STRONGER YOU! ELEVATING SELF ESTEEM WITH MINDSET

Background: Adolescence (ages 14–19) is a critical developmental phase during which individuals face significant self-esteem challenges due to academic pressures, identity struggles, and socio-economic stressors. Low self-esteem is associated with increased vulnerability to mental health disorders, including anxiety and depression, negatively impacting emotional well-being and academic performance. Psychological interventions focusing on cognitive restructuring, mindfulness, and goal setting have been shown to enhance self-worth. However, the interplay between personality traits and self-esteem interventions remains underexplored, particularly within adolescent populations. Objective: This study aimed to evaluate the effectiveness of structured psychological interventions in enhancing self-esteem and to examine the relationship between personality traits, particularly neuroticism and agreeableness, with self-esteem among adolescents. Methods: A pre-post experimental design was employed, involving 35 adolescents (51.43% males, 48.57% females) selected via purposive sampling. Self-esteem and personality traits were assessed using the Rosenberg Self-Esteem Scale (RSES) and the Big Five Inventory-10 (BFI-10). The intervention spanned four weeks, incorporating structured psychological techniques, including SMART goal setting, gratitude journaling, mindfulness meditation, and cognitive restructuring. Paired sample t-tests analyzed pre- and post-intervention self-esteem scores, while Pearson correlation examined associations between self-esteem and personality traits. Results: The mean pre-intervention RSES score was 21.22 (SD = 3.07), increasing to 22.74 (SD = 4.05) post-intervention (t = -1.5, p = 0.04). A moderate negative correlation was observed between self-esteem and neuroticism (r = -0.403, p < 0.05) and agreeableness (r = -0.345, p < 0.05). Participants with high neuroticism and agreeableness demonstrated less improvement in self-esteem. Conclusion: Structured psychological interventions effectively improved self-esteem among adolescents, highlighting the importance of early intervention. The findings emphasize the role of personality traits in moderating self-esteem enhancement, suggesting a need for tailored psychological programs. Implementing such interventions in educational settings could foster resilience and long-term mental well-being.