scholarly journals Self-Esteem and Academic Achievement: What are the Explanatory Variables among Girls with Hearing Impairment in Selected Secondary Schools for the Deaf in Kenya?

2019 ◽  
Vol 9 (1) ◽  
pp. 16-26
Author(s):  
Beatrice B Awori ◽  
◽  
Geoffrey K Karugu ◽  
John Mugo ◽  
John A. Orodho
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Hearing Impairment ◽  
Self Esteem ◽  
Explanatory Variables ◽  
Schools For The Deaf

scholarly journals Transitions in Hearing Impairment and Psychological Distress in Older Adults

2009 ◽  
Vol 54 (8) ◽  
pp. 518-525 ◽  
Author(s):  
Laurie M Corna ◽  
Terrance J Wade ◽  
David L Streiner ◽  
John Cairney
Keyword(s):  
Psychological Distress ◽  
Hearing Impairment ◽  
Statistical Significance ◽  
Self Esteem ◽  
Future Research ◽  
Mediating Effects ◽  
Explanatory Variables ◽  
Hearing Status ◽  
Chronic Stressors ◽  
Over Time

Objective: Although previous research has demonstrated an association between hearing impairment (HI) and psychological distress, less work has explored the effect of transitions in hearing status on distress over time, or the explanatory pathways that may explain this association. Method: We use 2 waves of data from the Canadian National Population Health Survey to examine the effect of HI transitions on changes in distress during 6 years, and to test the potential mediating effects of psychosocial factors and chronic stressors. Results: Experiencing a decline in hearing was associated with increased distress at Wave 4, net of Wave 1 distress, although the significance of the relation was reduced to trend level following adjustment for sociodemographic variables ( P < 0.06). The introduction of mastery and self-esteem further reduced the size of the effect of reporting a decline in hearing in the full model. Conclusions: The association between declines in HI and psychological distress during a 6-year period did not reach a traditional level of statistical significance, and we discuss potential explanations for this finding. Mastery and self-esteem may be important explanatory variables in the HI–distress association and should be considered in future research.

Effect of Maternal Depression on Adolescents Self-Esteem and Academic Achievement

2019 ◽  
Vol 13 (2) ◽  
pp. 275-285 ◽  
Author(s):  
Asoke Kumar Saha ◽  
◽  
M. N. Tamanna ◽  
Keyword(s):  
Academic Achievement ◽  
Maternal Depression ◽  
Self Esteem

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.

scholarly journals Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm

2021 ◽  
Vol 18 (13) ◽  
pp. 7025
Author(s):  
Jhong Yun (Joy) Kim ◽  
EunBee Kim ◽  
InSu Lee
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
First Graders ◽  
Self Esteem ◽  
Study Data ◽  
Mediation Effect ◽  
Mediation Model ◽  
School Students ◽  
Mental Care

The purpose of this study is to identify how self-esteem of middle school students for mental care influences their academic achievement and to verify the mediation effect of GRIT on academic enthusiasm. Data of 2590 first graders in middle school from the Kora Children and Youth Panel Survey 2019 was used to support this study. Data analysis was performed by using SPSS21.0, AMOS22.0, and PROCESS macro program. The results are as follows. Comparison of the model fits of each full mediation model and partial mediation model with χ2 showed that the full mediation model was more suitable for this study. In more detail, the influence of self-esteem on GRIT and the influence of GRIT on academic enthusiasm were significantly positive. Lastly, the study identified that there was a mediation effect between self-esteem and academic achievement through GRIT and academic enthusiasm. It indicates that self-esteem is the key to improve academic achievement and that specific programs should be supplemented in order to enhance self-esteem, GRIT, and academic enthusiasm.

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