Self-Esteem, Social Support, and Psychological Well-Being in Undergraduates: The Moderating Influence of Gender and Age

Background: Psychological well-being is increasingly recognized as vital to undergraduate mental health, particularly within Nigerian tertiary institutions where students face academic, financial, and socio-cultural pressures. Self-esteem and social support are known predictors of mental health outcomes, yet the moderating roles of demographic variables such as gender and age remain insufficiently explored. This study examined the influence of self-esteem and social support on psychological well-being among Nigerian undergraduates and assessed whether gender and age moderated or mediated these relationships. Methods: The study adopted a quantitative, correlational survey design involving 388 undergraduate students selected through convenience sampling from a Nigerian university. Standardized instruments were used: the Rosenberg Self-Esteem Scale (RSES), the Multidimensional Scale of Perceived Social Support (MSPSS), and the short version of Ryff’s Psychological Well-Being Scale. Descriptive statistics were used to summarize the demographic data, Pearson Product-Moment Correlation was used to test the relationships between variables, and Hierarchical Multiple Regression assessed the moderating roles of gender and age. Statistical significance was set at p  < .05. Results: The findings revealed significant positive correlations between self-esteem and psychological well-being (r = 0.356, p < 0.001) and between social support and psychological well-being (r = 0.444, p < 0.001). These results suggest that higher self-esteem and greater perceived social support are associated with better psychological well-being. However, regression analyses indicated that neither gender nor age significantly moderated or mediated these relationships. Interaction effects (Age × Social Support and Gender × Self-Esteem) were not statistically significant, indicating a limited impact of these demographic factors on the associations. Discussion: This study highlights the strong predictive roles of self-esteem and social support in fostering psychological well-being among undergraduates. Although gender and age did not significantly influence these relationships, the results underscore the need for inclusive mental health interventions that focus on improving students’ self-worth and access to support systems. Universities should strengthen counseling services, peer support networks, and promote a psychologically safe campus environment. Future studies should employ longitudinal designs and consider additional psychosocial variables, such as resilience, academic self-efficacy, and socioeconomic status, to deepen the understanding of student mental health dynamics.