Comparison Study of Mental Health, Self-Esteem, and Subjective Well-Being between Male and Female and different Stream of Studies

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1 Comparison Study of Mental Health, Self-Esteem, and Subjective Well-Being between Male and Female and different Stream of Studies Maryam Farhang 1 and H. Sam Sananda Raj 2 1 Department of Psychology, Ph.D. scholar of Kerala University 2 Former Professor & Head, Department of psychology, University of Kerala, Kariavattom, Trivandrum, India. Abstract The present investigation was intended to study the college students categories on the basis of their gender and different stream of studies, on the variables, namely, mental health_ attitudes toward the self, self-actualization, integration, autonomy, perception of reality, and environmental mastery; selfesteem, and subjective well-being. The sample consisted of 750 college students, those who were belongs to Arts, Science and Engineering stream, selected and The data were analyzed by t Test, One way ANOVA, and Duncan test. The results showed that sex difference didn t be considered for any of the issues related to the present variables. College students from engineering stream had higher level of mental health, and environmental mastery than students from arts and science stream, but students from arts and science stream had similar level of those variables. Arts and engineering college students had higher level of integration than students from science stream. Science and engineering college students had higher level of subjective well-being than students from arts stream. Keywords: Mental Health, Self-Esteem, Subjective Well-Being, College Students. 1. Introduction Forward-looking competitive life in this third millennium necessitates college students be conscientious of their psychological physiognomies ensuring success at education, career and marital status arenas. Trends in the field of higher education indicate a strong Mental Health movement spreading Mental Health globally. A college student facing diverse challenges in their everyday life, aside from their educational requirements; (homework, assigned projects, etc.) likewise have various tasks playing different roles at home, as a son or daughter, as siblings and as a friend. Thus, the magnitude of their understanding in regards to the significance of their life endeavor and their well-being is paramount to achieving it. Mental Health is defined as A state of complete physical, mental and social well-being, and not merely the absence of disease. It is related to the promotion of well-being, the prevention of mental disorders, and the treatment and rehabilitation of people affected by mental disorders (WHO, 2013).

2 World Health Organization (2014) further stated that the well-being of an individual is encompassed in the realization of their abilities, coping with normal stresses of life, productive work and contribution to their community, however, cultural differences, subjective assessments, and competing professional theories all affect how "mental health" is defined. Mental health is a fundamental factor of the total health of an individual because our entire thought process takes place in mind, ideas originate in mind and all kinds of directions are issued from mind which guide, shape and regulate communication, conduct and behavior and determine personal and social functioning as well as adjustment (Bhargava and Raina, 2007). Mental health is considered as a state of emotional and psychological well-being in which an individual is able to use his or her cognitive and emotional capabilities, function in society and meet the ordinary demands of everyday life Characteristics of Mentally Healthy Person (Wikipedia Dictionary, 2010). According to Melinda et al. (2010), The individuals with healthy personality have a sense of contentment for living and the ability to laugh and have fun. They have ability to deal with stress, A sense of meaning and purpose, in both activities and relationships. The flexibility to learn new things and adapt to change. A balance between work and play, rest and activity etc. The ability to build and maintain fulfilling relationships. Self-confidence and high self-esteem. These positive characteristics of mental health allow individual to participate in life to the fullest extent possible through productive, meaningful activities and strong relationships, and also help to cope when faced with life's challenges and stresses. Mental health has a huge impact on every aspect of life (Hackner, 2010). Self-Image: Good mental health means appreciating ones achievements and accepting shortcomings. A mental illness can cause an inferiority complex, a negative body image and intense feelings of self-hate, anger, disgust, and uselessness, which could mutate into extreme depression, psycho-social disorders, or eating disorders. Education: Students with mental problems socially isolate themselves and develop anxiety disorders and concentration problems. Good mental health ensures an all-round educational experience that enhances social and intellectual skills that lead to self-confidence and better performance/achievement. Relationships: Mental health largely contributes to the functioning of human relationships. Mental illness can hamper even basic interactions with family, friends and colleagues. Most people suffering from mental illness find it difficult to nurture relationships, have problems with commitment or intimacy and frequently encounter sexual health issues. Sleeping: An inability to handle stress or anxiety can cause insomnia. Even if one can manage to fall asleep, he/she may wake up a dozen times during the night with thoughts of what went wrong the day before or how bad tomorrow is going to be. One may develop severe sleeping disorders which leave him/her exhausted and less productive. Eating: People with mental disorders are more prone to indulging in comfort eating or emotional binges. Finding comfort in food is something we all do from time to time. But with a mental illness, it becomes difficult to control oneself. Overeating can lead to obesity, which puts you at a risk for heart disease and diabetes, in addition to creating an unhealthy body image. Physical Health: Mental state directly affects body. For example, stress can lead to hypertension or stomach ulcers. People, who are mentally healthy, are at a lower risk for many health complications.

3 Life is very competitive and challenging day by day. All human beings need to be more aware about Mental Health, Self-esteem, and Subjective Well-being in this world. So that the Mental Health is a very important factor in any dynamic societies, particularly college students have a vital role in manipulating Mental Health. In the present investigation Mental Health is considered as not merely the absence of mental illness but also the presence of Subjective Well-being, and Self-esteem. According to Keyes (2013), mental health considered as a complete state consisting of (a) the absence of mental illness and (b) the presence of high level well-being. Study conducted by Nanda (2001) revealed that female students were found to have better mental health than male students, but the The finding of Perumal (2008) indicated that there is no significant difference between the gender groups with respect to the mental health status among students of Kerala Chengti (2013) has attemped to study the mental health among pre-university college students, from Gulbarga district Karnataka. The results revealed that there was significant difference in mental health between the science and arts college students (science students exhibited higher mental health than the arts students). The study also revealed significant gender differences in the mental health. The male students had significantly higher mental health than the females. The present investigation introduced mental health on the basis of Jahoda (1958) definition and included six variables likewise: Attitude toward the self: means, self-acceptance, self-concept, sense of identity, growth, development. Self-actualization: denote, utilize ones abilities, motivational processes, and investment in living. Integration: imply, unifying outlook of life and resistance to stress, and refers to relatedness of all processes and attributes in an individual. Autonomy: denote self-reliance in decision making, (a relation between individual and environment with regard to decision making. Perception of Reality: means free from need distortion. Healthy Perception of Reality is refer to what the individual sees corresponds to what is actually there. Environmental Mastery: represent ability to love work and play, adequacy in interpersonal relations, efficiency in solving problems, for better understanding the behaviour of college students. Self-esteem can be defined as a form of self-acceptance, personal appreciation and subjective respect of one s own (Morganett, 2005). Self-esteem is to evaluate the difference between on's image of self and ideal self. Self-esteem level of the individual can be understood by looking at the discrepancy between how the individual perceives himself and the self he would like to be (Piskin, 2004). Self-esteem represents the individual s feelings such as self-acceptance, personal appreciation, overall acceptance of the personality and self-love (Adams & Gullota, 1989). individuals with high self-esteem characterizes as individuals that respect themselves, be aware of their own limitations, and be expecting development and growth (Rosenberg,1979). Self-esteem is the necessary to improve Mental Health of college students in community, which in the recent decades it has been considered as a fundamental factor in Mental Health

4 in order to growth and prosperity of students, and described by the terms such as self-confidence, selfworth, self-assurance, self-efficacy, self-satisfaction, and self-acceptance. According to Silber, and Tippett, (1956), Self-esteem is referring to feelings of satisfaction about the self and the relationship between the self-image and ideal self-image. Self-esteem is one of the important factors considered to have influence on Subjective Well-being as well (Cha, 2003),(Cheng, Furnham, 2003), (Diener, Lucas, Oishi, Suh, 2002).Problems encountered by students may have some adverse effects on the Self-esteem and Subjective Well-being level of college students (Dost, 2006). Subjective Well-being and Self-esteem are two major indicators of the positive feature of an individual. Subjective well-being is a broad category that includes two concepts namely, life satisfaction, frequent positive affect (or pleasant emotions, cheerful, happy), and infrequent negative affect (or unpleasant emotions, sad angry) (Diener, 2000). Positive affect includes the feeling of excitement, joy and love. Life satisfaction refers to a desire to modify one s life, satisfaction with the past, satisfaction with the future and significant others views of one s life (Diener, Suh, Lucas& Smith, 1999). Salmela and Nurmi (2007) tried to examine how self-esteem was measured during university studies would impact on the characteristics of the work career 10 years later, and result showed that a high overall level of self-esteem predicted being in permanent employment 10 years later, having a high salary, and reporting a high level of work engagement, and job satisfaction, and a low level of burnout. By contrast, low self-esteem predicted unemployment, feelings of exhaustion, cynicism and reduced accomplishment at work, and low levels of work engagement and job satisfaction. Studies conducted by Sevindik (2007), Robins, Hendin, and Trzesiniewski (2001), and Ayyash, and Alamuddin (2007), Suparna and Prerna (2014), specified that self-esteem does not differentiate by gender. it was found no significant difference among the students based on stream of study, marital status and age, except in the comparison of them in their self-esteem based on age Sivakumar and Amalraj (2011) studied Influence of self-esteem on the academic achievement of biology students. It was found that there was significant relationship between self-esteem and academic achievements with reference to background variables. Girls were better than Boys in self-esteem. Rural students were better than urban students in the dimension of competency and global self-esteem. Study conducted by Celalettin, Cennet, Keziban, and Derya (2014) revealed that a student with high self-esteem has better physical health, takes pleasure in social relations, feels free and is successful both with their education and in their social life. a student s social relations can be improved by doing more activities which involve with group interaction and by joining school clubs. In addition, various educational activities can be organized to increase a student s self-esteem level. In related scholarly articles, that there was a positive relationship between Subjective well-being and Self-esteem (Franco, Levitt, 1998; Rosenfeld, Bowen, Richman, 1998 & Cha, 2003). Individuals with high self-esteem level were generally 49 individuals who have full confidence in themselves, are not deterred by life constraints and are open to new life styles and thoughts, in addition to being self-realized. Accordingly, people with high Self-esteem had higher level of well-being, as they were more satisfied and happy.

5 Diener and Suh (2003) indicated a strong relationship between self-esteem and subjective Wellbeing. Schimmack and Diener (2003) identified that self-esteem is a note-worthy predictor of Subjective well-being, in research study they conducted at the University of Illinois on reliability of self-esteem as a predictor of Subjective Well-being, involving 141 college students. Subjective well-being is the positive side of mental health, and health is the strongest predictor of Subjective well-being. One meta-analysis on well-being and health revealed a consistent correlation of approximately 0.32 and the correlations were particularly strong among women (Koenig, McCullough, & Larson, 2001). In the study conducted by Padhy, Rana, and Manisha (2011) on Subjective well-being was found to be significantly related to Self-esteem (r = 0.50, p<0.01) indicating that like males, when self-esteem in females was increased, so did the Subjective Well-being. This indicated that those who reported more self-esteem were also more likely to have better subjective well-being and higher academic achievement. In case of males (n = 60), self-esteem was found to be significantly related to subjective well-being (r = 0.68, p<0.01) indicating that when self-esteem in males became higher, so did the subjective well-being. The inter-correlation between self-esteem, subjective well-being and academic achievement of University students was explored by Meera, Suvashisa, and Manisha, (2011). The results revealed that there was a significantly positive relation between self-esteem, subjective well-being and academic achievement. Female students possessed significantly higher self-esteem and subjective well-being than their male counterparts The study conducted by Dilek, Yilmaz, and Koc (2012) about correlation between subjective well- Being and self-esteem levels of nursing College students a significant difference was observed between the subjective well-being and self-esteem scores by gender, no difference was found to exist between subjective well-being scores. The study conducted by Corina and Valeria (2015) on psychosocial correlates of undergraduate students subjective wellbeing related to the faculty, revealed that the 56 students subjective well-being was higher for the students from the private comparatively with those from the public university, Mental health is more than the absence of mental illness, suggesting considering two factors High level of Subjective well-being, positive and negative (Keyes, 2007). People are said to have high SWB if they are satisfied with their life conditions and experience frequent positive emotions and fewer negative emotions (Diener, Eunkook & Shigehiro, 1997). The problem of the present investigation is entitled as: EFFECTIVNESS OF MENTAL HEALTH, SELF-ESTEEM, AND SUBJECTIVE WELL-BEING AMONG COLLEGE STUDENTS. The aim of the study is to find out the differences among arts, science, and engineering college students in variables namely: Mental Health, Attitude toward the self, Self-actualization, Integration, Autonomy, Perception of reality, Environmental mastery, Self-Esteem, and Subjective Well-being.

6 Objectives: 1. To investigate the differences, if any, between Male and Female college students in terms of mental health_ attitudes toward the self, self-actualization, integration, autonomy, perception of reality, environmental mastery; self-esteem, and subjective well-being. 2. To find out the differences between different Streams (Art, Science and Engineering) in terms of their mental health_ attitudes toward the self, self-actualization, integration, autonomy, perception of reality, environmental mastery; self-esteem, and subjective well-being. Hypothesis: 1. There is no significant difference between Male and Female college students in their mental healthattitudes toward the self, self-actualization, integration, autonomy, perception of reality, environmental mastery; self-esteem, and subjective well-being. 2. There is no significant differences among Arts, Science, and Engineering college students in their mental health- attitudes toward the self, self-actualization, integration, autonomy, perception of reality, environmental mastery; self-esteem, and subjective well-being. Method: (a) Participants The present investigation highlights an analytical study of Mental Health, Self-esteem, and Subjective Well-being among the college students. For this purpose, 750 college students ( 402 male and 348 female ), include 207 students from arts stream, 207 from Science stream, and 336 from engineering stream, from Visakhapatnam city, were selected via stratified sampling method. (b) Tools 1. The mental health status, (M.H.S. Scale) by Gireesan. P., &Sananda Raj, (1988). Validity: The M.H.S Scale has been validated against another scale, measuring the same variable, viz., Mental Health status Scale (Abraham& Prasanna, 1981) as an external criterion. These two scales have been administered on a proportionate stratified sample of one hundred and fifty individuals (75 males and 75 females). The total score obtained on the external criterion is correlated with each of the six subscales (components) of M.H.S. scale. The coefficients or correlation thus obtained are given below:

7 Validity Coefficient of the Variables of Mental Health Status Scale Variable r with Mental Correlated Health Status (Subscale) Scale (External criterion) 1.Attitudes toward the Self Selfactualization Integration Autonomy Perception of Reality 6.Envoronmental mastery It may be noted that all these correlations (validity coefficients) are significant at 0.01 level. As all these coefficients are positive and are greater than 0.7, it may be ascertained that the scale has fairly good validity. Reliability The reliability of Mental Health Scale has been established in two ways, Viz., The split half reliability of the subscales using spearman brown formula and re test method with a time interval of one month. The M.H.S scale has been administered on a sample of 70 subjects (35 females and 35 males). Split-half Reliability coefficients of Mental Health Status Scale Subscale Split-half Reliability Coefficients 1.Attitudes toward the Self Self-actualization Integration Autonomy Perception Reality 6.Environmental Mastery of

8 The split-half reliability coefficients of the subscales varied between 0.73to All these coefficients are significant at 01 level. The correlations of the scores on these two administrations were obtained using Pearson product moment correlation and these correlation coefficients were taken as re test reliability coefficients for the for the six subscales. The re test reliability (after an interval of one month between the two administrations) has been obtained on a sample of 100 persons (50 females and 50 males). The re test reliability coefficients are given in Table Re test-reliability Coefficients of Mental Health Status Scale Split-half Subscale Reliability Coefficients 1.Attitudes toward 0.74 the Self 2.Selfactualization Integration Autonomy Perception of 0.76 Reality 6.Envoronmental 0.63 mastery The reliability coefficients given in Table3.16 varied Between 0.63to0.76. All these coefficients are significant at 0.01 level. These results indicate that M.H.S. is a reliable instrument for measuring the mental health status of the individuals. 2. Self-Esteem Inventory, Thomas & Sananda Raj (1981). Reliability: The Self-Esteem Inventory was administered on 100 subjects (55 male and 45 female ninth grade students), and their scores for odd and even items of the inventory obtained. The split-half reliability coefficient calculated is 0.95, after correction using spearman-brown Prophecy Formula (Garrett, 1969). The re test reliability (after re administering the test with an interval of two weeks) obtained on a sample of 120 secondary school pupils (67 boys and 53 girls) is Both these coefficient are significant at 0.01 level. They indicate that the inventory is a reliable instrument for measuring the Self-esteem of secondary school pupils. Validity: As the inventory was modeled after a few well-known inventories meant for measuring Selfesteem, it may be said to possess content validity. In addition to this, validity is determined empirically with the help of Self-esteem scores obtained by Coopersmith (1967) was adopted with slight

9 modifications. Two class teachers were asked to rate the behavior of their pupils on the basis of the 13 items which represent different aspects of Self-esteem. The behavioral esteem scores thus obtained on ninth grade students (35 boy and 18 girls) were correlated with Self-esteem Inventory. The correlation coefficient of obtained was significant at 0.1 level. The inventory can thus be called a valid tool for measuring Self-esteem. The details regarding the development of the test and its psychometric properties including norms may be seen in the published report (Thomas&Sananda Raj, 1981). 3. Subjective Well-Being Inventory,(Sell, &Nagpal, Adopted, Modified, and Translated by Suhany, B. T.,& Dr. H. Sam Sananda Raj, 2002) were used. Reliability The test was administered on a Sample of 158 subjects and the split- half and alpha reliability of the test (using spearman formula) was estimated to be 0.70 to 0.84 respectively. The reliability indices show that the test is a highly reliable measure of Subjective Well-being. Validity Concurrent validity with quality of life scale, WHOQOL, 100 (Malayalam adaptation by Laiju & Sananda Raj, 2002) was found to be 0.71(N=64). It indicates that inventory is a highly valid measure of Subjective Well-being (c) Statistical analysis The major Statistical Techniques will be: t Test, One-way ANOVA, and Duncan test. The data collected for the present investigation from college students here analyzed using t Test, Anova, Duncan Test, and Pearson correlation method of Pearson Product Moment Method of Correlation. The Analysis and Discussion are presented below: A. The t TEST RESULT AND DISCISSION Table 1.1 Data and Result of t Test: Comparison of Male and Female College Students for all the Variables Under study Variables Sex N Mean SD t Male Mental Health Female Attitude the self towards Self-actualization Male Female Male

10 Female Integration Male Female Autonomy Male Female Perception reality of Male Female Environmental mastery Male Female Self-Esteem Male Female Well- Subjective being Male Female As indicated in Table 1 there didn t exist any statistical significant difference between male and female college students in the variables, Mental Health- Attitudes toward the Self, Self-actualization, Integration, Autonomy, Perception of Reality, Environmental Mastery; Self-esteem, and Subjective Wellbeing. From the results it was clear that both male and female students perceive these attributes in a similar way. The result of present study were found to be similar to those of earlier studies. The present study thus supports the study conducted by Pan American Health Organization (1995) on Gender influences the differential power, men and women have to control their lives, cope with such risks and influence the process of health development The study by Srivastava, and Rai (1987), on sex differences of adolescents also reported that gender differences did not play any role in adolescents, with regard to their Mental health. Also, the present study didn t supports the findings of the study by Lipman, Offord, and Boyle (1997), who have found that women are especially at high risk for poor Mental Health. From the mean values given in Table, it was clear that male and female college students had similar level of Attitud's toward the self, self-actualization and Integration. The present study support the study conducted by Ganesan (2012), which he found that there is no significant difference between the higher secondary boys and girls in their self-actualization. However the present study did not support the finding of study conducted early by George (2006), who found that females are higher in the relatedness of all processes and attributes in them, which is the chief characteristic of Integration.

11 As indicated in Table 1 that both males and females perceive their Autonomy, and Perception of Reality in a similar way. The findings of the present study is not in support of the findings of the study conducted by George (2006), who has found that the inefficiency in decision making make the females low on Autonomy, compared to males. The present result indicates that both male and female college students are similar in perceiving the various aspects of this world as it is. Table 1 showed that there didn t exist any statistical significant difference between male and female college students in the variable Environmental Mastery, Self-esteem, and Subjective Well-being. This means that both males and females perceive these characteristics in a similar way. Environmental mastery has some aspects as a criteria for mental health such as adequacy in love, work, and interpersonal relations and efficiency in problem solving. In the present study, both male and females college students were similarly have same efficient in meeting the situational requirement. The present study supports the study conducted by Dilek, Yilmaz, and Koc (2012) in which they found that there was no significant difference observed between Subjective well-being level of college students. Another study conducted for determining whether a significant difference existed in Subjective well-being level of male and female college students revealed that there was no significant difference between the two sexes (Fugl, Melin 2002; Hampton, Marshall, 2000; Dost, 2010, and Ozen., et al., 2005). B. The result of one-way ANOVA 2.1 Comparison of College Students Categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Mental Health The analysis of variance was done, for comparing the students categorized on the basis of Stream (Arts/Science/Engineering) on the Mental Health. The details are given in Table2.1. Table 2.1 Comparison of College Students Categorized on the Basis of Stream (Arts/Science/Engineering) for the Variable Mental Health Sum of Mean Variable Source df F Squares Square Between Groups Mental Health Within Groups Total * Note: * the F ratio is significant at 0.05 level. The Table2.1 revealed that there was a significant difference among college students categorized on the basis of their Stream (Arts/Science/Engineering) for the variable Mental Health. The F ratio obtained was 3.41, and (for df was 2, and 747), which was statistically significant at 0.05 level. The result showed that there were significant differences among student of those streams on the variable Mental Health. Post hoc comparison was done using Duncan test for identifying the differences existed among the streams, came out with the following result (Vide Table2.2).

12 Table2.2 Result of Duncan Test for Mental Health, Comparison of the three Streams S1. No. Stream N M Arts ( ).. * 2 Science ,, ( ) * 3 Engineering ,,,, ( ) Note: * indicated significant difference between the groups compared. Table 2.2 revealed that there was a significant difference in Mental Health among the students of three streams, namely, Arts/Science/Engineering. The mean score obtained for arts Stream were , science was and engineering were respectively. The result showed that the students from engineering Stream had significantly higher level of Mental Health when compared with arts Stream but the arts had similar level of Mental Health with science Stream, means there is no statistically significant differences among arts and science Stream. There was significant differences on the Mental Health of students from engineering and science stream, therefore in this study, engineering students had high level of Mental Health rather than science students, because engineering students felt happy and satisfied with themselves and their relationship with others. They have healthy personality and can adjust themselves to environment adequately. 2.2 Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Attitude Toward the Self The analysis of variance was done, for comparing the students categorized on the basis of Stream (Arts/Science/Engineering) on the Attitude Toward the Self, the details are given in Table2.3. Table 2.3 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable Attitude Toward the Self Variable Source Between Groups Sum of Squares df Mean Square F Attitude the Self Toward Within Groups Total Note: the F ratio is not significant. From the Table2.3, it was clear that there was no significant difference among students categorized on the basis of streams (Arts/Science/Engineering) in their level of Attitude Toward the Self. The F ratio obtained was 1.29, and (for df 2, and 747), which was not statistically significant. The result revealed that students categorized on the basis of streams had similar level of attitudes toward the Self. As has been shown in the M.H.S. Status Scale which measures the variables attitude towards the self and self-actualization, the college students were similarily self-sufficient in certain matter and even they might

13 similarly take any responsibility which doesn t affect them, irrespective of whether they are studying in arts, science and engineering stream. 2.3Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Self-actualization The analysis of variance was done, for comparing the students categorized on the basis of different Stream (Arts/Science/Engineering) on the self-actualization. The details are given in Table2.4. Table2.4 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable self-actualization Variable Source Between Groups Sum of Squares df Mean Square F Self-actualization Within Groups Total Note: the F ratio is not significant From the Table2.4, it was clear that there was no significant difference among students categorized on the basis of streams (Arts/Science/Engineering) in their level of self esteem. The F ratio obtained was 0.71, and df was and 2, and 747 which was not statistically significant. The results revealed that they had similar level of self-actualization. 2.4 Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Integration The analysis of variance was done, for comparing the students categorized on the basis of different Stream (Arts/Science/Engineering) on the Integration. The details are given in Table2.5. Table2.5 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable Integration Sum of Mean Variable Source df F Squares Square Between Groups Integration Within Groups Total * Note: * the F ratio is significant at 0.05 level. The Table2.5 revealed that there was a significant difference among college students Categorized on the basis of Stream (Arts/Science/Engineering) for the variable Integration. The F ratio obtained was 3.79, and df was 2, and 747 which was statistically significant at 0.05 level. The result showed that there

14 were significant differences among student in the three streams on the variable Integration. Post hoc comparison was done using Duncan test for identifying the differences existed among the streams, came out with the following result (shown in Table2.6). Table 2.6 Result of Duncan Test for Integration: Comparison of the three Streams S1. No. Stream N M Arts ( ) *.. 2 Science ,, ( ) * 3 Engineering ,,,, ( ) Note: * indicated significant difference between the groups compared. Table2.6, revealed that there were significant differences in Integration among the students of three streams. The mean score obtained for arts Stream were science were and engineering were respectively. The result showed that the students from arts Stream had significantly higher level of Integration when compared with science stream but the students from arts stream had similar level of Integration with engineering Stream, means there was no statistically significant differences among arts and engineering Stream. As indicated in the Table 2.6 there was significant differences among science and engineering students on their Integration. Engineering students had high level of Integration than those science students. Engineering students able to evaluate their self and consider their merit and demerit, and they can find the new methods after failure and solve the problem as well as indicated in the trait interpretation (evidenced in M.H.S. Sclae) of the variable. 2.5 Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Autonomy The analysis of variance was done, for comparing the students categorized on the basis of Stream (Arts/Science/Engineering) on the Autonomy. The details are given in Table2.7. Table2.7 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable Autonomy Variable Source Between Groups Sum of Squares Df Mean Square F Autonomy Within Groups Total

15 Note: F ratio is not Significant Statistically. There didn t exist any significant difference among students Categorized on the basis of streams, (namely, Arts/Science/Engineering) in their variable Autonomy, as indicated in Table The F ratio for the variable Autonomy obtained was 0.32, and (df was 747, and 2), which was not statistically significant. The result revealed that students of different Stream had similar level of Autonomy in their educational purpose. This situation may be explained in terms of the items in the subscales intended for measuring autonomy and perception of reality. Thus students in various streams under study may not fully grasb things that happen around them, and might be conscious of their limitation in a similar way, and also can take appropriate descision in similar way. 2.6 Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Perception of Reality The analysis of variance was done, for comparing the students categorized on the basis of different Stream (Arts/Science/Engineering) on the Perception of Reality. The details are given in Table 2.8. Table2.8 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable Perception of Reality Variable Source Sum Squares of df Mean Square F Between Groups Perception of Reality Within Groups Total Note: F ratio is not Significant Statistically. There didn t exist any significant difference among students Categorized on the basis of streams, (namely, Arts/Science/Engineering) in their variable Perception of Reality, as indicated in Table2.8. The F ratio for the variable Perception of Reality obtained was 0.14, and (for df was 747, and 2), which was not statistically significant. The result revealed that students of different Stream had similar level of Perception of Reality in their educational purpose. 2.7Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Environmental Mastery The analysis of variance was done, for comparing the students categorized on the basis of Stream (Arts/Science/Engineering) on the Environmental Mastery. The details are given in Table2.9.

16 Table 2.9 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable Environmental Mastery Variable Source Between Groups Sum of Squares df Mean Square F Environmental Mastery Within Groups Total ** Note: ** the F ratio is significant at 0.01 level. The Table2.9 revealed that there was a significant difference among college students Categorized on the basis of Stream (Arts/Science/Engineering) for the variable Environmental Mastery. The F ratio obtained was 8.72 (for df was 2, and 747), which was statistically significant at 0.01 level. The result showed that there were significant differences among student of those streams on the variable Environmental Mastery. Post hoc comparison was done using Duncan test for identifying the differences existed among the streams, came out with the following result (shown in Table2.10). Table 2.10 Result of Duncan Test for Environmental Mastery: Comparison of the three Streams Sl. No. Stream N M Arts ( ).. * 2 Science ,, ( ) * 3 Engineering ,,,, ( ) Note:* indicated significant difference between the groups compared. Table 2.10, revealed that there were significant differences in Environmental Mastery among the students of three streams, namely, Arts/Science/Engineering. The mean score obtained for arts Stream were 37.68, science were and engineering were respectively. The result showed that the Engineering tream had significantly higher level of Environmental mastery when compared with Arts and Science stream, it means that there was significant differences among engineering students when compared with arts and science Stream for the variable environmental mastery. But college students from Arts stream had similar level of environmental mastery with Science stream. This may be further described as per the items in the subscales used for measuring the variables. Accordingly, Engineering students are satisfied with their relation to their friends and they will adopt with new situation but the students from arts and science streams find it difficult to cope with the new surroundings, while trying to face difficult problem.

17 2.8 Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Self-esteem The analysis of variance was done, for comparing the students categorized on the basis of Stream (Arts / Science/Engineering) on the Self-esteem. The details are given in Table Table2.11 Comparison of college students Categorized on the basis of Stream (Arts/Science/Engineering) for the Variable Self-esteem Variable Source Selfesteem Between Groups Within Groups Sum of Squares Df Mean Square Total Note: the F ratio is not significant. From the Table 2.11, it was clear that there was no significant difference among students categorized on the basis of different streams (Arts/Science/Engineering) in their level of Self-esteem. The F ratio obtained was 0.32, and (for df 2, and 747), which was not statistically significant. The result revealed that students in the different streams had similar level of Self-esteem. The Self-esteem Inventory used for measuring the variable shows that the students in various stream were equal in being proud of their academic performance, while often get discouraged in class in a similar way. 2.9 Comparison of College Students categorized on the Basis of Different Stream (Arts/Science/Engineering) for the variable Subjective Well-being The analysis of variance was done, for comparing the students categorized on the basis of Stream (Arts/Science/Engineering) on the Subjective Well-being. The details are given in Table Table 2.12 Comparison of College Students Categorized on the Basis of Stream (Arts/Science/Engineering) for the Variable Subjective Well-being Variable Source Sum of Squares df F 0.32 Mean Square F Subjective Well-being Between Groups Within Groups ** Total

18 Note: ** the F ratio is significant at 0.01 level. The Table 2.12 revealed that there were significant differences among college students categorized on the basis of different Stream (Arts/Science/Engineering) for the variable Subjective Wellbeing. The F ratio obtained was 5.73, and df was 2, and 747 which was statistically significant at 0.01 level. The result showed that there were significant differences among student in the three streams on the Subjective Well-being. Post hoc comparison was done using Duncan test for identifying the differences existed among the streams, came out with the result shown in Table Table 2.13 Result of Duncan test for Subjective Well-being: Comparison of the Three Streams S1.No. Stream N M Arts ( ) * * 2 Science ,, ( ).. 3 Engineering ,,,, ( ) Note * indicated significant difference between the groups compared Table 2.13, revealed that there were significant differences among the students of three streams for the variables Subjective Well-being. The mean score obtained for arts Stream were 52.14, science was and engineering were respectively. The result showed that there was significant difference on the subjective well-being of students from arts and engineering stream. Engineering students had high level of subjective well-being rather than arts students, But engineering and science students precieve ther subjective well-being in a similar way. Further result revealed that the science stream had significantly higher level of subjective well-being, when compared with arts Stream. Arts students had lesser mean score as they might have achieved the standard of living and the social status that they have expected. In a lower manner compared to science and engineering college students, they may feel good when they evaluate their own achievements. 4. Conclusion As per of present investigation male and female college students were similar in all the variables under study. Hence it may be viewed that sex difference didn t be considered for any of the issues related to the present variables. Obviously, Mental Health is how people look at themselves, their lives, and the other people in their lives; evaluate their challenges and problems; and explore choices. This includes handling stress, relating to other people, and making decisions. It can be concluded that male and female college students can be similar in their Mental Health. One of the reasons that we can mention for this non significant differences between male and female college students is based on culture, beliefs, attitudes, and roles of students, as described earlier. It may also be because of the fast changing role expectations of

19 boys and girls, especially middle and higher middle class Indian society. Another reason might be the learning opportunities available for males and females. For that particular age group of college students, opportunities are almost equal, especially because they are still studying and not working. Different living conditions of males and females may be one of the major reasons for gender differences in subjective well-being. But The results show that gender has no significant relationship with not only the result of subjective well-being, but also the results of the all other variables, Now in many societies, opportunity structures and action recourses are equally distributed between males and females. For example, this means that both males and females perceive these characteristics in a similar way. Environmental mastery has some aspects as criteria for mental health such as adequacy in love, work, and interpersonal relations and efficiency in problem solving. In the present study, both male and females college students were similarly have same efficient in meeting the situational requirement. There was no significant differences among Arts, Science, Engineering college students in their attitude toward the self, self-actualization, autonomy, percepction of reality, and self-esteem. There was no significant difference between arts and science in their mental health and environmental mastery. There was significant differences among Arts and Engineering, Science and Engineering college students in their Mental Health. Engineering students had more Mental Health than other students. There was significant differences among Arts and Science, Science and Engineering college students in their Integration, Arts and Engineering students had more Integration than science students. There was significant differences among Arts and Engineering Science and engineering college students in their Environmental Mastery, Engineering students had more Environmental Mastery than Arts and Science students. There was significant differences among Arts and Science, Arts and Engineering College in their Subjective Well-being, Science and Engineering students had more Subjective Well-being than Arts students. That may be because for Engineering students, study is based on observation, analysis, interpretation and results. For the achievement of each step, they have to approach to institution and people and face the variety of circumstances. One of the possible explanations of the result is that, people tend to choose Engineering stream because it suits their needs and behavioral patterns better than arts and science. Engineering students may also become stronger in this trait because that is what their situation demands. 4. Findings and Implications 1. The present investigation has several theoretical and practical implications. When the relevance of the present study in this context is considered, it can be said that all the findings of the present investigation can be helpful for those students who are studying Arts, Science, and Engineering. 2. Finding of the present study envisages the importance and utility of psychological variables among college students for better tomorrow. On the basis of technological progressions which have great influence in our current educational system, everyone get educated without the limitation of age, gender, and other demographic features. Both genders have an almost equal opportunity in education, job, income etc.

20 3. The result of the present investigation would help educational, social, and family planning at different levels. 4. Another important implication of the present study is that positive Mental Health consider as a major parts of one s life and it is a source of satisfaction and dissatisfaction. They feel comfortable about themselves and their ability. They learned to live with him and accepting both limitation and possibilities that they may find in themselves. The knowledge attained through this study is helpful to the individual, especially college students. The results of this investigation clearly indicated that there college students have ability to solve the problem and meet situational requirements. 5. The mentally healthy students can accept their mistake and will seek objective evidence and accept it even if it goes against their wish. Environmental Mastery can show the ability to solve the problems, and capacity for adaptation and adjustments. Positive and negligible correlation between Mental Health and Subjective Well-being revealed that Mental Health is essential to Subjective Well-being, and Subjective Well-being is the positive side of Mental Health. 6. We can contribute the result to different Stream in other groups. What every the researcher studied as their condition can useful in other city, and country. The significant and negative association between Mental Health and Self-esteem implies that there is a need to improve the Mental Health of the college students. Mental Health, as one of the important factor among college students, which can lead to increase Self-esteem and Subjective Well-being. 7. As a result, it is recommended that educational centers apply recreational, counseling, and sports programs, yoga in order to enhance their students Mental Health, Self-esteem, and Subjective Well-being and hence their educational performance. 8. Finally the study is beneficial for counselors to guide their students in developing good Mental Health, Self-esteem, and Subjective Well-being, so that it may improve their well-being, satisfaction, positive emotion and reduce their depression, anxiety, stress, and negative emotions. 5. Limitation The researcher had made all efforts to make the study free from limitations; however, there were certain limitations, which are presented below along with suggestion for further result. 1. Generalization of the findings is limited by the fact that data was collected from arts, science, and engineering colleges in Visakhapatnam city, it would be better to collect form other city also. The number of psychological variables included in the present study was limited nine. These variables used were Mental Health and its subscales, Self-esteem, and Subjective Well-being. It would better if more variables included in the study. 2. Analytical study will be more effective if conducted on a large sample. The sample size of the present study was limited to 750 colleges, to full up the questionnaire. If more subjects were included, so as to categorize them to married and unmarried, employed and unemployed, the result would be more generalizable and more details exploration would be possible. 3. The present investigation used normative survey method, wherein the possibility of conducting case study was not explored. It may be suggested that the further studies should be conducted in the area,