Measuring Self-Esteem of Adolescents Based on Academic Performance. Grambling State University

Transcription

1 Measuring Self-Esteem 1 Running head: MEASURING SELF-ESTEEM INADOLESCENTS Measuring Self-Esteem of Adolescents Based on Academic Performance Grambling State University

2 Measuring Self-Esteem 2 Problem Studied Self-esteem is a very critical issue in regards to academic performance in school. It is considered a person s overall evaluation or judgment of his or her own self-worth. If an individual has low self-esteem it causes him/her not to use the best of their capabilities. The selfworth of that individual also creates insecurities which allow him/her not to reach their full potential. Therefore academic performance in school begins to decline. However, if an individual thinks highly of oneself and view themselves in a more positive aspect, they will achieve more accomplishments and perform better in school. An individual s belief of his/her self-worth is important throughout life. In order to continue working, living, striving, and excelling in school, one must not think negative of themselves, but be optimistic. It is very important because it affects how you think, act and even how you relate to other people. It affects your potential to be successful. Researchers chose to study the impact of self-esteem on academic performance because self esteem effects whether or not you are confident, happy, highly motivated and have the right attitude to succeed throughout your academic performance. Research Methodology Design The research design in this study is a survey design that observes the behaviors and beliefs of specific groups identified, reported, and interpreted. This study utilizes the application of a mixture of qualitative and quantitative analysis. Sample The sample was obtained at Gibsland Coleman High School s Twenty-First Century after

3 Measuring Self-Esteem 3 school tutorial program. Participants selected to take part in the survey were not representative of the school s student body. The sample consisted of Jr. High and high school students in 6 th through 10 th grade that were selected to participate in this study. The students participating were not required to complete a parental consent form; however, formal permission was requested and obtained by the schools higher administrative staff to administer surveys. The students in this sample were provided a letter of intent describing the instructions, purpose, goals, and measurements associated with the survey. By this, the students participating were encouraged to express their values, beliefs, and concerns regarding self esteem and academic performance. Surveys were disseminated to students who attended Gibsland Coleman High School s, Twenty- First Century after school tutorial program. All students attending the after school program completed a survey. The actual composition of the participants consisted of 17 sixth graders, 24 seventh graders, 18 eighth graders, 15 ninth graders, and 30 tenth graders. The sample consisted of 50 junior high and high school students attending Gibsland Coleman High School, located in Gibsland, Louisiana, however; 25 of the 50 students were randomly selected during data analysis. The participants ranged in age from years of age. Twenty-five surveys were randomly selected by utilizing the simple random sampling process in which all fifty surveys were placed in a box and only twenty-five were selected and examined. Method of Data Collection The method of data collection utilized was self administered surveys. The survey consisted of twenty one variables including six demographics in nature and the remaining fifteen questions were used to answer the research question. For the purpose of this study, academic achievement was measured through the cumulative grade point average (CGPA). The CGPA was calculated by dividing the total amount of grade points by the number of classes taken. Self

4 Measuring Self-Esteem 4 esteem was measured by a revised version of the Project Self, Self Esteem Scale (PSSES). This scale consisted of 15 questions designed to measure self esteem exhibited in Table 2. Responses to this scale were made on a 3 point likert scale ranging from strongly agrees to strongly disagree. Scoring for these items were represented from lowest to high percentile ranging from Thus, the lower the self esteem the lower the average number on the instrument and vice versa. Data Analysis Descriptive and inferential statistics were used to analyze the data. Due to the nature of the project, time constraints, and unavailability of access to resources, the researchers were not able to utilize the statistical package for Social Science (SPSS) to perform the analysis of the data. However, the researchers were able to analyze and interpret the raw data received manually. Descriptive statistics were used to summarize the demographic variables of gender, race/ethnicity, grade point average, sports to identify central tendencies and percentages for key variables. Preliminary results informed us that while 92% of the males agreed that they did not depend on others for happiness, only 50% of the females did. A 2 x 2 Chi Square analysis revealed that there is a statistically significant relationship, x 2 (1, N = 25) = 5.53, p =0.05, suggesting that there was a relationship between gender and whether or not the students depend on others for happiness. Self esteem is possibly linked to gender. Findings The purpose of the study was to examine and measure the self esteem of adolescent students based on academic performance. Research was conducted in a rural northwestern part of the region located in Gibsland, Louisiana. The sample of 50 students was obtained from students

5 Measuring Self-Esteem 5 participating in the 21 st Century after School Tutorial Program at Gibsland Coleman High School. Formal consent to administer survey was obtained through school officials. Student participants completed a two part questionnaire consisting of a demographic section and PSSES tool measuring self esteem. Chi Square statistics was utilized to determine a measure of association between two single variables G.P.A and a Self Esteem question of whether or not a student tends to depend on others for happiness. Conclusion In conclusion, the test statistic, x 2 (obtained) =2.67, does not fall into the critical region, which, for alpha=0.05, df=degrees of freedom is 8 begins at x 2 (critical) of Therefore, we fail to reject the null hypothesis. The observed frequencies are not significantly different from the frequencies we would expect to find if the variables were dependent and only random chance were operating. Based on these sample results displayed in Table 1, we can conclude that the academic performance of adolescent students is not dependent on whether or not they tend to depend on others for happiness.

6 Appendix A Table 1 Chi Square Bi-variate Analysis Table 2 Percentage Breakdown of Survey Items Measuring Self-Esteem 6

7 Measuring Self-Esteem 7 Table 1 Chi Square for Variable 1= GPA(Grade Point Average) and Variables 2= I tend to depend on others for happiness. Table 2 Percentage Breakdown of Survey Items

8 Appendix B Figure 1 Sex of Respondents Figure 2 Respondents GPA Measuring Self-Esteem 8

9 Measuring Self-Esteem 9 Figure 1 Pie Chart Sex of Respondents (N=25) Figure 2 Pie Chart Respondents GPA

10 Appendix C Table 3 Demographics of Respondents Measuring Self-Esteem 10

11 Measuring Self-Esteem 11 Table 3 Demographics of Respondents

12 Appendix D Tables 4-19 Frequency Tables for Variables Measuring Self-Esteem 12

13 Measuring Self-Esteem 13 Table 4 Sex of Respondents, Self Esteem Survey Table 5 Grade of Respondents, Self-Esteem Survey Table 6 Race of Respondents, Self-Esteem Survey

14 Measuring Self-Esteem 14 Table 7 GPA of Respondents, Self-Esteem Survey Frequency GPA Tallies (f) Cumulative Frequency Percentage Cumulative Percentage A ///// % 20% B ///////////////// % 88% C /// % 100% D % 100% F % 100% N=25 100% Table 8 Sport of Respondents, Self-Esteem Survey Frequency Sport Tallies (f) Cumulative Frequency Percentage Cumulative Percentage Basketball /////////////////// % 76% Football % 76% Track % 76% Other // % 84% No Sport //// % 100% N=25 100% Table 9 Age of Respondents, Self-Esteem Survey Frequency Age Tallies (f) Cumulative Frequency Percentage Cumulative Percentage 12 / 1 1 4% 4% 13 /////// % 32% 14 /////// % 60% 15 ////// % 84% 16 //// % 100% N=25 100%

15 Measuring Self-Esteem 15 Table 10 I tend to say yes when I really want to say no. Agreement Frequency (f) Percentage (0) Somewhat Agree 7 28% (1) Agree 8 32% (2) Disagree 10 40% N=25 100% Table 11 I set my goals and stick to them. Agreement Frequency (f) Percentage (0) Somewhat Agree 8 32% (1) Agree 14 56% (2) Disagree 3 12% N=25 100% Table 12 Most people like me and enjoy being around me. Agreement Frequency (f) Percentage (0) Somewhat Agree 4 16% (1) Agree 16 64% (2) Disagree 5 20% N=25 100% Table 13 I feel good about my appearance. Agreement Frequency (f) Percentage (0) Somewhat Agree 1 4% (1) Agree 21 84% (2) Disagree 3 12% N=25 100% Table 14

16 Measuring Self-Esteem 16 Table 15 My problems seem overwhelming to me. Table 16 I tend to depend on others for happiness. Table 17 I'm good at solving problems. Table 18

17 Measuring Self-Esteem 17 Table 19 I find it easy to say good things about myself.