The Influence of Mental Well Being, Cognitive Ability, Personality Traits, and Emotional Intelligence on Self-Esteem Among Hearing-Impaired Students In Pakistan

Objectives: Hearing-impaired students in Pakistan face significant educational and social challenges, often experiencing lower self-esteem due to communication barriers and societal stigma. This study examines the relationships between mental well-being (MWB), cognitive ability (CA), personality traits (PT), emotional intelligence (EI), and self-esteem (SE) among hearing-impaired students. Methods: Data were collected from 300 students in 10 special education schools using validated survey instruments. Structural equation modelling (PLS-SEM) was employed to analyse the relationships among the study constructs. Results: The findings indicate that MWB, CA, and PT significantly influence SE, highlighting their crucial role in fostering psychological well-being. However, EI's moderating effect was largely non-significant, except for PT, suggesting that personality resilience enhances self-esteem when coupled with emotional intelligence. Cognitive assessments revealed higher memory scores among male students, while guardians’ hearing status did not significantly impact students’ attention performance. Conclusions: This study shows the importance of targeted interventions to enhance MWB, cognitive skills, and personality development among hearing-impaired students. EI training is beneficial yet its impact appears limited unless combined with broader psycho-social support. Findings contribute to policy recommendations for special education, advocating for inclusive programs and psychological support for hearing-impaired students in Pakistan.