and above comprised the least represented group (1.7%).

<table><caption>Table 3: Profile of the Respondents in Terms of Grade Level</caption><thead><tr><td>Grade Level</td><td>Frequency</td><td>Percent</td></tr></thead><tbody><tr><td>Grade 8</td><td>66</td><td>30.00</td></tr><tr><td>Grade 9</td><td>71</td><td>32.27</td></tr><tr><td>Grade 10</td><td>83</td><td>37.73</td></tr><tr><td>Total</td><td>220</td><td>100.00</td></tr></tbody></table>

Table 3 presents the profile of the respondents in terms of grade level. The results show that 37.73% of the respondents were in Grade 10, 32.27% in Grade 9, and 30% in Grade 8. This indicates that the respondents were almost equally distributed across the three grade levels, which may be attributed to the use of stratified or proportional sampling in selecting participants. This finding is consistent with the study of Dajuela et al. (2024), which likewise reported that the majority of respondents were in Grade 10 (34.1%).

<table><caption>Table 4: Profile of the Respondents in Terms of Family Income</caption><thead><tr><td>Family Income</td><td>Frequency</td><td>Percent</td></tr></thead><tbody><tr><td>5,000 & below</td><td>79</td><td>35.91</td></tr><tr><td>5,001-10,000</td><td>50</td><td>22.73</td></tr><tr><td>10,001-15,000</td><td>29</td><td>13.18</td></tr><tr><td>15,001-20,000</td><td>26</td><td>11.82</td></tr><tr><td>20,001 & above</td><td>36</td><td>16.36</td></tr><tr><td>Total</td><td>220</td><td>100.00</td></tr></tbody></table>

Table 4 presents the profile of the respondents in terms of family income. The results indicate that 35.91% of the respondents reported a family income of P5,000 and below, 22.73% earned between P5,001-P10,000, 13.18% between P10,001-P15,000, 11.82% between P15,001-P20,000, and 16.36% reported P20,001 and above. These findings suggest that the majority (58.64%) of the respondents' families earn P10,000 and below, reflecting a predominantly low-income background. This result contrasts with the study of Casas (2023), which found that most Grade 12 students in Maguikay National High School belonged to low-income, but not poor, households with monthly earnings ranging from P9,000 to P19,000.

Level of Self-Esteem

<table><caption>Table 5: Respondents' Perceived Level of Self-Esteem</caption><thead><tr><td>Self-Esteem</td><td>AWV</td><td>SD</td><td>Description</td><td>Interpretation</td></tr></thead><tbody><tr><td>1. I spend a lot of time daydreaming.</td><td>3.41</td><td>1.18</td><td>Agree</td><td>High</td></tr><tr><td>2. I am pretty sure of myself.</td><td>3.20</td><td>1.20</td><td>Neutral</td><td>Moderate</td></tr><tr><td>3. I often wish I were someone else.</td><td>3.34</td><td>1.28</td><td>Neutral</td><td>Moderate</td></tr><tr><td>4. I am easy to like.</td><td>2.97</td><td>1.08</td><td>Neutral</td><td>Moderate</td></tr><tr><td>5. My parents and I have a lot of fun together.</td><td>3.65</td><td>1.19</td><td>Agree</td><td>High</td></tr><tr><td>6. I find it very hard to talk in front of the class.</td><td>3.27</td><td>1.11</td><td>Neutral</td><td>Moderate</td></tr><tr><td>7. I wish I were younger.</td><td>3.32</td><td>1.21</td><td>Neutral</td><td>Moderate</td></tr><tr><td>8. There are a lot of things about myself that I would change if I could.</td><td>3.95</td><td>1.16</td><td>Agree</td><td>High</td></tr><tr><td>9. I can make up my mind without too much trouble.</td><td>3.34</td><td>1.06</td><td>Neutral</td><td>Moderate</td></tr><tr><td>10. I get upset easily at home.</td><td>3.22</td><td>1.19</td><td>Neutral</td><td>Moderate</td></tr><tr><td>11. I am proud of my schoolwork.</td><td>3.74</td><td>1.15</td><td>Agree</td><td>High</td></tr><tr><td>12. Someone always has to tell me what to do.</td><td>3.21</td><td>1.10</td><td>Neutral</td><td>Moderate</td></tr><tr><td>13. It takes me a long time to get used to anything new.</td><td>3.10</td><td>1.00</td><td>Neutral</td><td>Moderate</td></tr><tr><td>14. I am often sorry for the things I do.</td><td>3.89</td><td>1.07</td><td>Agree</td><td>High</td></tr><tr><td>15. I am popular with children of my age.</td><td>2.90</td><td>1.11</td><td>Neutral</td><td>Moderate</td></tr></tbody></table>
<table><tr><td>16. My parents usually consider my feelings.</td><td>3.38</td><td>1.25</td><td>Neutral</td><td>Moderate</td></tr><tr><td>17. I am doing the best work I can.</td><td>4.10</td><td>1.05</td><td>Agree</td><td>High</td></tr><tr><td>18. I give in very easily.</td><td>3.09</td><td>1.08</td><td>Neutral</td><td>Moderate</td></tr><tr><td>19. I can usually take care of myself.</td><td>3.95</td><td>1.12</td><td>Agree</td><td>High</td></tr><tr><td>20. I am pretty happy.</td><td>3.66</td><td>1.25</td><td>Agree</td><td>High</td></tr><tr><td>21. I would rather play with children younger than me.</td><td>3.34</td><td>1.24</td><td>Neutral</td><td>Moderate</td></tr><tr><td>22. My parents expect too much of me.</td><td>3.73</td><td>1.10</td><td>Agree</td><td>High</td></tr><tr><td>23. I like to be called on in class.</td><td>3.04</td><td>1.14</td><td>Neutral</td><td>Moderate</td></tr><tr><td>24. I understand myself.</td><td>3.84</td><td>1.23</td><td>Agree</td><td>High</td></tr><tr><td>25. It is pretty tough to be me.</td><td>3.59</td><td>1.13</td><td>Agree</td><td>High</td></tr><tr><td>26. Things are all mixed up in my life.</td><td>3.42</td><td>1.14</td><td>Agree</td><td>High</td></tr><tr><td>27. Children usually follow my ideas.</td><td>3.21</td><td>1.06</td><td>Neutral</td><td>Moderate</td></tr><tr><td>28. No one pays much attention to me at home.</td><td>2.80</td><td>1.30</td><td>Neutral</td><td>Moderate</td></tr><tr><td>29. I am not doing as well in school as I would like to.</td><td>3.02</td><td>1.10</td><td>Neutral</td><td>Moderate</td></tr><tr><td>30. I can make up my mind and stick to it.</td><td>3.10</td><td>1.03</td><td>Neutral</td><td>Moderate</td></tr><tr><td>31. I do not like being a boy (girl).</td><td>2.35</td><td>1.42</td><td>Disagree</td><td>Low</td></tr><tr><td>32. I have a low opinion of myself.</td><td>3.15</td><td>1.22</td><td>Neutral</td><td>Moderate</td></tr><tr><td>33. I do not like to be with other people.</td><td>2.60</td><td>1.24</td><td>Disagree</td><td>Low</td></tr><tr><td>34. There are many times when I would like to leave home.</td><td>2.94</td><td>1.31</td><td>Neutral</td><td>Moderate</td></tr><tr><td>35. I am not as nice-looking as most people.</td><td>3.39</td><td>1.32</td><td>Neutral</td><td>Moderate</td></tr><tr><td>36. If I have something to say, I usually say it.</td><td>3.11</td><td>1.18</td><td>Neutral</td><td>Moderate</td></tr><tr><td>37. Children pick on me very often.</td><td>2.85</td><td>1.11</td><td>Neutral</td><td>Moderate</td></tr><tr><td>38. My parents understand me.</td><td>3.68</td><td>1.33</td><td>Agree</td><td>High</td></tr><tr><td>39. My teacher makes me feel I am not good enough.</td><td>2.57</td><td>1.30</td><td>Disagree</td><td>Low</td></tr><tr><td>40. I do not care what happens to me.</td><td>2.52</td><td>1.30</td><td>Disagree</td><td>Low</td></tr><tr><td>41. I am a failure.</td><td>2.76</td><td>1.35</td><td>Neutral</td><td>Moderate</td></tr><tr><td>42. I get upset easily when I am scolded.</td><td>3.08</td><td>1.21</td><td>Neutral</td><td>Moderate</td></tr><tr><td>43. Most people are better liked than I am.</td><td>3.44</td><td>1.16</td><td>Agree</td><td>High</td></tr><tr><td>44. I usually feel as if my parents are pushing me.</td><td>2.98</td><td>1.30</td><td>Neutral</td><td>Moderate</td></tr><tr><td>45. I often get discouraged in school.</td><td>2.90</td><td>1.18</td><td>Neutral</td><td>Moderate</td></tr><tr><td>46. Things usually do not bother me.</td><td>2.91</td><td>1.08</td><td>Neutral</td><td>Moderate</td></tr><tr><td>47. I cannot be depended on.</td><td>2.86</td><td>1.10</td><td>Neutral</td><td>Moderate</td></tr><tr><td>48. I like most things about myself.</td><td>3.79</td><td>1.26</td><td>Agree</td><td>High</td></tr><tr><td>Overall</td><td><b>3.24</b></td><td><b>0.82</b></td><td><b>Neutral</b></td><td><b>Moderate</b></td></tr></table>

Table 5 presents the respondents' perceived level of self-esteem. Results reveal that respondents generally agree with positive self-perceptions, such as enjoying interactions with their parents, being proud of their schoolwork, and liking most things about themselves. They also admit to certain self-critical or mixed feelings, such as wishing to change aspects of themselves and perceiving that other are better

liked. Respondents expressed neutral attitudes toward many statements, including confidence, social acceptance, academic satisfaction, and emotional stability, indicating ambivalence or inconsistency in their self-view. Moreover, respondents disagreed with more negative statements, such as disliking their gender, feeling socially withdrawn, or
being devalued by teachers, indicating some level of self-acceptance and resilience.

Overall, the findings suggest that respondents possess a moderate level of self-esteem. While they exhibit certain positive self-beliefs and resist some negative self-concepts, the prevalence of neutral responses to many key self-esteem indicators suggests uncertainty or vulnerability in their self-perception.

The moderate self-esteem level observed implies that respondents still require ongoing support and guidance from both parents and teachers to reinforce positive self-concepts and address self-doubt or emotional instability. Interventions aimed at enhancing self-worth, social competence, and emotional regulation could help elevate their self-esteem toward a higher level.

This result contrasts with Tus (2020), who reported that most students generally demonstrated a relatively high level of self-esteem. Tus emphasized that students with high self-esteem tend to be more confident, socially adjusted, and academically motivated. The disparity suggests that contextual or demographic factors such as socioeconomic status, grade level, or family background might account for the lower self-esteem observed in the current study, highlighting the importance of tailored self-esteem enhancement programs in diverse educational settings.

### Test of Difference in the Perceived Level of Respondents' Self-Esteem

<table><thead><tr><td>Profile</td><td>H-Value</td><td>p-value</td><td>Interpretation</td></tr></thead><tbody><tr><td>Gender</td><td>1.895</td><td>0.388</td><td>Not Significant</td></tr><tr><td>Age</td><td>1.353</td><td>0.508</td><td>Not Significant</td></tr><tr><td>Grade Level</td><td>3.417</td><td>0.181</td><td>Not Significant</td></tr><tr><td>Family Income</td><td>2.773</td><td>0.597</td><td>Not Significant</td></tr></tbody></table>

Table 10 shows that the Kruskal-Wallis H Test yielded p-values greater than 0.05, indicating that there is no significant difference in the respondents' perceived level of self-esteem when grouped according to gender, age, grade level, and family income. The null hypothesis is not rejected, which means that demographic profile variables such as gender, age, grade level, and family income do not significantly affect the self-esteem of the respondents. This finding implies that self-esteem among the respondents is relatively stable and not strongly shaped by their demographic characteristics. Consequently, interventions to enhance self-esteem should focus more on psychosocial and educational support systems rather than demographic factors. The present result is consistent with the findings of

Ahmat et al. (2018), who reported no significant differences in self-esteem when compared across gender, age, and grade level. Similarly, Orth and Robins (2022) confirmed that parental or household income does not significantly influence students' self-esteem.

## V. CONCLUSION

The study concludes that almost half of the respondents were females, most were aged 13–16, fairly distributed across grade levels, and the majority came from families with an income of ₱10,000 and below. Overall, respondents demonstrated a moderate level of self-esteem in Araling Panlipunan, indicating both positive self-perceptions and areas of vulnerability. Furthermore, statistical analysis revealed no significant differences in self-esteem Araling Panlipunan when grouped by gender, age, grade level, or family income, suggesting that demographic factors do not substantially influence the respondents' self-esteem in Araling Panlipunan.

## REFERENCES

[1] Abalos, J. V. M. (2024). Socio-demographic profile, emotional states, and academic performance of junior high school students. *AIDE Interdisciplinary Research Journal*, 8(1). https://doi.org/10.56648/aide-irj.v8i1.106

[2] Aiken, L. S., & West, S. G. (1991). *Multiple regression: Testing and interpreting interactions*. Sage Publications.

[3] Ahmat, S. N., Muda, M. R., & Neoh, C. F. (2018). Self-esteem level and its relationship to academic performance among undergraduate pharmacy students in a Malaysian public university. *Indian Journal of Pharmaceutical Education and Research*, 52(2), 197–201.

[4] Allen, K. A., LaSalle, T. P., & Oseji, A. (2018). School belonging [Determinants]. In *School belonging: Determinants* (Wikipedia). Retrieved August 2025.

[5] Arshad, M., Zaidi, S. M., & Mahmood, K. (2015). Self-esteem & academic performance among university students. *Journal of Education and Practice*, 6(1), 156–162.

[6] Bachman, J. G., O'Malley, P. M., Freedman-Doan, P., Trzesniewski, K. H., & Donnellan, M. B. (2011). Adolescent self-esteem: Differences by race/ethnicity, gender, and age. *Self and Identity*, 10(4), 445–473.

[7] Baumeister, R. F., Campbell, J. D., Krueger, J. D., & Vohs, K. D. (2017). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? *American Psychological Society*, 4(1).

[8] Bautista, Z., Gamosa, M., Pacia, J., Parjan, A., Pepito, J., Soberano, A., & Tolentino, J. (2017). The relationship between self-esteem and academic performance among college students of the Polytechnic University of the Philippines-Biñan Campus [Unpublished master's thesis].

[9] Bongcawel, M. L. M. (2024). Entrepreneurial knowledge and entrepreneurial intention of the Grade 12 Technical
Vocational and Livelihood (TVL) students in Siocon
District, Schools Division of Zamboanga del Norte
[Unpublished master's thesis, Andres Bonifacio College
Inc.].

[10] Casas, R. R. (2023). Family income classification on students' academic performance: A correlational study. *Psychology and Education: A Multidisciplinary Journal*, 12(8), 1-1.

[11] Check, J., & Schutt, R. K. (2012). *Research methods in education*. Sage Publications, Inc. https://doi.org/10.4135/9781544307725

[12] Creswell, J. W., & Guetterman, T. C. (2018). *Educational research: Planning, conducting, and evaluating quantitative and qualitative research* (6th ed.). Pearson Education.

[13] Dadulla, J. (2023). Self-esteem and English oral proficiency level of junior high school students in the Philippines. *Journal of Second and Multiple Language Acquisition (JSMULA)*, 432-445. https://www.science-res.com/index.php/jsmula/article/view/135

[14] Dajuela, S. A., Baes, J. O., & Naparota, L. C. (2024). Attitudes, motivations and academic performance in English among the junior high school students in Sulangon National High School. *International Journal of English Literature and Social Sciences (IJELS)*, 9(1), 169-185.

[15] Department of Education. (n.d.). *K-12 Araling Panlipunan curriculum framework* [Curriculum materials]. Author.

[16] Gbollie, C., & Keamu, H. P. (2017). Students' academic performance: The role of motivation strategies and perceived factors hindering Liberian junior and senior high school students' learning. *Education Research International*, 11. https://doi.org/10.1155/2017/1789084

[17] Ipong, C. J., Lacea, D. F., Macapinlac, N., Magat, C. A., Nogas, R., Oerba, C., ... & Trabajo, F. M. (2023). Social media engagement and self-esteem among junior high school students of the University of Bohol. *Academe University of Bohol, Graduate School and Professional Studies*, 22(1), 88-97.

[18] Lovina, R., Genuba, R., & Naparota, L. (2020). Structural equation model on work engagement of non-commissioned police officers. *International Journal of English Literature and Social Sciences*, 5(4).

[19] Nagar, P., & Nagar, T. (2019). Impact of self-concept on academic performance & handling of peer pressure by adolescents. *International Journal of Multidisciplinary Educational Research*, 8(5.2).

[20] Naparota, L. C., Genuba, R. L., & Lovina Jr., R. A. (2020). Stress management in an organization among non-commissioned police officers in Zamboanga del Norte: A structural equation model. *International Journal of Recent Engineering Research and Development (IJERED)*, 5(7), 73-90.

[21] Noronha, L., Monteiro, M., & Pinto, N. (2018). A study on the self-esteem and academic performance among the students. *International Journal of Health Sciences and Pharmacy (IJHSP)*, 2(1).

[22] Ogot, A. (2017). Relationship between self-esteem and academic performance of students in selected high schools in

Njoro District, Nakuru County, Kenya. *International Journal of Science and Research*, 6(3), 2234-2237.

[23] Orth, U., & Robins, R. W. (2022). Is high self-esteem beneficial? Revisiting a classic question. *American Psychologist*, 77(1), 5.

[24] Refugio, C. N., Galleto, P. G., & Torres, R. (2019). Competence landscape of Grade 9 mathematics teachers: Basis for an enhancement program. *Cypriot Journal of Educational Sciences*, 14(2), 241-256.

[25] Refugio, J. A., Galleto, P. G., & Torres, J. B. (2019). Factors affecting self-esteem and academic performance among senior high school students. *International Journal of Research in Engineering, Science and Management*, 2(6), 186-190. https://doi.org/10.5281/zenodo.3268739

[26] Suan, M. M. D., & Magallanes, C. I. (2020). Sense of belonging and self-esteem of high school students in a Catholic college. *Philippine Social Science Journal*, 3(2), 87-88. https://doi.org/10.52006/main.v3i2.174

[27] Tus, J. (2020). Self-concept, self-esteem, self-efficacy and academic performance of the senior high school students. *International Journal of Research Culture Society*, 4(9), 45-59.