low self esteem in academic performance
146766358
IMPACT OF COGNITIVE RESTRUCTURING ON STUDENTS WITH LOW SELF ESTEEM AND ACADEMIC PERFORMANCE IN DAMBAI COLLEGE OF EDUCATION IN THE VOLTA REGION OF GHANA.
he study examined the use of cognitive restructuring to overcome the problem of low self esteem and low academic performance of students in the Dambai College of Education in the volta region of Ghana. Experimental research design was used. A total of 120 respondents (students) with low self esteem were selected using purposive sampling technique. Questionnaire and Cognitive Restructuring Intervention Package (CRIP) were developed, validated and used for the study. Descriptive statistics were used to find out the perceptions and causes of students low self esteem. To determine the impact of cognitive restructuring on students' academic performance, cognitive restructuring intervention package was used. Independent Sample t test was also used to test for the hypothesis. Results showed that, repeated fault findings and criticisms of students work leads to low self esteem which affects students' academic performance and Cognitive restructuring significantly enhanced academic performance. Based on the findings it was recommended that this responsibility can be undertaken under the watchful eye of College Guidance and Counselling Coordinators therefore the Ministry of Education (MOE) and Ghana Education Service (GES) must encourage the setting up of Guidance and Counselling Units in all Colleges of Education to cater for the social psychological needs of students' and also workshops and seminars should be organized by the Ministry of Education and the Ghana Education Service in Colleges of Education, to train teachers on how to use cognitive restructuring techniques in the classroom to improve the low self esteem and academic performance of students. Again, cognitive restructuring should form part of parenting education to enable parents to use the techniques in improving the low self esteem of their children.
Asonaba Kofi Addison Theresa Antwi Innocent Kwabla Avonokadzi
198715552
Influence of Self Esteem on Students' Academic Performance in Secondary Schools in Tharaka Nithi County, Kenya
The purpose of this study was to examining the influence of self esteem on students' academic performance in secondary schools in Tharaka Nithi County, Kenya. The study adopted the descriptive survey research design. A sample size of 340 respondents was selected. Stratified random sampling and purposive sampling technique were used to select the 301 form three student, 13 heads of curriculum, 13 deputy head teachers and 13 heads of guidance and counseling. Data was collected using questionnaires and interview schedules. Descriptive statistics (such as frequencies, mean and standard deviation) and inferential statistics (such as Chi square test) techniques were used to analyze data. The study found that self esteem has no significant influence on students' academic performance in secondary schools (Chi square=13.92, df=8, sig(p value)=0.084).This implies that low or high self esteem does not influence student's academic performance. The study recommends the need to build self esteem among students. This will guarantee good academic performance in secondary schools. Moreover, the study recommends the need for school administration to focus on academic activities that are geared towards improving academic performance in secondary schools. It is anticipated that the findings of the current study will provide necessary information useful to the policy makers, academician, students, teachers, school administration and other stakeholders to enhance academic performance of students in secondary schools in Kenya. KEY WORDS: Academic performance; Low grades; Quality grades; Self esteem; Students DOI 10.7176/JEP/10 2 18
Mercy Nkinga Kariuki Fredrick O Ogolla Mwaura Kimani
210543845
An Examination of Academic Self Esteem in Historically Black College/University (HBCU) Students: Considering Academic Performance and Task Difficulty
Aim/Purpose Using a sample of historically Black college/university (HBCU) students, the study examined (1) differences in academic self esteem (ASE) levels when considering students' performance on an academic task that was either easy (low in cognitive demand) or difficult (high in cognitive demand) (2) gender differences in ASE levels, and (3) variations in academic self concepts, given baseline general self esteem levels, GPA, academic performance (AP) and perceptions of task difficulty. Background This study is the first to date which examines African American students' ASE differences as a result of academic performance and perceptions of task rigor. The optimal arousal theory serves as a framework for the study design; the study utilized a manipulation of the cognitive demand task condition as a means of investigating ASE. Given the mixed and limited literature on gender differences in African American/HBCU subjects, gender differences were explored. Methodology Quantitative analyses of systematically built surveys and assessments allowed for the examination of participants (n 410 HBCU student; 303 females) Correlations, analyses of variance, and regression analyses were completed to address research aims. Contribution A novel approach to examining ASE variants within African American students matriculating through an HBCU context is provided. Examining Academic Self Esteem in HBCU Students 98 Findings Students in the Low Cognitive Demand task condition displayed significantly higher levels of academic self esteem (ASE) than High Cognitive Demand task participants; males yielded marginally higher academic self esteem levels than females (M 54.21, M 51.58; p .04) and while academic performance marginally predicted ASE levels, most of the variance was attributed to baseline self esteem levels and subjects' perceptions of task rigor. Recommendations for Practitioners Educational stakeholders, namely, teachers and administrators, are advised to contemplate the importance of students' perceptions of task difficulty and feasibility and the possible impacts on academic self concepts. Additionally, educators may consider students' initial self concepts when deciding how and when to provide feedback on academic performance. Recommendation for Researchers Self esteem levels are likely to vary as a result of other self concepts (e.g. motivational, personal, and contextual factors) that were not examined. As such, the study findings provide clarity on varying ASE levels within the specific sample and should be taken with care. Impact on Society Increasing our understanding of what negatively or positively impacts academic self esteem levels in students will further aid our ability to foster stronger scholastic self concepts in the generations to come. Future Research Future research should examine ASE levels and the extent that perceptions of task rigor impact varying self esteem levels in African American students enrolled at more racially heterogenous higher educational contexts (e.g. primarily White institutions, Hispanic serving institutions)
Novell E Tani Akeem T Ray
232333283
Assertiveness Training: Academic Performance And Self Esteem Among College Students In Selected Rural Areas
Unassertiveness is a mal adaptive behaviour which is usually seen in people with low selfesteem. It affects the ability of individuals to express their opinions, interests and needs openly, directly and honestly in matters that concern them, including standing up for their rights without violating the rights of others. It may also affect academic performance. Based on the above, this study examined assertiveness training and its effects on self esteem and academic performance among S.S.3 students in selected secondary schools in rural areas of Anambra State. 108 student participants comprising of 39 males and 69 females were subjects for the study. The participants' age ranged from 15 to 19 years with a mean age of 16.24 years and standard deviation of 1.10. Two hypotheses were formulated and data was collected with the aid of 25 item self esteem questionnaire by Hudson (1982) and test scores. The participants were divided into two groups; the experimental group and the control group. After statistical analysis of the data, findings revealed that assertiveness training enhanced the self esteem score of the experimental group whereas no significant changes were observed in that of the control group. Also, there were significant changes in the academic performance between the two groups. It is therefore recommended that government should through the intervention of the education board enhance the current curriculum to include practical assertiveness training among all the SS class students in order to improve on their self esteem which has a positive implication for improved academic performance.
E N Chukwura
225784211
Student Self Esteem and Parental Involvement in Students Academic Performances
Self esteem is a feeling of having respect and abilities. While parental involvements the amount of participation of a parent when it comes to schooling and child's life. In school was conducted to know the association between the two variables. This study used descriptive correlation design between self esteem and parental involvement. The respondents of this study are the Senior High School Students of Jagobiao National High School. Questionnaire was the chosen research instrument of the study and the relationship between the dependent and independent variable was determine using chi square. The data revealed that the self esteem of the students affects their academic performance; students with high self esteem tend to be more confident than the students who have low self esteem. Furthermore, it is proven that student's self esteem and parental involvement are correlated to each other. Those parents who motivate their child can lead to have a higher self esteem. The study reveals that having a higher self esteem and having a parental involvement helps to mold and to attain higher academic performance by the students in school.
Jerald Cano-og Moneva Mark Roed A Villaro Marsha H Malbas
219172006
The impact of obesity on self esteem and academic achievement among university students.
Background Previous studies showed that obesity was correlated with many negative social and health outcomes including poor academic achievement and low self esteem. Purpose To determine the prevalence of obesity and to identify the impact of obesity on self esteem and academic performance among university students. Method The study used a correlational design to achieve the study objectives. It was conducted at the University of Jordan (UJ) The study population was all university students in at UJ. A convenience sampling technique was conducted to select 419 students. A self administered questionnaire was designed to collect data from the sample. The body of the questionnaire was divided into two sections: a demographic data section, and the second section aimed to measure the students' self esteem using the Rosenberg Self Esteem Scale (SES) Results The response rate in this study was 91.1% The results showed that 33 students were obese (7.88% 116 students were overweight (27.68% 266 students were normal weight (63.48% and four students were underweight (0.95% The results showed that there was a significant negative relationship between obesity and self esteem (total item) (r 0.231, 0.000* The results showed that there was a significant negative relationship between obesity and academic achievement (r 0.131, 0.002) Conclusion There was a significant impact of obesity on the self esteem and academic performance among university students.
International journal of adolescent medicine and health
Dua'a Alghawrien Mahmoud Al-Hussami Omar Ayaad
145309165
Do social self efficacy and self esteem moderate the relationship between peer victimization and academic performance?
Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self esteem and social self efficacy in the relationship between peer victimization and academic performance. A sample of 231 middle school students participated. Schools reported academic performance and students completed self report questionnaires. The ability of social self efficacy and self esteem in aiding academic and emotional resilience was explored as possible mediating and moderating variables using hierarchical regressions. Results supported the conclusion that the interaction of self efficacy and self esteem may moderate the relationship between peer victimization and academic performance. Those with above average social self efficacy reported lower peer victimization and depression as well as higher academic performance. Implications for intervention are discussed.
Juliana Raskauskas S Yolanda Rubiano Ilanit Offen Ann Kathleen Wayland
142676037
A Study of Test Anxiety, Self Esteem and Academic Performance Among Adolescents
The aim of this study is to discover how test anxiety and self esteem affect academic performance. Three hundred and twenty randomly selected students of class 12 of the government inter colleges in Darbhanga town were involved in the study. They were asked to complete the Test Anxiety Inventory (Spielberger et al. 1980) and the Coopersmith Self Esteem Inventory (Coopersmith, 1987) in a classroom environment during regular school hours. Their aggregate marks of 11th class were also collected. The data were then analyzed using descriptive, correlational and inferential statistics. The study discovered that overall (i) low test anxiety students (boys, girls, rural and urban) had higher academic performance than high test anxiety students (boys, girls, rural and urban) (ii) there is a positive relationship between self esteem and academic performance of the students (boys, girls, rural and urban) (iii) there is a negative relationship between test anxiety and self esteem of students (boys, girls, rural and urban) (iv) boys have least test anxiety, better self esteem and better academic performance than girls; and (v) urban students have least test anxiety, better self esteem and excellent academic performance in comparison to their rural counterparts.
Mahmood Alam
19841454
Self Esteem and Academic Performance Levels of HIV/Aids Orphaned Primary School Pupils in Children's Homes in Nyeri South Sub County, Kenya
Since the first case of HIV/AIDS was diagnosed in Kenya in 1984, it is estimated that over 1.5 million people have died of AIDS related illness, resulting to 1.1 million children who are HIV/AIDS orphans. A parent's death usually affects children's psychological well being that includes self esteem. Children who experience low self esteem may have poor adaptation to human functioning and life experiences. This may in turn affect their academic performance. Therefore, the purpose of this study was to investigate self esteem and academic performance levels of HIV/AIDS orphaned primary school pupils in children's homes of Nyeri South Sub county. The research adopted the descriptive survey design. The population of the study was 190 HIV/AIDS orphaned primary school pupils from five children's homes who were in class one to eight in Nyeri South Sub county. The accessible population was 53 HIV/AIDS orphaned children in class six to eight and five caretakers who were purposively selected from children' home that had HIV/AIDS orphaned pupils. Since the accessible population was small, all the 53 HIV/AIDS orphaned pupils and five caretakers were involved in the study. HIV/AIDS orphans and caretakers were obtained through purposive sampling. Data was collected using a pupil's questionnaires, a self esteem scale and interview schedules for caretakers. The face of validity of the instruments was ascertained by getting advice from experts and incorporating the suggestions given. Reliability was established by conducting a pilot study in a children's home in Nyeri North sub county using Cronbach's alpha coefficient. A reliability coefficient of 0.84 was obtained and accepted for the study. Both inferential and descriptive statistics were used to analyze data. Consequently, frequencies, means, percentages, and t test statistics were used. This was aided by the Statistical Package for Social Science (SPSS) version 18.0 for windows. An analysis of the major findings indicated that self esteem and academic performance levels of HIV/AIDS orphaned primary school pupils were moderately low, girls being more predisposed to lower self esteem and academic performance. The findings of this study may assist the Ministry of Education and Children's department to establish programmes that may address the needs of HIV/AIDS orphans. HIV/AIDS orphans may be helped to adjust better and have a sense of belonging. The school administrators, teachers, guardians and non governmental organizations may use them to understand the HIV/AIDS orphans better.
54990835
The Impact of Lecturer Student Relationship on Self Esteem and Academic Performance at Higher Education
This research examined the effects of lecturer student relationship on the self esteem and academic performance of nursing students at the University of Cape Coast, Ghana. The descriptive statistics on the level clustered random samples indicated two of the lecturer student relationships, more connectedness and non threatening, to be positive while the other two, independent and conflicting, were negative relationships. Thus the student lecturer relationship was an average. With the exception of connectedness, where low score showing less connectedness rather resulted in high self esteem, the rest of the reported lecturer student relationships correlated in good dimensions with high self esteem of the students. However, while the association seemed to promote self esteem, it rather indicated opposite dimension with regard to academic performance with increasing number of years spent in the department. The study revealed that because there was little interaction between lecturers and students resulting in the average relationship, the prevailing relationship did not directly or not strong enough to influence high academic and high level attainment but rather encouraged high self esteem which in turn stimulated high academic and level attainment significantly (p
Sylvester Dodzi Nyadanu Mirrielle Yayra Garglo Timothy Adampah Rachel Libline Garglo