Self-esteem And Anxiety, Depression, and Stress of Students with and without Physically Disabled in Kathmandu

Abstract

This study explores the levels of self-esteem, anxiety, depression, and stress among with and without physically Disabled students at Khagendra New Life Special Education Secondary School in Kathmandu. A cross-sectional deceptive research design was employed, utilizing theRosenberg Self-Esteem Scale (RSES) and the Anxiety Depression Stress Scale (ADSS) to explore the psychological well-being of both groups. A sample size of 100 students was selected, with 50 physically disabled and 50 without physically disabled students, using convenient sampling. The results indicated that physically disabled students had significantly lower self-esteem (M = 24.42) compared to their physically typical peers (M = 27.30), with an overall mean score of 25.86. However, no significant differences were found between the two groups in terms of anxiety, depression, and stress levels. Correlation analysis revealed a negative relationship between self-esteem and the psychological factors of anxiety (r = -0.472), depression (r = -0.568), and stress (r = -0.600). Furthermore, positive correlations were identified between anxiety and depression (r = 0.650), anxiety and stress (r = 0.635), and stress and depression (r = 0.649). The findings emphasize the pivotal role of self-esteem in managing psychological distress and suggest that interventions aimed at enhancing self-esteem could help improve the mental health of both physically disabled and regular students. This study highlights the need for targeted interventions to address the psychological well-being of students, particularly those with physical disabilities.