Investigation on association of self-esteem and students' performance in academics

Jayanthi, M. Amala; Kumar, R. Lakshmana; Swathi, S.

doi:10.1504/ijguc.2018.093976

Cited by 8 publications

(4 citation statements)

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“…This suggests that self-esteem can indirectly contribute to academic hardiness by boosting students' belief in their ability to succeed. Similarly, Jayanthi et al (2018) demonstrated a positive association between selfesteem and academic performance, further supporting the idea that self-esteem can enhance students' resilience and perseverance in the face of academic challenges. However, Holly (1987) and Pullmann (2008) caution that while self-esteem is important, it is not the sole determinant of academic success.…”

Section: The Influence Of Self-esteem and Peer Social Support On Acad...supporting

confidence: 57%

Self-Esteem and Peer Social Support: How Do They Contribute to High School Students' Academic Hardiness?

Lestari,

Antika

2023

Pamomong

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Several factors, including internal and external factors, often cause academic hardiness in students. This research aims to analyze the influence of student self-esteem as a student's internal factor and peer social support as a student's external factor on students' level of academic hardiness. This research uses a quantitative approach with an ex post facto design. This research was conducted on 350 public high school students in Central Semarang District who were taken using the Proportionate Stratified Random Sampling technique. The instruments used in this research were the self-esteem scale (29 valid items α = .926), the peer social support scale (27 valid items α = .895), and the academic hardiness scale (24 valid items α = .845). The data was analyzed using multiple regression tests and met the classical test. The results show p-value = .000 (p <0.05). The coefficient of determination value shows that self-esteem and social support from peers influence academic hardiness by 44,6%. Meanwhile, some of it is influenced by other variables outside the research. This research impacts guidance and counseling teachers and counselors so they can provide services to increase self-esteem, peer social support, and student academic hardiness.

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Section: The Influence Of Self-esteem and Peer Social Support On Acad...supporting

confidence: 57%

Self-Esteem and Peer Social Support: How Do They Contribute to High School Students' Academic Hardiness?

Lestari,

Antika

2023

Pamomong

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“…is research work considers structured quantitative questionnaires (closed-ended questionnaires). An investigation of the association between self-esteem and students' academic performance was done in [31]. e authors of [32] worked on research contemplated on educational data mining.…”

Section: Closed-ended Questionnairementioning

confidence: 99%

Quest_SA: Preprocessing Method for Closed-Ended Questionnaires Using Sentiment Analysis through Polarity

M¹,

Shanthi

2022

Mobile Information Systems

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Sentiment analysis is a prominent research topic in natural language processing, with applications in politics, news, education, product review, and other sectors. Especially in the education sector, sentiment analysis can assist educators in finding students’ feelings about a course on time, altering the teaching plan appropriately and timely to improve the quality of education and teaching. For students, the sentiment analysis can identify emotions, academic performance, behaviour, and so on; the primary purpose of this research paper is to analyze students’ emotions, self-esteem, and efficacy based on closed-ended questionnaires. This paper proposes Quest_SA, which uses the sentiment analysis technique to identify students’ emotions based on the answer provided by a closed-ended questionnaire. The polarity value is assigned for each questionnaire scale. The students’ responses are then gathered using a closed-ended questionnaire, and the student’s emotions are classified using a polarity-based method of sentiment analysis. Finally, sentiment scores and emotion variance were used to evaluate the outcomes. According to the sentiment ratings, students have favourable sentiments and emotions such as unhappy, somewhat happy, and happy. The real-world closed-ended questionnaires such as emotional intelligence, Eysenck, personality, self-determination scale, self-efficacy, Rosenberg’s self-esteem, positive and negative affect schedule, and Oxford happiness questionnaires were used to examine the academic performance with the proposed sentiment analysis. This study inferred that the proposed sentiment analysis preprocessing method with polarity scores is as accurate as the standard value calculation.

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“…It is considered a personal psychological characteristic related to self-judgement based on one's values about human beings [3]. In the academic field, it seems that self-esteem is a relevant variable, since it is associated with good school results and intrinsic motivation towards learning [4,5]. Hence, low self-esteem is associated with school failure and dropping out of school [6,7].…”

Section: Introductionmentioning

confidence: 99%

Self-Esteem among University Students: How It Can Be Improved through Teamwork Skills

De Prada,

Mareque,

Pino-Juste

2024

Education Sciences

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Teamwork skills have been demonstrated to be excellent allies for the academic and professional sphere, and they can improve students’ psychological balance and self-esteem. For this reason, it is important to explore the relationship between teamwork skills and self-esteem. Considering the relevance of soft skills and self-esteem in university training, the main objective of this study is to determine whether there is a relationship between teamwork skills and the successful development of self-esteem, a fundamental emotional factor in education. Additionally, we will analyse how self-esteem is related to other socio-academic factors (age, sex, and GPA). A questionnaire was distributed to social science university students. The Rosenberg 10-item scale, which aims to measure feelings of personal worth and self-respect, has been used to determine self-esteem. To measure soft skills for teamwork, we chose the Teamwork Skills Questionnaire, which evaluates the skill level of an individual in order to participate effectively in teamwork. The regression model indicates that self-esteem predictors related to teamwork skills are decision making, leadership, and communication. The results suggest significant differences in some individual variables, such as sex and age, with lower self-esteem being observed in females and older students. The described enriching interactions suggest the need to integrate teamwork training and self-esteem fostering at university to offer students lifelong competencies for their future success.

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Investigation on association of self-esteem and students' performance in academics

Cited by 8 publications

References 0 publications

Self-Esteem and Peer Social Support: How Do They Contribute to High School Students' Academic Hardiness?

Self-Esteem and Peer Social Support: How Do They Contribute to High School Students' Academic Hardiness?

Quest_SA: Preprocessing Method for Closed-Ended Questionnaires Using Sentiment Analysis through Polarity

Self-Esteem among University Students: How It Can Be Improved through Teamwork Skills

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