Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement

Kärchner, Henrike; Schöne, Claudia; Schwinger, Malte

doi:10.1007/s11218-021-09610-5

Cited by 12 publications

(17 citation statements)

References 54 publications

(83 reference statements)

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“…Previous studies have always regarded academic achievement as the representative of learning outcome in general (Joksimovic et al, 2015;Sucipto et al, 2017;Nabizadeh et al, 2019;Amer, 2020). Academic performance is an objective quantitative indicator of learning outcomes (Krchner et al, 2021), which represents the achievement of teaching objectives and students' mastery of knowledge. It is worth noting that academic performance should consider not only students' examination performance but also their usual performance, such as learning enthusiasm, creativity and teamwork ability (Zhang, 2011).…”

Section: Learning Outcomesmentioning

confidence: 99%

What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes

Lin

Zhang

et al. 2022

Front. Psychol.

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Instructional interactions, which includes student–student interaction (SS), student–teacher interaction (ST), and student–content interaction (SC), are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes (i.e., academic performance and learning satisfaction) based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects (n1 = 192; n2 = 195), and the results show that not all of the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design.

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Section: Learning Outcomesmentioning

confidence: 99%

What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes

Lin

Zhang

et al. 2022

Front. Psychol.

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“…With respect to hypothesis 1, it is confirmed that there is a direct relationship between self-esteem and resilience. The mechanisms that explain this relationship are varied, although it seems that resilience allows solving daily life problems and coping with high stress situations ( Balgiu, 2017 ), which would have an impact on a higher self-esteem ( Ferradás et al, 2020 ; Kärchner et al, 2021 ). In this sense, Servidio et al (2018) affirm that those low resilient behaviors based on problem avoidance coping strategies are precisely associated with low levels of self-esteem in line also with what was raised by ( Abdul et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Self-esteem can be defined as a person’s appraisal of his or her qualities, attributions, and expectations ( Ahmed et al, 2021 ), being of great relevance also in the academic university environment ( Ferradás et al, 2020 ). A person with high self-esteem is a person with better socioemotional and cognitive functioning ( Harun, 2017 ; Silverthorn et al, 2017 ; Kärchner et al, 2021 ). Low self-esteem seems to be related to academic problems and poor emotional adjustment in both the personal and social spheres; for this reason, it is necessary to measure it and take it into consideration ( Kärchner et al, 2021 ; Zhao and Ngai, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…A person with high self-esteem is a person with better socioemotional and cognitive functioning ( Harun, 2017 ; Silverthorn et al, 2017 ; Kärchner et al, 2021 ). Low self-esteem seems to be related to academic problems and poor emotional adjustment in both the personal and social spheres; for this reason, it is necessary to measure it and take it into consideration ( Kärchner et al, 2021 ; Zhao and Ngai, 2022 ). Likewise, the interaction that is generated among the members of the educational community will also affect the levels of self-esteem ( Akin and Radford, 2018 ; Deveci and Wyatt, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Self-Esteem at University: Proposal of an Artificial Neural Network Based on Resilience, Stress, and Sociodemographic Variables

et al. 2022

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Artificial intelligence (AI) is a useful predictive tool for a wide variety of fields of knowledge. Despite this, the educational field is still an environment that lacks a variety of studies that use this type of predictive tools. In parallel, it is postulated that the levels of self-esteem in the university environment may be related to the strategies implemented to solve problems. For these reasons, the aim of this study was to analyze the levels of self-esteem presented by teaching staff and students at university (N = 290, 73.1% female) and to design an algorithm capable of predicting these levels on the basis of their coping strategies, resilience, and sociodemographic variables. For this purpose, the Rosenberg Self-Esteem Scale (RSES), the Perceived Stress Scale (PSS), and the Brief Resilience Scale were administered. The results showed a relevant role of resilience and stress perceived in predicting participants’ self-esteem levels. The findings highlight the usefulness of artificial neural networks for predicting psychological variables in education.

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“…Different dimensions of self-esteem are significantly correlated with the students' academic outcomes. However, all the dimensions of self-esteem are not directly related to students' academic outcomes but are facilitated by affective and motivational factors (Kärchner et al, 2021). Self-esteem is highly associated with students' academic performance.…”

Section: Introductionmentioning

confidence: 97%

Relationship Among Life Satisfaction, Self-Esteem, and Academic Performance of University Students in Pakistan

Perveen

Hamid

Nisa

2021

HSSR

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Abstract Purpose of the study: This research study explores the relationship between life satisfaction, self-esteem, and academic performance of university students. Methodology: A quantitative approach was used to explore the relationship among life satisfaction, self-esteem, and academic performance of university students. In this study, a survey method was employed to collect quantitative data on life satisfaction, self-esteem, and academic performance from 575 students studying in three different public universities of Punjab (Pakistan). A self-esteem scale as a survey instrument initially developed by Rosenberg (1965) and a life satisfaction scale developed by Gilligan and Huebner (2002) were used to collect data. A third scale was developed by the researchers to measure the students’ academic performance. The assembled data were statistically examined using descriptive statistics and Pearson correlation by using SPSS 20th Version. Results: Findings of the study reveal that the level of life satisfaction among university students is comparatively higher than the presence of self-esteem and academic performance. Findings of the study show significant positive associations of university students’ academic performance with their life satisfaction and self-esteem. Applications of this study: This study helps strengthen the factors that promote university students’ academic performance. Novelty/Originality of this study: The novelty of this study is to explore the relationship among life satisfaction, self-esteem, and academic performance of university students for strengthening different dimensions of life satisfaction and self-esteem which ultimately promote university students’ academic performance.

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Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement

Cited by 12 publications

References 54 publications

What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes

What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes

Self-Esteem at University: Proposal of an Artificial Neural Network Based on Resilience, Stress, and Sociodemographic Variables

Relationship Among Life Satisfaction, Self-Esteem, and Academic Performance of University Students in Pakistan

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