Academic Performance And Self-Esteem

Foreign Literature

Academic performance and self-esteem has been the concern of educational psychologist even from the past. These concerns gave way to several studies extensively undertaken in various parts of the world in order to know the relationship between the two. It was 1960’s when academic achievement and self-esteem studies first emerged, and intense focus latter on was made by both parents and educators because during 80’s and 90’s, it was stated that high self-esteem is a prerequisite to normal psychological functioning, so, it was then promoted by majority and was regarded as a desirable goal (Mecca, Smelser & Vasconcellos, 1989; Kwan, John & Thein, 2007). Common sense wise, it was obvious that having a positive image of oneself

Commonly, it was thought that high self-esteem was caused by academic performance, although it was also often mistaken as the other way around. Numerous studies have already shown positive correlation between the two, however, correlations alone does not imply causation. Even among experts, there is a considerable disagreement as to which come first–academic achievement or self-esteem. According to Priyadharshini and Relton, it does appear that the relationship between self-esteem and academic performance is bidirectional i. e. self-esteem and academic achievement influence each other (2014). Although on the other hand, given the circumstance where other researchers insert other factors associated with achievement, that association minimizes. Taken for example a study of 530 twelve year-olds, self-esteem was positively correlated with scores on a variety of achievement tests, but self-esteem accounted for very little (less than 3%) of the variation in students test scores after researchers accounted for the latter’s IQ and socioeconomic status (Robin, Dorle & Sandiddge, 1977, Holmes, 2016). Over-all, it will still depend on the variables used for self-esteem to be distinguished as either high or low. However, there are just individuals who have

They are preoccupied with self-degradation as they operate on the strong conviction that they are doomed to failure, which is reinforced by subjective reasoning on incidences in their lives (Labenne et al., 1969), Students with negative self-esteem have antagonistic feeling toward schooling and low academic aspiration (Hinshaw, 1992; Hay 2000 as cited in Ang et al., 2006) Individuals with fragile high self-esteem epitomize high explicit self-esteem (Zeigler-Hill, 2006) By means of having fragile or low self-esteem, students then may lower their academic achievement. Achievement denotes the extent of “mastery of the contents in academic subject areas within the real of formal education” (Boyd, 2007 p.2) Academic achievement is an indicator of intellectual aptitude (Chamorro-Premuzic & Fumham, 2005, as cited in Boyd, 2007). Academic achievement signifies “success in academic tasks as measured by external referents namely; teacher ratings, self-reported grades, grades from school records or standardized achievement tests (Wickline, 2003) Academic achievement manifests differing aspects of school performance (VanDeWeghe, 2007) Furthermore, emotional intelligence enriches academic achievement (Wilkins 2004 as cited in Holt, 2007) Individual aspire for different goals specifically in the