Decomposing the Reciprocal Relationships between Academic Achievement and General Self-Esteem

Liu, Xiaoru; Kaplan, Howard B.; Risser, William L.

doi:10.1177/0044118x92024002001

Cited by 71 publications

(42 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…school-so as to make it possible to maintain a positive self-esteem. In a study involving 242 adolescents between the 7th and 12th grades, Liu et al (1992) obtained results that support a model in which self-esteem indirectly affects academic achievement via its influence on the occurrence of deviant behaviours and on motivation. In turn, school classifications indirectly affect self-esteem via academic selfconcept.…”

mentioning

confidence: 55%

See 1 more Smart Citation

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

Peixoto

Almeida

2010

Eur J Psychol Educ

View full text Add to dashboard Cite

Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience.Résumé Les travaux de recherche sur la relation entre l'estime de soi et les résultats scolaires montrent que les élèves ayant réussite scolaire ne présentent pas des autoreprésentations globales plus positives que les élèves en situation d'échec, malgré le fait que leurs autoreprésentations académiques soient différentes. Dans cette étude nous avons analysé les stratégies que les élèves en situation d'échec scolaire utilisent pour maintenir l'estime de soi dans des niveaux acceptables. Dans cette recherche ont participé 955 adolescents du 7ème, 9ème et 11ème années de scolarité, de quatre écoles d'enseignement secondaire de Lisbonne. De ceux ci, 352 ont redoublé au moins une fois dans leur passée scolaire, tandis que 603 n'ont jamais redoublé. Pour recueillir les données nous avons utilisé une échèle pour évaluer le concept de soi et une autre pour évaluer les attitudes par rapport à l'école. Les résultats montrent que les élèves maintiennent leur estime de soi à travers des autoreprésentations positives dans Eur J Psychol Educ (2010) 25:157-175 DOI 10.1007 des domaines non-académiques du concept de soi et/ou à travers la dévalorisation des compétences associés à l'école. Les résultats mettent, aussi, en évidence que chez les élèves plus jeunes l'estime de soi n'est pas maintenue à travers des stratégies qui font appel à une dévalorisation de l'expérience scolaire.

show abstract

mentioning

confidence: 55%

“…Kaplan and colleagues (Kaplan 1982;Kaplan and Lin 2000;Kaplan et al 1994;Liu et al 1992) assume that one of the ways to deal with academic failure can entail devaluing its source-i.e. school-so as to make it possible to maintain a positive self-esteem.…”

mentioning

confidence: 99%

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

Peixoto

Almeida

2010

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

“…According to Liu, Kaplan & Risser (1992); some studies maintain that there is a positive correlation between self-esteem and academic success while the study of Hewitt (1998) indicates that this correlation between self-esteem and academic success is quite weak and has been superficially interpreted [41] [42]. Schools should prepare hearing impaired children for social opportunities which include participation in events which involve the hearing impaired society that they will encounter as individuals.…”

Section: Discussionmentioning

confidence: 99%

A Review of Self-esteem of the Hearing Impaired Football Players

Açak¹,

Kaya²

2016

ujer

View full text Add to dashboard Cite

The current study aimed at reviewing the level of self-esteem of the hearing impaired football players. The sample of the study was composed of 95 football players who played in the 1 st hearing impaired football league. To gather the study-data; a Personal Information Form and Self-esteem Scale were used. The data obtained were analyzed through statistical software. It was seen that self-esteem of the participant hearing impaired football players were moderate. It was found that no statistically significant differences existed among the mean self-esteem scores of the hearing impaired football players in terms of age, sportive age, educational status and living-place variables.

show abstract

“…Plusieurs recherches confirment effectivement la relation entre ces deux variables. Liu (1992), spécifie que cette relation de réciprocité s'établit tout en tenant compte de certains facteurs psychosociaux. Dumoulin (1996) Bien qu'on reconnaisse aujourd'hui l'existence de ce lien, on connaît encore peu la dynamique de ce phénomène.…”

Section: Chapitre Premier Problématiqueunclassified

“…Dumoulin (1996) Bien qu'on reconnaisse aujourd'hui l'existence de ce lien, on connaît encore peu la dynamique de ce phénomène. La littérature suppose (Liu, 1992et Lafortune, 1994 pour ne nommer que ceux-ci), que la situation scolaire est vécue différemment par le mauvais élève selon l'importance que revêt à ses yeux son échec, en référence aux critères définis par l'école. Le sentiment de la valeur personnelle est intériorisé très tôt dans l'enfance et contribue à la construction d'un noyau stable en soi qui influence par la suite la manière de Cette recherche a un objectif comportant deux volets :…”

Section: Chapitre Premier Problématiqueunclassified

L évolution de l estime de soi à travers le processus scolaire chez des adultes ayant rencontré des difficultés d ordre scolaire

Morin¹

1999

View full text Add to dashboard Cite

Decomposing the Reciprocal Relationships between Academic Achievement and General Self-Esteem

Cited by 71 publications

References 28 publications

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

A Review of Self-esteem of the Hearing Impaired Football Players

L évolution de l estime de soi à travers le processus scolaire chez des adultes ayant rencontré des difficultés d ordre scolaire

Contact Info

Product

Resources

About