Psychological Alienation and its Relation with Self-Esteem among Students of Al-Quds University and Al-Quds Open University in Palestine.

Abstract

The study aimed to identify the levels of psychological alienation

and self-esteem among students at Al-Quds and Al-Quds Open Universities

in Palestine. It also aimed to identify the effect of some demographic

variables such as (gender, study level, academic achievement, place of

residence and the university education system) of these two factors. In

addition, it aimed to examine the relationship between the psychological

alienation and the self-esteem. The study sample consisted of (950)

university students (5%( of the original population), of which (581) were

from Al-Quds University and (360) were from Al-Quds Open University,

during the academic year 2012/2013. It was selected by stratified random

sampling according to gender and university.

The results showed that the overall degree of psychological alienation

among the students of the two Universities was moderate, as the average

percentage of their responses reached (52.6%), and so the degree for selfesteem,

as the value of the average ratios was (69.6%).

Moreover, there was an adverse correlation coefficient, which

was statistically significant at the level of (α≤0.05) between the scores of

the psychological alienation and the scores of self-esteem. The Pearson’s

correlation coefficient between them was (-0.54), i.e. when the degree of

alienation gets higher, the degree of self-esteem gets lower and vice versa.

The results also indicated that there were no significant differences in

the averages of both the psychological alienation and self-esteem among the

students of At Al-Quds and Al-Quds Open Universities in Palestine in terms

of the academic level and place of residence. The differences in the variable

of gender were significant in the averages of the psychological alienation in

favor of male; the differences in the averages of the self-esteem were in favor

of female. The differences in the academic achievement were significant in

the psychological alienation in favor of “good” and “excellent”, while the

differences in the self-esteem were also significant in terms of academic

achievement in favor of “good” and “very good”.