11th ISC 2024 (Universitas Advent Indonesia, Indonesia)
“Research and Education Sustainability: Unlocking Opportunities in Shaping Today's
Generation Decision Making and Building Connections” October 22-23, 2024

Student Gender Differences, Self-Esteem, and Anxiety
in a Private High School in Minahasa Utara
Ate Gueen Simanungkalit1*
Universitas Klabat
1*

agsimanungkalit@unklab.ac.id

ABSTRACT
This quantitative study explored students’ gender difference, self-esteem, and anxiety.
Using a questionnaire adapted from Rosenberg’s Self-Esteem and Generalized Anxiety
Disorder, the researcher gathered data from 130 students in a private high school in Minahasa
Utara, Provinsi Sulawesi Utara. With statistical analysis, this study found no significant
relationship between gender and self-esteem or anxiety among high school students, suggesting
similar levels across genders. These findings contrast with earlier research indicating that males
typically have higher self-esteem and females are more prone to anxiety due to social pressures
during adolescence. However, the study did reveal a significant negative correlation between
self-esteem and anxiety, indicating that lower self-esteem predicts higher anxiety levels
regardless of gender. Given these findings, future research should explore additional factors
influencing anxiety, such as cultural norms, family background, and psychological aspects. For
educators, creating a supportive school environment that fosters self-esteem and addresses
anxiety is crucial for enhancing students' overall well-being.
Keywords: Self-Esteem, Anxiety, Gender
INTRODUCTION
High school years are a pivotal time for adolescents, marked by significant
psychological, emotional, and social changes. Students face various challenges, including
academic pressures, social dynamics, and identity exploration. Issues like self-esteem and
anxiety are particularly common and can impact their well-being and academic success. Selfesteem, the way individuals evaluate their worth, is crucial for emotional health and coping
mechanisms. It varies among people, influenced by factors like gender, social interactions, and
external feedback (Harter, 2012). Anxiety, a feeling of worry or unease about an event or
outcome, is common among high school students (Essau, et al., 2014). Low self-esteem often
links to higher anxiety levels (Sowislo & Orth, 2013).
Gender plays a significant role in influencing both self-esteem and anxiety. Societal
expectations and gender norms can affect how male and female students view themselves and
cope with stress, leading to different experiences of self-esteem and anxiety. Studies show that
while both genders face these psychological challenges, the nature and intensity of their
experiences can vary, highlighting the need for a deeper understanding of how gender impacts
the relationship between self-esteem and anxiety (McLean & Anderson, 2009).
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The relationships between gender, self-esteem, and anxiety have been extensively
studied in psychological research, yet significant gaps persist, especially within the adolescent
high school population. While much research has examined self-esteem and anxiety
independently or in relation to gender, the complex interplay between these variables during
adolescence, particularly in the context of the digital age, has not been fully explored (Orth, et
al., 2018). The rise of social media has changed how teenagers interact, with constant exposure
to curated images and social comparisons potentially worsening self-esteem issues and anxiety,
especially among female students (Suldo, et al., 2011). While research on social media's impact
on mental health is expanding, more work is needed to understand how these influences interact
with gender, self-esteem, and anxiety in high school students (Nesi & Prinstein, 2015).
Many studies on gender differences in self-esteem and anxiety have focused on
Western, industrialized countries, potentially overlooking the experiences of adolescents in
diverse cultural settings (Twenge & Campbell, 2017). This can lead to broad generalizations
and misunderstandings about how male and female students experience self-esteem and
anxiety. Understanding local cultural and societal norms is essential for accurately interpreting
these psychological constructs and for developing culturally relevant and effective
interventions.
This study explores how gender, self-esteem, and anxiety intersect, especially in the
context of social media and local cultural influences. By focusing on high school students, the
research highlights a critical stage of development where boosting self-esteem and reducing
anxiety can have lasting positive effects. Additionally, it adds to our understanding of how
these factors interact in the digital age, emphasizing the importance of considering local
contexts in shaping adolescent well-being.

LITERATURE REVIEW
The adolescent years are a critical time for psychological and emotional development.
High school students often face social, academic, and personal challenges that impact their
mental health. Two key issues are anxiety and self-esteem. Anxiety is common, characterized
by excessive worry and fear (American Psychiatric Association, 2013). Self-esteem refers to
an individual's subjective sense of personal worth (Orth, et al., 2018). Understanding how these
constructs interact and are influenced by gender is essential for developing effective
interventions to support adolescent well-being (Twenge & Campbell, 2017).
Gender Differences in Anxiety and Self-Esteem
Research shows that high school students experience significant gender differences in
anxiety and self-esteem. Female students often face higher anxiety levels than their male peers.
Studies, such as those by Priyo, Karim, and Hossain (2024), have found that adolescent girls
report higher anxiety levels, especially in later high school years. Similar findings were
reported by Essau, et al., (2014). This disparity can be attributed to factors like societal
expectations and cognitive styles (Sowislo & Orth, 2013).
Male students generally have higher self-esteem than female students, a pattern
observed across cultures and age groups (Bleidorn et al., 2016). Casale, et al., (2020) found
that males tend to have higher self-esteem compared to females. The reasons for these
differences are complex. Societal norms often value male success and assertiveness, boosting
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“Research and Education Sustainability: Unlocking Opportunities in Shaping Today's
Generation Decision Making and Building Connections” October 22-23, 2024

boys' self-esteem (Twenge & Campbell, 2017). In contrast, girls may face pressure to conform
to appearance-based standards, which can lower their self-esteem (Gentile et al., 2009; Davison
& McCabe, 2006).
Studies conducted in Indonesia also reflect these gender differences in anxiety. For
example, Hendrianto and Istriana (2024) explored the relationship between gender and anxiety
in Indonesian high school students, finding that female students reported higher levels of
anxiety, particularly in relation to academic pressures and social interactions. Similarly,
Maharani (2024) found that female students exhibited higher anxiety levels than males, with
social anxiety being a significant factor among female adolescents in Jakarta. Maharani (2024)
found that male students in Jakarta exhibited higher self-esteem levels compared to their female
peers, which was attributed to the cultural expectations of gender roles in Indonesian society.
Additionally, a study by Dewi et al. (2018) highlighted that male high school students in Bali
had significantly higher self-esteem than females, particularly in areas related to academic
performance and leadership roles.
Relationship Between Anxiety and Self-Esteem
The relationship between anxiety and self-esteem is bidirectional: high anxiety can lead
to low self-esteem, and low self-esteem can increase anxiety. This interplay is particularly
evident during adolescence, a time of identity and self-worth development (Orth, et al., 2018).
Studies have shown a significant negative correlation between anxiety and self-esteem among
adolescents, with high anxiety linked to lower self-esteem (Sowislo & Orth, 2013).
Indonesian studies also support this relationship. Maharani (2024) found a negative
correlation between anxiety and self-esteem in Indonesian high school students, with higher
anxiety associated with lower self-esteem, particularly among female students. Utami, et al.,
(2022) discovered that Indonesian students with low self-esteem were more likely to
experience social anxiety, emphasizing the importance of self-esteem in managing anxiety
levels.
Influence of Gender on the Anxiety-Self-Esteem Relationship
Gender plays a critical role in moderating the relationship between anxiety and selfesteem. Research suggests that the negative impact of anxiety on self-esteem may be more
pronounced for girls than for boys (Hyde, et al., 2008). This could be due to the fact that girls
are generally more socially oriented and place a higher value on interpersonal relationships. As
a result, anxiety about social acceptance and peer relationships may have a more substantial
effect on their self-esteem (Van Tuijl et al., 2014).
Moreover, societal expectations and gender norms can exacerbate these differences.
Girls are often socialized to be more self-critical and sensitive to others' opinions (NolenHoeksema, 2001), which can lead to heightened anxiety and lower self-esteem. Boys, on the
other hand, may be encouraged to be more assertive and independent, traits associated with
higher self-esteem and lower anxiety (Kling et al., 1999). These socialization patterns
contribute to the distinct ways boys and girls experience anxiety and self-esteem.
Indonesian cultural norms also influence the anxiety-self-esteem relationship.
Maharani (2024) discusses how Indonesian girls are often expected to adhere to traditional
gender roles that emphasize modesty and subservience, which can negatively impact their self510

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“Research and Education Sustainability: Unlocking Opportunities in Shaping Today's
Generation Decision Making and Building Connections” October 22-23, 2024

esteem and exacerbate anxiety. In contrast, boys are encouraged to be assertive and ambitious,
which can bolster self-esteem and reduce anxiety. These findings underscore the importance
of considering cultural context when examining the relationship between gender, anxiety, and
self-esteem.
Synthesis
Understanding the relationship between gender, anxiety, and self-esteem is crucial for
supporting high school students' mental health. Interventions should be tailored to address the
unique needs of both boys and girls. For girls, programs promoting self-acceptance, resilience,
and positive self-talk can help counteract societal pressures and boost self-esteem (Cribb,
Moulds, & Carter, 2006). For boys, interventions focusing on emotional expression and coping
strategies can reduce anxiety levels (Kerr & Schneider, 2008).
Schools in Indonesia can play a vital role by creating a supportive environment that
fosters positive self-esteem and reduces anxiety. Educators should be trained to recognize
anxiety and low self-esteem in students and provide appropriate support and resources (Suldo,
et al., 2011). Peer support programs, counseling services, and workshops on stress management
and self-esteem building can effectively promote mental health among high school students.
The relationship between gender, anxiety, and self-esteem is complex, influenced by
societal norms, cognitive styles, and individual differences. While female students often
experience higher anxiety and lower self-esteem, it's essential to address the specific needs of
both genders. By understanding these dynamics, educators, parents, and mental health
professionals can develop effective strategies to support adolescents' psychological well-being,
fostering a generation of confident and resilient individuals (Orth, et al., 2018).
METHODS
This study employed a quantitative research design to explore the relationship between
gender, self-esteem, and anxiety among high school students. The primary data collection
method involved the use of structured questionnaires, which were administered to a
representative sample of students in a selected private high school in Minahasa Utara.
Sample and Sampling Procedure
The target population for this study comprises private high school students enrolled in
the second semester of the 2022/2023 academic year. Using a purposive sampling method, 130
10th grade students were selected as they are considered more representative of the high school
population in terms of both grade level and gender distribution. These respondents consist of
34 students from 10th grade A (17 female and 17 male), 32 students from 10th grade B (16
female and 16 male), 32 students from 10th grade C (17 female and 15 male), and 32 students
from 10th grade D (18 female and 14 male).
Data Collection Instrument
The primary data collection instrument was a self-administered questionnaire
consisting of three sections: Demographic Information: Self-Esteem Measurement, and
Anxiety Measurement: Demographic information collected basic demographic data, including
gender and grade level. Self-esteem measurement used the Rosenberg (1965) Self-Esteem
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“Research and Education Sustainability: Unlocking Opportunities in Shaping Today's
Generation Decision Making and Building Connections” October 22-23, 2024

Scale (RSES), a widely validated 10-item scale that assesses global self-worth by measuring
both positive and negative feelings about the self. Participants rated each item on a 5-point
Likert scale ranging from “Strongly Disagree” to “Strongly Agree.”
Anxiety Measurement used the Generalized Anxiety Disorder 7-item scale (GAD-7),
which is also validated and widely used in psychological research (Spitzer, et al., 2006).
Participants will rate the frequency of anxiety symptoms experienced over the past two weeks
on a 5-point scale ranging from “Not at all” to “Nearly every day.”
Data collection took place in the participants’ school during a scheduled class period.
After obtaining consent from the school administration, participants were briefed about the
study’s purpose and procedures. They were assured of the confidentiality and anonymity of
their responses.
The questionnaire was distributed to students in a classroom setting, and they were
given 15-20 minutes to complete it on voluntary basis. The researcher and/or a trained research
assistant was present to address any questions and ensure that the questionnaires were
completed independently.
Data Analysis
After the questionnaires were collected, the responses were coded and entered into a
statistical software package for analysis. Descriptive statistics (mean scores) were calculated
to summarize the levels of self-esteem and anxiety among the participants. Pimentel (2019)
suggested that based on the 5-point Likert scale, the calculated mean score is interpreted as
follows: a score range of 1.00-1.79 is interpreted as very low; 1.80-2.59 as low; 2.60-3.39 as
moderate; 3.40-4.19 as high; and 4.20-5.00 as very high.
To analyze differences in self-esteem and anxiety levels between male and female
students, inferential statistical analyses were conducted. One-way ANOVA was used to
compare the groups, while Bivariate Pearson correlation analysis determined the significant
influences on the dependent variable. The significance value (p) was set at 0.05, and if p < 0.05,
the relationship was considered significant (Pallant, 2020). If significant, the correlation
coefficient (r) was examined to determine the direction of the correlation (positive or negative).
Linear regression analysis further assessed the extent of influence of each independent variable
on the dependent variable, using Standardized Coefficient Beta (ß) and the coefficient of
determination (R²) (Garson, 2014; Pallant, 2020).
RESULTS AND DISCUSSION
Tests for Correlation and Regression Analysis
The prerequisites for conducting correlation and regression analysis in this study
include the following assumptions: the research data are normally distributed and there is a
linear correlation between the dependent and independent variables (Pallant, 2020).
To test the normality of the data distribution, the Liliefors and Kolmogorov-Smirnov
methods were used. If the significance value (p) is greater than the significance level of 0.05,
the variable is considered to be normally distributed (Priyatno, 2010). The output results
indicate that the data from the two tested variables are normally distributed, as all significance
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“Research and Education Sustainability: Unlocking Opportunities in Shaping Today's
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values (p) are greater than 0.05. Therefore, the prerequisite for regression analysis has been
met.
To test the linearity between the independent variable (Self-esteem) and the dependent
variable (Anxiety), a test for linearity was conducted by analyzing the comparison of the mean
values of the independent variable with the dependent variable. The output results show that
Self-esteem variable and Anxiety variable have significance values (p) less than the
significance level of 0.05. Thus, the independent variable Self-esteem has a linear relationship
with the dependent variable, Anxiety (Priyatno, 2010).
Relationship Between Gender and Self-Esteem
To investigate the relationship between gender and self-esteem, descriptive statistics
were first used to calculate the mean scores. A one-way ANOVA then assessed the significance
of the relationship. The mean self-esteem scores for female respondents (M = 2.96) and male
respondents (M = 2.74) both indicate moderate levels of self-esteem, with females having a
slightly higher score. However, a one-way ANOVA revealed that the difference is not
statistically significant (p = .21), which means that both female and male students are
considered to have approximately the same level of anxiety.
Relationship Between Gender and Anxiety
To understand the connection between gender and anxiety, we first looked at the mean
anxiety levels using descriptive statistics. Then, a one-way ANOVA was done to see if the
differences were significant. The results showed that both female (M = 3.12) and male (M =
3.34) respondents had moderate anxiety levels, with females having a slightly higher score. A
one-way ANOVA was used to check if the difference was statistically significant. The data in
Table 2 revealed that the p-value (0.09) was greater than 0.05, indicating that the result was not
statistically significant. This means that both female and male students were considered to have
similar levels of self-esteem.
Relationship Between Self-esteem and Anxiety
To examine the correlation between the independent variable (Self-esteem) and the
dependent variable (Anxiety), a bivariate correlation analysis was conducted. The results
indicate that the independent variable is significantly correlated with the dependent variable.
This is evidenced by the p-value being below the significance level of 0.05, and even below
0.001. These results suggest a statistically significant relationship between self-esteem and
anxiety. The analysis of the correlation coefficient (r = -.45) shows that this r value is negative,
indicating that a higher score on the independent variable is associated with a lower score on
the dependent variable. In other words, the students' self-esteem negatively affects their
anxiety: the higher their level of self-esteem, the lower their anxiety.
Additionally, the correlation coefficient value falls between 0.30 and 0.50. This
indicates that the strength of the relationship is categorized as moderate according to Cohen
(1988) and Mukaka (2012). Although, in Cohen's revised categories by Hemphill, a correlation
strength is considered strong or large when the correlation coefficient (r) is greater than 0.30
(as cited in Gignac & Szodorai, 2016).
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Relationship Between Gender, Self-esteem, and Anxiety
Finally, a linear regression analysis was conducted to assess the impact of both selfesteem and gender on anxiety levels among the participants. This analysis allows us to explore
how variations in self-esteem and gender contribute to changes in anxiety, providing insight
into the relative influence of these factors. Examining the regression coefficients, namely
standardized coefficient , will show the direction and strength of the relationship between
each independent variable (self-esteem and gender) and the dependent variable (anxiety). The
findings from this analysis help to clarify whether higher self-esteem is associated with lower
anxiety, and whether gender plays a significant role in moderating this relationship.
The outputs shown in Tables 1 reveal that the significance values is greater than
significance level of 0.05 or even 0.001. This result suggests that there is a significant influence
of the independent variables on dependent variables.
Table 1
ANOVAa
Sum of
Squares
6.730

Model
df
1
Regressio
2
n
Residual
19.335
127
Total
26.065
129
a. Dependent Variable: Anxiety
b. Predictors: (Constant), Gender, Self-esteem

Mean
Square
3.365

F
22.104

Sig.
.000b

.152

Further analysis of significance value of each independent variable shows that only
Self-esteem (p = 0.00) has significant relationship with Anxiety. Since the value of
standardized  is negative (See Table 2), it suggests that the direction of relationship negative,
implying that a higher score in Self-esteem is associated with lower scire in Anxiety.
Table 2
Coefficientsa

Model
(Constant)

Standardize
Unstandardized Coefficients d Coefficients
B
Std. Error
Beta
3.813
.181

Self-esteem

-.368

.060

-.470

t
21.10
8
-6.103

Gender

-.134

.073

-.142

-1.846

Sig.
.000

.067

.000

a. Dependent Variable: Anxiety
Table 3 shows that coefficient of determination (R2) value is 0.258, suggesting
approximately 25.8% of the variance in the dependent variable, which is anxiety, can be
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explained by the independent variables included in the model, namely gender and self-esteem.
An R square of 0.258 suggests that while the model does account for a significant portion of
the variation in anxiety, the majority of the variation (74.2%) is explained by other factors not
included in this model. This could imply that while gender and self-esteem are important
predictors, there are other variables that also significantly influence anxiety levels.
Table 3
Model Summary
Model
1

R
.508a

R Square
.258

Adjusted R
Square
.247

Std. Error of the
Estimate
.39018

a. Predictors: (Constant), Gender, Self-esteem
DISCUSSION
The main purpose of this study was to explore the relationship between gender, anxiety,
and self-esteem. The statistical analysis shows that there is no significant relationship between
gender and self-esteem, implying that both female and male students are considered to have
approximately the same level of self-esteem. This finding is not in line with that of Yulianti
(2018) who found that female had lower self-esteem because of cultural norm that encourages
modesty and self-criticism. Additionally, Rahmawati, et al. (2016) and Kling, et al. (1999)
found that male students experienced higher self-esteem than females due to social process
during adolescence.
In terms of anxiety and gender, this study found that female and male participants
showed no difference in their anxiety. This finding is not in line with those of Utami, et al.,
(2022), Esau et al (2008), and Mclean and Anderson (2009) who found that females were more
likely to experience more anxiety than males due to social pressure during adolescence which
is marked by emotional changes.
This study revealed that self-esteem significantly and negatively was associated with
anxiety among high school students. Lower self-esteem predicted more anxiety in spite of
gender differences. The Indonesian studies of Utami, et al., (2022), Wahyuni and Dewi (2021),
Yulianti (2018), and Handayani and Setiawan (2017) also found that higher self-esteem
predicted lower anxiety. However, their findings showed that gender was also a significant
predictor of anxiety, wherein low self-esteem led to increased anxiety among female
participants.
CONCLUSION, IMPLICATION, SUGGESTION, AND LIMITATIONS
The findings of this study indicate that there is no significant relationship between
gender and self-esteem among high school students, suggesting that both female and male
students possess similar levels of self-esteem. This result contrasts with previous research,
which reported gender differences in self-esteem, often with males exhibiting higher selfesteem due to social processes during adolescence. Additionally, this study found no significant
difference in anxiety levels between female and male participants, which also diverges from
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earlier research that suggested females are more prone to anxiety due to social pressures and
emotional changes during adolescence.
However, the study revealed a significant negative association between self-esteem and
anxiety, indicating that lower self-esteem is predictive of higher anxiety levels among high
school students, regardless of gender. This finding aligns with other research, which also
observed that higher self-esteem is linked to lower anxiety. However, these studies additionally
identified gender as a significant predictor of anxiety, with low self-esteem contributing to
increased anxiety particularly among female students.
This study has several limitations that must be acknowledged. Primarily, the research
was conducted with a relatively small sample size, involving participants from only one private
high school. This limited scope reduces the diversity of the sample, making it difficult to
generalize the findings to a broader population of high school students. Additionally, the study
focused solely on three variables—gender, anxiety, and self-esteem—without considering
other potentially influential factors such as socio-economic status, academic performance, or
family dynamics, which could provide a more comprehensive understanding of the issues at
hand. The unique characteristics of the private school, such as its specific educational
environment, resources, and student demographics, may also influence the levels of anxiety
and self-esteem observed, potentially limiting the applicability of the findings to other
educational settings. As a result, the findings should be interpreted with caution, and future
research should aim to include larger, more diverse samples across various school types and
regions, as well as a broader range of variables, to enhance the generalizability of the results.
For educators and administrators, particularly in private high schools, it is important to
create an environment that promotes self-esteem while providing support for students dealing
with anxiety. Implementing programs that foster positive self-image and emotional well-being,
alongside cultivating an inclusive and supportive school culture, could help mitigate anxiety
and improve the overall mental health and well-being of students.

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