Self-Esteem, Academic Achievement, and Adaptive Behavior in African-American Children

Gaskin-Butler, Vikki T.; Tucker, Carolyn M.

doi:10.1080/00131729509336398

Cited by 10 publications

(8 citation statements)

References 12 publications

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“…In fact, school self-esteem is a negative predictor of self-esteem as a predictor of PL for participating males. This last finding is consistent with existing literature that demonstrates no relationship between school achievement and levels of self-esteem in black males (Gaskin-Butler & Tucker, 1995;Osborne, 1995Osborne, , 1997.…”

Section: Discussionsupporting

confidence: 93%

“…For example, Osborne (1995Osborne ( , 1997 refers to high levels of perceived self-esteem in black males who have low academic achievement as the "disidentification" hypothesis. Parenthetically, he neglects to consider the relationship between adaptive behaviors and self-esteem in black youths who often find themselves in hostile and poor environments that hinder academic accomplishment; yet, still have hope and achievement aspirations (Gaskin-Butler & Tucker, 1995).…”

Section: Self-esteem and African American Youthmentioning

confidence: 99%

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Understanding Leadership Development in African American Youth

Teasley

Tyson

House

2007

Journal of Human Behavior in the Social Environment

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This exploratory study assesses factors related to leadership development for African American adolescents participating in a community service program designed to develop young African American leaders (N = 345). Psychometric characteristics of self-reported levels of leadership are explored to determine similarities and differences between gender groups. A multivariate analysis of socioeconomic factors, levels of self-esteem, school grades, and social activities as predictors of leadership development produced mixed findings. The results suggest that higher levels of global and academic self-esteem are related to leadership characteristics in female respondents, but not males. On the other hand, the impact of program participation on leadership was only significant in the area of personal relationship skills as a form of leadership

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Section: Discussionsupporting

confidence: 93%

Section: Self-esteem and African American Youthmentioning

confidence: 99%

Understanding Leadership Development in African American Youth

Teasley

Tyson

House

2007

Journal of Human Behavior in the Social Environment

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“…A widely held belief is that higher self-worth predicts a variety of positive outcomes in youth. Research findings on the relationship between global self-worth and academic achievement have been equivocal, with some studies reporting a positive correlation (Keltikangas-Jaervinen, 1992) and others reporting no correlation (Gaskin-Butler & Tucker, 1995). A recent study with an African American adolescent sample found that global self-worth was not a significant contributor to academic achievement (Sirin & Rogers-Sirin, 2004).…”

Section: Individual Variables: Self-perceptionsmentioning

confidence: 99%

Academic Achievement Among African American Adolescents: Direct and Indirect Effects of Demographic, Individual, and Contextual Variables

Zand¹,

Thomson

2005

Journal of Black Psychology

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A path model examining the direct and indirect effects of demographic, individual, and contextual variables on the academic achievement of 174 African American adolescents was assessed. Results indicated that participant sex indirectly impacted participants' sense of self-worth through their perceptions of themselves as possessing leadership or independence qualities. Whether adolescents felt good about themselves (global self-worth) was a direct outcome of their perceptions of their leadership or independence qualities. In turn, participants with higher levels of self-worth were more likely to be bonded to their school, and those who felt more bonded to their schools reported higher school grades. Study findings are discussed within the context of helping educators to better meet these students' educational needs.

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“…Research assumed that selfesteem is highly correlated with academic performance in such a way that low selfesteem correlates positively with low academic achievement, and high self-esteem correlates positively with high academic achievement (Gaskin-Butler & Tucker,1995;Hale, 2001;Osborne, 1997;Osborne & Walker, 2006). However, much of the research has been inconsistent on whether positive self-esteem improved academic achievement or vice versa (Gaskin-Butler & Tucker, 1995).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Many researches shed light on the connection between self-esteem and academic performance in youngsters' lives. According to Osborne and Walker (2006), research considers that self-esteem is exceptionally connected with academic performance in a manner that low self-esteem corresponds emphatically with low academic accomplishment, and high self-esteem relates decidedly with high academic accomplishment (Gaskin-Butler & Tucker, 1995;Hale, 2001;Osborne, 1997). However, a great part of the research has been conflicting on whether positive self-esteem enhanced academic accomplishment or the other way around (Gaskin-Butler & Tucker, 1995).…”

Section: General Conclusionmentioning

confidence: 99%

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

Saridar¹

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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.

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Self-Esteem, Academic Achievement, and Adaptive Behavior in African-American Children

Cited by 10 publications

References 12 publications

Understanding Leadership Development in African American Youth

Understanding Leadership Development in African American Youth

Academic Achievement Among African American Adolescents: Direct and Indirect Effects of Demographic, Individual, and Contextual Variables

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

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