Using the Achieving Success Everyday (ASE) Group Model to Promote Self-Esteem and Academic Achievement for English as a Second Language (ESL) Students

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600
Author(s):  
Qi Shi ◽  
Sam Steen
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Second Language ◽  
Preliminary Data ◽  
Self Esteem ◽  
Group Model ◽  
Esl Students ◽  
Modest Improvement

The Achieving Success Everyday (ASE) group model is used to promote self-esteem and academic performance of English as a second language (ESL) students. The findings from the preliminary data indicated that the participants' self-esteem was significantly improved after participation in the group. There was no significant improvement in the total GPA of the participants, although 75% of the participants made modest improvement in GPA. This article explores implications for practice and research.

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.

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 Social Responsibility and Academic Achievement: A Perceptual Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 5221-5226
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Academic Performance ◽  
Confirmatory Factor Analysis ◽  
Social Responsibility ◽  
Perceptual Learning ◽  
Self Esteem ◽  
Statistical Tools ◽  
College And University ◽  
Confirmatory Factor

The rise of social responsibility in students has been exposed to be linked with academic achievement, success and higher self-esteem. Academic achievement stands for performance of a person to accomplished specific objectives in the instructional atmosphere of school, college and university. This study is an attempt to identify the domain that contributes to the development of social responsibility and competence in students which ultimately facilitates academic achievement. For this purpose the data gathered through a standardized questionnaire from the students of postgraduate and undergraduate courses like MBA, BBA and engineering etc. The collected responses then analyzed through Exploratory Factor analysis, confirmatory factor analysis and other statistical tools. The results suggested that student’s social responsibility contributes a lot in academic performance. However it is an important instrument in acquiring academic objectives. The study further reduced the items in four factors of social responsibility and four factors of academic achievement.

scholarly journals An Investigation of Oral Corrective Feedback in an ESL Listening and Speaking Class

2019 ◽  
Vol 10 (1) ◽  
pp. 197 ◽  
Author(s):  
Ning Fan
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Essential Role ◽  
Corrective Feedback ◽  
Well Being ◽  
Esl Students ◽  
Esl Teachers ◽  
Oral Corrective Feedback ◽  
Mental Well Being ◽  
Listening And Speaking

The ability of listening and speaking has been playing an essential role in helping English as a Second Language (ESL) students in terms of academic performance and mental well-being. Oral corrective feedback (CF) provided by ESL teachers is important in the improvement of students’ listening and speaking ability. However, conflicting results exist about the frequency of oral CF used by ESL teachers. The present paper focuses on the frequency of oral CF used by a teacher in a university ESL listening and speaking class. The results show that there are 13 types of oral CF in a total of 154 turns of interactions between the teacher and the students.

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.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Advantages of contingent self-esteem: Academic self-esteem predicts better academic performance

2014 ◽  
Author(s):  
Jamin Blatter ◽  
David Webber ◽  
Jeff Schimel ◽  
Jennifer Passey
Keyword(s):  
Academic Performance ◽  
Self Esteem
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