Relationship Between Self-esteem and Academic Achievement Amongst Pre-University Students
This research highlights the relationship between self-esteem and academic achievement in the pre-university students. Additionally, it aimed to identify whether there are differences in academic achievement between boys and girls. The objectives of this study were achieved by using the Coopersmith questionnaire and the students grade in their current and previous semesters. The random sampling was used for collecting the data and as a consequence 50 male and 50 female were chosen randomly. The questionnaires were distributed amongst 100 students in Qaemshahr schools. The results demonstrated that there was significant (p<0.01) positive relationship between self-esteem and academic achievement. Moreover, there was significant difference in academic achievement between boys and girls. However, no significant difference was found in self-esteem between males and females. The results suggest that high self-esteem is important factor and strengthen the prediction of academic achievement in students.
May 02, 2010; Accepted: July 22, 2010;
Published: August 23, 2010
Todays self-esteem as one of the influential factor which affect students
academic achievement has received increasing attention. It has been declared
that high self-esteem can lead to high academic achievement. The Self-esteem
can be refered as person's global judgments of competency regarding one's self-worth
(Harter, 1988). This construct emerges when children compare
their self-evaluation with actual performance on a variety of tasks. Moreover,
this comparison between the perceived self and the ideal self is very crucial
specially during adolescence because adolescents encounter with diversified
job of developing and challenges of their own age. Hence, development of self-esteem
is considered as one of the most important developmental processes of adolescence
(Sirin and Rogers-Sirin, 2004).
In general, high self-esteem help individuals to view themselves as active
and capable persons to promote changes through effort and set higher goals which
cause learning new things. Intresestingly, numerous researchers have demonstrated
that the best way to improve student achievement is to increase their self-esteem
(Rubie et al., 2004). Research has also documented
that high self- esteem plays an important role in academic achievement, social
and personal responsibility (Redenbach, 1991). Those who
have higher academic achievement tend to feel more confident in contrast those
who lack confidence in themselves achieve less.
Additionally, gender is the important factor which influence on the growth,
emerges and demonstration of self-esteem. Numerous differences have been found
between males and females in their level of self-esteem during adolescence because
they tend to adopt to gender stereotypes. Specifically, male self-esteem are
thought to be more impressed by goals characterized by independence and autonomy,
while self-esteem in female is more influenced by goals related to interdependence
and sensitivity (Cross and Slater, 1995). The difference
in self-esteem can lead to difference in academic achievement between boys and
girls. It has been reaveled that girls do better in school, get higher grades
and can graduate from high school at a higher level than boys (Jacob,
2002). Previous study showed the other influential factors in academic achievement
(Kara and Kahraman, 2008). However, the present study
revealed the important role of self-esteem in academic achievement. In other
words, the present study aimed to investigate the relationship between self-esteem
and academic achievement as well as gain insight into the differences in self-esteem
and academic achievement between boys and girls. This study endeavored to provide
information for educators, counselors and teachers to apply strategies to prevent
imbalance in academic achievement and self-esteem between male and female students
in the classroom.
MATERIALS AND METHODS
Data collection: The population of the current study included all boys
and girls attended at pre-university centers of Qaemshahr in 2008-2009 education
years. Based on the Krejcie and Morgan (1970) table,
100 students selected as a sample size in this study. The random sampling was
utilized for this study. By using a table of random numbers, 50 male and 50
female were chosen for the current research.
Measures: The Coopersmiths standardized questionnaire of self-esteem
was utilized which involved 30 questions and each question ranged from 1 (low
self-esteem) to 5 (high self-esteem) based on the Likert Scale. Total self-esteem
scores range from 30 to 150 (Coopersmith, 1967). The questions
were scored in the following way: firstly, the items 1, 4, 6, 7, 9, 10, 14,
18, 24, 25, 27, 29 and 30 were coded from 5 to 1; however, it has been given
the opposite rates from 1 to 5 for the rest of the questions. Secondly, all
the grades were added in order to obtain a total grade as a self-esteem score.
Additionally, for the purposes of this study, Academic achievement was measured
based on the students total score on all subjects which taken in their
current and previous semesters. Higher scores showed that the students performed
RESULTS AND DISCUSSION
Hypothesis testing: The first hypothesis stated that there is a positive
and meaningful relationship between self-esteem and academic achievement. Pearson
correlation performed to determine if the relationship was statistically significant.
As it has been shown in Table 1, there was positive relationship
between self-esteem and academic achievement (p<0.01) and as a consequence,
H1 was supported. In other words, significant findings revealed that
students' level of self-esteem was a significant determinant in their academic
achievement. If students develop higher levels of self-esteem, they would exhibit
higher academic achievement.
The second hypothesis concerned whether there is significant differences in the level of academic achievement between boys and girls. To test this hypothesis, independent samples t-test was employed. As it has been shown in Table 2, Levenes test which is related to the assumption of equality of variance was met. Additionally the significant differences were found in the level of academic achievement between boys and girls.
The last hypothesis considered whether there significant difference existed in the levels of self-esteem between boys and girls. To test this hypothesis, independent samples t-test was employed. As it has been shown in Table 3, no significant difference was found in the level of self-esteem between boys and girls.
The current study demonstrated that there is significant relationship between
self-esteem and academic achievement in students and this result is correspondent
with the research results of Fathi-Ashtiani et al.
(2007). Furthermore the finding is consistent with Walter
(2003) who indicated that a positive sense of self esteem has been related
to the academic achievement. On the other hand, our results has been supported
by Bray (2001) who assessed the influence of academic
achievement on self-esteem amongst 64 college students at Missouri Western State
|| Correlation between self-esteem and academic achievement
|| The difference in academic achievement between girls and
|| The difference in self-esteem between girls and boys
The results revealed that those students who get higher grades tends to develop
higher levesl of self-esteem. Additionally, the results supported the findings
of Wiggins and Schatz (1994) who found that increases
in self-esteem are positively correlated with increases in academic achievement.
They exhibited that students grade point averages boost when they acquired
more points on a self-esteem questionnaire. Similarly, the other study demonstrated
that experiencing success or failure consistently is extremely important as
it affects ones self-esteem and self-concept (Kifer,
In contradiction with our results, recent studies have shown that the association
between these two variables was modest (Pullmann and Allikk,
2008; Nagar et al., 2008). Moreover, an earlier
meta-analysis indicated a modest relation of 0.08 between self-esteem and academic
achievement (Valentine et al., 2004).
The current study also found that there is not significant difference in the
level of self-esteem between boys and girls. However, the significant difference
found for academic achievement between male and female students. Academic motivation
may be the cause of the difference in academic achievement. This is consistent
with previous research which found that gender difference was significant when
the influence of motivation on academic achievement was evaluated in male and
female students (Tella, 2007). Hence, it can be said
that self-esteem of students play an important role in determining their academic
achievement. But the differences in academic achievement can be rooted from
their motivation instead of their self-esteem between girls and boys.
CONCLUSION AND FUTURE RESEARCH
It could be concluded that school authorities especially counselors and teachers should be aware of the link between self-esteem and academic achievement in students. When the students understand that their failures are a result of effort rather than ability, they will probably exhibit a greater persistence to overcome their failures rather than developing an attitude of helplessness. Teachers must be trained about the strategies which are related to the self-esteem building and have to observe students and their interactions with peers carefully to meet the needs of them.
Additional research needs to be conducted to confirm these findings and to investigate whether they have any implications for working with Iranian students to improve their academic performance. Finally, practical research needs to be done to develop and assess programs for counselors, teachers and school administrators to use on an individual, in the classroom and on institutional leve respectively.
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