THE EFFECT OF SCHOOL-BASED CHARACTER-BUILDING PROGRAM ON SELF-ESTEEM, SELF-EFFICACY AND RESILIENCE AMONG PRIMARY SCHOOL STUDENTS

Abstract

Character-building programs play a crucial role in fostering students' personal growth and psychological well-being. This study examines the effectiveness of a school-based character-building program in enhancing self-esteem, self-efficacy, and resilience among primary school students. The intervention, grounded in the Information-Motivation-Behavioral (IMB) model and Emotional Intelligence (EI) theory, aims to equip students with essential emotional regulation skills, decision-making abilities, and adaptive coping strategies. A single-group pre-test and post-test design was employed, in which students participated in structured activities that focused on self-awareness, motivation, and behavioral skills. Findings indicated significant improvements in self-esteem, self-efficacy, and resilience, supporting previous literature emphasizing the role of emotional intelligence-based interventions in character development. The results suggest that integrating IMB and EI strategies into school programs can enhance students’ self-esteem, self-efficacy, and resilience. These findings have implications for educators, policymakers, and future research, highlighting the need for longitudinal studies and broader implementation of character-building initiatives in school settings.