Statistics for Social Work (SW111) Researh December 2023

The Level of Self-esteem among

LGBTQ+ Students under the
College of Humanities and Social Sciences
at Caraga State University

Aira Mae P. Pantillo Anna Mariel C. Pasulion Mia Mechelle M. Velarde

Caraga State University Caraga State University Caraga State University
airamaepantillo@[Link] marielpasulion27@[Link] miavelarde103@[Link]

Abstract

The level of self-esteem among lesbian, gay, bisexual, transgender, queer, or questioning students has a
great impact on their lives. Family, friends, and peers can shape one's self-perception, contributing to
either a healthy sense of self or feelings of inadequacy and distress. This research study aims to explore
the levels of self-esteem among lesbian, gay, bisexual, transgender, queer, or questioning students
enrolled in the College of Humanities and Social Sciences (CHASS) at Caraga State University, focusing
on understanding the factors and experiences that influence their self-esteem. The study utilized a
standardized survey questionnaire to gather data from their experiences and perceptions of self-esteem.
The survey of 130 LGBTQ+ students revealed a predominant presence of gay individuals in the College
of Humanities and Social Sciences, primarily from low-income backgrounds. Notably, the psychological
aspects of self-confidence, self-identity, belongingness, and competence remained consistent across
diverse age groups and economic statuses. This consistency emphasizes a shared psychological landscape
within the LGBTQ+ community and emphasizes the need for inclusive support systems that cater to
their diverse demographic profiles, fostering a nurturing environment for their holistic well-being in
educational settings

.Keywords: LGBTQ+, Self-esteem, Self-confidence, Self-Identity, Sense of Belonging

Introduction

In recent years, the LGBTQ+ community has encountered persistent challenges, primarily stemming
from discrimination based on sexual orientation or gender identity. Such discrimination significantly
heightens mental health risks among LGBTQ+ individuals compared to the general population (Canadian
Mental Health Association, 2018). Central to mental well-being is self-esteem, a fundamental factor
shaping an individual's self-concept and psychological health. Understanding the levels of self-esteem

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

among LGBTQ+ students is crucial to addressing their specific needs and cultivating a supportive
environment.

The experiences of discrimination, stigmatization, and a lack of understanding faced by LGBTQ+ students
from various sources, including peers, educators, and society, lead to feelings of shame, rejection, and
self-doubt. These emotions significantly impact their ability to form positive relationships and affect their
academic performance and overall satisfaction (Kosciw, Greytak, et al., 2013). According to Hanson et
al. (2017), youth are at high risk for bullying and violence victimization, poor mental health, alcohol and
other drug use, and poor academic performance. LGBTQ+ harassment can come in many forms,
including name-calling, physical aggression, and exclusion from social and extracurricular activities
(GLSEN, 2019). These negative experiences can lead to increased rates of depression and anxiety, lower
academic achievement, and higher rates of school dropout and suicide among LGBTQ+ students (Kosciw
et al., 2018; GLSEN, 2019). However, having supportive and inclusive school environments can
significantly improve the well-being and academic success of LGBTQ+ students. Research has shown
that schools with policies that specifically protect LGBTQ+ students, such as anti-bullying policies and
gender-neutral bathroom policies, are associated with lower levels of victimization for these students
(Greytak et al., 2013; Kosciw et al., 2018).

The American Psychological Association (2022) underscores the significance of fostering strong self-
esteem and perceived competence among students to effectively navigate academic challenges. Low self-
esteem among LGBTQ+ students might lead to self-questioning regarding their capabilities and hinder
active participation in educational activities. Stress and self-esteem are intricately linked, as highlighted
by Psychology Today (2021), indicating profound effects on academic and professional achievements.
Caraga State University's commitment to inclusivity and knowledge acquisition positions it as an ideal
setting to explore the unique experiences of LGBTQ+ students and contribute to creating an
environment where all students can thrive.

Self-esteem, a psychological construct central to an individual's self-worth, has been extensively studied
among LGBTQ+ students. Studies delve into various facets, including the relationship between self-
acceptance, social support, and self-esteem (Lefkowitz, Mann, Heary, & Espelage, 2017), the impact of
negative experiences on self-esteem (Dubé, Savin-Williams, & Diamond, 2018), and disparities in self-

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

esteem based on gender identity and race/ethnicity (Feeney, Quinn, & Ryan, 2020; Hanson et al., 2017).
These investigations underline the complex interplay of factors influencing self-esteem levels in LGBTQ+
students.

According to Cherrey (2021), there are four (4) components of self-esteem, which are self-confidence
(a feeling of security), self-identity, a sense of belongingness, and a feeling of competence. First, self-
confidence is the foundation of self-esteem that develops if they feel secure with their family, feel loved,
and their needs are met. Identity is the knowledge that people have of themselves. A person comes to
identify their characteristics, abilities, needs, and feelings by experimenting, learning, and getting feedback
from the people around them. Second, identity can be divided into two physical identities, which
represent the person's body, appearance, and how they come into contact with other people. Third, a
sense of belongingness refers to the feeling of being part of the group. It gives a sense of solidarity and
communication with others. Lastly, the feeling of competence explains that a person must have different
experiences, failures, and successes to learn new things before they can feel competent. Success results
in a feeling of efficacy and pride, which promotes self-esteem and pushes the person to accept new
challenges (Cherrey, 2021). Moreover, Farner (2017) stated that self-esteem is classified into three (3)
categories: low self-esteem, middle self-esteem, and high self-esteem. A person who is experiencing low
self-esteem believes that he has little value. On the other hand, those who have middle self-esteem think
carefully before doing things and then make wise decisions. And those at a higher level tend to learn
from past failures and gain self-confidence. This suggests that a person's self-esteem classification relates
to how they handle things next time.

The existing literature suggests that LGBTQ+ students face unique challenges that may negatively impact
their self-esteem levels, including experiences of discrimination and victimization related to their sexual
orientation and gender identity. Socio-demographic factors such as socioeconomic status, age, and
community support may also influence the self-esteem level of LGBTQ+ students. Therefore, it is
necessary to understand the interplay between these factors to design interventions and programs that
promote positive self-esteem among LGBTQ+ students.

Fish and Baams (2018) found that LGBTQ+ youth from lower-income families reported lower self-
esteem compared to those from higher-income families, which suggests that socioeconomic status may

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

influence the development of self-esteem among LGBTQ+ students. Furthermore, a study conducted by
Simoni and Walters (2013) found that among a sample of low-income LGBTQ+ individuals, those who
had a stronger sense of community belonging experienced greater self-esteem. These findings suggest
that community support may play a crucial role in promoting positive self-esteem among LGBTQ+
individuals facing financial challenges.

Moreover, Dentato and Lehavot (2019) found that older LGBTQ+ adults experienced lower levels of
self-esteem compared to younger adults. The authors suggest that this may be due to the impact of
aging-related challenges and the limited availability of age-specific resources and services. Early childhood
and old age have the lowest rank order of stability of self-esteem, whereas adolescence has a relatively
low but rising level and adulthood has the highest (Chung et. al., 2017). Also, Kudinova (2017) stated
that the sexual orientation of an individual, such as being gay, lesbian, bisexual, transgender, or queer,
often results in discrimination that affects their self-esteem negatively. However, if they experience or
have a supportive environment, their self-esteem and overall well-being can significantly improve. Simoni
and Walters (2013) found that among a sample of low-income LGBTQ+ individuals, those who had a
stronger sense of community belonging experienced greater self-esteem. These findings suggest that
community support may play a crucial role in promoting positive self-esteem among LGBTQ+ individuals
facing financial challenges.

Additionally, this study includes investigating the socio-demographic profile of LGBTQ+ students in
terms of age, sexual orientation, and socioeconomic status and assessing the levels of self-esteem among
CHASS students in terms of self-confidence, self-identity, sense of belongingness, and feeling of
competence. Furthermore, the study aims to determine if significant differences exist between the socio-
demographic profiles of LGBTQ+ students and their self-esteem levels, specifically regarding self-
confidence, belongingness, and feelings of competence.

This study is rooted in the Social Identity Theory, developed by Tajfel and Turner, which asserts that
individuals derive their self-concept and self-esteem from the social groups they identify with. The theory
emphasizes that the strength of one's connection to a social group and the acceptance or rejection
experienced within that group significantly impact motivation, behavior, and psychological well-being.
When individuals have a positive and strong affiliation with their social identity, their self-esteem tends

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

to be positively affected by improved mental and physical health. Conversely, experiencing discrimination
or a weak connection to one's social group can lead to maladaptation, negatively affecting self-esteem
and overall well-being. This highlights the relevance of understanding how social identity influences
students' self-esteem and academic performance, aligning with the Stage-Environment Fit Theory, which
suggests that students thrive when their educational environment resonates with their social identity
and developmental needs.

The outcomes of this study hold substantial significance for various stakeholders, including students,
parents, instructors, the school administration, and future researchers. The findings will offer actionable
insights to guide students in shaping their self-esteem positively, aid parents in comprehending their
child's situation, assist instructors in creating self-esteem-enhancing activities, enable the school to
implement programs bolstering student self-esteem and serve as a foundation for future research
endeavors.

Method

Research Design

The researchers will employ quantitative research to investigate the self-esteem levels of LGBTQ+
students within the College of Humanities and Social Sciences (CHASS) at Caraga State University. Using
a descriptive research design, the researchers will be able to collect data that describes the levels of
LGBTQ+ students without altering or manipulating the data. Also, this will enable a comprehensive
examination of the difference between the socio-demographic profile of LGBTQ+ students and their
self-esteem levels in terms of self-confidence, self-identity, sense of belongingness, and feelings of
competence within CHASS at Caraga State University.

Participants

This study involved respondents who are members of the LGBTQ+ community in the College of
Humanities and Social Sciences at Caraga State University. They were chosen as respondents since they
belong to the LGBTQ+ community and can provide the necessary information to complete the study.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

The sample size for the LGBTQ+ students under the College of Humanities and Social Sciences was
computed using the formula for probability sampling, with N as the population size, n as the sample size,
p as 0.5, q as 0.5, and Z set at 1.96 with a 95% level of confidence.

The researcher surveyed a sample of 130 respondents.

Instruments

The study's target population involved LGBTQ+ students in the College of Humanities and Social
Sciences (CHASS). The selected respondents are expected to answer the survey questionnaire. The
researchers will utilize stratified sampling to ensure that there is representation across age, sexual
orientation, ethnicity, and socioeconomic status. This approach is crucial for examining the relationship
between these socio-demographic factors and their self-esteem levels in terms of self-confidence, self-
identity, belongingness, and competence. By using stratified sampling, the researchers can obtain a
diverse and representative sample of students from different backgrounds within CHASS.

The researchers will make use of survey questionnaires containing different questions to gather data
from the sample of LGBTQ+ students. Data were collected using online questionnaires administered
through Google Forms between November 13 and 30, 2023. The survey questionnaire links were
distributed to eligible participants, including individuals identified through personal connections as well
as through the dissemination of electronic recruitment posters and messages via social media platforms
such as Facebook and Messenger.

The questionnaire was divided into 5 parts, the first of which pertained to the participants' demographic
profile, including their name, age, sexual orientation, program, and socio-economic status. The second
part focused on the self-confidence of LGBTQ+ individuals, while the third examined their identity as
LGBTQ+. In the fourth part, we evaluated their sense of belongingness as LGBTQ+ students. Finally,
the last section measured the feelings of competence among LGBTQ+ students. This method is suitable

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

as it is convenient for finding the main purpose of our study, provides quantifiable data, is easy to analyze,
and is relatively inexpensive to conduct.

Before conducting the study, the researchers presented informed consent to the College Dean for
approval of the study using survey questionnaires. After the approval, the researchers proceeded with
the data mining. Informed consent was obtained from each participant, emphasizing voluntary
participation, confidentiality, and the right to withdraw from the study at any point without
consequences.

The researchers ensured that the informed consent process was comprehensive, providing clear
explanations of the study's purpose, procedures, and potential risks or benefits. Additionally, participants
were given ample time to review the consent form and ask any questions before providing their consent.
This approach aimed to uphold ethical standards and protect the rights and well-being of the participants
throughout the study.

The data analysis commenced by conducting descriptive analyses, offering a comprehensive overview of
the socio-demographic profiles of LGBTQ+ students at Caraga State University’s College of Humanities
and Social Sciences (CHASS). This involved examining the mean age, standard deviation in age, frequency
distribution based on sexual orientation, and percentage distribution concerning socioeconomic status.
Following this, a difference test or comparison of means employing ANOVA test was utilized to assess
potential variations in self-esteem factors across different socio-demographic categories, including age
groups, sexual orientations, ethnicities, and socioeconomic statuses.

Results

The table shows the distribution of the respondents according to sexual orientation and socio-
economic status. The survey result shows that with regards to sexual orientation, most respondents
from the College of Humanities and Social Sciences (CHASS) are Gay with a frequency of 45 and is
equivalent to 34.62%, followed by Bisexual students with a frequency of 38 and is equivalent to 29.23%.
While Lesbian respondents have a frequency of 20 with 15.39%, followed by Others with a frequency
of 10 and a 7.69%. Next is the Queer with a total of 9 and a 6.92%, while transgender is the last one
with a frequency of 8 and is equivalent to 6.15%.
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

On the other hand, respondents from Caraga State University mostly have a family monthly income of
10,000 corresponding to 67.69% of the total number of respondents. This is followed by students with
an estimated family income of 20,000 and is equivalent to 30%, and lastly with the estimated income of
40,000 corresponding to 2.31%.

Based on the result, it was analyzed that most LGBTQ+ students from the College of Humanities and
Social Sciences belong to the sexual orientation of Gay and are mostly from the low-income families
with a range of 10,000.

Table 1. Percentage and Frequency Distribution of Profile

Group Subgroup Frequency Percentage
Lesbian 20 15.39
Gay 45 34.62
Sexual Orientation Bisexual 38 29.23
Transgender 8 6.15
Queer 9 6.92
Others 10 7.69
Socio Economic Low Income 88 67.69
Status (10,000)
Middle Income 39 30
(20, 000)
High- Income 33 2.31
(40,000 above)

Table 2 presents the descriptive statistics of the respondents' age, revealing that 130 valid responses
were collected with no missing values. The mean age is 20.146, indicating that, on average, the
respondents are around 20 years old, and the standard deviation of 1.393 suggests a relatively low
variability around this mean. The age range spans from a minimum of 18 to a maximum of 23,
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

showcasing a concise summary of the age distribution within the sample and providing essential insights
into the central tendency and variability of the respondents' ages.

Table 2. Descriptive Statistics of the Respondents

Age Mean Standard Deviation Minimum Maximum

20.146 1.393 18 23

Table 3.1 -3.4 presents descriptive statistics for key study variables assessed using various tools. The
mean scores indicate the central tendencies for self-confidence (3.338), self-identity (3.521), sense of
belongingness (3.545), and feeling of competence (3.352). Standard deviations reflect the moderate to
low levels of variability around these means. Minimum and maximum scores provide insights into the
range of responses, highlighting the diversity in participants' levels of self-confidence (ranging from 2 to
4.6), identity (2.1 to 4.9), belongingness (2.5 to 4.9), and competence (2.2 to 4.3). These statistics
collectively offer a concise overview of the distribution and characteristics of the measured variables in
the study.

Table 3.1 Descriptive Statistics for Self-Confidence

Variable Mean Standard Deviation Minimum Maximum

Self- Confidence
2 4.6
3.338 0.521

Table 3.2 Descriptive Statistics for Self-Identity

Variable Mean Standard Deviation Minimum Maximum

Self-Identity 3.521 0.476 2.1 4.9

Table 3.3 Descriptive Statistics for Sense of Belongingness

Variable Mean Standard Deviation Minimum Maximum

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Sense of 3.545 0.448

2.5 4.9
Belongingness

Table 3.4 Descriptive Statistics for Feelings of Competence

Variable Mean Standard Deviation
Minimum Maximum

Feeling of
2.2 4.3
Competence 3.352 0.373

AGE

Comparison of Means between Age and Self-confidence

Table 4.1 outlines the results of the analysis conducted to identify significant differences in the level of
self-confidence among participants of different age groups. The Kruskal-Wallis test was utilized to assess
whether there are statistically significant variations in the mean levels of self-confidence.
The Kruskal-Wallis test results reveal that there is no statistically significant difference in the mean levels
of self-confidence among participants of different age groups at the 0.05 level of significance (p = 0.26).
Consequently, we fail to reject the null hypothesis (H0), suggesting that the observed differences in self-
confidence means across age groups are likely due to chance and not indicative of a genuine effect. This
study suggests that age alone may not be a decisive factor in determining self-confidence levels among
individuals. Future research could explore additional variables, such as life experiences, social support,
or cultural factors, to gain a more comprehensive understanding of the complexities involved in the
development of self-confidence.

Table 4.1 Significant difference of level of self-confidence among across age.

Variable to test Mean Standard P-value* Decision
deviation
18 Years old 3.432 0.59 0.26 Failed to reject to H0
19 Years’ old 3.19 0.55
20 Years old 3.24 0.47
21 Years old 3.47 0.57
22 Years old 3.33 0.42
23 Years old 3.51 0.33

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

*tested at 0.05 level of significance using Kruskal wallis Dependent variable: level of
self-confidence

Comparison of Means between Age and Self -Identity

Table 4.2 presents the analysis of the significant differences in the level of self-identity across different
age groups. The study employed a one-way analysis of variance (ANOVA) to assess whether there are
statistically significant variations in the mean levels of self-identity among participants of different age
groups.
The results of the ANOVA test indicate that there is no statistically significant difference in the mean
levels of self-identity across the age groups at the 0.05 level of significance (p = 0.62). Therefore, we fail
to reject the null hypothesis (H0), suggesting that the differences observed in the mean levels of self-
identity among participants of different ages are likely due to random variability and not significant enough
to be considered as a genuine effect. Although the mean values for self-identity varied slightly across age
groups, these differences did not reach statistical significance. It is essential to note that while the mean
values for 18 and 19 years old participants were identical, the standard deviations differed, suggesting
variations in the data distribution.

The findings of the study presented in Table 4.2 are consistent with the review article by Ardelt and
Schneewind (2013) on the development of self-identity across the lifespan. The authors of the review
article also reported that age does not have a significant impact on self-identity, with little to no
relationship observed between age and self-concepts (Ardelt & Schneewind, 2013). This suggests that
while age may influence other aspects of personal development, such as cognitive, emotional, and social
functioning, it does not necessarily lead to significant changes in self-identity. However, the review article
also highlights the importance of considering other factors that may impact self-identity formation, such
as life experiences, cultural background, and personal development. Therefore, while age may not be a
significant predictor of self-identity, it is essential to examine the complex interplay between age and
other relevant factors in understanding the nature of self-identity and its role in psychological well-being
and adjustment.

Table 4.2 Significant difference of level of self-identity across age

Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.53 0.532 0.62 Failed to
19 years old 3.53 0.47 reject to H0
20 years old 3.54 0.48
21 years old 3.59 0.45
22 years old 3.313 0.42
23 years old 3.47 0.58

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

*tested at 0.05 level of significance using ANOVA . Dependent variable: level of self-
identity

Comparison of means between Age and sense of belongingness

Table 4.3 presents the results of the analysis aimed at determining significant differences in the level of
sense of belonging among individuals of different age groups. The Kruskal-Wallis test was employed to
assess whether there are statistically significant variations in the mean levels of sense of belongingness.
According to the Kruskal-Wallis test, there is no statistically significant difference (p = 0.72) in the mean
levels of sense of belongingness when comparing different age groups. This means that the observed
differences in the sense of belongingness among individuals of different ages are not significant enough
to be considered a true effect and are unlikely to be the result of random fluctuation. As a result, we
cannot reject the null hypothesis (H0).
According to a study by Kashdan and colleagues (2013), there is a positive relationship between sense
of belongingness and psychological well-being in older adults. The study found that older adults who
reported higher levels of sense of belongingness also reported higher levels of psychological well-being,
including positive emotions, life satisfaction, and purpose in life. These findings suggest that promoting
sense of belongingness may have positive effects on psychological well-being, particularly in older
adulthood.
Table 4.3 Significant difference of level of sense of belongingness across age.
Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.537 0.447 0.72 Failed to
19 years old 3.596 0.48 reject to H0
20 years old 3.58 0.463
21 years old 3.59 0.406
22 years old 3.373 0.473
23 Years old 3.4 0.428
*tested at 0.05 level of significance using Kruskal wallis Dependent variable: level of sense of belongingness

Comparison of means between Age and feelings of competence

As shown in Table 4.4, the study was to investigate whether there were any significant differences in the
perceived levels of competence between different age groups. To achieve this, the Kruskal-Wallis test
was used, which showed that there was no statistically significant difference in the average levels of
perceived competence among the various age groups at the 0.05 significance level (p = 0.78). Therefore,
we cannot reject the null hypothesis (H0) and conclude that any observed differences in perceived
competence among individuals of different ages are most likely due to chance and do not represent a
substantial effects.
A more recent study by Kim and colleagues (2021) also supports the finding that there is no significant
difference in perceived competence between different age groups. The study, which included adults aged
18 to 65, found that perceived competence did not significantly differ across the age groups (Kim et al.,

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

2021). This result is consistent with the findings of the studies cited earlier and suggests that perceived
competence may not significantly change across adulthood.
Table 4.4 Significant difference of level of sense of belongingness across age.
Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.389 0.453 0.78 Failed to
19 years old 3.313 0.385 reject to H0
20 years old 3.343 0.366
21 years old 3.417 0.39
22 years old 3.28 0.305
23 Years old 3.314 0.234
*tested at 0.05 level of significance using Kruskal wallis Dependent variable:
feeling of competence

SEXUAL ORIENTATION

Comparison of means between Sexual Orientation and self-confidence

Table 5.1 Difference of level of self-confidence across sexual orientation

Table 5.1 displays the mean levels of self-confidence, standard deviations, p-values, and decisions. The results
revealed that the mean self-confidence scores varied among the different sexual orientation groups. For
instance, the mean self-confidence score for lesbians was 3.225, with a standard deviation of 0.479 and a p-
value of 0.41. The statistical analysis led to the conclusion that the null hypothesis for lesbians was to be
rejected, indicating a lack of significant differences in self-confidence levels compared to other sexual
orientation groups. The same assessments were carried out for gay, bisexual, transgender, queer, and other
groups, each displaying mean scores, standard deviations, and p-values. Based on the ANOVA test results,
the overarching conclusion was that there was no significant evidence to suggest differences in self-
confidence levels among individuals with different sexual orientations at the 0.05 significance level.
Another study by Katz et al. (2018) investigated the relationship between sexual orientation and self-
acceptance among college students. The study found that there were no significant differences in self-
acceptance levels among individuals with different sexual orientations, which is also consistent with the result
presented in Table 5.1.

Variable to Test Mean Standard P Value Decision

Deviation
Lesbian 3.225 0.479 0.41 Failed to reject
Gay 3.44 0.492
Bisexual 3.273 0.498
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Transgender 3.525 0.471

Queer 3.356 0.498
Others 3.19 0.809
*tested at 0.05 level of significance using ANOVA Dependent variable: self
confidence

Comparison of means between Sexual Orientation and self-identity.

Table 5.2 presents mean self-identity scores, standard deviations, p-values, and decisions for each
sexual orientation group. Results indicated that, for lesbians, the mean self-identity score of 3.56 with a
standard deviation of 0.481 and a p-value of 0.93 led to a decision to reject the null hypothesis,
suggesting no significant difference in self-identity scores compared to other sexual orientation groups.
Similar outcomes were observed for the gay, bisexual, transgender, queer, and other groups,
consistently failing to reject the null hypothesis. In summary, based on the ANOVA test results, there
was insufficient evidence at the 0.05 significance level to assert significant disparities in self-identity
levels among individuals with different sexual orientations.
A recent study by Fassinger et al. (2021) investigated the relationship between sexual orientation and
self-acceptance among young adults in the United States. The study found that there were no
significant differences in self-acceptance levels among individuals with different sexual orientations,
which is consistent with the result presented in Table 5.2, which suggests that there are no significant
differences in self-identity levels among individuals with different sexual orientations.

Table 5.2 Significant difference of level of self identity across sexual orientation.
Variable to test Mean Standard P-value* Decision
deviation
Lesbian 3.56 0.481 0.93 Failed to reject
Gay 3.564 0.521 to H0
Bisexual 3.461 0.462
Transgender 3.55 0.447
Queer 3.522 0.342
Others 3.45 0.519
*tested at 0.05 level of significance using ANOVA Dependent variable: Self-identity

Comparison of means between Sexual Orientation and sense of belongingness

Table 5.3 presents the mean scores, standard deviations, p-values, and decisions for each sexual orientation
group. For lesbians, the mean sense of belongingness score was 3.51, with a standard deviation of 0.354 and
a p-value of 0.46, leading to the decision to reject the null hypothesis, suggesting no significant difference in
the sense of belongingness compared to other sexual orientation groups. Similar results were observed for
gay, bisexual, queer, and other groups, with decisions consistently failing to reject the null hypothesis. The
transgender group, with a mean score of 3.575 and a standard deviation of 0.26, also did not provide enough
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

evidence to reject the null hypothesis. In conclusion, the study found no significant evidence to support
differences in the sense of belongingness among individuals with diverse sexual orientations at the 0.05
significance level, as determined by the ANOVA test.
A study by Kuyper et al. (2021) investigated the relationship between sexual orientation and social cohesion
among adults in the Netherlands. The study found that there were no significant differences in social cohesion
levels among individuals with different sexual orientations, which is consistent with the result presented in
Table 5.3, which suggests that there are no significant differences in the sense of belongingness levels among
individuals with different sexual orientations.
Table 5.3 Difference of level of sense of belongingness across age sexual orientation.
Variable to test Mean Standard P-value* Decision
deviation
Lesbian 3.51 0.354 0.46 Failed to reject to H0
Gay 3.656 0.524
Bisexual 3.455 0.394
Transgender 3.575 0.26
Queer 3.478 0.367
Others 3.5 0.602
*tested at 0.05 level of significance using ANOVA Dependent variable: level of
sense of belongingness

Comparison of means between the sexual orientation and feeling of competence

The detailed results are shown in Table 5.4 and provide information on the mean competency scores,
standard deviations, p-values, and significant results for each sexual orientation group. Lesbians, for instance,
had a mean competence score of 3.385, a low standard deviation of 0.35, and a p-value of 0.96, which clearly
indicated that the null hypothesis could not be rejected. For lesbian, bisexual, queer, and other groups, the
statistical analysis repeatedly showed that there was insufficient evidence to support significant differences in
the assessment of competence. Even in the case of the transgender group, which had a standard deviation of
0.555 and a mean score of 3.275, the data did not provide evidence to reject the null hypothesis. Strong
evidence was found to refute the existence of substantial variations in the perception of competence between
people who identify as different sexual orientations, according to the ANOVA test conducted at the 0.05
significance level. This strengthened the conclusions drawn from the study.
A study by Balsam et al. (2018) also investigated the relationship between sexual orientation and perceived
competence among healthcare providers in the United States. The study found that there were no significant
differences in perceived competence levels among healthcare providers with different sexual orientations,
which is consistent with the results presented in Table 5.4.
Table 5.4 . Difference of the feeling of competence across age sexual orientation.
Variable to test Mean Standard P-value* Decision
deviation
Lesbian 3.385 0.35 0.96 Failed to reject the
Gay 3.356 0.37 H0
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Bisexual 3.332 0.401

Transgender 3.275 0.555
Queer 3.356 0.313
Others 3.41 0.26
*tested at 0.05 level of significance using ANOVA Dependent variable: feeling of competence

`Socioeconomic Status
Across the spectrum of self-confidence, self-identity, sense of belongingness, and feeling of competence,
an in-depth analysis comparing different socioeconomic statuses within the LGBTQ+ student community
reveals consistent findings. The comprehensive statistical assessments, including ANOVA tests, illustrate
that there are no significant differences in these dimensions across varying socioeconomic statuses. This
suggests that regardless of economic backgrounds, LGBTQ+ students experience comparable levels of
self-confidence, self-identity, belongingness, and feelings of competence. These uniform findings
underscore a sense of stability and equality in these aspects, highlighting the resilience and consistency
of emotional experiences within this diverse community, irrespective of socioeconomic differences.

Comparing means between socioeconomic status and self-confidence

Table 6.1 Represents the difference of the level of self-confidence across socioeconomic status, revealing
that the mean score indicates to those LGBTQ Students under low income is 3.33, while it was 3.35
from middle income and 3.33 from high income. Furthermore, the Standard Deviation for three
socioeconomic levels are very similar, with individuals from low income having a SD of 0.47, middle
income having a SD of 0.61 and for those from high income is [Link] p-value measures more than the
significance level of <0.05. Based on the results of the study, it has been found that there is no significant
difference in self-confidence levels between individuals from varying socioeconomic statuses. This
conclusion was drawn after calculating the mean and standard deviation of self-confidence scores from
varying socioeconomic backgrounds.
Table 6.1 Difference of level of self-confidence across socioeconomic status
Variable to Test Mean Standard P Value Decision
Deviation
Low income 3.33 0.47 0.98 Failed to reject
Middle Income 3.35 0.61 H0
High income 3.33 0.91
*tested at 0.05 level of significance using ANOVA Dependent variable: self confidence
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Department, Ampayon, Butuan City, Email: [Link]@[Link]
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Comparing means between socioeconomic status and self-identity

The data in table 6.2 indicates the results on the comparison of means between socioeconomic status and self-identity, this
shows the mean score for self-identity across socioeconomic where the mean score is 3.49 for low income , 3.59 for
middle income and 3.30 for high income. The standard deviation also varies across the three levels with low income having
0.59, middle income 0.39 and high income is 0.53. The calculated p-value of 0.39 suggests that there is no significant
difference between the means of self-identity across socioeconomic status levels. Therefore, we fail to reject the null
hypothesis at a 0.05 level of significance using ANOVA. This finding suggests that while there may be some variations in
self-identity among different socioeconomic statuses, they are not statistically significant and can be attributed to other
factors rather than income level alone.

A study by Wang and Zhou (2019) also investigated the relationship between socioeconomic status
and self-identity among individuals in China. The study found that there were no significant differences
in self-identity levels among individuals with different socioeconomic statuses, which is consistent with
the results presented in Table 6.2.
Table 6.2 Significant difference of level of self-identity across socioeconomic
status
Variable to Test Mean Standard P Value Decision
Deviation
Low income 3.49 0.51 0.39 Failed to reject
Middle Income 3.59 0.39 H0
High income 3.30 0.53
*tested at 0.05 level of significance using ANOVA Dependent variable: Socioeconomic status

Comparing means between socioeconomic status and sense of belongingness

Table 6.3 data Represents the result of the level of sense of belongingness across socio economic status
the mean scores for the level of sense of belongingness vary across different socioeconomic statuses.
The mean score for low-income individuals is 3.53, for middle-income is 3.60, and for high income is
3.37. The p-value is 0.56, which is greater than the significance level of 0.05. Therefore, we fail to reject
the null hypothesis, indicating that the differences in the level of sense of belongingness across
socioeconomic statuses are not statistically significant. However, the middle income group seemed to
have the highest mean sense of belongingness score compared to the low and high income groups. This
suggest that sense of belongingness may not be solely determined by the socioeconomic status and the
other factors such as social support and community involvement, may play a role in shaping one’s sense
of belongingness (Smith & Mackie, 2015).

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Department, Ampayon, Butuan City, Email: [Link]@[Link]
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Table 6.3 Difference of level of sense of belongingness across age socioeconomic status.
Variable to Test Mean Standard P-Value Decision
Deviation
Low income 3.53 0.42 0.56 Failed to reject
Middle Income 3.60 0.51 H0
High income 3.37 0.40
*tested at 0.05 level of significance using ANOVA Dependent variable: level of sense of belongingness

Comparing means between socioeconomic status and feeling of competence

Table 6.4 In the given study results, the mean scores for the feeling of competence vary across different
socioeconomic statuses. The mean score for low-income individuals is 3.35, for middle-income
individuals is 3.37, and for high-income individuals is 3.17. The p-value is 0.67, which is greater than the
significance level of 0.05. Therefore, we fail to reject the null hypothesis, indicating that the differences
in the feeling of competence across socioeconomic statuses are not statistically significant. The fact that
the low income group had the highest mean value for perceived competence despite having the lowest
socioeconomic status may be attributed to various factors such as individuals’ personal abilities and
support from others. A study by Lee and Kim (2019) also investigated the relationship between
socioeconomic status and perceived competence among individuals in South Korea. The study found
that there were no significant differences in perceived competence levels among individuals with different
socioeconomic statuses, which is consistent with the results presented in Table 6.4.

Table 6.4 Difference of the feeling of competence across age socioeconomic status.
Variable to Test Mean Standard P-Value Decision
Deviation
Low income 3.35 0.37 0.67 Failed to reject
Middle Income 3.37 0.38 H0
High income 3.17 0.55
*tested at 0.05 level of significance using ANOVA Dependent variable: feeling of competence

Table 7.1 Mean of the Self-Confidence Indicator

Statements Mean

I feel supported by my family and friends in my LGBTQ+ identity. 3.046

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I have a positive and healthy body image as an LGBTQ+ individual. 2.608

I am able to form meaningful relationships with both LGBTQ+ and 3.362

non-LGBTQ+ individuals.
I am not afraid to express myself freely as part of the LGBTQ+ 3.1
community.
I feel confident and safe being open about my LGBTQ+ identity on 3.162
social media or other public platforms.
I feel comfortable sharing my sexual orientation or gender identity 3.385
with others in social settings
I am confident in advocating for myself and my rights as an LGBTQ+ 3.646
student.
I am confident in my ability to establish and sustain healthy 3.746
relationships as an LGBTQ+ student.
I am confident in my capability to find communities and resources 3.792
that validate and support my LGBTQ+ identity.

Table 7.2 Mean of the Self-Identity Indicator

Statements Mean

I feel positive about my LGBTQ+ identity. 3.585

I do not give others credit or blame for how I feel, think, or what I 3.523
do.
I only partially believe in myself. 3.292
I feel I am a person of worth. 3.669
I nurture myself with kind, supportive self-talk. 3.638
I always take care of myself. 3.608
I feel seen and validated in spaces that affirm my identity. 3.585
I am only complete when I am with other people 3.338
I am more capable when I am with others than when I am by 3.277
myself
I know who I am 3.692

Table 7.3 Mean od the Sense of

Statement Mean

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People understand me well as an LGBTQ+ member. 3.338

I feel connected to and accepted by the university staff and facilities 4.069
I find my university welcoming for us, LGBTQ+ members. 3.362
As an LGBTQ+ member, I feel that I equally matter to others. 3.438
I am happy and content to be a student at my university. 3.423
I experience a sense of unity, regardless of our diverse 3.5
backgrounds.
I find peace in the welcoming atmosphere of my favorite hangout 3.508
spot inside the campus.
When expressing my ideas, I feel heard and valued by my peers. 3.646
I find a sense of camaraderie that enhances my overall 3.592
belongingness.
I engage school events that allows me to connect with others who 3.577
appreciate diversity.

Table 7.4 Mean of the feeling of Competence Indicator

Statements Mean

I am talented. 3.254
I deal with challenges. 3.346
I perform well in school 3.238
I am capable of participating in class discussions. 3.331
I am able to work collaboratively with other people 3.415
I use my skills to make a positive impact. 3.438
I believe that I am a competent person. 3.262
I handle responsibilities with skill and confidence 3.354
I'm capable of adapting and thriving in diverse environments. 3.4
I feel confident in my ability to succeed academically despite any 3.485
challenges or barriers I may face as an LGBTQ+ person.

Discussion
The outcomes of this study, delving into the psychological dimensions and socio-demographic profiles
of LGBTQ+ students, align with and contribute to the evolving discourse within psychology. Notably,
the findings revealed a consistent psychological landscape across diverse sexual orientations,
challenging historical assumptions and echoing recent research that emphasizes the universality of
certain psychological experiences. This aligns with studies by Meyer (2003) and Frost and Meyer
(2009), which suggest that despite societal pressures and stigma, LGBTQ+ individuals exhibit resilience
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

and parity in various psychological domains, supporting the findings of this study.

Contrary to prior studies suggesting potential disparities in psychological well-being based on

socioeconomic status, this research uncovered a surprising unity among LGBTQ+ students
irrespective of economic backgrounds. This contrasts with earlier findings by Hatzenbuehler (2010)
and Pachankis et al. (2015), which highlighted the detrimental effects of socioeconomic disparities on
mental health within LGBTQ+ communities. However, the current study's findings, while challenging
these disparities, also align with recent work by Hatzenbuehler and Pachankis (2016)that emphasizes
the resilience and adaptive capabilities of marginalized groups, potentially explaining the coherence in
psychological experiences observed in this study.

Despite the contributions, limitations in this study warrant acknowledgment. The sample, drawn from
specific educational institutions, might not fully represent the broader LGBTQ+ population, limiting
the generalizability of findings. Moreover, the reliance on self-reported data poses potential biases and
subjective interpretations. Additionally, the study's cross-sectional design hampers the establishment
of causality, calling for longitudinal studies to delve deeper into the dynamic nature of socio-
demographic factors and psychological dimensions among LGBTQ+ individuals.

In summary, this study offers valuable insights into the psychological dimensions of LGBTQ+ students,
aligning with recent literature that emphasizes resilience and parity across diverse backgrounds. Yet,
limitations regarding sample representation, self-reported data, and study design highlight the need for
caution in interpreting the findings. Future research could employ more diverse samples, longitudinal
designs, and mixed-method approaches to unravel the intricate interplay between socio-demographic
factors and psychological well-being within LGBTQ+ communities

Conclusion:

The research aimed to unravel the interplay between socio-demographic factors and psychological
dimensions within the LGBTQ+ student community. Across the multifaceted dimensions explored,
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
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the study accentuates several critical conclusions that resonate deeply within the field of psychology.

The exploration into the intersection of socio-demographic factors and psychological dimensions
within the LGBTQ+ student community unearthed profound insights contributing significantly to the
understanding of psychological experiences in diverse settings. Across sexual orientations, a striking
narrative of parity emerged, challenging preconceived notions by revealing consistent levels of self-
confidence, self-identity, belongingness, and feelings of competence. This transcending equality in
psychological experiences highlights the resilience and cohesion within the LGBTQ+ community,
reshaping our understanding of the universality of psychological well-being regardless of sexual
orientation.

In parallel, the investigation into varying socioeconomic statuses among LGBTQ+ students revealed a
remarkable consistency in psychological dimensions. Despite the diversity in economic backgrounds,
individuals exhibited analogous levels of psychological well-being, signaling the potency of this
community's resilience amid financial differences. These findings emphasize the imperative of inclusive
support structures within educational settings, advocating for environments that prioritize mental
health and equality, fostering a sense of belonging and support irrespective of economic disparities.

Collectively, these findings advance the discourse within psychology by challenging stereotypes and
advocating for inclusive environments that celebrate diversity and prioritize mental well-being. The
study underscores the necessity for educational institutions to provide tailored and inclusive
psychological support systems that transcend socio-economic and sexual orientation differences. By
acknowledging the shared psychological landscape within the LGBTQ+ community, this research paves
the way for fostering holistic well-being and cultivating inclusive environments within educational
settings.

References:
American Psychological Association. (2022). Self-esteem. [Link]
Bronson, P. (2017). The science of self-esteem. Psychology Today.
[Link]
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Canadian Mental Health Association. (2018). LGBTQ mental health. [Link]

mental-health
Cherrey, J. M. (2021). The four components of self-esteem. Far West Capital.
[Link]
Dentato, M. P., & Lehavot, K. (2019). Aging as an LGBTQ+ person. Journal of LGBT Issues in
Counseling, 13(1), 1-11. [Link]
Dubé, E. M., Savin-Williams, R. C., & Diamond, L. M. (2018). Predictors of self-esteem among LGBTQ
youth. Journal of Homosexuality, 65(6), 738-752. [Link]
Farner, S. (2017). The three levels of self-esteem. Psychology Today.
[Link]
Feeney, B. C., Quinn, D. M., & Ryan, S. (2020). A systematic review of the empirical literature on self-
esteem and LGBTQ+ youth. Journal of LGBT Youth, 17(2), 115-144.
[Link]
GLSEN. (2019). School climate and LGBTQ student success. [Link]
climate-and-lgbtq-student-success
Greytak, E. A., Kosciw, J. G., & Diaz, E. M. (2010). Harsh realities: The experiences of transgender youth
in our nation’s schools. Gay, Lesbian, and Straight Education Network.
[Link]
Hanson, J. E., Alonzo, J., Blechner, M., Castor, T. S., Dubin, M. A., MacDonald, R., & Winickoff, J. P.
(2017). Supporting and caring for transgender children. Pediatrics, 139(3), e20162283.
[Link]
Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., & Danischewski, D. J. (2013). The 2011 National
School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation's
schools. Gay, Lesbian, and Straight Education Network. [Link]
10/2011%20National%20School%20Climate%20Survey%20Full%[Link]
Lefkowitz, E. S., Mann, M. J., Heary, A. E., & Espelage, D. L. (2017). Positive and negative aspects of being
a sexually active, young, lesbian, bisexual, or questioning youth. Journal of Adolescent Health, 60(6), 719-
725. [Link]

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Pasigay, M. Jr., Organo, V. G., & de Castro, M. A. (2018). The relationship of self-esteem and
interpersonal communication skills of male and female college students. International Journal of Social
Science and Humanity, 8(11), 402-406. [Link]
Psychology Today. (2021). The importance of self-esteem for success.
[Link]
esteem-success
Substance Abuse and Mental Health Services Administration. (2014). Key terms and concepts. In TIP 45:
Substance abuse treatment for lesbian, gay, bisexual, and transgender individuals.
[Link]

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Survey Questionnaire
APPENDIX A

Socio-demographic Profile of the Respondents

Please fill in the blanks with the appropriate information and put a check ✓ inside the parenthesis ( )
that corresponds to your answer.
Name (Optional): ___________
Age: _________
Sexual Orientation:
( ) Lesbian
( ) Gay
( ) Bisexual
( ) Transgender
( ) Queer
Others (please specify):________
Socio- economic Status:
( ) Low-income (10,000 a month)
( ) Middle-income (20,000 a month)
( ) High-income (40,000 a month)

SELF-CONFIDENCE ASSESSMENT TOOL

This tool is used to identify the self-confidence of LGBTQ+ students. The students are going to
identify what is applicable to them in each statement presented. Please put a check ✓ on the box that
corresponds to your answer.

Legend:
1- Not at all
2- Rarely
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Statistics for Social Work (SW111) Researh December 2023

3- Sometimes
4- Often
5- Very often

STATEMENTS 1 2 3 4 5

1. I feel supported by my family and friends in my LGBTQ+ identity.

2. I have a positive and healthy body image as an LGBTQ+ individual.

3. I am able to form meaningful relationships with both LGBTQ+

and non-LGBTQ+ individuals.

4. I am not afraid to express myself freely as part of the LGBTQ+

community.

5. I feel confident and safe being open about my LGBTQ+ identity

on social media or other public platforms.

6. I feel comfortable sharing my sexual orientation or gender

identity with others in social settings

7. I am confident in advocating for myself and my rights as an

LGBTQ+ student.

8. I am confident in my ability to establish and sustain healthy

relationships as an LGBTQ+ student.

9. I am confident in my capability to find communities and resources

that validate and support my LGBTQ+ identity.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

10. I am confident in managing the stress and challenges that arise

from being an LGBTQ+ student.

MSc, L. R. (2023, September 22). Measuring Self-Efficacy With Scales and Questionnaires.
[Link]. Retrieved October 22, 2023, from [Link]
scales/

SELF-IDENTITY ASSESSMENT TOOL

This tool is used to measure the identity of LGBTQ+ students. The students are going to rate their
answers to the statements on a scale from 1 to 5 based on their personal choice. Please put a check ✓
on the box that corresponds to your answer.

Legend:
1- Very unlike me
2- Somewhat unlike me
3- Neutral
4- Somewhat like me
5- Very much like me

STATEMENTS 1 2 3 4 5

1. I feel positive about my LGBTQ+ identity.

2. I do not give others credit or blame for how I feel, think, or what
I do.

3. I only partially believe in myself.

4. I feel I am a person of worth.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

5. I nurture myself with kind, supportive self-talk.

6. I always take care of myself.

7. I feel seen and validated in spaces that affirm my identity.

8. I am only complete when I am with other people

9. I am more capable when I am with others than when I am by

myself

10. I know who I am

Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. J., & Chavous, T. M. (2013). Multidimensional
Inventory of Black Identity: A preliminary investigation of reliability and construct validity. Journal of
Personality and Social Psychology, 104(4), 750-765. [Link]

SENSE OF BELONGINGNESS ASSESSMENT TOOL

This tool is used to identify the sense of belonging of LGBTQ+ students. The students are going to
indicate the number that best represents their feelings in each statement presented. Please put a check
✓ on the box that corresponds to your answer.
Legend:
1- Strongly Disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly Agree

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

STATEMENTS 1 2 3 4 5

1. People understand me well as an LGBTQ+ member.

2. I feel connected to and accepted by the university staff and

facilities

3. I find my university welcoming for us, LGBTQ+ members.

4. As an LGBTQ+ member, I feel that I equally matter to others.

5. I am happy and content to be a student at my university.

6. I experience a sense of unity, regardless of our diverse

backgrounds.

7. I find peace in the welcoming atmosphere of my favorite hangout

spot inside the campus.

8. When expressing my ideas, I feel heard and valued by my peers

9. I find a sense of camaraderie that enhances my overall

belongingness.

10. I engage school events that allows me to connect with others

who appreciate diversity.

Arslan, G., Asanjarani, F., Bakhtiari, S., & Hajkhodadadi, F. (2020, April 7). School Belonging in
Adolescents: Psychometric Properties of the Sense of Belongingness Scale in Iranian Students. Journal
of psychologists and counsellors in schools. Retrieved October 22, 2023, from
[Link]

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

FEELING OF COMPETENCE ASSESSMENT TOOL

To measure the feeling of competence of LGBTQ+ students. Rate yourself on each statement on a
scale of 1-5 based on your current thoughts, feelings, and [Link] put a check ✓ on the box
that corresponds to your answer.
Legend:
1- Strongly disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly Agree

STATEMENTS 1 2 3 4 5

1. I am talented.

2. I deal with challenges.

3. I perform well in school

4. I am capable of participating in class discussions.

5. I am able to work collaboratively with other people

6. . I use my skills to make a positive impact.

7. I believe that I am a competent person.

8. I handle responsibilities with skill and confidence

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

9. I'm capable of adapting and thriving in diverse environments.

10. I feel confident in my ability to succeed academically despite any

challenges or barriers I may face as an LGBTQ+ person

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M.
Johnston (Eds.), Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35-
37). NFER-NELSON.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

APPENDIX B

Letter of Intent

October 24, 2023

RUTH E. SANCHEZ, MA
Dean
Dean’s Office, College of Humanities and Social Sciences, Old Building

Dear Ma’am Sanchez:

Greetings!

We, second-year students, are taking the Bachelor of Science in Social Work from Caraga State
University-Main Campus. As a requirement for our Statistics in Social Work (SW 111) course, we are
required to conduct a research study. Our research is entitled “The Level of Self-esteem among
LGBTQ+ Students under the College of Humanities and Social Sciences at Caraga State University”.
The respondents for the said study will be LGBTQ+ students under the College of Humanities and
Social Sciences.

In line with this, we, the researchers, would like to ask your permission to allow us to conduct our
research study. Moreover, we would like to ask for the total population of the CHaSS students from
the first year to the fourth year (AY 2022–2023) and distribute our survey questionnaires in person.
We promise that this is only for academic purposes, and the data gathered will remain confidential.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

If you have further details and clarification, you may send a message through this contact number,
09309618301, or you may message us through email at airamaepantillo@[Link].

We are hoping that you will approve our request. Thank you, and God bless.

Sincerely,

AIRA MAE P. PANTILLO

ANNA MARIEL C. PASULION

MIA MECHELLE M. VELARDE

Researchers

Noted by:

JUNAR T. LINGO

SW111 Instructor

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

APPENDIX C

Sample Size Determination

N=195 n=? Z=1.96 (95%) p=0.5

D=0.05 q=0.5

NZ2pq
n=
(N-1) d2 + Z2pq

(195)(1.96)2 (0.5) (0.5)

=
(195-1) (0.05) + (1.96) (0.5)(0.5)

(195) (3.84) (0.25)

=
(194) (0.0025) + (3.84)(0.25)

187.2
=
0.485+0.96

187.2
=
1.45
n= 129.10 ≈ 130
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

A. ANOVA

Difference in the LGBTQ+ level of self-confidence across age.

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable.

Answer: Independent Variable- Age

2. The Dependent variable is Continuous.

Answer: Dependent Variable- Self- Confidence

3. The dependent variable should be normally distributed (in each group).

H0: The level of self-confidence of LGBTQ+ students is normally distributed across age.

H1: The level of self-confidence of LGBTQ+ students is not normally distributed across age

Table 1: Test for Normality

Dependent variable Independent variable P -Value Decision
Level of Self 18 0.34 Failed to reject HO
Confidence 19 0.59 Failed to reject HO
20 0.75 Failed to reject HO
21 0.01 Reject the H0
22 0.11 Failed to reject HO
23 0.40 Failed to reject HO
*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of self-confidence of students is not normally distributed across age.

The researcher will not proceed with the homogeneity test because level of self-confidence is not
normally distributed across age and instead of ANOVA the researcher will use Kruskal Wallis.
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Table 3. Significant difference of level of self-confidence among across age.

Part 2. Analysis

H0: There is no significant difference between the level of self-confidence of LGBTQ+ students across
age.

H1: There is no significant difference between the level of self-confidence of LGBTQ+ students across
age.

Difference of level of self-confidence across age.

Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.43 0.59 0.26 Failed to
19 years old 3.19 0.55 reject HO
20 years old 3.24 0.47
21 years old 3.47 0.57
22 years old 3.33 0.42
23 Years old 3.51 0.33
*tested at 0.05 level of significance using Kruskal wallis Dependent variable:
level of self-confidence

Conclusion: Therefore, there is no significant difference between the level of self-confidence of

LGBTQ+ students across age.

B. ANOVA

Difference between the LGBTQ+ students level of self – identity across age.

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable.

Answer: Independent Variable- age

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

2. The Dependent variable is Continuous.

Answer: Dependent Variable- level of self-identity

3. The dependent variable should be normally distributed (in each group).

H0: The level of self-identity of LGBTQ+ students is normally distributed across age.

H1: The level of self-identity of LGBTQ+ students is not normally distributed across age.

Table 1. Test for Normality

Dependent Independent P- Value Decision
Variable Variable
Identity 18 0.17 Failed to reject HO
Assessment Tool 19 0.65 Failed to reject HO
20 0.54 Failed to reject HO
21 0.25 Failed to reject HO
22 0.46 Failed to reject HO
23 0.30 Failed to reject HO
tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of identity assessment tool of students is normally distributed across
age.

4. The variances of the dependent variable across groups should be equal. (Homogeneity of
Variances):

H0: The variance of the level of self-identity of the LGBTQ+ student is across age is equal.
H1: The variance of the level of self-identity of the LGBTQ+ student is across age is not equal.

Table 2. Test for Homogeneity of Variances

Dependent Variable Independent variable p- value Decision
level of self-identity Age 0.94 Failed to reject HO
tested at 0.05 level of significance using Levene’s Test
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Conclusion: Therefore, the variance of the level of self-identity of the LGBTQ+ student is across age is
equal.

Can we use ANOVA? Yes, because all the assumptions satisfied.

Part 2. Analysis

H0: There is no significant difference between the level of self-identity across age of LGBTQ+
students.

H1: There is a significant difference between the level of self-identity across age of LGBTQ+
students.

Table 3. Significant difference of level of self-identity across age

Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.53 0.53 0.64 Failed to
19 years old 3.53 0.47 reject to H0
20 years old 3.54 0.48
21 years old 3.59 0.45
22 years old 3.31 0.42
23 years old 3.47 0.58
*tested at 0.05 level of significance using ANOVA . Dependent variable: level of
self-identity
Conclusion: Therefore, there is no significant difference between the level of self-identity across age of
LGBTQ+ students.

C.

Difference in the LGBTQ+ level of sense of belongingness across age.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable.

Answer: Independent Variable- Age

2. The Dependent variable is Continuous.

Answer: Dependent Variable- Sense of belongingness

3. The dependent variable should be normally distributed (in each group).

H0: The level of sense of belongingness of LGBTQ+ students is normally distributed across
age.

H1: The level of sense of belongingness of LGBTQ+ students is not normally distributed
across age

Table 1: Test for Normality

Dependent Independent p- Value Decision
variable
Sense of 18 0.03 Reject the H0
Belongingness 19 0.14 Failed to reject HO
Assessment Tool 20 0.24 Failed to reject HO
21 0.06 Failed to reject HO
22 0.38 Failed to reject HO
23 0.31 Failed to reject HO
*tested at 0.05 level of significance using Shapiro Wilk test
Conclusion: Therefore, the level of sense of belongingness of LGBTQ+ students is not normally
distributed across age.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

The researcher did not proceed with the homogeneity test, because the level of sense of
belongingness across age is not normally distributed. The researcher utilized Kruskal Wallis instead of
ANOVA.

Table 3. Significant difference of level of sense of belongingness across age.

Part 2. Analysis

H0: There is no significant difference between the level of sense of belongingness of LGBTQ+
students across age.

H1: There is no significant difference between the level of sense of belongingness of LGBTQ+
students across age.

Table 3. difference of level of sense of belongingness across age section.

Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.53 0.44 0.72 Failed to
19 years old 3.59 0.48 reject the HO
20 years old 3.58 0.46
21 years old 3.59 0.40
22 years old 3.37 0.47
23 Years old 3.4 0.42
*tested at 0.05 level of significance using Kruskal wallis Dependent variable:
level of sense of belongingness

Conclusion: Therefore, there is no significant difference between the level of sense of belongingness
of LGBTQ+ students across age.

D.
Difference in the LGBTQ+ feeling of competence assessment across age.

Part 1: Testing the assumption

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

1. two groups should be independent. This represents your independent variable.

Answer: Independent Variable- Age

2. The Dependent variable is Continuous.

Answer: Dependent Variable- Feeling of competence

3. The dependent variable should be normally distributed (in each group).

H0: The feeling of competence of LGBTQ+ students is normally distributed across age.

H1: The level of feeling of competence of LGBTQ+ students is not normally distributed
across age

Table 1: Test for Normality

Dependent Independent P-value Decision
variable Variable
Feeling of 18 0.96 Failed to reject HO
Competence 19 0.01 Reject the H0
Assessment Tool 20 0.54 Failed to Reject HO
21 0.01 Reject the H0
22 0.01 Reject the H0
23 0.57 Failed to reject HO
*tested at 0.05 level of significance using Shapiro Wilk test
Conclusion: Therefore, the feeling of competence among LGBTQ+ students is not normally
distributed across age.

The researcher did not proceed with the homogeneity test, because the level of sense of
belongingness across age is not normally distributed. The researcher utilized Kruskal Wallis instead of
ANOVA.

Table 3. Significant difference of level of sense of belongingness across age.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Part 2. Analysis

H0: There is no significant difference between the level of sense of belongingness of LGBTQ+
students across age.

H1: There is no significant difference between the level of sense of belongingness of LGBTQ+
students across age.

Table 2. Difference of level of sense of belongingness across age.

Variable to test Mean Standard P-value* Decision
deviation
18 years old 3.38 0.45 0.78 Failed to
19 years old 3.31 0.38 reject HO
20 years old 3.34 0.36
21 years old 3.41 0.39
22 years old 3.28 0.30
23 Years old 3.31 0.23
*tested at 0.05 level of significance using Kruskal wallis Dependent variable:
feeling of competence

Conclusion: Therefore, there is no significant difference between feeling of competence of LGBTQ+

students across age.

SEXUAL ORIENTATION

A. ANOVA

Difference in the LGBTQ+ level of self-confidence across sexual orientation.

Part 1: Testing the assumption
1. two groups should be independent. This represents your independent variable.

Answer: Independent- Sexual Orientation

2. The Dependent variable is Continuous.

Answer: Dependent- Self- Confidence

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

3. The dependent variable should be normally distributed (in each group).

H0: The level of self-confidence of LGBTQ+ students is normally distributed across sexual
orientation.
H1: The level of self-confidence of LGBTQ+ students is not normally distributed across sexual
orientation.

Table 1: Test for Normality

Dependent Independent variable P-value Decision
Variable

Self- Lesbian 0.217 Failed to reject

Confidence
Assessment Gay 0.71 Failed to reject
Tool
Bisexual 0.73 Failed to reject

Transgender 0.96 Failed to reject

Queer 0.45 Failed to reject

Others 0.95 Failed to reject

*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of self-confidence of students is normally distributed across sexual
orientation.

B. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):
H0: The variance of level of self-confidence across sexual orientation is equal.
H1: The variance of level of self-confidence across sexual orientation is not equal

Table 2. Test for Homogeneity of Variances

Dependent Variable Independent p-value* Decision
Variable
Self-confidence Sexual 0.30 Failed to reject the
Orientatio H0
n
*tested at 0.05 level of significance Levene’s test
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Conclusion: Therefore, the variance of self-confidence across sexual orientation is equal.

Can we used ANOVA? Yes.

Table 3. Significant difference between the level of self-confidence of LGBTQ+ students across
sexual orientation.

Part 2. Analysis
H0: There is no significant difference between the level of self-confidence of LGBTQ+ students across sexual
orientation.

H1: There is no significant difference between the level of self-confidence of LGBTQ+ students across sexual
orientation.
Table 3. Difference of level of self-confidence across sexual orientation
Variable to Mean SD P Value Decision
Test
Lesbian 3.225 0.479 0.41 Failed to reject
Gay 3.44 0.492
Bisexual 3.273 0.498
Transgender 3.525 0.471
Queer 3.356 0.498
Others 3.19 0.809
*tested at 0.05 level of significance using ANOVA Dependent variable: self
confidence

Conclusion: There is no significant difference between the level of self-confidence of LGBTQ+ students
across sexual orientation.

B. ANOVA

Difference between the LGBTQ+ students level of self – identity across sexual orientation.

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable. Answer:

Independent- sexual orientation

2. The Dependent variable is Continuous.

Answer: Dependent- level of self-identity
3. The dependent variable should be normally distributed (in each group).

H0: The level of self-identity of LGBTQ+ students is normally distributed across sexual orientation.
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

H1: The level of self-identity of LGBTQ+ students is not normally distributed across sexual
orientation.
Table 1. Test for Normality
Dependent Variable Independent P- Value Decision
Variable
Lesbian 0.64 Failed to reject

Gay 0.20 Failed to reject

Self- Identity Bisexual 0.90 Failed to reject

Assessment
Transgender 0.29 Failed to reject

Queer 0.91 Failed to reject

Others 0.26 Failed to reject

tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of self-identity assessment tool of students is normally distributed
across sexual orientation.

4. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):

H0: The variance of the level of self-identity of the LGBTQ+ student is across sexual orientation is equal.
H1: The variance of the level of self-identity of the LGBTQ+ student is across sexual orientation is not equal.

Table 2. Test for Variance of Homogeneity of Variances

Dependent Variable Independent p-value* Remark
Variable

level of self-identity Sexual Orientation 0.75 Failed to reject

tested at 0.05 level of significance using Levene’s Test

Conclusion: Therefore, the variance of the level of self-identity of the LGBTQ+ student is across sexual orientation
is equal.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Can we used ANOVA? Yes

Part 2. Analysis
H0: There is no significant difference between the level of self-identity across sexual orientation of LGBTQ+
students.
H1: There is a significant difference between the level of self-identity across sexual orientation of LGBTQ+
students.

Table 3. Significant difference of level of self identity across sexual orientation.

Variable to test Mean Standard P-value* Decision
deviation
Lesbian 3.56 0.481 0.93 Failed to reject
Gay 3.564 0.521 to H0
Bisexual 3.461 0.462
Transgender 3.55 0.447
Queer 3.522 0.342
Others 3.45 0.519
*tested at 0.05 level of significance using ANOVA Dependent variable: Self-identity

Conclusion: Therefore, there is no significant difference between the level of self-identity across sexual
orientation of LGBTQ+ students.

C.
Difference in the LGBTQ+ level of sense of belongingness across sexual orientation.
Part 1: Testing the assumption
1. two groups should be independent. This represents your independent variable.

Answer: Independent- Sexual Orientation

2. The Dependent variable is Continuous.

Answer: Dependent- Sense of belongingness

3. The dependent variable should be normally distributed (in each group).

H0: The level of sense of belongingness of LGBTQ+ students is normally distributed across sexual
orientation.
H1: The level of sense of belongingness of LGBTQ+ students is not normally distributed across
sexual orientation.

Table 1: Test for Normality

Dependent Variable Independent Variable P-value Decision

Lesbian 0.942 Failed to reject

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Sense of Gay 0.63 Failed to reject

Belongingness
Assessment Tool Bisexual 0.94 Failed to reject

Transgender 0.65 Failed to reject

Queer 0.87 Failed to reject

Others 0.10 Failed to reject

*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of sense of belongingness of LGBTQ+ students is normally distributed
across sexual orientation.

4. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):

H0: The variance of level of sense of belongingness across sexual orientation is equal.
H1: The variance of level of sense of belongingness across sexual orientation is not equal.

Table 2. Test for Homogeneity of Variances

Dependent Variable Independent p-value* Decision
Variable
Sense of Belongingness Sexual 0.26 Failed to reject
Orienation

*tested at 0.05 level of significance Levene’s test

Conclusion: Therefore, the variance of level of sense of belongingness across sexual orientation is
equal.

Can we used ANOVA? Yes.

Table 3. Significant difference of level of sense of belongingness across sexual orientation.

Part 2. Analysis
H0: There is no significant difference between the level of sense of belongingness of LGBTQ+ students across
sexual orientation.

H1: There is no significant difference between the level of sense of belongingness of LGBTQ+ students across
sexual orientation.
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Table 3. difference of level of sense of belongingness across age sexual orientation.

Variable to test Mean Standard P-value* Decision
deviation
Lesbian 3.51 0.354 0.46 Failed to reject
Gay 3.656 0.524 to H0
Bisexual 3.455 0.394
Transgender 3.575 0.26
Queer 3.478 0.367
Others 3.5 0.602
*tested at 0.05 level of significance using ANOVA Dependent variable: level of
sense of belongingness

Conclusion: Therefore, there is no significant difference between the level of sense of belongingness of
LGBTQ+ students across sexual orientation.

D.
Difference in the LGBTQ+ feeling of competence assessment across sexual orientation.

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable. Answer:

Independent- Sexual Orientation

2. The Dependent variable is Continuous.

Answer: Dependent- Feeling of competence
3. The dependent variable should be normally distributed (in each group).
H0: The feeling of competence of LGBTQ+ students is normally distributed across sexual
orientation.
H1: The level of feeling of competence of LGBTQ+ students is not normally distributed across
sexual orientation.

Table 1: Test for Normality

Dependent Independent P value Decision
Variable Variable
Feeling of Lesbian 0.959 Failed to reject
Competence
Assessment Gay 0.80 Failed to reject
Tool
Bisexual 0.90 Failed to reject

Transgender 0.26 Failed to reject

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Queer 0.94 Failed to reject

Others 0.55 Failed to reject

*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the feeling of competence among LGBTQ+ students is not normally distributed
across sexual orientation.

B. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):
H0: The variance of the feeling of competence among LGBTQ+ students across sexual orientation is
equal.
H1: The variance of the feeling of competence among LGBTQ+ students across sexual orientation is
not equal.

Table 2. Test for Homogeneity of Variances

Dependent Variable Independent p-value* Decision
Variable
Feeling of competence Sexual 0.24 Failed to reject
orientatio
n
*tested at 0.05 level of significance Levene’s test

Conclusion: Therefore, the variance of the feeling of competence among LGBTQ+ students across
sexual orientation is equal.

Can we used ANOVA? Yes.

Part 2. Analysis
H0: There is no significant difference between the feeling of competence of LGBTQ+ students across sexual
orientation.

H1: There is a significant difference between the feeling of competence of LGBTQ+ students across sexual
orientation.
Table 3. Difference of the feeling of competence across age sexual orientation.
Variable to test Mean Standard P-value* Decision
deviation
Lesbian 3.385 0.35 0.96 Failed to reject
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Gay 3.356 0.37 the H0

Bisexual 3.332 0.401
Transgender 3.275 0.555
Queer 3.356 0.313
Others 3.41 0.26
*tested at 0.05 level of significance using ANOVA Dependent variable: feeling of competence

Conclusion: Therefore, there is no significant difference between feeling of competence of LGBTQ+ students
across sexual orientation.

SOCIOECONOMIC STATUS

C. ANOVA

Difference in the LGBTQ+ level of self-confidence across socioeconomic status.

Part 1: Testing the assumption

1 .two groups should be independent. This represents your independent variable.

Answer: Independent- socioeconomic status

2. The Dependent variable is Continuous.

Answer: Dependent- Self- Confidence

3. The dependent variable should be normally distributed (in each group).
H0: The level of self-confidence of LGBTQ+ students is normally distributed across socioeconomic
status.
H1: The level of self-confidence of LGBTQ+ students is not normally distributed across sexual
orientation.

Table 1: Test for Normality

Dependent Independent variable P-value of Shapiro- Decision

Variable Wilk

Self- Low income 0.76 Failed to reject

Confidence
Assessment Middle Income 0.75 Failed to reject
Tool

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

High Income 0.75 Failed to reject

*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of self-confidence of students is normally distributed across sexual
orientation
The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):
H0: The variance of level of self-confidence across socioeconomic status is equal.
H1: The variance of level of self-confidence across socioeconomic status is not equal

Table 2. Test for Homogeneity of Variances

Dependent Independent Variable p-value* Decision
Variable
Self-confidence Socioeconomic status 0.10 Failed to reject the H0

*tested at 0.05 level of significance Levene’s test

Conclusion: Therefore, the variance of self-confidence across socioeconomic status is equal.

Can we used ANOVA? Yes.

Table 3. Significant difference between the level of self-confidence of LGBTQ+ students across
socioeconomic status.

Part 2. Analysis
H0: There is no significant difference between the level of self-confidence of LGBTQ+ students across
socioeconomic status.

H1: There is no significant difference between the level of self-confidence of LGBTQ+ students across
socioeconomic status.
Difference of level of self-confidence across socioeconomic status
Variable to Mean SD P Value Decision
Test
Low income 3.33 0.47 0.98 Failed to reject
Middle Income 3.35 0.61
High income 3.33 0.91
*tested at 0.05 level of significance using ANOVA Dependent variable: self
confidence

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Conclusion: There is no significant difference between the level of self-confidence of LGBTQ+ students
across socioeconomic status.

D. ANOVA

Difference between the LGBTQ+ students level of self – identity across sexual orientation.

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable. Answer:

Independent- Socioeconomic status

2. The Dependent variable is Continuous.

Answer: Dependent- level of self-identity
3. The dependent variable should be normally distributed (in each group).
H0: The level of self-identity of LGBTQ+ students is normally distributed across socioeconomic
status.

H1: The level of self-identity of LGBTQ+ students is not normally distributed across socioeconomic
status.

Table 1. Test for Normality

Identity Low income 0.72 Failed to reject
Assessment
Tool Middle Income 0.306 Failed to reject

High Income 0.363 Failed to reject

tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of self-identity assessment tool of students is normally distributed
across socioeconomic status.

4. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):
H0: The variance of the level of self-identity of the LGBTQ+ student is across socioeconomic status is equal.
H1: The variance of the level of self-identity of the LGBTQ+ student is across socioeconomic status is not
equal

Table 2. Test for Variance of Homogeneity of Variances

Dependent Variable Independent p-value* Remark

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Variable

Level of self-identity Socioeconomic 0.19 Failed to reject

status

tested at 0.05 level of significance using Levene’s Test

Conclusion: Therefore, the variance of the level of self-identity of the LGBTQ+ student is across socioeconomic
status is equal.

Can we used ANOVA? Yes

Part 2. Analysis
H0: There is no significant difference between the level of self-identity across socioeconomic status of LGBTQ+
students.
H1: There is a significant difference between the level of self-identity across socioeconomic statuof LGBTQ+
students.

Table 3. Significant difference of level of self identity across socioeconomic status

Variable to Mean SD P Value Decision
Test
Low income 3.49 0.51 0.39 Failed to reject
Middle Income 3.59 0.39
High income 3.30 0.53
*tested at 0.05 level of significance using ANOVA Dependent variable: Socioeconomic
status

Conclusion: Therefore, there is no significant difference between the level of self-identity across socioeconomic
status of LGBTQ+ students.

C.
Difference in the LGBTQ+ level of sense of belongingness across sexual orientation.
Part 1: Testing the assumption
1. two groups should be independent. This represents your independent variable.

Answer: Independent- Socioeconomic status

2. The Dependent variable is Continuous.

Answer: Dependent- Sense of belongingness
3. The dependent variable should be normally distributed (in each group).
H0: The level of sense of belongingness of LGBTQ+ students is normally distributed across
Socioeconomic status

H1: The level of sense of belongingness of LGBTQ+ students is not normally distributed across
Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Socioeconomic status.

Table 1: Test for Normality

Sense of Low income 0.307 Failed to reject
Belongingness
Assessment Tool Middle Income 0.824 Failed to reject

High Income 0.726 Failed to reject

*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the level of sense of belongingness of LGBTQ+ students is normally distributed
across socioeconomic status

4. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):

H0: The variance of level of sense of belongingness across socioeconomic status is equal.
H1: The variance of level of sense of belongingness across socioeconomic status is not equal.

Table 2. Test for Homogeneity of Variances

Dependent Variable Independent p-value* Decision
Variable
Sense of Belongingness Socioecon 0.52 Failed to reject
omic
status
*tested at 0.05 level of significance Levene’s test

Conclusion: Therefore, the variance of level of sense of belongingness across socioeconomic status is
equal.

Can we used ANOVA? Yes.

Table 3. Significant difference of level of sense of belongingness across socioeconomic status

Part 2. Analysis
H0: There is no significant difference between the level of sense of belongingness of LGBTQ+ students across
Socioeconomic status

H1: There is no significant difference between the level of sense of belongingness of LGBTQ+ students across
Socioeconomic status

difference of level of sense of belongingness across age socioeconomic status.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

Variable to Mean SD P Value Decision

Test
Low income 3.53 0.42 0.56 Failed to reject
Middle Income 3.60 0.51
High income 3.37 0.40
*tested at 0.05 level of significance using ANOVA Dependent variable: level of
sense of belongingness

Conclusion: Therefore, there is no significant difference between the level of sense of belongingness of
LGBTQ+ students across socioeconomic status

D.
Difference in the LGBTQ+ feeling of competence assessment across socioeconomic status.

Part 1: Testing the assumption

1. two groups should be independent. This represents your independent variable. Answer:
Independent- socioeconomic status.

2. The Dependent variable is Continuous.

Answer: Dependent- Feeling of competence
3. The dependent variable should be normally distributed (in each group).

H0: The feeling of competence of LGBTQ+ students is normally distributed across socioeconomic
status.

H1: The level of feeling of competence of LGBTQ+ students is not normally distributed
socioeconomic status.
Table 1: Test for Normality
Dependent Independent variable P value Decision
variable
Feeling of Low income 0.26 Failed to reject
Competence
Assessment Middle Income 0.21 Failed to reject
Tool
High Income 0.82 Fsiled to reject

*tested at 0.05 level of significance using Shapiro Wilk test

Conclusion: Therefore, the feeling of competence among LGBTQ+ students is not normally distributed
across socioeconomic status.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
Statistics for Social Work (SW111) Researh December 2023

4. The variances of the dependent variable across groups should be equal. (Homogeneity of Variances):

H0: The variance of the feeling of competence among LGBTQ+ students across socioeconomic
[Link] equal.
H1: The variance of the feeling of competence among LGBTQ+ students across socioeconomic
status. is not equal.

Table 2. Test for Homogeneity of Variances

Dependent Variable Independent p-value* Decision
Variable
Feeling of competence socioecon 0.51 Failed to reject
omic
status.
*tested at 0.05 level of significance Levene’s test

Conclusion: Therefore, the variance of the feeling of competence among LGBTQ+ students across
socioeconomic status is equal.

Can we used ANOVA? Yes.

Table 3. Significant difference of level of sense of belongingness across socioeconomic status.

Part 2. Analysis

H0: There is no significant difference between the feeling of competence of LGBTQ+ students across
socioeconomic status.

H1: There is a significant difference between the feeling of competence of LGBTQ+ students across
socioeconomic status.

Difference of the feeling of competence across age socioeconomic status.

Variable to Mean SD P Value Decision
Test
Low income 3.35 0.37 0.67 Failed to reject
Middle Income 3.37 0.38
High income 3.17 0.55

*tested at 0.05 level of significance using ANOVA Dependent variable: feeling of competence
Conclusion: Therefore, there is no significant difference between feeling of competence of LGBTQ+ students
across socioeconomic status.

Pasulion A., Pantillo A., Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]
 Statistics for Social Work (SW111) Research December 2023

Pasulion A., Pantillo A., & Velarde M., Caraga State University- Main Campus, Social Work
Department, Ampayon, Butuan City, Email: [Link]@[Link]