scholarly journals The Relative Importance of Academic Achievement in Determining the Self-Esteem of Students in Rural British Columbia: An Empirical Examination of Students in Grades 6, 8, 10 and 12

2001 ◽  
Author(s):  
◽  
Scott Bergstrome
Keyword(s):  
Academic Achievement ◽  
British Columbia ◽  
Self Esteem ◽  
The Self ◽  
Relative Importance ◽  
Empirical Examination

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

The role of “responsiveness” within the self in transitions to university

2017 ◽  
Vol 24 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Ramon Gomes ◽  
Virgínia Dazzani ◽  
Giuseppina Marsico
Keyword(s):  
Academic Achievement ◽  
Cultural Psychology ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
The Self ◽  
Educational Context ◽  
Cultural Elements ◽  
Psychology Perspective ◽  
Stress Responding

Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety, and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multivocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the responsiveness for explaining the complexity of the transition to a new educational context in Cultural Psychology perspective. The notion of responsiveness plays a crucial role in the “reconfiguration” of the multivocal and ambivalent self in transition.

scholarly journals Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

2020 ◽  
Vol 15 (3) ◽  
pp. 492-501
Author(s):  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O. Okeke ◽  
Chinyere G. Asomugha
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
The Self ◽  
Factors Affecting ◽  
Anambra State ◽  
Achievement In Mathematics ◽  
The Impact

In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.     Keywords: Emotional intelligence, Mathematics Achievement, Secondary school, Self-efficacy, Self-esteem; 

Self Esteem in Relation to Parental Behaviour among Adolescent Girls: An Exploratory Study

2021 ◽  
pp. 225-236
Author(s):  
Neeti Dutta
Keyword(s):  
Academic Achievement ◽  
Adolescent Girls ◽  
Social Adjustment ◽  
Exploratory Study ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
High Confidence ◽  
Parental Behaviour ◽  
Self Confidence

Self-esteem is an important predictor of an individual's worth about oneself. Low selfesteem means individuals have poor self-confidence and self-concept whereas high selfesteem is related to high confidence, good social adjustment, high academic achievement and so on and so forth. The present study was conducted on a sample of 100 students of standard XI. The tool administered was self-esteem inventory designed by Prasad and Thakur and Children's Report of Parental Behaviour Inventory (CRPBI) by Saxena and Saxena. The results indicated that majority of girls have negative self-esteem. But the self-esteem is not associated with either of the parent's behaviour.

The Self-Description Questionnaire-1: A Lithuanian Application

1995 ◽  
Vol 11 (1) ◽  
pp. 41-51 ◽  
Author(s):  
David Watkins ◽  
Anne McCreary Juhasz ◽  
Aldona Walker ◽  
Nijole Janvlaitiene
Keyword(s):  
Eastern Europe ◽  
Factor Structure ◽  
Response Bias ◽  
Internal Consistency ◽  
Self Esteem ◽  
Cultural Dimensions ◽  
The Self ◽  
Nigerian Children ◽  
Gender Biases ◽  
And Gender

Analysis of the responses of 139 male and 83 female Lithuanian 12-14 year-olds to a translation of the Self-Description Questionnaire-1 (SDQ-1; Marsh, 1988 ) supported the internal consistency and factor structure of this instrument. Some evidence of a “positivity” response bias was found, however. Comparison of the Lithuanian responses to those of like-aged Australian, Chinese, Filipino, Nepalese, and Nigerian children indicated the Lithuanians tended to report rather lower self-esteem. The Lithuanian males also tended to report lower self-esteem than their female peers. Interpretation of the results are considered in terms of reactions to the recent upheavals in Eastern Europe, stable cultural dimensions, and possible cultural and gender biases in the items of the SDQ-1.

Factors related to the self-esteem of minority children and their implications

1971 ◽  
Author(s):  
Thomas R. Owens ◽  
John F. Greene ◽  
Perry Zirkel ◽  
Richard Gustafson ◽  
Charles Bustamante ◽  
...  
Keyword(s):  
Self Esteem ◽  
The Self ◽  
Minority Children
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