The Social Mirror: Examining The Relationship Between Self-image And Adolescent

Social Engagement

Anushka Dhamal

Department of Psychology, Elphinstone College Mumbai

(VSC code) Course name

Bhavisha Nakashe

October 2024
Acknowledgments:

I would like to express my sincere gratitude to my advisor, Miss. Bhavisha Nakashe, for her

unwavering guidance, support, and mentorship throughout this research project. Her expertise

and encouragement were instrumental in the successful completion of this study. I am also

deeply indebted to Elphinstone University for providing me with the opportunity to conduct

this research. Special thanks to the adolescent participants who generously shared their time

and experiences. Their willingness to participate in this study made it possible. I would also

like to acknowledge the contributions of my classmates for their assistance, collaboration,

and insightful discussions. Their support and feedback were invaluable. Finally, I am grateful

to my family and friends for their unwavering belief in me and their constant encouragement.
Abstract

This study explores the connection between self-image and adolescent social engagement.

The terms self-image and self-concept are often used interchangeably. Self-image refers to an

individual's thoughts and feelings about themselves. It is the idea that a person has about

themselves as they interact in various social contexts. Self-esteem, on the other hand, is the

sense of self-worth or self-acceptance. Self-image plays a crucial role in shaping how

individuals perceive themselves in different areas of their lives, which also impacts their self-

esteem. Social interactions significantly influence self-image, especially during adolescence

when individuals experience various social, cognitive, and biological changes such as

puberty, educational transitions, increased peer influence, and the pursuit of independence.

This study aims to understand how self-image influences the social engagement of

adolescents in university settings. The study focuses on the influence of body image, peer

relationships, vocational educational goals, and overall adjustments. It is hypothesized that a

positive self-image will be associated with healthier social engagement, while a negative self-

image will be associated with unhealthy social engagement, encompassing an individual's

educational environment, as well as family and peer relationships. The questionnaire was

made on Google Forms and further circulated through various social media platforms. The

responses of the participants were collected and data analysis was conducted. The Pearson

correlation was used to calculate the data. Further, the results indicated a positive correlation

between self-image and adolescent social engagement in the university. The calculation of

the p-value resulted in a significant correlation between the two variables. That means

an increase in self-image will also lead to an increase in social engagement of adolescents in

university.

Keywords: Self-image, social engagement, adolescents

 INDEX

Chapter no. Content Page no.

1. Introduction 1-6

2. Literature review 7-10

3. Methodology 11

4. Result, discussion, and conclusion 12-17

5. Limitation, recommendation, application

6. References

7. Appendix
 1

Introduction

Multiple phases of human development occur in every individual's lifespan. Human lifespan

is mainly divided into 9 phases: the prenatal period, infancy, toddlerhood, the preschool

period, middle childhood, adolescence, young adulthood, middle adulthood, and late

adulthood. Every phase has its significance and changes taking place. Similarly, Adolescence

is known to be one of the most crucial phases of human development. There are significant

changes happening during adolescence that the Young adolescents need to face. It is

potentially a stressful period of life. According to Coleman’s Focal Theory, adolescents

abstain from stress by dealing with it one at a time. They tend to use various coping

mechanisms to do so. They require to adapt and adjust to the situations and changes they are

facing. They will deal with these problems one by one rather than facing all of them one at a

time. Disturbances mainly occur when they try to adapt to all the changes all at once.[1]

Hence, changes in various factors do influence the adolescent period. These include various

physical, psychological, cognitive, and social changes that influence an adolescent. Changes

like the onset of puberty, seeking more independence, modifications in educational structures,

increased peer influence, and constant variations in interpersonal relationships. Adolescence

is the period when there is a transition from the simplicity of childhood to various external

and internal factors influencing an individual. Thus, the individual must adapt the way they

view themselves.

This is where the concept of self-image plays an important role. In this research, we aim to

study the association between self-image and adolescent social engagement in university.

there are two variables whose correlation we’ll be studying. The first variable is Self-image,
and the second variable is Social engagement in University. We will begin by discussing
2
these two concepts in detail.

Self-Image

The term self-image is also known as self-concept they are used interchangeably. Self-image

is the idea that individuals have about themselves in various aspects of life. The various

aspects are an individual as a student, son/daughter, sibling, friend, etc. It consists of the

thoughts and feelings that they have about themselves. Self-image is not completely different

from Self-esteem. Self-esteem is a sense of self-worth. And self-image helps to understand

how positively individuals see themselves which further determines their self-esteem. [2] Self-

image mainly develops as well as is greatly influenced by social interactions. Individuals are

a part of different social interactions in their daily lives. These social interactions shape their

self-image. The social domains that individuals are a part of include school, college, family,

office, civilian, peer group, etc. The sub-variables that I will be studying under self-image are

Body image and Vocational and educational goals.

Body Image

Body image is the view that individuals have about the way their external body looks. It is the

perception of their physical appearance. Body image is influenced by factors like body type,

hair density and color, height, weight, skin tone, skin type, etc. Body image is of two types

that is positive body image and negative body image. These two factors greatly influence how

an individual views themselves. Positive body image is the acceptance and appreciation of

one’s physical appearance. Here the individual has a positive approach and protects oneself.

Negative body image on the other hand is the negative evaluation and approach towards

oneself. Here the individual tends to compare and has negative thoughts and feelings.[3]

Vocational and educational goals

 3

Vocational and educational goals consist of two important terms vocational goals and

educational goals. Vocational goals are based on an individual’s course that they are pursuing.

These goals are plans that will upskill their course-related knowledge. Educational goals are

what an individual wants to achieve during their college or university period. This mainly

includes knowing which course to pursue, planning about work opportunities any extra skills

that one needs to be even better at any subject.

Social Engagement

Social engagement is the active involvement in various social domains of life. They include
[4]
active participation and following social roles like student, friend, sibling, etc. Social

engagement occurs in everyone’s life during various periods and in various forms. For eg.

making friends, attending classes, participating in extracurricular activities, etc. in schools

and colleges. This was just about the adolescent period but other than this each stage requires

social engagement. As humans are social animals having social engagement and connecting

to other people does influence their lives. This study mainly focuses the social engagement in

a university setting. Hence, the important factors studied under social engagement here would

be Peer Relationships and Superior Adjustments. Let’s discuss these concepts briefly.

Peer relationships

Peer relationships or friendships are the social interactions and connections that individuals

have with their friends and peers. These peer relationships are formed in colleges, schools,

and neighborhoods as well as on social networking sites. Peer relationships do have a very

crucial role to play during adolescence. These peer relationships influence and shape an

individual’s behavior during their adolescence. These relationships have a healthy as well as

unhealthy influence on an individual’s behavior. (Crockett et al., 1984b) [8]

 4
Superior Adjustments

Superior adjustments refer to the tendency to adapt and function efficiently as well as

effectively in various social domains. In a university setting individuals do have to deal with

a variety of situations each requiring an individual to mold and function appropriately. The

superior adjustment in university mainly consists of the application of skills like individuals

having academic confidence, effective time management, and much more. University social

engagement is not only limited to academic participation but also involvement in

extracurricular activities. This aspect does associate individuals and their overall social

engagement.

Rationale:

The Social mirror aims to examine the relationship between self-image and adolescent social

engagement in university. Wherein it is hypothesized that there will be a positive correlation

between the two variables which are self-image and social engagement. As discussed above

the influence of adolescence period in every individual's life is very significant. This is the

period when individuals are dealing with multiple life changes. During adolescence around

the age of 16 till the age of 22 is spent mainly in university education. Individuals tend to

spend the maximum amount of their time in university or college. During this period there are

also major shifts occurring in an individual's life like moving to different cities for education,

settling in those cities, living away from family, and many more. This is the period where we

seek freedom but with it comes the responsibility of making a good educational foundation

that will be a boosting factor in our career. Here individuals tend to prefer staying more with

their peers. Another important point is this is the 21 st century where there is tremendous

exposure to various factors that shape and influence our self-image. Self-image is the idea
that one has about themselves which gets affected by various social and psychological factors

that one has to deal with in their day-to-day life. As adolescents spend most of their time in

universities and around peer groups there might be certain associations of how these factors

can be related and a change in one variable might lead to a change in another variable as well.

Thus, as I have hypothesized in this study, a positive self-image will have a positive

correlation with university social engagement. In simple words, individuals who have

a healthier self-image will tend to have more social engagement or participation in university.

This social engagement mainly includes aspects like peer relationships, participation in extra-

curricular activities, initiative in group projects, maintaining a healthy balance between

academics and extracurricular, etc.

Through this research, I aim to understand how self-image is related to social engagement in

university. As discussed before adolescents spend most of their time around people with

whom they study and hang out, which majorly influences their perception of themselves

intentionally or unintentionally. This influence on their self-image will further have an

association with how they interact, participate, and initiate in different social environments at

university. This topic isn’t being studied in a specific setting yet. There have been studies

where researchers mainly studied the changes that occurred in self-image during early

adolescence [1] as well as body attitudes and their association with self-image [5].

The unique aspect of this study is its conduction in a specific setting, that is the university.

The relationship between self-image and social engagement is a broad and all-inclusive

concept. Hence selection of a specific setting helps in a better understanding of what role that

setting has to play concerning self-image. Here the selection of university as a setting makes

the variable of social engagement very specific and can help in determining a more in-depth

association between the two variables. Studying these two variables will help one understand

to which extent university social engagement and self-image correlate with each other. This
will further help the students to be more aware of monitoring their self-image and have a

better approach towards themselves as well as others. In the case of social engagement, it will

help the teachers or faculty members to find ways of encouraging and making sure that more

students participate and interact with one another by organizing creative events and

extracurricular activities.

Aim:

To examine the relationship between Self-image and adolescent social engagement in

university between the age group 16-22.

 7

Literature Review

Studies have shown that there are a variety of transitions experienced by young adolescents.

These transitions occur in various domains of life. Now the question arises if all of the

aspects of self-image are influenced by these changes occurring in different domains and how

adolescents can deal with them. Let us understand more about this through the study

conducted by Abramowitz, Petersen and Schulenberg named Changes in Self-image during

Early Adolescence. This was conducted in the year 1984. It uses a longitudinal cohort

sequential design. The data was collected from students both girls and boys starting from

sixth grade to eighth grade. The SIQYA (Self Image Questionnaire for Young Adults) was

used because it consists of 98 items as well as nine scales. the nine aspects of self-image

namely emotional tone, social relations, mastery of the external world, psychopathology,

body image superior adjustments, impulse control, family relations, and vocational

educational goals. The multivariate analysis was used to measure whether the scores vary by

sex or cohort. The results presented that in accordance with sex differences, boys had a higher

average self-image score than the self-image scores of girls for three years. The research also

indicated that there was change in self-image over the years but there was no uniformity in

the rate of change. The results presented that there is complex development in self-image, as

the nine dimensions of self-image had two declining dimensions, five rising dimensions, and

two remaining stable. In conclusion, the report presented that adolescence is an age of

transitions, however, the data presents to be positive, and that self-image increases over the

years. In the case of gender, the self-image of girls is more negative than boys. This research
signifies the capabilities of young adolescents to be resilient and use various coping
8
mechanisms to face the transitions.

Student engagement is being studied on a large scale around the world. It has been found that

students who have more academic engagement tend to be more educationally productive.

Let's review a research study based on Student Engagement and its Predictors: An

Exploratory Study in Indian Business School. It was conducted by Baldev Sharma and Pradip

Bhaumik in the year 2010-2012. The main purpose of this study was to understand student

engagement in business schools. This research mainly focused upon three aspects namely

identification of the dimensions of student engagement, understanding the level of

engagement of students in university, and the last part being the predictable factors that can

act as influencing factors on student engagement. A specific questionnaire was designed to

help administer the students, and a sample of 128 students was collected. To formulate the

questionnaire 15 items were adapted from the student engagement questionnaire of Schaufeli

et al. (2002). The students completed a 50-item questionnaire in which 40 items measured the

dimensions of engagement and 10 items consisted of predictors of student engagement. Their

findings showed that students were most engaged in their academic work and actively

participated in class. However, they were less emotionally connected to the school and didn't

feel as committed to it. The study also looked for factors that could predict student

engagement. They found that students who were more committed to the institution were also

more likely to be engaged overall. However, other factors like personality traits or the

school's activities didn't have as strong a relationship with engagement. Overall, the study

provides insights into what factors influence student engagement and suggests that schools

can improve engagement by focusing on building a strong sense of community and

commitment among their students. [6]

 9

The study titled "Academic Self-Concept, Academic Motivation, Academic Engagement, and

Academic Achievement: A Mixed Methods Study of Indian Adolescents in Canada and India"

by Shaljan Areepattamannil. The study aims to examine the relationships among academic

self-concept, academic motivation, academic engagement, and academic achievement in

Indian adolescents residing in Canada and India. The objective is to understand how these

factors interact and differ in two distinct cultural and educational setting. The study utilizes a

mixed-methods approach. In the quantitative part, a specific number of Indian adolescents

(exact figures would be provided in the study) from both Canada and India were selected as

participants. The qualitative part would involve in-depth interviews or focus groups, though

the size might differ from the quantitative sample. The quantitative data were likely analyzed

using various statistical methods, such as regression analysis, correlation analysis, or

structural equation modeling (SEM), to identify relationships between academic self-concept,

motivation, engagement, and achievement. For the qualitative part, thematic analysis might

have been used to extract recurring themes or patterns from interviews or written responses.

The study probably concluded that academic self-concept, motivation, engagement, and

achievement are interconnected but influenced differently by cultural and educational

contexts. Indian adolescents in Canada might have different experiences compared to those in

India due to the distinct educational systems and cultural expectations in the two countries.

The research could provide insights into how these factors play a role in the academic

outcomes of adolescents in different environments. (Areepattamannil, 2011)

The study titled "The Development of the Self-Concept During the Adolescent Years" by

Jerome B. Dusek and John F. Flaherty. The study aimed to explore how self-concept develops

during adolescence, a critical period for identity formation. The research investigates the

factors contributing to self-concept development, including social, emotional, and cognitive

changes, and how these factors interact during adolescence. While the exact sample size isn’t

provided in this summary, studies of this nature typically involve adolescents from diverse

backgrounds, potentially spanning multiple age groups. The sample would likely include a

range of adolescents to observe self-concept development over time. The study may have

used longitudinal or cross-sectional research designs, along with statistical methods such as

analysis of variance (ANOVA), regression analysis, or factor analysis. These methods would

help to identify the relationships between age, gender, social influences, and self-concept

development during adolescence. The study likely concluded that self-concept undergoes

significant changes during adolescence, shaped by various factors such as peer relationships,

family dynamics, and personal experiences. Adolescents develop a more complex and

differentiated self-concept as they age, and these changes are influenced by both internal and

external factors. The commentary by John P. Hill may have offered further insights into the

implications of these findings for adolescent development and psychological theories.

 11

Methodology

The research mainly focused on finding a correlation between Self-image and adolescent

social engagement in university. The Quantitative research methodology has been used to

collect and calculate the data. As it provided numerical data which was further analyzed using

statistical analysis. The primary data collection process was used. This study was conducted

using Correlational research in which the Survey method was used to collect the data.

Correlational research helps to understand the relationship or association between two or

more variables. In this study, I aim to examine the relationship between two variables namely

self-image and social engagement in university. The survey method was used for data

collection as it helps to assess an individual’s thoughts feelings and opinions about a

particular event or phenomenon. The sampling method that was used consisted of Purposive

sampling. student respondents were mainly between the age group of 16-24 years. This

sampling age group was divided into three categories: 16-18 years, 19-21 years, and 22-24

years. As the age group between 16-24 years is where the maximum number of participants

attend colleges and universities, hence they are selected to be the sampling group. An online

internet survey was conducted using Google Forms. The Google form consisted of

the Consent form, Demographics, Scale-1, Scale-2, and Debriefing. There was a total of 20

statements in the Google form, 10 in scale-1 and 10 in scale-2. The scale-1 included

statements about Self-image and scale-2 included statements about social engagement. These
forms were further circulated amongst the participants and responses were collected. A 5-

point Likert scale was used in which 5- strongly disagree, 4- disagree, 3- neutral, 2- agree and

1- strongly agree. The received responses were further imported to Microsoft Excel, wherein

they were calculated using Pearson correlation. After this, the p-value was calculated to find

out the significance of the correlation.

12

Results

Hypothesis:

Null Hypothesis (H0): There is no significant correlation between self-image and the social

engagement of adolescents in university.

Alternative Hypothesis (H1): There is a significant positive correlation between the self-

image and the social engagement of adolescents in university.

Table no.1

Scale Variables N Mean SD DF-(n-2) r

Self-image X variable 70 34.77 3.83 68

0.310

Social- Y variable 70 31.72 3.55 68

engagement

p = 0.310>0.05

p = 0.310>0.01

Thus, the Alternative hypothesis: There is a significant positive correlation between the self-

image and the social engagement of adolescents in university is accepted.

 13

The study examines the correlation between two variables namely Self-image and Social

engagement in university. The X variable represents self-image, and the Y variable represents

social engagement in the university. The mean of X variable which is Self-image is 34.77 and

its Standard Deviation is 3.83. The Mean of the Y variable that is social engagement in

university is 31.72 and the Standard Deviation is 3.55. Further, the r value was calculated

which is 0.310. The significance of the correlation was assessed at the 0.05 and 0.01 levels.

The results revealed that the correlation was significant (p>0.232), and (p>0.302) at either

level. Therefore, the correlation suggests a positive relationship as well as it is statistically

significant.

Fig no. 1 Graphical representation

Mean and Standard deviation

35

30

25

20

15

10

0
mean x mean y sd x sd y

Figure 1 shows the graphical representation of the correlation between self-image and social

engagement in university students. The bar chart compares the means and standard deviations

of the variables "x" (self-image) and "y" (social engagement). Both self-image (mean x) and

social engagement (mean y) exhibit similar average values, while the standard deviations for
each (SD x and SD y) are much lower, suggesting that most responses clustered around the

mean.

14

Figure 2: Scatter Plot of the Correlation Between Self-Image and Social Engagement in

University Students

Self image and Social engagement

45
40
35
30
25
20
15
10
5
0
20 25 30 35 40 45

Figure 2 presents a scatter plot that examines the correlation between self-image and social

engagement in university students. The points are clustered in a specific region, primarily

between values of 30 and 40 for both variables. This concentration indicates a moderate to

high level of self-image and social engagement among most respondents. The scatter plot

suggests a positive correlation, as increases in self-image (x-axis) tend to correspond with

increases in social engagement (y-axis).

Discussion:
This study aims to examine the relationship between self-image and social engagement in

university students. The findings revealed that there is a significant positive correlation

between self-image and social engagement, suggesting that individuals with a positive self-

image will be more prone to be involved socially in university. Which results in the

acceptance of the alternative hypothesis. Based on the findings, it states that students who

have a positive self-image will be more involved in social activities. The positive correlation

suggests that self-image not only reflects how students view themselves but also shapes their

interactions with others. It also highlights the reciprocal nature of this relationship: while a

positive self-image facilitates social engagement, active participation in social activities can

further enhance self-perception. In a university setting, adolescents encounter numerous

opportunities for social interaction, which can significantly impact their self-image. Factors

such as cultural background, personal experiences, and social dynamics within the university

can shape how students perceive themselves and their place within social contexts. For

instance, students from diverse backgrounds may face unique challenges in social integration,

influencing their self-image and, subsequently, their level of engagement. Understanding

these contextual factors is essential for developing strategies that promote inclusivity and

enhance social participation among all students. It can be further effectively explained using

Symbolic Interactionism. This sociological theory, introduced by George Herbert Mead,

emphasizes the role of social interactions in the development of self-concept. According to

Symbolic Interactionism, individuals form their self-image based on the feedback they

receive from others during social interactions, and this self-image, in turn, influences their
[9].
future social behavior. (Mead, 1934) There is another significant research is the Social

Comparison Theory, developed by Festinger, which posits that individuals assess their

abilities, opinions, and self-worth by comparing themselves to others in their social

environment. This framework is particularly relevant in understanding the dynamics of self-

image and social engagement in a university context, where students are frequently exposed

to peer comparisons in both academic and social settings. This helps explain the positive

correlation observed in this study, as students with higher self-image, bolstered by favorable

comparisons, are more likely to engage socially, while those with lower self-image may

withdraw due to negative comparisons. (Festinger, 1954) [10] . This research can be closely

related to Social cognitive theory. The perspective suggests that human thought and action are

shaped by a dynamic interplay between personal, behavioural, and environmental factors.

This means that how people interpret the outcomes of their actions can influence their

environment and their personal characteristics, which in turn can affect their future

behaviours. (Schunk & Pajares, 2010) [7]

Limitations:

There are several limitations that should be considered while understanding the findings:

First, the correlational design of the study does not help in identifying and proving the causal

factors. While the results suggest a positive association between self-image and social

engagement in university, it cannot be determined whether improvements in self-image led to

increased social engagement in university or vice versa.

Second, the sample size and characteristics may have influenced the results. The sample size

was only limited to 70 participants.

Third, both self-image and social engagement are often measured using self-report

questionnaires. This can lead to a possibility of individuals giving socially desirable

responses resulting in biases.

Application:

Schools can implement programs that promote positive self-image and social skills. These

programs may include activities such as mindfulness practices, and collaborative projects

among students.

Counselling and therapy can help student’s positive self-image and address the underlying

issues that may be affecting their social engagement.

Community organizations can provide opportunities for adolescents to engage in social

activities, build relationships, and develop a sense of belonging.

Incorporate self-esteem and social skills development into the curriculum, especially during

transition periods like entering university.

Help adolescents set realistic expectations for themselves and their social experiences.

Recommendations:

Longitudinal research- to establish causality, longitudinal studies can track changes in self-

image and social engagement in university over time.

Qualitative research- in-depth interviews and focus groups can provide valuable insights into

an individual's experiences and perspectives on self-image and social engagement.

Cross-cultural research- examines the relationship between self-image and social engagement

in different cultural settings.

 References

1. Abramowitz, R. H., Petersen, A. C., & Schulenberg, J. E. (1984). Changes in self‐

image during early adolescence. New Directions for Mental Health Services,

1984(22), 19–28. [Link]

2. Areepattamannil, S. (2011). ACADEMIC SELF-CONCEPT, ACADEMIC

MOTIVATION, ACADEMIC ENGAGEMENT, AND ACADEMIC

ACHIEVEMENT: A MIXED METHODS STUDY OF INDIAN ADOLESCENTS

IN CANADA AND INDIA [PhD dissertation]. In Queen‘s University. Queen‘s

University.

3. Crockett, L., Losoff, M., & Petersen, A. C. (1984). Perceptions of the peer group and

friendship in early adolescence. The Journal of Early Adolescence, 4(2), 155–181.

[Link]

4. Daniels, L. M., Adams, C., & McCaffrey, A. (2016). Emotional and social

engagement in a massive open online course. In Elsevier eBooks (pp. 25–41).

[Link]

5. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2),

117–140. [Link]
6. Lerner, R. M., & Karabenick, S. A. (1974). Physical attractiveness, body attitudes,

and self-concept in late adolescents. Journal of Youth and Adolescence, 3(4), 307–

316. [Link]

7. Mead, G. H. (1934). MIND, SELF, and SOCIETY FROM THE STANDPOINT OF a

SOCIAL BEHAVIORIST (C. W. Morris, Ed.). The University of Chicago Press. 19

[Link]

8. Petersen, A. C., Schulenberg, J. E., Abramowitz, R. H., Offer, D., & Jarcho, H. D.

(1984). A self-image questionnaire for young adolescents (SIQYA): Reliability and

validity studies. Journal of Youth and Adolescence, 13(2), 93–111.

[Link]

9. Quittkat, H. L., Hartmann, A. S., Düsing, R., Buhlmann, U., & Vocks, S. (2019).

Body dissatisfaction, importance of appearance, and body appreciation in men and

women over the lifespan. Frontiers in Psychiatry, 10.

[Link]

10. Schunk, D., & Pajares, F. (2010). Self-Efficacy beliefs. In Elsevier eBooks (pp. 668–

672). [Link]

11. Sharma, B. R., & Bhaumik, P. K. (2013). Student Engagement and its Predictors: an

exploratory study in an Indian business school. Global Business Review, 14(1), 25–

42. [Link]
 20

Appendix

Participants data:

Full Name College

Age Gender
(Initials) Qualification

VV 16-18 Female 11-12th Student

Khush Nitesh Shah 16-18 Male 11-12th Student
Undergraduate
SS 19-21 Female
Student
Undergraduate
MP 19-21 Female
Student
Undergraduate
Rohit kolte 19-21 Male
Student
Undergraduate
Dhrishti 19-21 Female
Student
Rushil Pande 16-18 Male Undergraduate
 Student
Vedant Appaji Patil 16-18 Male 11-12th Student
Kb 16-18 Female 11-12th Student
ANM 16-18 Female 11-12th Student
Undergraduate
SJ 19-21 Female
Student
Undergraduate
S. A. 19-21 Female
Student
Undergraduate
Saee Deepak Rote 16-18 Female
Student
DKP 16-18 Male 11-12th Student
PSV 16-18 Female 11-12th Student
Tarandeep singh Undergraduate 21
19-21 Male
Rajput Student
Postgraduate
Hrutu Kumkar 22-24 Female
Student
Undergraduate
Samruddhi P 16-18 Female
Student
Undergraduate
Raghunandini S 16-18 Female
Student
Mansvi Ratnakar Undergraduate
16-18 Female
Gawas Student
Undergraduate
Aysha Islam Apon 19-21 Female
Student
Undergraduate
AAM 19-21 Female
Student
Undergraduate
RA 19-21 Female
Student
Undergraduate
Sejal 19-21 Female
Student
Undergraduate
GS 19-21 Female
Student
Postgraduate
RSK 19-21 Male
Student
Undergraduate
GP 16-18 Female
Student
Prathamesh Undergraduate
19-21 Male
Chikhale Student
Postgraduate
Mahek 19-21 Female
Student
Jay 16-18 Male 11-12th Student
Undergraduate
Arushi Singh 19-21 Female
Student
Undergraduate
Bhargavi Nimje 22-24 Female
Student
Undergraduate
Om Rajesh Pawar 19-21 Male
Student
Undergraduate
Zaidan khatib 16-18 Male
Student
 Undergraduate
Sumit Mahajan 19-21 Male
Student
Undergraduate
Soumya Nandanwar 16-18 Male
Student
Undergraduate
Rahul sharma 19-21 Male
Student
Undergraduate
Xyz 19-21 Male
Student
Undergraduate
Anand prakash 19-21 Male
Student
Undergraduate
Tanshq Narayan 19-21 Male
Student
Undergraduate 22
Sunidhi 19-21 Female
Student
Undergraduate
Ayush Singh 16-18 Male
Student
Undergraduate
Pranay Tehra 16-18 Male
Student
Undergraduate
alok ramesh randhir 19-21 Male
Student
Undergraduate
Srijal Srivastava 19-21 Male
Student
Undergraduate
Ragini Rai 16-18 Female
Student
Vaishnavi Undergraduate
16-18 Female
Waghmare Student
Undergraduate
Shreya pawar 16-18 Female
Student
Undergraduate
Shristi 19-21 Female
Student
AARANYA Undergraduate
16-18 Male
SINGH Student
Undergraduate
Hrithik 16-18 Male
Student
Undergraduate
Hardik Sunil Varma 16-18 Male
Student
Undergraduate
Ritu Kumari 19-21 Female
Student
Undergraduate
Abigail Pyarelal 16-18 Female
Student
Rohan Arjun Undergraduate
19-21 Male
sherkar Student
Alok kumar Undergraduate
19-21 Male
chauhan Student
Undergraduate
Arya verma 16-18 Female
Student
Undergraduate
Divya Sharma 16-18 Female
Student
Aditya Patle 19-21 Male Undergraduate
 Student
Undergraduate
Brishti Roy 16-18 Female
Student
Undergraduate
Om zile 19-21 Male
Student
Aditya Kumar Undergraduate
19-21 Male
Pandey Student
Undergraduate
Dhiraj Davane 19-21 Male
Student
Undergraduate
Aamir Shaikh 19-21 Male
Student
SAHIL KUMAR Undergraduate
16-18 Male 23
SINGH Student
Undergraduate
Abhijeet Kumar 16-18 Male
Student
Undergraduate
Alveera Shaikh 16-18 Female
Student
Undergraduate
Anya prasad 16-18 Female
Student
Undergraduate
Anjali Verma 16-18 Female
Student
Undergraduate
Arjoo Kohadkar 19-21 Female
Student

Scale 1:

1) I never feel satisfied with my body.

2) I ask others if I look skinny or fat.

3) I compare my appearance with other people around me.

4) I feel that my classmates judge me based on my appearance.

5) I feel that if I don't look good, I won't be able to fit in with my classmates.

6) I am passionate about the course I am pursuing.

7) I am proud of my capabilities.

8) I prefer an unplanned life.

9) I strive to pursue extra courses to improve my knowledge.

10) I am confident in my ability to succeed.

Scale 2:

1) I don't express my opinions when I am around my classmates.

2) I feel like I don't fit in with my classmates.

3) I don't feel confident enough to answer questions during lectures.

4) My friend's opinions about myself affect me. 24

5) I tend to do things just because my classmates are doing it

6) I take initiative in Departmental activities.

25
7) I like to learn new things from my mentors and seniors.

8) I prefer to work alone rather than working in groups.

9) I am not afraid of asking for help when I need it.

10) I tend to lead and manage groups during extracurricular

activities.

Consent Form:
Researcher: Anushka Dhamal

Elphinstone College, Psychology Department

anushkavdhamal@[Link]

I volunteer to participate in this research study by Anushka Dhamal of Elphinstone College,

Mumbai under the guidance of Ms. Bhavisha Natashe. I am aware that I am one of the 50

participants with whom the survey has been conducted. I am voluntarily being a part of this
study and no incentives have been provided to me for participating in this survey. There is no

compulsion for completing this survey and I can withdraw at any time. I am also aware that

all the information provided by me will be kept confidential except by the researcher and the

guide.

 I completely agree with all the terms and conditions

 I disagree

Debriefing:

Thank you for participating in this study on "The Social Mirror: examining the

relationship between self-image and adolescent social engagement in university." In

this study, I aim to investigate the connection between adolescents' self-image and

their social engagement in a university setting. The variables I am studying in this

research are based on body image, peer relationships, vocational and educational

goals, and superior adjustment. These factors are taken from the Self Image

Questionnaire for Young Adults (SIQYA) Scale, which consists of 98 items and 9

scales. A 5-point Likert Scale is used to collect the responses. The hypothesis for this

study suggests a positive correlation between positive self-image and healthier social

participation in university. This implies that participants with a positive self-image are

likely to have healthier social engagement in university.