scholarly journals Being a C-student is the new normal: a literature review on grades, self-worth, and mental wellbeing

2018 ◽  
Author(s):  
Agnes D'Entremont
Keyword(s):  
Academic Performance ◽  
Literature Review ◽  
Self Esteem ◽  
Mental Wellbeing ◽  
Application Process ◽  
New Normal ◽  
Personal Worth ◽  
Self Worth ◽  
Difficult Transition ◽  
Engineering Schools

The competitive application process for manyCanadian engineering schools can lead to enrollingcohorts of students where nearly everyone is accustomed to having above average grades. Anecdotally, instructors frequently observe a difficult transition to earning average or below average grades. This may be due to students strongly basing their sense of personal worth on academic performance. Declines or variability in selfworth or self-esteem can impact mental wellbeing.Given the widely reported prevalence of mentalhealth concerns and counselling usage at Canadianuniversities, we chose to explore the connections between receiving lower than expected grades, self-worth and mental wellbeing as well as possible interventions that instructors could employ to help students manage this transition.

scholarly journals Community Synergy In Alternative Education Movements Through Home Schooling In The New Normal Era

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Ana Lusiana ◽  
Mitri Sopiatun ◽  
Cici Fauziah ◽  
Ahmad Hamdan
Keyword(s):  
Literature Review ◽  
Alternative Education ◽  
Home Schooling ◽  
Review Literature ◽  
Shared Responsibility ◽  
Application Process ◽  
New Normal ◽  
Home Schools ◽  
Education Process ◽  
At Home

The current education process is hampered by the existence of the Covid-19 pandemic which requires education to be carried out online at home to cut the spread of the virus which will harm children, educators and education personnel. To anticipate this the need for community synergy to jointly find alternative movement solutions for education through home schools to optimize education in the new normal era. The purpose of this study was to determine the application of community synergy in the alternative movement of education through home schools. In the application process parents will not be burdened by the learning process of their children while at home because it will synergize with the teacher or tutor and also students as those who help in the application of the learning model of blended learning. The research method used is a descriptive qualitative approach. Data collection techniques through literature review / literature review. The results of this research are clearly seen how the community synergy will take place without walking between parents and teachers, because in essence education is our shared responsibility.

scholarly journals A Study on the Self Esteem and Academic Performance among the Students

2018 ◽  
pp. 1-7
Author(s):  
Laveena D’Mello ◽  
Meena Monteiro ◽  
Nelson Pinto
Keyword(s):  
Academic Performance ◽  
Sense Of Self ◽  
Self Esteem ◽  
Emotional Reactions ◽  
The Self ◽  
Self Assessment ◽  
Self Confidence ◽  
Self Worth ◽  
The Relationship ◽  
Beliefs And Attitudes

The purpose of self-esteem is to feel and imagine that people nurtured in their mind over time about their self. In simple words, self-esteem is self-assessment; this perception and evaluation can be positive or negative and pleasant or unpleasant. Children with high self esteem, usually feel good about themselves and better able to resolve their conflicts with other children and are resistant to deal with problems. One of the most important human traits to achieve objectives is self-esteem. The term self-esteem means “reverence for self”. The “self” pertains to the values, beliefs, and attitudes that we hold about ourselves. Having a strong will and self-confidence, decision-making power and originality, creativity, sanity and mental health is directly related to self-esteem and sense of self-worth. It also refers to an individual’s sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself. During childhood, if individual’s feelings are respected, thoughts valued and abilities recognized then self-esteem strengthens. When feelings are trampled upon, thoughts belittled and ability criticized then the individual’s self-esteem remains at a low point of development and is therefore weak. During the course of time, an individual faces many life situations. Depending upon the success or failure and one's reaction to every significant situation in life, self–esteem grows stronger or gets considerably weakened Self-esteem is described as the evaluation that one makes about oneself, based on one's self-worth. Increases and decreases in self-esteem generally bring strong emotional reactions. Self-esteem and academic performance are interrelated factors. This study tries to bring the connectivity between academic performance and the self-esteem. The main aim of the study is to know the level of self-esteem of the students with low academic performance. The objectives of this study are to investigate the relationship between self-esteem and academic achievement, to understand the Socio-Economic background, to assess the level of self-esteem, and to know what could be the reason for low academic performance in spite of having high self-esteem. The research design used for the study would be descriptive in nature

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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.

Cross-Lagged Relationships Between Self-Esteem, Self-Construal, and Happiness in a Three-Wave Longitudinal Study

2019 ◽  
Vol 40 (3) ◽  
pp. 177-185
Author(s):  
Daniela Moza ◽  
Laurențiu Maricuțoiu ◽  
Alin Gavreliuc
Keyword(s):  
Structural Equation ◽  
Time Lag ◽  
Self Esteem ◽  
Equation Modeling ◽  
Future Research ◽  
Cross Sectional ◽  
Self Construal ◽  
Self Worth ◽  
Practical Implications ◽  
Independent Person

Abstract. Previous research established that an independent construal of the self is associated with higher self-esteem, which, in turn, is associated with increased happiness. Regarding the directionality of these relationships, theoretical arguments have suggested that self-construal precedes self-esteem and that self-esteem precedes happiness. However, most research in this area is cross-sectional, thus limiting any conclusions about directionality. The present study tested these relationships in 101 Romanian undergraduates using a 3-wave cross-lagged design with a 6-month time lag between every two waves. Structural equation modeling analyses revealed that self-esteem is an antecedent of both happiness and dimensions of independent self-construal (i.e., consistency vs. variability and self-expression vs. harmony). In other words, one’s positive evaluation of self-worth precedes one’s self-perception as being a happy and independent person. The findings are discussed with respect to the theoretical and practical implications, along with limitations and suggestions for future research.

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

Academic performance and socio-demographic characteristics of students: Assessing moderation effect of self-esteem

2021 ◽  
pp. 1-8
Author(s):  
Rami Masa’Deh ◽  
Manar AlAzzam ◽  
Ghadeer Al-Dweik ◽  
Omayma Masadeh ◽  
Ayman M. Hamdan-Mansour ◽  
...  
Keyword(s):  
Academic Performance ◽  
Self Esteem ◽  
Demographic Characteristics ◽  
Moderation Effect

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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