The aim of present research is studying relations between self-esteem, achievement goals and academic achievement among the primary school children. Relationship between Self-esteem and. Academic Achievement of Secondary School Students. 1. Introduction. Self- esteem refers to the subjective judgment. 10 Self Esteem and Secondary School Students. .. is a strong relationship between self-esteem and academic achievement, but there are considerable.
As a result, research has begun to take a more critical eye at the true meaning of self-esteem scores, especially when culturally contextualized and compared to actual individual performance. Using mixed methodology and longitudinal data, the purpose of the present study is twofold.
First, this investigation examines the degree to which there is a relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: Second, it examines whether gender influences any relationships between self-esteem and academic achievements. The settings in the United States and England share a number of similarities to assist in controlling for certain variables including being situated in urban, multi-ethnic, lower socioeconomic background locationsand yet differ sufficiently to warrant cross-cultural investigations.
For instance, Chan found that with a sample of British-Chinese, white British and Hong Kong Chinese, there was less similarity between the two Chinese groups than there was between the two British groups.
Much cross-cultural research has taken place among vastly different cultures, attributing significant differences in measure of self-esteem to culturally based interpretations of collectivism and individualism Schmitt and Allik However, other researchers have found that additional cultural attributes must explain differences in self-esteem scores and suggest that measures that allow for participant expression could assist in dissecting the impact of culture Farruggia et al.
Self-esteem and academic achievement Drawing from various theoretical perspectives e. Evidence for the reciprocal nature of self-esteem and adolescent academic achievement has been found by some researchers, but findings are not consistent across studies nor documented as well as the bi-directional influence between domain specific self-concept and academic achievement.
For instance, a study of secondary students in the United States has found a significant relationship between self-esteem and academic achievement for seventh-grade students, but not for ninth-grade Alves-Martins et al. In a rigorous longitudinal test of the interrelationships among self-esteem, self-concept and academic achievement based on a large sample of East and West German seventh-graders, Trautwein and colleagues found that prior self-concept significantly predicted later achievement and prior achievement significantly predicted later mathematics self-concept; however, a reciprocal relationship between self-esteem and academic achievement was not found Trautwein et al.
While evidence of a relationship between self-esteem and achievement exists, other studies fail to find it within particular populations. For instance, in a study of African-American and white adolescents in the rural south, Tashakkori found that academic self-beliefs were not a strong predictor of self-esteem; however, self-beliefs about social standing and relationships carried more weight.
Ross and Broh have found in an analysis of data from the National Educational Longitudinal Study in the United States that a sense of personal control affects subsequent academic achievement but self-esteem does not. Furthermore, personal control has also been found to be related to self-efficacy which has shown to require a certain level of positive self-evaluations to maintain self-efficacy Schunk ; Pajares However, while self-efficacy and self-esteem are often found to be related, the increasing evidence revealing the positive effect from student self-efficacy for academic success does not likewise demonstrate a direct positive influence from self-esteem on school achievement Ross and Broh 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, 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, Previous study showed the other influential factors in academic achievement Kara and Kahraman, 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.
The population of the current study included all boys and girls attended at pre-university centers of Qaemshahr in education years. Based on the Krejcie and Morgan table, students selected as a sample size in this study. The random sampling was utilized for this study.
Relationship Between Self-esteem and Academic Achievement Amongst Pre-University Students
By using a table of random numbers, 50 male and 50 female were chosen for the current research. Total self-esteem scores range from 30 to Coopersmith, The questions were scored in the following way: Secondly, all the grades were added in order to obtain a total grade as a self-esteem score.
Higher scores showed that the students performed well academically. 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.
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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. 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.
As it has been shown in Table 3no 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.
Furthermore the finding is consistent with Walter who indicated that a positive sense of self esteem has been related to the academic achievement.