Moderating Effect of Self-Esteem on the Relationship Between Optimism and Life Satisfaction in Final Year University Students
Bibliographic record
Abstract
This study examined the moderating effect of self-esteem on the relationship between optimism and life satisfaction in final year university students. A correlational survey design was utilized. Two hundred and twenty-three university final year students of a Nigerian university consisting of 124 males and 99 females aged 24.67±2.56 participated in the study. Data were collected with a structured self-report questionnaire containing satisfaction with life scale (α = .82), Rosenberg self-esteem scale (α = .86), and life orientation test – revised (α = .79). Data were analyzed with SPSS v.23 at 0.05 significant level. Self-esteem significantly moderated the relationship between optimism and life satisfaction as indicated by a significant increase in proportion of the variance in life satisfaction when the interaction term between optimism and self-esteem was added to the regression model [ΔR2 = .03, ΔF (1, 219) = 7.26, p < .008, b = .188, t(220) = 2.69, p < .01]. It was concluded that the predictive impact of optimism on life satisfaction of university final year students is enhanced by their self-esteem; thus, students should be exposed to environment and program that promotes the development of high self-esteem and optimistic life orientation to enhance their well-being.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".