The impact of self-esteem in academic achievement

2009 ◽  
Author(s):  
Lurdes Verassimo ◽  
Marina Lemos ◽  
Joa Lopes
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
The Impact

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

scholarly journals CO-EDUCATION VERSUS SINGLE-GENDER EDUCATION: INFLUENCE OF DIFFERENT EDUCATIONAL SYSTEM ON THE STUDENT SELF-ESTEEM, CONFIDENCE LEVEL, AND ACADEMIC ACHIEVEMENT IN PAKISTAN

2020 ◽  
Vol 36 (02) ◽  
pp. 94-106
Author(s):  
Bushra Yasin ◽  
Muhammad Azim ◽  
Aminah Qayyum
Keyword(s):  
Academic Achievement ◽  
Confidence Level ◽  
Active Role ◽  
Self Esteem ◽  
Study Results ◽  
Selective Universities ◽  
Single Gender Education ◽  
Study Population ◽  
Level Scale ◽  
The Impact

Different education sectors are playing active role in the development of students like performance, self-esteem, and confidence. To fulfill the study purpose, the researcher used 2 scales (Rosen Berg self-esteem and Dr. John confidence level scale) and collected the data from the students of both of the specified educational settings. The students of universities of the district Faisalabad were the study population, and students of 3 selective universities were the sample of the study. After data collection, the researcher applied one-way ANOVA to check the impact of all variables on students’ academic achievement. The study results showed no significant impact of both types of education on students’ academic achievement but it has a significant impact on their confidence level and the self-esteem. At the end of the paper, it was recommended that teachers need to focus on student confidence level and self-esteem to build their good personalities leading to the higher academic achievements.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 

The impact of obesity on self-esteem and academic achievement among university students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Dua’a Alghawrien ◽  
Mahmoud Al-Hussami ◽  
Omar Ayaad
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Demographic Data ◽  
Negative Relationship ◽  
Self Esteem ◽  
Normal Weight ◽  
The Body ◽  
Significant Negative Relationship ◽  
The Impact

AbstractBackgroundPrevious studies showed that obesity was correlated with many negative social and health outcomes including poor academic achievement and low self-esteem.PurposeTo determine the prevalence of obesity and to identify the impact of obesity on self-esteem and academic performance among university students.MethodThe study used a correlational design to achieve the study objectives. It was conducted at the University of Jordan (UJ). The study population was all university students in at UJ. A convenience sampling technique was conducted to select 419 students. A self-administered questionnaire was designed to collect data from the sample. The body of the questionnaire was divided into two sections: a demographic data section, and the second section aimed to measure the students’ self-esteem using the Rosenberg Self-Esteem Scale (SES).ResultsThe response rate in this study was 91.1%. The results showed that 33 students were obese (7.88%), 116 students were overweight (27.68%), 266 students were normal weight (63.48%), and four students were underweight (0.95%). The results showed that there was a significant negative relationship between obesity and self-esteem (total item) (r = −0.231, 0.000*). The results showed that there was a significant negative relationship between obesity and academic achievement (r = −0.131, 0.002).ConclusionThere was a significant impact of obesity on the self-esteem and academic performance among university students.

scholarly journals Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools

2020 ◽  
Vol 24 (2) ◽  
pp. 61-70
Author(s):  
Ji Eun Choi ◽  
Sung Hwa Hong ◽  
Il Joon Moon
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Second Language ◽  
Social Studies ◽  
Cochlear Implants ◽  
Communication Skills ◽  
Psychosocial Development ◽  
Self Esteem ◽  
Deaf Children ◽  
The Impact

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance.Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively.Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception.Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

scholarly journals Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

2021 ◽  
Vol 9 (3) ◽  
pp. 341-368
Author(s):  
David Coker
Keyword(s):  
Academic Achievement ◽  
Juvenile Delinquents ◽  
The United States ◽  
Self Esteem ◽  
Predictor Variables ◽  
Prosocial Skills ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact ◽  
First Time

The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

scholarly journals The impact of healthy lifestyles on academic achievement among Italian adolescents

2021 ◽  
Author(s):  
Giuseppe Maniaci ◽  
Caterina La Cascia ◽  
Alessandra Giammanco ◽  
Laura Ferraro ◽  
Alessia Palummo ◽  
...  
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Academic Performance ◽  
Perceived Stress ◽  
Internet Use ◽  
Perceived Social Support ◽  
Self Esteem ◽  
Healthy Lifestyles ◽  
Illegal Drugs ◽  
The Impact

AbstractWe evaluated the association between healthy lifestyles and academic achievement in a sample of 373 adolescent Italian students. Specifically, we investigated on the association between use of illegal drugs, habits to practice a regular physical, typology of diet, levels of social support, levels of self-esteem, level of Internet use, perceived stress and amount of sleep and academic achievement. Academic performance was positively correlated with good diet, perceived social support, and self-esteem. A statistically significant difference emerged between students with high versus low correct grade point averages in relation to lifetime and current use of illegal drugs. Last, academic performance was negatively correlated with Internet use, perceived stress, and bad diet. A multiple regression analysis was conducted in order to predict academic achievement based on good diet, physical activity, self-esteem, sleep hours, perceived stress, problematic Internet use, perceived social support, and lifetime substance use while controlling for age, gender, and years of education. As expected, healthy lifestyles behaviors were highlighted as a significant predictor in academic achievement. Specifically, it was showed that a good diet as well as nonproblematic Internet use significantly predicted academic success. Moreover, it was found that gender did not moderate the relationship between those predictors and academic achievement. The results of our study show that to practice healthy lifestyle behaviors is a relevant factor for a better performance at school, at least in our sample.

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