A Study on the Impact of University Students' Self-Esteem on ‘Planning Ability’ and ‘Execution and Risk-Taking’ for Problem Solving

This study was conducted to analyze the effects of ‘self-esteem’ on ‘planning ability’, ‘execution and risk-taking’ in problem solving among university students. ‘Self-esteem’ plays a crucial role in cognitive processes, emotions, and goal setting, and also serves as a key psychological factor in the problem solving process. To verify this, a survey was conducted with 283 3rd and 4th students at a four-year university, and the relationships between ‘self-esteem’ and ‘planning ability’/‘execution and risk-taking’ were analyzed using correlation and regression analyses. The results indicated that ‘self-esteem’ had a significant positive(+) effect on ‘planning ability’(β=.257, p<.001), and ‘execution and risk-taking’(β=.359, p<.001). These findings suggest that students with higher self-esteem exhibit a more systematic and proactive attitude in the problem solving process and are more likely to solve problems efficiently. Moreover, self-esteem serves as a critical variable in enhancing students’ problem solving abilities, contributing to practical problem solving through improved ‘planning’ and ‘execution and risk-taking’ ability. In conclusion, this study provides foundational insights into the relationship between self-esteem and problem solving abilities among university students, highlighting the importance of self-esteem in supporting their personal growth and career development. The findings offer practical implications for the development of future educational programs and psychological support systems.