Emotional Regulation, Empathy and Self-Esteem Among Higher Secondary School Students

Abstract

The adolescent stage represents the phase of psychological, emotional and social growth. This research examines the relationship of emotional regulation, empathy, and self-esteem, among higher secondary school students. It used a descriptive research design with a sample of 203 students (102 boys, 101 girls) from Thrissur district. The students were assessed on emotional regulation, empathy, and self-esteem using well-established tools—DERS-16, BES, and RSES. Data were analyzed using SPSS, employing Mann-Whitney U test, independent samples t-test, and Spearman’s rank correlation. The results showed no significant gender differences in emotional regulation. However, girls scored significantly higher in both empathy and self-esteem compared to boys. As for correlation analysis, no significant association was found between emotional regulation and empathy. A strong negative correlation was however found between self-esteem and difficulties in emotional regulation, suggesting better emotional regulation results in higher self-esteem. Additionally, a significant positive correlation was found between empathy and self-esteem. These findings highlight the importance of fostering emotional regulation strategies, empathy, and resilience to enhance adolescents’ mental health and social well-being.