The Influence of Mental Well Being, Cognitive Ability, Personality Traits, and Emotional Intelligence on Self-Esteem Among Hearing-Impaired Students In Pakistan

Shoaib Raza; Maria Khan; Muhammad Kamran Khan

doi:10.36902/sjesr-vol8-iss1-2025(1-10)

Shoaib Raza Lecturer, University of New England, NSW, Australia
Maria Khan Assistant Professor, Department of Education, University of Mianwali, Mianwali, Pakistan, Faculty of Education, Beijing Normal University, Beijing, China
Muhammad Kamran Khan Lecturer, Virtual University of Pakistan

DOI: https://doi.org/10.36902/sjesr-vol8-iss1-2025(1-10)

Keywords: Hearing-impaired Students, self-esteem, Mental well-being, Cognitive Ability, Personality Traits, Emotional Intelligence

Abstract

Objectives: Hearing-impaired students in Pakistan face significant educational and social challenges, often experiencing lower self-esteem due to communication barriers and societal stigma. This study examines the relationships between mental well-being (MWB), cognitive ability (CA), personality traits (PT), emotional intelligence (EI), and self-esteem (SE) among hearing-impaired students.

Methods: Data were collected from 300 students in 10 special education schools using validated survey instruments. Structural equation modelling (PLS-SEM) was employed to analyse the relationships among the study constructs.

Results: The findings indicate that MWB, CA, and PT significantly influence SE, highlighting their crucial role in fostering psychological well-being. However, EI's moderating effect was largely non-significant, except for PT, suggesting that personality resilience enhances self-esteem when coupled with emotional intelligence. Cognitive assessments revealed higher memory scores among male students, while guardians’ hearing status did not significantly impact students’ attention performance.

Conclusions: This study shows the importance of targeted interventions to enhance MWB, cognitive skills, and personality development among hearing-impaired students. EI training is beneficial yet its impact appears limited unless combined with broader psycho-social support. Findings contribute to policy recommendations for special education, advocating for inclusive programs and psychological support for hearing-impaired students in Pakistan.