The Importance of Ethnic Identity: Self-Esteem and Academic Achievement of Second-Generation Greeks in Secondary School

1995 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Anastassios Stalikas ◽  
Efie Gavaki
Keyword(s):  
Academic Achievement ◽  
Ethnic Identity ◽  
Social Context ◽  
Secondary School ◽  
Positive Relationship ◽  
Second Generation ◽  
Self Esteem ◽  
Canadian Context ◽  
The Usa ◽  
The Relationship

One of the variables that has recently attracted the attention of researchers is that of ethnicity. However, most studies have been conducted in an American social context and with populations prominent in the USA. Very few studies have been conducted to examine ethnicity in a Canadian context and with an ethnic group that is prominent in Canada. This study has been conducted to examine the relationship between ethnic identity, self-esteem, and academic achievement in second-generation Greek-Canadian secondary schoolchildren. The results indicated that a strong and positive relationship exists between the three variables and that a positive ethnic identity is related to better self-esteem and higher academic achievement. Implications for schools, education, and policy are discussed.

Self–Esteem among Chinese Cohorts: Its Temporal Trend and Its Relationships with Socioecological Factors, 1993–2016

2020 ◽  
Vol 34 (2) ◽  
pp. 203-214 ◽  
Author(s):  
Liman Man Wai Li ◽  
Wen–Qiao Li ◽  
Dongmei Mei ◽  
Yiheng Wang
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Temporal Change ◽  
Linear Trend ◽  
Self Esteem ◽  
School Students ◽  
Significant Linear Trend ◽  
The Usa ◽  
The Relationship ◽  
Over Time

Self–esteem affects individuals in a variety of psychological processes substantially and extensively. While an increase in self–esteem over time was observed in the USA, different patterns of temporal change in self–esteem were observed in other societies. We analysed the responses ( n = 305 229) collected between 1993 and 2016 from 609 articles to examine the patterns of temporal change in self–esteem in China and its relations with socioecological conditions. Additionally, we explored the patterns in different groups, including secondary school students (158 samples; n = 97 751), college students (427 samples; n = 153 474), and community participants (232 samples; n = 54 004). Some major findings were noted: (i) overall, the level of self–esteem increased over time. However, we also found a significant curvilinear trend in self–esteem with a decline followed by a recent increase; (ii) some evidence for the relationship between socioecological factors and self–esteem was obtained; and (iii) the patterns varied in different cohort groups. Specifically, secondary school students showed a different pattern, in which their self–esteem level did not show a significant linear trend and was not correlated with the examined socioecological factors. The implications on the theories for the relationship between personality characteristics and socioecological conditions were discussed.

A Study of Academic Achievement Relation to Home Environment of Secondary School Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Dr. Bharat H. Mimrot
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Social Isolation ◽  
Home Environment ◽  
Secondary School Students ◽  
Positive Relationship ◽  
School Students ◽  
Negatively Associated ◽  
Relationship Of ◽  
The Relationship

The present study was conducted on hundred students to find out the relationship between academic achievement and home environment of students studying in private and Govt School going badnapur. Data were collected Home environment scale developed by Dr. Karuna Shankar Mishra. The results of the study revealed that a significantly positive relationship of home environment components of control, protectiveness, conformity, rewards, nurturance, permissiveness with academic achievement, there by meaning that it can be affected the academic achievement of students and But Social isolation dimension of home environment is negatively associated to academic achievement. However, the correlation of other components of home environment is not significantly relevant to academic achievement. The results show that the t-Ratio of Academic Achievement of boys and girls student and also private and govt school going students. The study has implications for educationists and parents as well.

scholarly journals Locus of Control and Self Esteem as Correlates of Secondary School Students Academic Achievement in English Language in Anambra State

2021 ◽  
pp. 46-54
Author(s):  
L. I. Akunne ◽  
A. N. Anyamene
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Self Esteem ◽  
School Students ◽  
High Positive Correlation ◽  
Positive Correlation ◽  
The Relationship

Aims: The failure rate in English language subjects as consistently been recorded in major examinations in the country makes it a worrisome situation. This is such that the schools are gradually losing its reputation which could likely result in loss of confidence in the students. Hence, this study aims at determining the relationship among locus of control, self-esteem and secondary school students’ academic achievement in English language. Study Design: The study adopted the correlation design. Place and Duration of Study: 920 senior secondary school II students from Anambra State of Nigeria, between August 2019 and January 2021. Methodology: This study on locus of control and self-esteem as correlates of secondary school students academic achievement adopted the correlational research design, a correlational research design seeks to establish relationship between two or more variables as well as indicates the direction and magnitude of the relationship between the variables The sample for the study was 920 senior secondary schools students drawn using the multi-stage sampling technique. Locus of control scale developed by Asthon Trice, revalidated by Osuji and Self-Esteem scale developed by Dr Morris Rosenberg were used in data collection. Pearson product moment correlation coefficient (r) was used in answering the research questions while t-test for correlation analysis and multiple regression analysis were used in testing the null hypothesis. Results: There is a moderate positive correlation between locus of control and academic achievement of secondary school students in English language (r = .469, n = 920), there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language (r = .602, n = 920). The hypotheses tested show that that the t-calculated value is greater than the t-critical value at 0.05 level of significance. Hence, the null hypothesis is rejected. This shows that the relationship between locus of control and academic achievement of secondary school students in English language is statistically significant (t-cal. = 24.03, t-crit. = 1.960), that the t-calculated value is greater than the t-critical value at 0.05 level of significance hence the null hypothesis is rejected. This shows that the relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant (t-cal. = 34.11, t-crit. = 1.960). At 0.05 level of significance, locus of control and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. Conclusion: There is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. There is a significant relationship between self-esteem and academic achievement of secondary school students in English language. Furthermore, there is a high positive correlation between self-esteem and academic achievement of secondary school students in English language. The relationship between self-esteem and academic achievement of secondary school students in English language is statistically significant. Locus of control, and self-esteem added statistically to the prediction of secondary school students’ academic achievement in English language. This implies that there is need for schools to initiate and implement procedures in order to help improve the quality and consistency in the outcome of academic achievement of students in English language which is a core subject at the secondary education level.

scholarly journals Indicators of Identity and Psychological Well-Being in Immigrant Population

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Henríquez ◽  
Alfonso Urzúa ◽  
Wilson López-López
Keyword(s):  
Ethnic Identity ◽  
Positive Relationship ◽  
Well Being ◽  
Self Esteem ◽  
Positive Relationships ◽  
Psychological Well Being ◽  
Collective Self ◽  
Identity Fusion ◽  
Collective Self Esteem ◽  
The Relationship

Multiple research has indicated that group identity processes are critical to understanding the dynamics of psychological well-being linked to migration. However, few studies have analyzed the relationship between identity from different theoretical perspectives, and the mental health of migrants in the Latin-American context. Therefore, the purpose of this study was to analyze the relationship between several identity indicators such as ethnic identity, collective self-esteem, identity fusion (with the country of origin and the host country) simultaneously, and different dimensions of psychological well-being of Colombian migrants living in Chile. The sample consisted of 887 Colombian migrants, of whom 435 (49%) were men and 452 (51%) were women. Participants were residents of the cities of Arica (n=204; 23%), Antofagasta (n=469; 52.9%), and Santiago (n=214; 24.1%) in Chile. The results revealed by structural equation modeling indicate that collective self-esteem and ethnic identity show positive relationships with almost all dimensions of psychological well-being, while identity fusion with Colombia only showed a positive relationship with the dimension positive relationships and identity fusion with Chile only showed a positive relationship with the dimension autonomy. Implications and limitations of these results are discussed at the end.

scholarly journals RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS

2021 ◽  
Vol 9 (3) ◽  
pp. 1166-1174
Author(s):  
Muhammad Zafar Iqbal ◽  
Muhammad Jamal Khan ◽  
Tariq Javed ◽  
Uzma Rao ◽  
Jahan Ara Shams
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Public Schools ◽  
Secondary School ◽  
Secondary School Students ◽  
Positive Relationship ◽  
Research Study ◽  
School Students ◽  
Gilgit Baltistan ◽  
The Relationship

Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan. Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gibson & Rankin, 2015). Descriptive and inferential statistics were used to analyze the data. Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. A markedly low positive relationship was found between critical thinking and academic achievement. The results were consistent with earlier studies having a positive relationship between these variables. There were also low and markedly low relationships found between constructs of critical thinking and academic achievement. Some results of this study were inconsistent with the earlier research based on the context of the students. The study revealed that there is a discrepancy in aligning critical thinking with academic achievement. Application of this study: The findings of the study help understand the relationship between critical thinking and academic achievement at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies. It will boost the teachers to enhance the critical thinking of secondary school students. Novelty/Originality of this study: The study is original as not a single research study determined the relationship between critical thinking and academic achievement of secondary school students in the region of district Ghizar in Gilgit-Baltistan.

Attitudes of Parents and Guardians towards Education, School and Teachers, and Children's Academic Achievement

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1387-1390 ◽  
Author(s):  
Varghese I. Cherian ◽  
Lily Cherian
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Positive Relationship ◽  
Education School ◽  
Relationship Of ◽  
The Relationship

To study the relationship of parents' attitudes towards teachers, school, and education with the academic achievement of their children, a questionnaire was given to the parents of 1021 Standard 7 pupils (369 boys and 652 girls) randomly chosen from the Standard 7/Year 9 population of 14,765 boys and 26,109 girls. Analysis of variance indicated a positive relationship between parents' attitudes and the academic achievement of their children regardless of whether the children's parents were deceased or alive.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Study Habits, Self-Esteem, and Academic Achievement Among Public and Private Secondary School Students in Bangladesh

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Md. Nurul ISLAM
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Private School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Study Habits ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Studies on academic achievement worldwide are sporadic, focusing on variables more or less have been taken by the researchers, and provided knowledge. This cross-sectional study aimed to determine how the school effect influences secondary school students' academic achievements by two important significant (study habits and self-esteem). With a covenient sampling method, 400 students from eight secondary schools in Bangladesh were selected for the study. Though the students were equally divided regarding gender (Boys, 200; Girls, 200), they were different regarding school types (Public, 188; Private, 212). Their ages range from 14 to 17, with an average of 14.8. They provided responses on two Bangla version scales: Study Habit Scale and Self-Esteem Scale. Academic achievement was significantly positively correlated with both study habits (r=.268, p<.01) and self-esteem (r=.291,p<.01). Two predictors of the study were also correlated with each other (r=.283, p<.01). Public and private school students were not varied significantly in studying habits and academic achievement, but they were significantly different in self-esteem. The study habits and self-esteem jointly explained 12.3% for public school students' academic achievement whileit explained 7.5% variance for the private school students. The discussion implies that how students’ study habits and self-esteem facilitates their academic achievement.Further studies will reflect more factors influencing academic achievement.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

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