The relationship between self-esteem and academic performance of children aged between nine and twelve

Abstract

Since the literature is indecisive about the correlation between self-esteem and academic achievement, this study aimed at trying to clarify and further investigate the relationship between self-esteem and academic performance within the Lebanese context. The proposed correlational study tried to determine whether the level of children's self-esteem is significantly related to academic performance. Consequently, it is a quantitative method of research in which there were two quantitative variables to be assessed: Self-Esteem and Academic Achievement. Nonrandom, purposive sampling was used for this study. Participants were students enrolled in a private academic institution from grades 4, 5, and 6. The Rosenberg Self-Esteem Scale (RSE) was administered to all students; each one had a personal confidential ID, and had to enter his/her ID on line so he/she can complete the Rosenberg survey. Results showed consistency in the percentages of self-esteem scale and academic performance. Students with high academic performance scored high on the RSE. Students with medium academic performance scored medium on RSE. However, data showed insignificant results regarding low academic averages with comparison/correlation to high, medium, and low self-esteem.