Journal of Administrative Management, Education and Training (JAMET) ISSN: 1823-6049 Volume (12), Special Issue (5), 2016, 43-47 Available online at http://www.jamet-my.org Citation: P. Hatamian, The Relationship between Self-Esteem and Academic Achievement in Male and Female Students, Journal of Administrative Management, Education and Training, Volume (12), Special Issue (5), 2016, pp. 43-47
The Relationship between Self-Esteem and Academic Achievement in Male and Female Students P. Hatamian ABSTRACT Given the importance of academic growth of students, this article aims to study the relationship between self-esteem and academic achievement in male and female students Method: A descriptive correlational study was performed in male and female students in Kermanshah, Iran. Random sampling method was employed. A sample of 80 students ( male and female) entered the study. Data were collected using Cooper-smith Self- Esteem Inventory (CSEI).To analyze the data, SPSS.19 was employed. Results: The results showed that a positive and significant relationship is found between self-esteem and academic achievement. Discussion and Conclusion: Self-esteem affects the academic achievement of male and female students. Keyword: Self-esteem, Academic Achievement, Students. Introduction Over the past century, philosophers and poets confirm the fact that human beings need to represent themselves logically and morally. During the last 100 years, numerous psychologists have accepted that human have self-esteem. Self-esteem is the most important and valuable quality for human beings (Pour Husseini, 2013). Self-assessment is the most important factor in mental growth. This assessment is an abstract feeling which is difficult to identify because it is continuously experienced. It is also a constituent element of each feeling and emotional reaction. Therefore, self-assessment imagination is implicitly embodied in all valuable reactions. On the other hand, educational performance or academic achievement has always been the subject of interest for psychologists and educational authorities (Pour Husseini, 2013). Academic achievement and self-esteem appear to have a mutual relationship. It means that high self-esteem leads to high academic achievement because self-confidence and positive self-assessment are effective in learning and the creation of attitude for education, leading to academic achievement. On the other hand, academic achievement and promotion leads to rising self-esteem. Studies in this field show that children with high self-esteem have better feeling and can better solve their problems with their peers. They are also more tolerant against problems. These happy children are generally logical and optimistic and have positive self-concept. Oppositely, low self-esteem children are anxious while dealing with problems and difficulties. This group of children has problems in conflicts with their peers. They are always criticizing and disturbing themselves (Salahshour, 2010). Generally, human`s achievement in any field and successful experience, self- 43
Journal of Administrative Management, Education and Training (JAMET) confidence, and ability in any case lead to increased self-esteem. William James (1880) states that although self-esteem and self are too similar, self-esteem refers to valuable levels and it reflects a person's overall subjective emotional evaluation of his or her own worth. He believes that selfesteem can be defined based upon the relationship between real self and ideal self. The lower gap between real and ideal self represents a higher level of self-esteem. Longer gap between these two selves indicate lower level of self-esteem (Biabangard, 2002). It is a judgment of oneself as well as an attitude toward the self (Shamlou, 2005). When it comes to self-esteem, personal value or the feeling experienced by other friends about the person is discussed. Inferiority complex is one of the most complicated and distressing personal issues. Children who feel they are back-warded make less effort for success (Schultz, 2011 Translation by Karimi et al., 2011). Concerning the relationship of self-worth and self-esteem with academic achievement, scholars in the field of education believe that psychological factors are highly effective in educational success or lack of success of students. Students with lower levels of education receive more assignment concerning the basic skills and information, discuss less, and progress at a slower pace. As a result, their selfesteem declines gradually (Berck, 2011). Adler believes that human need to realize his value in life. Life would be difficult if one did not determine his or her personal value. In his opinion, seeking superiority over others is not the tendency to dominate others but an effort in line with self-perfectionism (Mansour, 2000) Beck (1985) states that individuals with lower level of selfesteem attribute the successes to external factors and failures to internal factors. Evidence indicates that children follow the same issue. Beck indicates that most negative reactions are associated with the lack of self-esteem (Ganji, 2013). Since children`s self-esteem prepares the ground for their perception of life experience, it is considered a valuable issue. Emotional-social competence resulting from such positive self-recognition can help children against serious problems of future. Studies concerning the relationship between self-esteem and academic achievement are of great importance. Self-esteem is one of factors affecting the students` or even college students' success or failure (Pour Husseini, 2013). This article aims to study the relationship between self-esteem and academic achievement in high school students in Kermanshah, Iran in 2013-2014. Research Method: A correlational and descriptive study was performed. The statistical population consisted of all male and female high school students in 2013-2014. The number was reported 250 students studying science and mathematics. A sample of 80 students ( male and female) entered the study. Simple random sampling method was employed. Data were collected using Copper- Smith Self-Esteem Inventory (CSEI) which was a revision of Rogers Scale (1945) in 1996. The questionnaire consists of 5 topics including doing educational assignments, social relationships, family, self, and future. This scale has 58 items of which 8 (No. 6, 13, 20, 27, 34, 41, 46, 48, and 55) are lie detector which has a neutral effect on inventory correction. If respondents get more than 4 points in these 8 mentioned items, it means that the correlation is low and the subjects have tried to show what they ideally think should be. The options consist of Yes and No. In questions 2, 4, 5, 10, 11, 14, 18, 19, 21, 23, 24, 28, 29, 30, 32, 36, 45, 47, and 58, Yes gets 1 and No gets 0. Regarding the total score, self-esteem is calculated for each subject. The scores range 0 to 50 44
(Biabangard, 1993). Concerning the academic achievement, the academic average was considered the criterion. Reliability and Validity: Studies have been conducted to examine the reliability and validity including Pancher (1967), Campell (1965), Copper Smith (1967), Hormones (1965), and Morrison (1971). They verified the reliability and validity. Herzgoulen (1999) reported 0.88 alpha coefficient. Edmondson et al. (2006) also reported 86% internal consistency coefficient for Copper-Smith Self-Esteem Test (Ashtiani, 2011). Statistical Method: Descriptive and inferential statistical methods were employed to analyze the data. SPSS was employed. Findings: The correlation coefficient was reported 0.96 for boys which show very high correlation. The correlation coefficient was reported 0.93 for girls which show very high correlation. The correlation coefficient varies between -1 and +1 which is positive in this study. Table 1: Descriptive statistical indicators in male students for self-esteem and academic achievement Boys Academic Achievement Self-esteem Number Mode 14.95 32.5 Median 14.87 31 Mean 14.92 32.15 Variance 4.65 87.81 St. Deviation 2.15 9.37 Range 7.45 30 Correlation coefficient 0.96 0.96 Freedom Degree Determination factor 92.16 92.16 Girls Academic Achievement Self-esteem Table 2: Descriptive statistical indicators in female students for self-esteem and academic achievement Number Mode 15.38 26.6 Median 15.12 31 Mean 15.05 30.2 Variance 6. 73.85 St. Deviation 2.52 8.59 Range 5.5 29 Correlation coefficient 0.93 0.93 Freedom Degree Determination factor 86.49 Based upon the determination coefficient between self-esteem and academic achievement, the hypothesis is verified. It means that a positive correlation is found between mentioned variables. It is therefore concluded that academic achievement has a relationship with self-esteem. Higher self-esteem leads to higher level of academic achievement. Similarly, low self-esteem leads to weaker academic achievement. 86.49 45
Journal of Administrative Management, Education and Training (JAMET) Discussion and Conclusion Among consistent studies, a significant and direct relationship is found between self-esteem and academic progress. Verdi (2004) showed that self-esteem is associated with some psychological phenomena. High self-esteem is associated with motivation to progress. Shekat Kan et al. (2009) concluded that increased self-esteem is associated with increased academic achievement and reduced self-esteem is associated with the reduced academic achievement. Shekar Kan and Nisi (1985), in their M.S. thesis entitled "the effects of self-esteem on students` performance in first to third grade high school students", concluded that self-esteem reduction or increase leads to increased or reduced performance. A correlation is found between self-esteem and academic performance. Qarani (2003), in his M.S. thesis entitled "the relationship between self-esteem and academic achievement in third grade male and female high school students in Qaen,Iran", selected 160 students in humanities, mathematics, and science. Stratified random sampling method was employed. He used Copper Smith Self-Esteem Inventory to evaluate the self-esteem level of the subjects. The academic average of also considered the criterion for academic achievement. Using Pearson correlation, he found out that no statistically significant relationship is found in selfesteem in boy and girl high school students. Concerning the relationship between self-esteem and academic achievement, Pearson correlational coefficients were reported 0.46 and 0.49 for boys and girls, respectively. These coefficients were statistically significant by comparing these confidents with critical values of Pearson product-moment coefficients. The results of Chi-square test verified this hypothesis with 0.01 probability. Therefore, it is concluded that a positive and significant correlation is found between self-esteem and academic achievement. Higher selfesteem leads to higher level of academic achievement. Rotenberg (1956) realized that low selfesteem individuals do not tend to social activities and leaderships roles. High self-esteem individuals, however, feel responsible, security, and independent (Steiner, 1952 Smith, 1967 Harduks et al. 1972, quoted by Parsa, 2009). Studies conducted by Dyler (1954) show that academic achievement is effective in self-esteem (quoted by Ashtiani, 2011). It is therefore concluded that a positive and strong relationship is found between self-esteem and academic achievement because the consistency of this article with other studies indicate that a relationship is found between self-esteem and academic achievement. This result can be generalized to other high schools in Kermanshah. Limitation The absence of IQ test was a limitation to evaluate the students' academic achievement. Therefore, academic average was taken into account. Lack of cooperation and honest response of some students were other limitations which need to be taken into account. Recommendations: Teachers are proposed to praise the positive performance of students in classrooms in front of other friends because this increases the value of the student and it also conveys the message to other students about the expectations. Teachers can also provide experiences along with success for trainees. They need to focus on positive points and capabilities and encourage and evaluate them positively. Increased individual and social skills play a key role in self-worth enhancement in students. 46
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