A complex model of differences on gender and institution type in academic achievement, happiness and self-esteem among orphan and nonorphan children from Pakistan

Abstract

The primary purpose of the study was to compare the difference between the level of academic achievement, happiness and self-esteem among orphan and non-orphan children based on their gender and institution in Pakistani cultural context. Additionally, to assess whether self-esteem, observed to be lower in orphan children, acts as a moderator between their academic achievement and happiness. A cross-sectional quantitative method was used in the present study using Children Happiness Scale and Rosenberg Self-esteem scale to measure happiness and self-esteem. Whereas, students last year’s final exam results were used to measure academic achievement. The sample for the present study comprised 1000 participants (boys = 515, girls = 485) with age ranged between 10 and 14 years. Combined sample consisted of four equal groups (each of n = 250) including non-orphans in private schools; non-orphans in government schools; orphans in private orphanages and orphans in government orphanages for comparative analysis. The results yielded significant difference among orphans and non-orphan children based on gender (F (3,990) = 14.6, p < .005, Wilk’s ƛ = .958, ηp2 = .042) and institutions (F (9,2409) = 788.617, p < .005, Wilk’s ƛ = .035, ηp2 = .672). The findings also suggested that both academic achievement (β = .159) and self-esteem (β = .715) significantly predict happiness. Self-esteem displayed a significant moderating role (F (3,996) =11.681, p = .00, B = .033, R2 = .495) in the relationship between academic achievement and happiness. The research was successful in its endeavour to explore the relationship between study variables and can be used in devising policies which can focus to work on increasing the quality of education for orphan children providing them the chance to be on par with non-orphan children and achieve a similar level of happiness.