Psychological security and its relationship to self-esteem among a sample of adolescents in Jerusalem governorate

Abstract

The study aimed to identify psychological security and its relationship to self-esteem among a sample of adolescents in the Jerusalem Governorate. The sample consisted of 205 male and female students from the ninth and tenth grades in schools in Jerusalem, representing 2.5% of the study population. A descriptive correlational method was used, and scales for psychological security and self-esteem were developed and validated for their reliability and validity. The study found that the overall score for the psychological security scale was 3.40, indicating a moderate level. All dimensions of this scale also received moderate scores, with the second dimension (love and acceptance) ranking first with a mean score of 3.45. The third dimension, which is personal and social adjustment, received the second highest mean score of 3.44, while the first dimension, psychological reassurance, ranked third with a mean score of 3.30. The results showed variability in self-esteem levels across different domains. Academic self-esteem received a moderate score with a mean of 3.51, while personal self-esteem had a moderate score with a mean of 3.00. Social self-esteem also received a moderate score with a mean of 3.46, while family self-esteem scored high with a mean of 3.95, and peer self-esteem had a high score of 3.87. The results indicated a statistically significant positive relationship between the dimensions of the psychological security scale and the dimensions of the self-esteem scale as well as the overall score of the scale. The study results showed no differences attributed to gender regarding the psychological security and self-esteem scales, while differences were found based on the educational level of students on both scales in favor of ninth-grade students. The study recommended the implementation of psychological counseling programs in schools for adolescents to enhance their psychological security and improve their self-esteem. It also suggested utilizing technology to create preventive counseling programs and connecting students with the outside community by providing specialized counselors in the field of psychological guidance.