Factors Influencing Self-esteem in Health Sciences Students: An Explanation for the Roles of Lifelong Learning and Learning Style

Self-esteem is one of the fundamental factors in academic performance of students and recognizing the variables which impact it may help its improvement. The aim of the current study was to assess the impact of factors such as demographic and academic variables, inclination toward lifelong learning, and learning style on self-esteem among health sciences students.
In the present study, 209 students of the School of Health of Baqiyatallah University of Medical Sciences (Tehran, Iran) were selected to participate in the study using stratified random sampling. Data collection tools consisted of a demographic and academic information questionnaire, the Rosenberg self-esteem scale (RSES), Kolb’s Learning Style Inventory (KLSI), and the Jefferson Scale of Lifelong Learning. Data were analyzed using independent t-test, one-way ANOVA, Pearson correlation test, and multiple regression analysis in SPSS software.
The mean age of participants was 26.7 ± 8.4 years and most (94%) of them were men. In bivariate analysis, factors such as gender, daily study time, some domains of learning style, as well as constructs of lifelong learning were significantly associated with self-esteem. In multiple regression analysis, variables of gender, daily study time, abstract conceptualization from learning style domains, and beliefs of motivation toward learning (a lifelong learning construct) predicted student’s self-esteem. Approximately 38% of variance in self-esteem was explained using variables included in the regression model.
Considering that variables such as gender, daily study time, some learning style domains, and inclination toward lifelong learning may be associated with self-esteem, to improve students’ self-esteem, in the line with enhancing their academic performance, appropriate planning should be undertaken considering these factors. Moreover, further studies are necessary in this regard to gain more understanding of these factors.