Rosenberg Self Esteem

The sample size of our study is 107 undergraduate medical students. One of our main objectives was to determine the effect of self-esteem on academic performance among medical undergraduates. Based on the Rosenberg Self-esteem scale, 9.35% have high self-esteem, 14.95% have low self-esteem and 75.70% have normal self-esteem. The level of significance of our study is 0.05 and based on our result, it was shown that students with high self-esteem are 2.4 times (Odds Ratio, 95% Confidence Interval) more likely to get grades that are above average when compared with students with low self-esteem,(p-value=0.35).Therefore, it shows that there is no significant association between self-esteem and academic performance among medical undergraduates.
The

The p-value of this correlation was 0.03, therefore, it was significant. This is supported by a study recent studies have shown that the association between these two variables was modest.6,7 Moreover, an earlier meta-analysis INDICATED a modest relation of 0.08 between self-esteem and academic achievement.8 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.9 It was also shown that the Chinese race were 4.38 times(Odds Ratio,95% Confidence interval) more likely to obtain an academic performance of above average in compared to the Malay race. This can be probably due to the competitive background of the Chinese

The major limitation was the small sample size, there was a lot of incomplete questionnaires which includes invalid roll numbers which is essential to gain the academic performance of the participants.
Methodologically, the 3 pages questionnaire can be considered as lengthy and hence contribute to the less participation of the students especially as it requires the students to answer a self esteem scale. We didn't include parental influence in the questionnaire and it is known to be an important factor between self esteem and academic performance. Also our survey consisted of 2 different courses, where the difficulty of subjects maybe different. There is also recall bias as the feelings of self esteem are very subjective.
The nature of cross-sectional study also restricts the incidence rate to be calculated and causal relationship between the variables to be interpreted in parallel. Random error may present as well in this study.

Recommendations
• The shorter and precise questionnaire also can be prepared to improve the participation.
• Increase the sample size to represent the population value is a better idea to reduce the random