masalah sosial di kalangan pelajar

SELF-ESTEEM, SUBJECTIVE WELL-BEING AND SOCIAL ANXIETY
AMONGST lNTERNATIONAL STUDENTS OF SULTAN IDRIS EDUCATION
UNIVERSITY
IDAFITRIA
THESIS SUBMITTED IN FULFILLMENT OF THE
DEGREE OF MASTER OF SCIENCE
REQUIREtvffiNT FOR THE
(PSYCHOLOGy)
FACULTY OF EDUCATION AND HUMAN DEVELOPME]\TT
UNIVERSm PENDIDIKAN SULTAN IDRIS
2014
vi
ABSTRACT
experience anxiety in their social
interaction due to differences in the way of life in the foreign culture of the host
avoid
country. International students who have social anxiety problems may tend to
International students
are
generally susceptible
to
feeling uncomfortable in the new social environment, and this
could have an untoward impact on them academically. Some findings have shown that
self-esteem are related to well-being and low level of anxiety. However, some other
studies did not support this view. Hence, the aim of this study was to further clarify
the relationship between self-esteem and subjective well-being on social anxiety
and to
among International students of Sultan Idris Education University (UPSI)
117
were
examine the level of social anxiety that is prevalent among them. There
international students aged from 20-31 years old who participated. Research design
was based on a quantitative approach using Pearson correlation and multiple
regressions analysis. The instruments used were the Self-Esteem Inventory Short
social interactions,
(SEl-SF), Subjective Well-Being scale consisted of the Satisfaction with Life
Scale (SWLS) and the Scale of Positive and Negative Experience (SPANE), and the
Social Interactions Anxiety Scale (SlAS). The present study found a significant
relationship and contribution from self-esteem and subjective well-being to social
Form
-
anxiety. There were negative correlations between them. However, self-esteem and
SUbjective well-being jointly made the larger contribution to social anxiety. In
addition, a descriptive analysis showed that the participants of this study reported an
information about social
average level of social anxiety. Thus, this study provides
self­
anxiety problems among international students; it explains the contribution of
esteem and subjective well-being as predictors of social anxiety among international
students.
Keywords: Self-Esteem, Subjective Well-Being, Social Anxiety, International Students
vii
BARGA DIRl, KESEJAHTERAAN
SUBJEKTIF, DAN KEBIMBANGAN
SOSIAL ANTARA PELAJAR ANTARBANGSA DI UNIVERSITI
PENDIDlKAN SULTAN IDRIS
ABSTRAK
Pelajar-pelajar antarabangsa biasanya mempunyai kecenderungan untuk mengalami
kebimbangan di dalam interaksi so sial disebabkan oleh latar belakang hidup yang
berbeza di negara asing.
Pelajar-pelajar ini berkemungkinan mempunyai
untuk
mengelak interaksi sosial, berasa kurang selesa di dalam
kecenderungan
persekitaraan sosial yang baru dan ini boleh memberi kesan kepada perkembangan
akademik mereka. Sesetengah kajian membuktikan bahawa terdapat perkaitan antara
harga diri dengan kesejahteraan subjektif dan tahap kebimbangan yang rendah.
Walaubagaimanapun, terdapat juga kajian yang tidak menyokong pendapat ini. Oleh
itu, Kajian ini bertujuan untuk menjelaskan secara lanjut perkaitan di antara harga diri
dan kesejahteraan subjektif dengan kebimbangan sosial di kalangan pelajar
antarabangsa Universiti Pendidikan Sultan Idris serta mengkaji tahap kebimbangan
sosial yang lazim di kalangan mereka. Kajian ini merangkumi 117 pelajar
antarabangsa, berumur dari 20-31 tahun. Kajian ini direka berasaskan pendekatan
kuantitatif korelasi Pearson dan pelbagai analisis terurus. Instrumen-instumen yang
telah digunakan dalam kajian ini adalah Self-Esteem Inventory Short Form (SEI-SF),
yang terdiri daripada Satisfaction with Life Scale
Subjective Well-Being scale
(SWLS) dan Scale of Positive and Negative Experience (SPANE), dan Social
Interactions Anxiety Scale (SIAS). Kajian ini menunjukkan perkaitan signifikan serta
kesan harga diri dan kesejahteraan secara subjektif terhadap kebimbangan so sial.
Turut dibuktikan adalah terdapatnya pertalian korelasi negative di antara penemuan
secara
yang telah disebut. Walau bagaimanapun, harga diri dan kesejahteraan
sosial.
subjektif, merupakan penyumbang yang lebih besar kepada kebimbangan
Tambahan daripada itu, analisis deskriptif juga menunjukkan bahawa pelajar-pelajar
yang menyertai kajian ini mempunyai tahap kebimbangan sosial yang sekata. Oleh itu,
kajian ini telah memberi informasi bahawa kebimbangan sosial merupakan masalah di
kalangan pelajar-pelajar antarabangsa dan memberi penjelasan mengenai sumbangan
harga diri dan kesejahteraan secara subjektif dalam meramal kebimbangan sosial di
kalangan pelajar-pelajar antarabangsa.
-
Barga Diri, Kesejahteraan Subjektif, Kebimbangan Sosial, Pelajar­
Pelajar Antarabangsa
Kata Kunci:
viii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT
ii
DEDICATION
v
ABSTRACT
vi
ABSTRAK
vii
TABLE OF CONTENTS
viii
LIST OF TABLES
xiii
LIST OF FIGURES
xv
LIST OF ABBREVIATIONS
xvi
LIST OF SYMBOLS
xvii
CHAPTER I: INTRODUCTION
1.1
2
Background of the Study
1.2 Statement of Problem
8
1.3 Research
Questions
9
1.4 Research
Objectives
10
Significant of Study
11
1.6 Definition of Variables
12
1.5
1.6.1
Conceptual
Definition of Self-Esteem
12
1.6.2
Operational Definition of Self-Esteem
14
1.6.3
Conceptual Definition of Subjective Well-Being
14
1.6.4
Operational Definition
1.6.5
Conceptual Definition of Social Anxiety
of Subjective
Well-Being
16
17
ix
1.6.6
of Social
Operational Definition
19
Anxiety
Approach
20
1.7.1
Theory of Self-Esteem
20
1.7.2
Theory of Subjective Well-Being
24
1. 7.3
Theory of Social Anxiety
27
1.7 Theoretical
1.8
Conceptual Framework
34
1.9
Hypotheses
35
CHAPTER ll: LITERARTURE REVIEW
37
2.1 Studies
on
International Students in
2.2 Studies
on
Self-Esteem
38
2.3 Studies
on
Subjective Well-Being
46
2.4 Studies
on
Social
52
Malaysia
Anxiety
2.5 Studies between Self-esteem and Social
2.6 Studies between
2.7 Studies
on
Subjective well-being and
Self-esteem and
58
Anxiety
Social
Subjective well-being
Anxiety
61
64
CHAPTER III: METHOD
3.1 Research
3.2
66
Design
67
Population and Sample
68
3.3 Data Collection
3.3.1 Instrumentation and
3.3.2
Reliability Testing
Operationalization
68
71
x
Study
73
Validity Testing
74
3.3.3 Pilot
3.3.4
3.3.4.1 Self-Esteem
3.3.4.2
Inventory (Adult Versionj-Short Form (SEISF) 74
75
Subjective Well�Being
3.3.4.3 Social Interaction
3.3.5 Normal Distribution
Anxiety Scale (SIAS)
77
77
Normality Test
-
Analysis
78
3.4.1
Descriptive Analysis
78
3.4.2
Descriptive of Variables Analysis
78
3.4 Data
3.4.3 Correlation
3.4.4
79
Analysis
80
Multiple Regression Analysis
CHAPTER IV: RESULT
4.1
Descriptive Statistics
82
4.1.1 Profile of Participants
82
4.1.2
Demographic Variables
4.1.2
Descriptive Analysis
82
87
of Variables
90
4.2 Inferential Statistics
Tests
90
4.2.1.1
Normality Test
91
4.2.1.2
Linearity Test
91
4.2.1
4.2.2
Assumption
92
Hypothesis Test
4.2.2.1 Correlation
Analysis between Self-esteem
and Social
Analysis between Subjective well-being
Anxiety
Anxiety
93
4.2.2.3 Correlation
and Social
94
xi
4.2.2.3
Regression Analysis between Self-Esteem and Social Anxiety
95
4.2.2.4
Regression Analysis between Subjective Well-Being and
Social Anxiety
96
4.2.2.5
Multiple Regression Analysis among Self-esteem, Subjective
well-being (Life Satisfaction and Happiness) and Social Anxiety 98
CHAPTER V: DISCUSSION AND CONCLUSION
5.1
101
Participants Information
5.2 Descriptive
Analysis of Self-Esteem, Subjective Well-Being and
Social
102
Anxiety
Anxiety among International Students of
University
5.3 Self-Esteem and Social
Sultan Idris Education
5.4
104
Subjective Well-Being and Social Anxiety among International Students
108
of Sultan Idris Education University
5.4.1 Life Satisfaction and Social Anxiety among International Students
of Sultan Idris Education University
5.4.2
Happiness and
Social
Anxiety among International
University
Sultan Idris Education
111
Students of
113
Subjective Well-Being to Social
of Sultan Idris Education University 114
5.5 Joint Contribution between Self-Esteem and
Anxiety among International
5.6
Students
Implication of Study
116
5.6.1 Theoretical
116
5.6.2 Practical
Implication
Implication
117
5.7 Limitation of Study
118
5.8 Conclusion and Future Recommendation
118
REFERENCES
121
xii
APPENDIX
A.
Verification Letter for
B.
Complete
a.
Conducting Research
136
Scales Form:
138
Introduction Letter
138
b. Inform Consent
Inventory (Adult Version) Short Form (SEI-SF)
c.
Self-esteem
d.
Subjective well-being Scale (SWLS
e.
Social Interaction
f.
Demographic Information Form
Anxiety
&
SPANE)
Scale (SIAS)
139
141
142
143
c.
Scale Modification Form
145
D.
SPSS
147
Output
xiii
LIST OF TABLES
Page
Table
3.1
International Students
Education
67
Population of Sultan Idris
University
3.2
Instruments Information of Pilot Test
73
3.3
KMO and Bartlett's Test of the SEISF
75
3.4
KMO and Bartlett's Test of the SWLS
76
3.5
KMO and Bartlett's Test of the SPANE
76
3.6
KMO and Bartlett's Test of the SIAS
77
3.7
Categorization Level Formula of Variables
79
4.1
Profile of Participants
According to Gender
83
4.2
Profile of Participants
According to Age
83
4.3
Profile of Participants
According
4.4
Profile of Participants
According to Nationality and
Mother
84
to Status
85
Tongue
86
4.5
Profile of Participants
4.6
Profile of Participants According to Time
Sultan Idris Education University
4.7
Descriptive Analysis of Variables
88
4.8
Categorization
Level of Variables
89
4.9
Table of Normality Test
91
4.10
Linearity Test Results
92
4.11
Correlation
Analysis Result
93
4.12
Correlation
Analysis Result
94
4.13
Summary of Regression Analysis Predicting Social
Anxiety
According
to
Faculty
Length
in
87
95
xiv
Page
Table
Social
97
Predicting Social
98
4.14
Summary of Regression Analyses Predicting
Anxiety
4.15
Summary
Anxiety
4.16
Multiple Regression Analysis
of Regression Analyses
Result
99
xv
LIST OF FIGURES
Page
Figure
1.1
Conceptual Framework
34
xvi
LIST OF ABBREVIATIONS
df
Degree of freedom
DV
Dependent Variable
IV
Independent Variable
KMO
Kaiser-Meyer-Olkin
KS
Kolmogorov-Smimov
M
Mean
MSA
Measure of Sampling
N
Population size
n
Sample
p
Probability
SD
Standard deviation
SEISF
Self-Esteem
SIAS
Social Interaction
Sig.
Significant
SPANE
Scale of Positive and Negative Experience
SPSS
Statistical
SWB
Subjective Well-Being
SWLS
Satisfaction with Life Scale
Adequacy
size
Inventory (Adult Version)
Anxiety
Sort Form
Scale
Package for Social Science
xvii
LIST OF SYMBOLS
%
Percentage
<
Less than
>
�orethan
S
Equal
F
F
r
Pearson
a.
Cronbach's index ofintemal
J.t
�ean
(J
Standard deviation
P
Population values of regression coefficients
R2
less than
distribution, Fisher's
F ration
product-moment correlation coefficient
Multiple correlation squared
consistency
CHAPTER I
INTRODUCTION
This
study aims to investigate the relationship
and social
anxiety
University.
In
among international
between self-esteem,
university
exploring a possible relationship
subjective well-being
students of Sultan Idris Education
among
variables, this study elaborates the
relationship amongst self-esteem, subjective well-being and social anxiety
students. This
research
chapter explores the background of the study,
questions,
purpose of the
operational definitions, and
ofintemational
statement of
problem,
study, research objective, significance of study,
limitation of study.
2
1.1
Background of the Study
International standards of high
quality
education
Education Ministries
through their quality
Monitoring includes
life in
affordable
Malaysia
living
to
a
an
closely
monitored
control authorities and
multicultural
expenses, and
are
excellent
society,
a
by the Malaysian
appropriate legislation.
geographically safe environment,
transportation system,
all
becoming keys for
promote their higher education to international students (MoHe, 2012). A
growing number
of universities in
Malaysia
are
competing
to accommodate international
students. The number of international students who enroll in
institutions has been
1996
increasing since
higher education reforms,
which
Malaysian higher
(MoHe, 2007), putting forth
a
education
variety of
introduced to facilitate the entry of international
were
students itself.
The exact number of this increase has been shown since 2003-2007, which
reported
a
17,531 international student increase during that interval who
than 175 countries. Further, the report
by Department
of
came
from
Immigration (MoHe, 2009)
shown 70,259 total international students who have enrolled in either Private
Education Institutions
countries of
(10,020),
enrolling
Iran
or
Public
students
Higher
were
showed that there
are more
several institutions of
than
higher
has
Higher
Education Institutions in 2009. The top five
from China
(6,245), Nigeria (6,054),
more
and
(10,355), followed by Indonesia
Bangladesh (3,586).
The latest statistics
90,000 international students currently studying in the
education in
Malaysia (Yusoff
and Chelliah, 2010). The
3
latest number of international students has shown
University (MMU) which
(MMU Portal, 2013). The
reported 3,347
postgraduates
are
has 3000 total
current
Malaysia (HUM) reported
which has
as one
who have
of the
study,
of International Islamic
the researcher concentrated
University
on
HUM
Sultan Idris
larger public sector education universities in Malaysia,
international students who enrolled at Sultan Idris Education
population comprised
studies at
graduated (28th
developing international standards for education levels.
academic database 2012/2013
and
have been 7,530 International
that 815 International students have
In this
graduates
successfully completed their
28th Convocation 2012
Ceremony, 2012).
University
from 35 different countries enrolled for
postgraduates
the HUM since 1987, and the
Education
of international students in 2013
(ISSD, 2011). Furthermore, there
students of graduates and
Convocation
population
of Multimedia
population of University Kebangsaan Malaysia (UKM)
foreign students
programs
by academic database
155
was
89 students from
including exchange
degree
program,
The
population of
University based
on
program students. This
including exchange students,
51
students from master program, and 15 students from PhD program.
As
more
students choose to
understand and concentrate
becomes
on
their
study abroad (Wang, 2009), the requirement
psychological and social interaction anxiety while in
increasingly important. International university
students have
a
foreign country,
a
great deal to feel anxiety in foreign country environment. The problems, such
shocks, identity crisis, having
new
to
roommates and
the feeling of anxiety. Adjustment process to
as
cultural
relationship problem, add seriously
a new
to
educational and social environment
4
can
be stressful
and Grahame,
(Sumer, Poyrazli
international
2008). During this period,
university students could experience isolation, loneliness and feel social anxiety. Social
anxiety
is
a
condition that arises in social
relationships (Subasi, 2007). Anxiety in
this
setting
1996).
stress
to
Brown
is
study
public speaking anxiety and shyness during social
as
a
an
of communicating, feeling shame and
speak English well. Vitasari, Wahab,
interaction
(Hidayat, Singgih & Indiati,
anxiety due to the
inferiority, including even those who are able
Othman and
Awang (2010) have shown that most
of university students used to feel discomfort and anxious when
because of social
interpersonal
general feeling of discomfort,
established many international students suffer
(2008) has
of
outcome
doing
class
presentation
anxiety.
Furthermore, research of Schreier, Heinrichs, Alden, Rapee, Hofmann, Chen, and
Gels
by
(2010) has
every
shown that there
was
influence of cultural factors
individual, whether it be from collectivistic
or
of culture among international student's environment is
experience social anxiety. According
new
environment and
having
university students will experience
(Adler, 1975).
Furukawa
might become depressed
a
experiences,
more
acculturative stress. Social fears
are
it is
maladaptive
very much
felt
misunderstandings of the
possible that
feeling of estrangement, anxiety,
anxious and show
anxiety
vulnerable to lead students
(1997) explained that people who exposed
or
social
individualistic culture. Variation
to cultural differences and
various
on
to
international
and
depression
foreign
cultures
behaviors because of this
dependent
on
a
particular culture
(Hofmann, Asnaani, & Hinton, 2010). Social avoidance motivation is associated with
5
in tum, leads to lower
frequent experience of negative affect, which,
well­
subjective
being (Nikitin & Freund, 2010).
These studies have shown that social
psychological
research
espousal
as
international students while
they
life such as, class interaction,
are
variable. In this
doing
interpersonal
communication
apprehension,
clubbed under the title of social
social anxiety disorder
the
was
nearly
general population. Thus,
it is
on
social
prevalent
important
in the
(Chrystan, 2005) and clinically termed as
have
social
and their academic
performance.
to
prevent
anxiety
(2009)
population
anxiety
or
are
as
in
among
minimize its
anxiety during
in children and adolescents
anxiety disorder.
they were in their own
explored how different identities
student
that contribute to social
specific
together in the alien country, each individual
when
to Collins
to know the level of social
The students from various countries have
compared to
performance anxiety
university
University
The literature
anxiety, shyness, dating
anxiety (Subasi, 2007). According
as
to
concerns
foreign country, in daily
public speaking.
and
phobia,
adulthood. Most of the researches have studied social
esteem
a
social-evaluative
vulnerability. Little is known about the factors
group
study, the researcher
interaction and
international students of Sultan Idris Education
they
has been studied in many ways in
social interaction in
survey demonstrates that studies conducted
anxiety,
anxiety
related to
self concept and beliefs. When
may feel different levels of self­
native country. Jaret and Reitzes
university
students'
sense
How young adults conceive themselves
(2009)
of self-esteem
as
university
6
students and the way
they
formulate their
own
self-esteem and
efficacy. Self-esteem refers
how
negative
positive
or
a
In
one
Wilson
high self-esteem and
influence of
more
likely
low
likely
2003).
impressions
social
social
finding,
clearly promise
more
on
quotation in
others than
problem in
in their
are more
high
life,
self-esteem
positive events,
low
but
positive experiences.
emerged
to be
socially
anxious
These
findings
influence how individuals
another
versus
to moderate the
likely
respond
to
study has reported people high
people
with low self-esteem, but
objective
(Baumeister, Campbell, Krueger, and Vohs,
aI., concluded that effect of
the benefit in individuals'
explored the self-esteem
the social
they perceive
likable and attractive, to have better relationships, and
Baumeister et.
self-esteem may also face
savor
anxiety might
disconfirm most of these beliefs
In his
anxiety
Individuals with
effort to
the
anxiety.
to pay attention to
interactions. The similar
make better
measures
an
self-esteem and social
in self-esteem claimed to be
(Wilson, 2010). Hence,
herself
has found that in the context of daily
high
versus
to seek out others in
suggested that
to
(2010)
or
her self determines how
interpersonal experiences.
individuals appear less
daily social
or
possible influence to
study,
individual's evaluation of the self and
an
person feels about him
way individual think about him
environment and its
to
racial-ethnic identities associated to their
performance,
their behavior.
as
self-esteem does not
sometime
people with high
Meegan and Kashima (2010) also
study about well-being
esteem, which showed that both of these variables show
measurement
same
and
personal
pattern but they
self­
were non-
7
significant nonetheless, implying the possibility
that the effects
on
self-esteem
were
spurious.
often
Subjective well-being
defined in terms of
was
frequent positive affect,
infrequent negative affect, and high life satisfaction (e.g. Diener, Suh, Lucas, and Smith,
1999). Life satisfaction, pleasant affect, and unpleasant affect in part have been studied
more
frequently across
being components
are
culture
major
(Diener,
focal
et.
points
al., 1999). Furthermore, these subjective well­
that allow for
measuring the fuzzier, folk concept of happiness.
well-being
Diener
is
one
indicator of the
(2009) have
correlates of
studied
well-being
quality
across
correlated with life satisfaction varied
definite level of
The cross-cultural
of life in
a
societies. The
dramatically
study
precision
of
in
subjective
society (Diener, 2009). Diener and
in 31 nations, and found that the
subjective well-being
vary
a
degree
across
to which self-esteem
cultures and showed
a
was
much
stronger association in individualistic societies. Predictor of subjective well-being varies
substantially
across
and collectivistic
cultures.
society.
Subjective well-being
Another research has
is different between individualistic
reported
a
close
relationship between
subjective well-being and maintenance of physical and psychological health
degree of social
Based
interaction
on
(Iwasa, Kawaai, Gondo, Inagaki
past researches, theoretically,
subjective well-being
have the similar definition
operationally it is quite different.
In other
well-being consistently giving positive
some
as
and Suzuki,
in life and
2006).
issues about self-esteem and
construct used in
psychology,
but
words, researcher could predict that subjective
effect to any
psychological problem, but
self-
8
esteem benefit is still
being, negative
with the latter
confusing and
affect and
showing
personal self-esteem, do
more
between self-esteem and
Indeed, the
debatable.
not
two
primary
of well­
measures
always show converging results,
inconsistency. Thereby, this study will evaluate which
subjective well-being have
more
influence
on
social
one
anxiety
among International students of Sultan Idris Education University.
1.2
Statement of Problem
International
university
due to cultural
students
generally
diversity and the adjustment
country. Daily life activities in
environment also
are
may increase
problems
quite
some
new
in
a new
social life in
different than their
social anxiety.
behaviors,
cognitive, affective
may force individuals to avoid social interactions,
in
a new
interaction
a
foreign
own
Indulging in
country.
different
students from local and other countries, which
may have very different characteristics and
anxiety
process to
contributes to
interpersonal interactions, meeting
anxiety in their social
cultural environment leads individuals to feel
a new
homesick and avoid situations that
University
suffer from
are
quite challenging. Social
and behavioral
give
rise to the
areas.
feelings
This
problem
of discomfort
environment, and prevent them to perform well academically. Since, Sultan Idris
Education
University started developing
international students in this
study
are
International students' standards earlier this year,
apart of
a new
population
at the
university.
important for the university to know their psychosocial reports from the screenings.
It is
9
Social
anxiety is relating how the
individuals
environment. The evaluative part of self concept is called self-esteem. Some
show that self-esteem is related to
well-being and
low levels of
2006; Nikitin and Freund, 2008; 2010; Wilson, 2010). However,
not
findings
anxiety (Iwasa
some
et.
al.,
current studies do
support this view (Baumeister et aI., 2003; Megan & Kashima, 2010). In other words,
subjective well-being
influence
studies
a
human's
were
not
level of social
Education
esteem,
has been studied before and showed its connection to
personality,
directly
anxiety
behavior and social life
concerned with social
which
prevalent
University, analyzes which
esteem or
which
among international students at Sultan Idris
kind of
one
reveals the
relationship
has
among the variables
exists among international
significant influence
on
social
(self­
university
anxiety-self­
subjective well-being?
Research
The research
a.
explores,
positively
generally. However, these
anxiety. Hence, this study
subjective well-being, and social anxiety)
students. Further, it
1.3
and the
thought about themselves
Questions
questions in this study are
as
follows:
What is the level of social anxiety among international students of Sultan Idris
Education University?
b.
Is there any
relationship
between self-esteem and social
international students of Sultan Idris Education
University?
anxiety
among
10
c.
Is there any
relationship
between
among international students of Sultan Idris Education
d.
social
subjective well-being and
anxiety
University?
Is there any contribution from self-esteem in the social
anxiety
among
international students of Sultan Idris Education University?
e.
Is
from
contribution
there any
satisfaction and
happiness)
subjective well-being (consists
in the social
anxiety
of life
among international students
of Sultan Idris Education University?
f.
Are there any
being
joint
contributions from the self-esteem and
in the social
anxiety
subjective
well­
among international students of Sultan Idris
Education University?
1.4
Research
Based
on
Objectives
the discussion earlier,
being and social anxiety
detailed
problems
explore the relationship
study
is to
social
anxiety
explanation
of self-esteem,
is needed in order to understand
vulnerable and face various social
in
foreign countries. Thus,
between self-esteem and
anxiety.
subjective well-being
are
SUbjective
why international
required
well­
students
to
are
the purpose of this
subjective well-being
among international students of Sultan Idris Education
level of self-esteem and
social
a
and
University. Higher
predict
a
In addition the results also describe the level of social
lower level of
anxiety
prevalent among international students of Sultan Idris Education University.
that is
11
The
a.
The
objectives of this study are to
relationship
examine:
between self-esteem and social
anxiety
among international
students of Sultan Idris Education University.
b.
The
relationship
between
subjective well-being
and
social
anxiety
among
international students of Sultan Idris Education University.
c.
The contributions of self-esteem to social
Sultan Idris Education
d.
The contributions of
happiness, to
social
anxiety
among international students of
University.
SUbjective well-being,
consists of life satisfaction and
among international students of Sultan Idris Education
anxiety
University.
e.
The
self-esteem and
joint contribution of
anxiety among international
1.5
This
Significance
of the
study provides
a
subjective well-being in the social
students of Sultan Idris Education
University.
Study
general description
about the levels of social
anxiety
international students of Sultan Idris Education University. It may be used
or as a
screening
perspectives.
problems in
esteem and
for future intervention from self-esteem and
The result
provides
social life. This
an
study
explanation
extends the
as a
among
reference
subjective well-being
about how international students face
explanation about
the influence of self­
subjective well-being in the social anxiety, which is very rarely studied.