SEX DIFFERENCES IN THE EFFECT OF ACADEMIC ACHIEVEMENT ON SELF-ESTEEM: A HONG KONG CASE

1986 ◽  
Vol 14 (2) ◽  
pp. 161-165 ◽  
Author(s):  
Tak Sing Cheung
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Hong Kong ◽  
Secondary School ◽  
Large Scale ◽  
Secondary School Students ◽  
Self Esteem ◽  
School Students ◽  
Large Scale Survey ◽  
Male Subjects

This paper reports a piece of research that is addressed to the controversial issue whether there are sex differences in the effect of academic achievement on self esteem. The study is a large scale survey based on a representative sample of all the secondary school students in Hong Kong. The results showed that male subjects generally had a higher score on self esteem than female ale subjects, and that while the self-esteem of male subjects were susceptible to the influence of academic achievement, the same was not true for their female counterparts. Similar findings were established in a recent study carried out in Norway. Explanations were given to account for the similarity.

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.

Age and Sex Differences in Self-Esteem among Spanish Adolescents

2003 ◽  
Vol 93 (3) ◽  
pp. 876-878 ◽  
Author(s):  
María Lameiras Fernández ◽  
Yolanda Rodríguez Castro
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
University Students ◽  
Secondary School Students ◽  
Self Esteem ◽  
Scale Analysis ◽  
School Students ◽  
Age Range ◽  
Age And Sex

This study examined the relation of self-esteem with sex and age for 660 Spanish students (400 secondary school students, 260 university students, age range 12 to 28 years), who responded to the Rosenberg Self-esteem scale. Analysis indicated no sex differences in general self-esteem, but there were differences with respect to age. Persons 12 to 16 years old had lower self-esteem than others between the ages of 17 and 28 years.

SELF-ESTEEM AND HEARING IMPAIRMENT: AN INVESTIGATION OF HONG KONG SECONDARY SCHOOL STUDENTS

1997 ◽  
Vol 25 (4) ◽  
pp. 367-374 ◽  
Author(s):  
Fung Wing Yee ◽  
David Watkins ◽  
Nick Crawford
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Hearing Impairment ◽  
Secondary School Students ◽  
Self Esteem ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Self ◽  
School Students ◽  
Impaired Group

A comparison was made of the self-esteem of 45 moderately-severe hearing impaired and 300 normal-hearing secondary school students in Hong Kong. Analysis indicated that the hearing impaired group, particularly the males, tended to report higher self-esteem in a number of dimensions of the self. The results provide no evidence that integration into the normal classroom has damaged the self-esteem of the hearing-impaired.

Academic Motivation and Self-Esteem as Correlates of Academic Achievement in English Language among Senior Secondary School Students in Imo State

2021 ◽  
pp. 35-43
Author(s):  
Okonkwo Chioma Jennifer
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
English Language ◽  
Self Esteem ◽  
School Students ◽  
Imo State ◽  
Language Students ◽  
Senior Secondary

This study investigated academic motivation and self-esteem as correlates of academic achievement in English language among senior secondary school students in Imo State. Three research questions guided the study while three null hypotheses were tested at 0.05 level of significance. This study adopted correlational research design. The area of the study is Imo State Nigeria. The population of the study consisted of all the 5,498 senior secondary year two (SS2) students in the 456 public secondary schools in Imo State. A sample of 1,200 SS2 English language students was used in this study using proportionate sampling technique. The students’ academic motivation questionnaire (SAMQ) was adapted from ‘Students’ Motivation towards Science Learning (SMTSL) Questionnaire’ which was a 20-item questionnaire. The students’ Self-esteem Scale (SES) was a 30-items questionnaire used to ascertain self-esteem of SS 2 English Language students. The academic achievement test was measured by English Language examination scores derived from SS 2 English Language students’ termly results for 2019/2020 academic session. Students’ Academic Motivation Questionnaire was an adapted instrument and therefore subjected to face validation by three experts. Cronbach Alpha Method was used to determine the internal consistency of SAMQ and a co-efficient of 0.81 was obtained. Pearson Product Moment was used to answer the research questions while correlated samples t-test was used to test the null hypotheses at 0.05 alpha level. The finding revealed that there is very weak negative and significant relationship between secondary school students’ academic motivation and their academic achievement in English language. The finding also revealed that there is a weak negative and significant relationship between secondary school students’ self-esteem and their academic achievement in English language. Based on the findings, it was recommended amongst others that parents and teachers should team up to encourage their students in building their positive self-esteem and to provide basic needs of their children/ward which are related to their teaching subjects in order to improve their academic performance.

Relationship Between Self-Esteem and Academic Achievement of Secondary School Students

2011 ◽  
Vol 1 (12) ◽  
pp. 83-84 ◽  
Author(s):  
Vishalakshi K. K Vishalakshi K. K ◽  
◽  
Dr. K. Yeshodhara Dr. K. Yeshodhara
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
School Students

Sex Differences in Educational Encouragement and Academic Achievement

2012 ◽  
Vol 111 (1) ◽  
pp. 149-155 ◽  
Author(s):  
Aqeel Khan
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Female Adolescents ◽  
School Students ◽  
Male Adolescents ◽  
Self Reports ◽  
Predictors Of Academic Achievement

Sex differences in educational encouragement and their predictiveness of academic achievement were examined among 442 secondary school students ( M age = 13.2 yr., SD = 1.9). Education-related encouragement received from mothers, fathers, friends, and teachers was assessed. Academic achievement was based on student self-reports and grades. Female adolescents reported receiving statistically significantly more educational encouragement from their mothers, fathers, friends, and teachers than did male adolescents. In regression, sex and educational encouragement from parents, friends, and teachers were found to be significant predictors of academic achievement.

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