Introduction
Thematic analysis is a method for identifying, analyzing, and reporting patterns (themes) within qualitative data. It minimally organizes and describes your data set in (rich) detail. It also often goes further than this, and interprets various aspects of the research topic (Braun and Clarke, 2006). The aim of thematic analysis should be to focus meaningfully on identifiable themes and patterns of living and/or behavior. Themes come both from the data (an inductive approach) as well as from the analytic preconceptions of the researcher (a theoretical or deductive approach). Thus, thematic analysis is a flexible and useful research tool, which can potentially provide a rich and detailed, yet complex account of data.
This paper presents a thematic analysis on self-esteem in young adults. Self-esteem refers to an individual’s subjective emotional evaluation of their own worth. It is a judgment of oneself as well as an attitude toward the self. Self-esteem encompasses beliefs (for example, “I am competent”, “I am worthy”) and emotions such as triumph, despair, pride and shame. Self-esteem is dynamic rather than stable and can vary over time and situations.
Method
Participants
The participants in the current study were 20 young adults between the ages of 18-25 years old (M = 21.9, SD = 2.1). There were 10 males and 10 females. All participants were recruited through social media sites and they voluntarily participated in the study. Participants belong to various ethnic backgrounds and work in different occupations. An informed consent was obtained from all participants before collecting data from them. They were informed about the purpose and procedure of the study. Confidentiality and anonymity of the data was ensured.
Materials and Procedure
Semi-structured interviews were conducted with individual participants. An interview guide consisting of open-ended questions was used to elicit responses from participants. The main themes covered in the interview included self-perception, reactions to success/failure, relationships, future goals and aspirations. Interviews lasted between 30-45 minutes. All interviews were audio recorded with the permission of participants and later transcribed for analysis.
Thematic Analysis
A theoretical thematic analysis approach as described by Braun and Clarke (2006) was adopted for analyzing the qualitative interview data. This involved familiarizing with the data through repeated reading of transcripts, generating codes to label important features, collating codes into potential themes, reviewing themes, defining and naming themes. Themes were identified at a latent level, going beyond semantic content of the data to identify underlying ideas, assumptions and conceptualizations.
Results and Discussion
Four major themes were identified from the analysis:
Theme 1: Self-Worth Contingent on Achievements
Many participants tied their sense of self-worth very closely to their accomplishments and achievements. Failure to meet standards or expectations felt like a failure of self. Success validated their self-worth while failure threatened it. One participant mentioned “When I don’t do well in something, I feel worthless. But when I succeed, I feel really good about myself.” Thus performance-based self-esteem was a prominent theme. Young adults seem to derive a lot of self-esteem from what they achieve and accomplish rather than their intrinsic qualities.
Theme 2: Comparing Self to Others
Social comparison was another dominant theme with regards to how participants evaluated their self-worth. Comparing achievements, appearance and life milestones with friends, family members or on social media left some feeling inferior or lacking in some way. One participant said “I’m always looking at what my friends are doing and achieving. It makes me question why I’m not doing as well. I often feel not good enough.” This shows that self-esteem is influenced to some degree by constantly measuring up to others and worrying about falling short.
Theme 3: Desire for Acceptance and Approval
The need for approval and acceptance from significant others like parents, romantic partners and peers emerged as an important factor impacting self-esteem. Feeling cared for, respected and valued by important people in their lives boosted self-worth for most participants. Disapproval or lack of validation threatened to diminish it. As one participant explained: “If people around me don’t appreciate me or what I do, it makes me feel really worthless.” This reveals that relating to and gaining approval from others is crucial for developing and maintaining positive self-esteem during young adulthood years.
Theme 4: Influence of Past Experiences
Past failures, rejection or childhood experiences of not feeling good enough were cited by some participants as continuing to influence their self-view and self-esteem even today. One participant shared: “Growing up, my parents were never very supportive. They always put me down. Even now, as an adult, I still feel insecure because of the way they made me feel about myself in the past.” This suggests that early experiences and environment play an important role in shaping core beliefs about the self which then impact self-esteem in adulthood as well. Unresolved past issues may continue to undermine self-esteem years later.
The four themes emerging from the datahighlighted the multifaceted and socially influenced nature of self-esteem. Key factors related to self-perceptions, social comparisons, relationships and past experiences were found to impact self-esteem in young adults. Self-worth was tied closely to accomplishments and gaining approval/acceptance rather than intrinsic qualities. Constantly comparing to others online and offline also influenced self-evaluations. Past invalidating experiences shaped core beliefs and insecurities. The themes provide insights into understanding self-esteem in the developmental period of emerging adulthood.
Limitations and Future Directions
The current study had a small sample size so findings may not generalize to the larger population. Only self-report interview data was collected so there exists a possibility of response bias. Future studies could employ mixed methods approach using both qualitative interviews and validated self-esteem scales. A larger and more diverse sample would help gain a wider perspective. Longitudinal research could examine changes in self-esteem over time and impacting factors. Studies involving other age groups could explore developmental aspects as well. Understanding self-esteem across cultures would add a new dimension. Overall, ongoing research on self-esteem remains important given its implications for well-being.
Conclusion
This paper presented a thematic analysis of interviews conducted with 20 young adults to understand factors influencing their self-esteem. Four major themes that emerged highlighted the multidimensional nature of self-esteem being shaped by performance, social comparisons, relational influences and past experiences. Insights gained can help recognize vulnerabilities and inform development of strategies/interventions to promote positive self-view among youth. Focusing on intrinsic qualities, reducing comparisons, building secure relationships and resolving past invalidation may help boost self-esteem in the developmental period of emerging adulthood.
Andrew Stroud