Narratives of Self-Esteem: How HUMSS Students Perceive Their Academic Performance

and Mental Health

A Research Paper in Senior High School Department Submitted as a partial fulfillment of the

requirements In Practical Research 1: Qualitative Research

Jian Kyla P. Belocura

Jhea B. Conejos

Mauraine M. Gaturian

Keara Jean L. Gulfo

Erbeth M. Lovino

Danica Lyn D. Mendoza

Jhellian P. Mendoza

Trexy Mauren G. Gaturian

Lourence A. Monesit

Charize M. Yuzon

Researchers

EUNICE ANN MERACAP VALLEJOS LEPASANA, TUYOR. LPT

Teacher IV
 February 2026

Chapter I

Introduction

Background of the Study

Research indicates that low self-esteem can lead to various mental health issues,

including anxiety and depression. For HUMSS students, whose curriculum emphasizes social

interaction, critical thinking, and public expression, the pressure to perform academically is

often deeply intertwined with their social identity.

Understanding the relationship between self-esteem, academic performance, and mental

health is essential..

Statement of the Problem

The primary problem addressed by this study is the lack of understanding regarding

the relationship between self-esteem, academic performance, and mental health among

HUMSS students at Calubian National High School. While academic achievement is often

seen as a measure of success, its impact on students’ self-esteem and mental health needs

further exploration. This research seeks to answer the following questions:

1. How do HUMSS students perceive their self-esteem in relation to their academic

performance?

2. In what ways does academic achievement influence the mental health of HUMSS students?
3. What common themes emerge from the narratives regarding the relationship between self-

esteem and academic performance

Significance of the Study

This study holds significant value for various stakeholders, including educators,

mental health professionals, and policymakers. By exploring the narratives of HUMSS

students, the research aims to provide a deeper understanding of the challenges they face

regarding self-esteem and mental health. The findings may inform the development of

targeted interventions and support programs that promote positive self-esteem and mental

wellness. Additionally, this research contributes to the existing body of literature on student

mental health and self-esteem, particularly within the context of the HUMSS track.

Understanding these dynamics can lead to improved educational practices and support

systems that foster resilience and well-being among students. This study provides a platform

for students to voice their experiences, helping them realize they are not alone in their

struggles and fostering a sense of self-awareness.

Scope and Delimitations of the Study

This study will focus on HUMSS students enrolled at Calubian National High School.

The research will primarily utilize qualitative methods, specifically narrative inquiry, to

gather personal stories from participants. The sample will consist of students from different

grade levels within the HUMSS track to capture a diverse range of experiences. While the

study acknowledges that external factors such as family dynamics and socioeconomic status

contribute to a student's identity, this research will primarily focus on the academic and

mental health narratives within the school environment.