Self-Esteem and Academic Achievement
Teenagers today are faced with an increasing amount of pressure. They are expected to have an active social life, perform well in school, maintain healthy family relationships, be involved in extracurricular activities, and to do all of this with poise and confidence. Failure to manage excellence can greatly impacts one’s self-esteem. This shapes their belief in their own abilities, which in turn may affect how he or she applies him or herself in an academic environment.
Pressures affecting self-esteem include the desire to fit in with peers, bullying, body image, and much more. Pressures extend into academics; students may see their value based on grades, test scores and acceptance into and being able …show more content…
All items are answered using a 4-point Likert scale format that ranges from strongly agree to strongly disagree. An example of a statement is “I feel that I am a person of worth, at least on an equal plane with others.” The participant responds with either strongly agree, agree, disagree, or strongly disagree. In regards to scoring, items 2, 5, 6, 8, 9 are reverse scored. The scores for all 10 items are added and higher scores indicate higher self-esteem. Scores range from 0-30, and any score below 10 demonstrates low self-esteem. When validated, the scale had a 0.77 internal validity and a minimum coefficient of reproducibility of 0.90 (Statistics Solutions, n.d.). Alpha coefficients ranged from 0.72 to 0.87, and test-retest reliability was at 0.85 for the two week interval and 0.63 for the seven month interval (Statistics Solutions, …show more content…
Drowsiness, boredom, or unwillingness to cooperate may cause participants to rush through the survey or give inaccurate responses just to receive the extra credit in return for completion of the survey. Due to the nonexperimental design of this study, a causal relationship between self-esteem and academic performance is unable to be determined. This study does not rule out the multitude of alternative explanations. Extraneous variables that could affect academic performance include teacher performance, individual standards of grading used by teachers, students individual interest in the subject, socioeconomic status, and the availability of resources in schools such as textbooks and supplies. The study does not account for temporal precedence. There is no way to determine if level of self esteem comes first, followed by level of academic performance, or the other way around. Ciarrochi (2007) suggests the reverse of this study’s hypothesis; academic success may positively impacts student’s self-esteem. This study also does not reveal the causes of stress and therefore does not give a clear cut solution of how to eliminate the stress that is negatively affecting academic performance in high school
Teenagers today are faced with an increasing amount of pressure. They are expected to have an active social life, perform well in school, maintain healthy family relationships, be involved in extracurricular activities, and to do all of this with poise and confidence. Failure to manage excellence can greatly impacts one’s self-esteem. This shapes their belief in their own abilities, which in turn may affect how he or she applies him or herself in an academic environment.
Pressures affecting self-esteem include the desire to fit in with peers, bullying, body image, and much more. Pressures extend into academics; students may see their value based on grades, test scores and acceptance into and being able …show more content…
All items are answered using a 4-point Likert scale format that ranges from strongly agree to strongly disagree. An example of a statement is “I feel that I am a person of worth, at least on an equal plane with others.” The participant responds with either strongly agree, agree, disagree, or strongly disagree. In regards to scoring, items 2, 5, 6, 8, 9 are reverse scored. The scores for all 10 items are added and higher scores indicate higher self-esteem. Scores range from 0-30, and any score below 10 demonstrates low self-esteem. When validated, the scale had a 0.77 internal validity and a minimum coefficient of reproducibility of 0.90 (Statistics Solutions, n.d.). Alpha coefficients ranged from 0.72 to 0.87, and test-retest reliability was at 0.85 for the two week interval and 0.63 for the seven month interval (Statistics Solutions, …show more content…
Drowsiness, boredom, or unwillingness to cooperate may cause participants to rush through the survey or give inaccurate responses just to receive the extra credit in return for completion of the survey. Due to the nonexperimental design of this study, a causal relationship between self-esteem and academic performance is unable to be determined. This study does not rule out the multitude of alternative explanations. Extraneous variables that could affect academic performance include teacher performance, individual standards of grading used by teachers, students individual interest in the subject, socioeconomic status, and the availability of resources in schools such as textbooks and supplies. The study does not account for temporal precedence. There is no way to determine if level of self esteem comes first, followed by level of academic performance, or the other way around. Ciarrochi (2007) suggests the reverse of this study’s hypothesis; academic success may positively impacts student’s self-esteem. This study also does not reveal the causes of stress and therefore does not give a clear cut solution of how to eliminate the stress that is negatively affecting academic performance in high school