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 Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

scholarly journals IMPACTO DE ESTRATEGIAS DE APRENDIZAJE, AUTOEFICACIA Y GENERO EN EL RENDIMIENTO DEL ALUMNADO DE EDUCACION SECUNDARIA

2016 ◽  
Vol 2 (1) ◽  
pp. 287 ◽  
Author(s):  
Eduardo Barca Enríquez ◽  
Florencio Vicente Castro ◽  
Leandro Almeida ◽  
Alfonso Barca Lozano
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Positive Impact ◽  
Academic Goals ◽  
Personal Variables ◽  
And Gender ◽  
The Impact ◽  
Negative Sense

Abstract:IMPACT OF LEARNING STRATEGIES, SELF-EFFICACY AND GENDER ON ACADEMIC ACHIEVEMENT STUDENT´S SECONDARY EDUCATIONThis paper analyses the impact of personal variables related to learning strategies, in the interaction with the gender, on academic achievement students´ secondary education. The study takes a sample of students from North of Portugal and from Galicia, and the results in a Subscale Academic Goals and Learning Strategies of Refema-57 Scale. The results show that learning strategies and toward self-efficacy have a significant and positive impact on academic achievement, and the superficial strategies (and exams anxiety) become very relevant, but in these cases the impact has a negative sense, and the differences of feminin gender become more relevant. Therefore, the ensemble of personal variables considered in this study explains 30% of total variance of students ´ academic achievement in North of Portugal, and only 12% in Galicia. Here, probably other variables related to family, the school, the curriculum or the teachers become more relevant.Key words: Academic goals, learning strategies, self-efficacy, academic achievement.Resumen:En este trabajo se analiza el impacto de variables personales relacionadas con las estrategias de aprendizaje, en interacción con el género, del alumnado de educación secundaria en su rendimiento académico. El estudio considera una muestra de alumnos de Norte de Portugal y de Galicia, y se ha utilizado la subescala de Metas Académicas y de Estrategias de Aprendizaje y Autoeficacia a partir de la Escala Refema-57. Los datos sugieren que las estrategias de aprendizaje y la autoeficacia se pueden asumir como factores determinantes positivos del rendimiento académico, existiendo también un impacto, pero en sentido negativo, de las estrategias superficiales de aprendizaje (de ansiedad ante los exámenes), siendo las diferencias encontradas mucho más relevantes en el género femenino. Sin embargo, este conjunto de variables personales del alumnado explican en torno a un 30% de la varianza del rendimiento académico global de los alumnos del Norte de Portugal, quedando ese valor en apenas un 12% cuando nos referimos al alumnado de Galicia. En estas muestras de alumnado, otras variables de la familia, de la escuela, del currículo o del profesor tendrán una mayor relevancia.Palabras clave: Estrategias de aprendizaje, autoeficacia, rendimiento académico.

scholarly journals CO-EDUCATION VERSUS SINGLE-GENDER EDUCATION: INFLUENCE OF DIFFERENT EDUCATIONAL SYSTEM ON THE STUDENT SELF-ESTEEM, CONFIDENCE LEVEL, AND ACADEMIC ACHIEVEMENT IN PAKISTAN

2020 ◽  
Vol 36 (02) ◽  
pp. 94-106
Author(s):  
Bushra Yasin ◽  
Muhammad Azim ◽  
Aminah Qayyum
Keyword(s):  
Academic Achievement ◽  
Confidence Level ◽  
Active Role ◽  
Self Esteem ◽  
Study Results ◽  
Selective Universities ◽  
Single Gender Education ◽  
Study Population ◽  
Level Scale ◽  
The Impact

Different education sectors are playing active role in the development of students like performance, self-esteem, and confidence. To fulfill the study purpose, the researcher used 2 scales (Rosen Berg self-esteem and Dr. John confidence level scale) and collected the data from the students of both of the specified educational settings. The students of universities of the district Faisalabad were the study population, and students of 3 selective universities were the sample of the study. After data collection, the researcher applied one-way ANOVA to check the impact of all variables on students’ academic achievement. The study results showed no significant impact of both types of education on students’ academic achievement but it has a significant impact on their confidence level and the self-esteem. At the end of the paper, it was recommended that teachers need to focus on student confidence level and self-esteem to build their good personalities leading to the higher academic achievements.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 

scholarly journals The effects of attractiveness, gender and self-esteem in service jobs

2020 ◽  
Vol 32 (1) ◽  
pp. 249-266 ◽  
Author(s):  
Shi Xu ◽  
Larry Martinez ◽  
Nicholas A. Smith
Keyword(s):  
Interpersonal Skills ◽  
Service Providers ◽  
Self Esteem ◽  
Mediating Effect ◽  
Content Type ◽  
Service Jobs ◽  
Front Desk ◽  
And Gender ◽  
Tipping Behavior ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of service providers’ attractiveness in service jobs and examine the underlying psychological mechanisms that may explain consumers’ different attitudes and potential behavior. Design/methodology/approach An experimental design was used in this paper. Study 1 used a scenario depicting a front-desk agent performing check-in procedures and Study 2 used a scenario depicting a restaurant server. Data were analyzed using Hayes’ (2013) PROCESS macro. Findings Study 1 demonstrated the mediating effect of perceived interpersonal skills in the relations between front desk agent attractiveness and participant positive word-of-mouth and service satisfaction. Study 2 reaffirmed this finding and showed that the attractiveness of servers positively impacted participants’ perceptions of the servers’ interpersonal skill and participants’ tipping behavior. Furthermore, the relation between attractiveness and interpersonal skills was moderated by servers’ genders and participants’ levels of self-esteem, such that the effect was stronger in response to female servers for participants with relatively low self-esteem. In addition, the effect of the three-way interaction among server gender, server’s level of attractiveness, and participant’s level of self-esteem on tipping was mediated by participant’s perceived interpersonal skills. Originality/value This paper investigated the under-researched constructs of participants’ self-esteem and service providers’ gender and their moderating roles within the service context. These results suggest that responses to service providers can be impacted by the attractiveness and gender of the provider and customers’ self-esteems, despite equivalent objective performance of the provider.

Effects of Age at Cochlear Implantation on Learning and Cognition: A Critical Assessment

2019 ◽  
Vol 28 (3) ◽  
pp. 1318-1334 ◽  
Author(s):  
Marc Marschark ◽  
Louise Duchesne ◽  
David Pisoni
Keyword(s):  
Academic Achievement ◽  
Cognitive Processing ◽  
Cochlear Implantation ◽  
Relevant Literature ◽  
Continuous Variable ◽  
Critical Assessment ◽  
Visual Spatial ◽  
Learning And Cognition ◽  
The Impact

PurposeAge at cochlear implantation frequently is assumed to be a key predictor of pediatric implantation benefits, but outcomes related to learning and cognition appear inconsistent. This critical assessment examines relevant literature in an effort to evaluate the impact of age at implantation in those domains for individuals who received their devices as children.MethodWe examined 44 peer-reviewed articles from 2003 to 2018 considering age at implantation and conducted statistical analyses regarding its impact on several domains, including literacy, academic achievement, memory, and theory of mind.ResultsAcross 167 assessments in various experiments and conditions, only 21% of the analyses related to age at implantation yielded evidence in favor of earlier implantation, providing greater benefits to academic achievement, learning, or cognition compared to implantation later in childhood. Among studies that considered cognitive processing (e.g., executive function, memory, visual–spatial functioning), over twice as many analyses indicated significant benefits of earlier implantation when it was considered as a discrete rather than a continuous variable.ConclusionFindings raise methodological, practical, and theoretical questions concerning how “early” is defined in studies concerning early cochlear implantation, the impact of confounding factors, and the use of nonstandard outcome measures. The present results and convergent findings from other studies are discussed in terms of the larger range of variables that need to be considered in evaluating the benefits of cochlear implantation and question the utility of considering age at implantation as a “gold standard” with regard to evaluating long-term outcomes of the procedure as a medical treatment/intervention for hearing loss.Supplemental Materialhttps://doi.org/10.23641/asha.8323625

The impact of self-esteem in academic achievement

2009 ◽  
Author(s):  
Lurdes Verassimo ◽  
Marina Lemos ◽  
Joa Lopes
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
The Impact

Mediating Role of Emotional Intelligence in Academic Achievement of the Graduate Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Gyanesh Kumar Tiwari
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Graduate Students ◽  
Policy Makers ◽  
Mediating Role ◽  
And Gender ◽  
Emotional Intelligence Inventory ◽  
The Impact ◽  
Number Of Males

The present research endeavored to explicate the impact of emotional intelligence on the academic achievement of the graduate students. The graduate students age ranging from 18 to 25 years with equal number of males (M = 20.12, SD = 1.92) and females (M = 20.38, SD = 1.34) served as the participants in the study whose emotional intelligence was assessed with the help of Mangal Emotional Intelligence Inventory (Mangal & Mangal, 2006). The scores of the annual examination were taken as the indicator of their academic achievement. The results of the study demonstrated that the academic achievement of the participants was shaped by their levels of emotional intelligence and gender. The results of the study have discussed in the light of current theories of emotional intelligence and academic achievement. The results of the study have implications for policy makers, educationalists, educational planners, administrators, researchers and parents.

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.

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