Self-esteem and Academic Achievement Among Adolescents

Martins, Margarida Alves; Peixoto, Francisco; Pereira, Maria do Carmo; Amaral, Vera Lúcia Adami Raposo do; Pedro, I.

doi:10.1080/01443410120101242

Cited by 83 publications

(57 citation statements)

References 14 publications

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“…Put differently, the self-esteem of students, who have low level of academic performance, are affected more negatively when they delay their tasks and requirements, and the indirect effect of procrastination via self-esteem on well-being increases more. In sum, findings supported the previous studies which had stated that academic performance have an important role for self-esteem (e.g., Alves-Martins et al, 2002;Baumeister et al 2003) and self-esteem has an important role for the psychological adjustment of an individual (Smokowski et al, 2014;Sowislo & Orth, 2012).…”

Section: Discussionsupporting

confidence: 80%

“…Nevertheless, in order to test these judgments, further studies are required. Briefly, these findings are in line with those of studies which indicated the important role of academic performance on the development of self-esteem (Alves-Martins et al, 2002;Baumeister et al, 2003;Filozof et al, 1998). There are two different views for the studies examining the relationship of self-esteem and academic performance.…”

Section: Discussionsupporting

confidence: 77%

“…It has often been suggested that academic achievement is closely related to self-esteem (Osborne, 1997;Pullmann & Allik, 2008;Suk Wai Wong & Watkins, 2001;Stupniskyet, Renaud, Perry, Ruthig, Haynes, & Clifton, 2007;Whitesell, Mitchell, & Spicer, 2009), nevertheless, considering the literature, this relationship is more complicated than it is thought to be. Some researchers asserted that self-esteem affects academic achievement (Chapman, 1988;Hansford & Hattie, 1982;Marsh, Byrne, & Shavelson, 1988), however some others claim it is affected by academic achievement (Alves-Martinset, Peixoto, Gouveia-Pereira, Amaral, & Pedro, 2002;Baumeister, Campbell, Krueger, & Vohs, 2003;Bowles, 1999;Filozof, Albertin, Jones, Steme, Myers, & McDermott, 1998;Hoge, Smit, & Crist, 1995). It can be concluded that while self-esteem affects academic achievement, it is affected by academic achievement as well.…”

Section: Self-esteem and Academic Achievementmentioning

confidence: 99%

“…Moreover, plenty of research highlighted that academic achievement of students is an important resource that feeds their self-esteem (e.g. Alves-Martins et al, 2002;Baumeister et al, 2003). Therefore, it is supposed that high level of procrastination decreases the level of academic achievement and this affects student's self-esteem negatively.…”

Section: The Current Studymentioning

confidence: 99%

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Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Duru

Balkıs

2017

IJEP

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The current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abrah...

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Section: Discussionsupporting

confidence: 80%

Section: Discussionsupporting

confidence: 77%

Section: Self-esteem and Academic Achievementmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

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Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Duru

Balkıs

2017

IJEP

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“…The concept of self is generally important in achievement. The high self concept has high academic achievement (Bankston & Zhou, 2002) In this regard, the results of several studies (Habibollah, 2009, Ashtiani, 2007, Marjorie, Philip, Herbert, Rhonda, & Alexander, 2014Martins, Peixoto, Pereira, Amaral & Pedro, 2010;Ganaim ,2010) have shown that The level of self-esteem of students is related to the level of academic achievement, as the experience of success drives students to develop positive feelings and attitudes towards themselves and those with high academic achievement had a high appreciation.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Self-esteem and Academic Achievement in the Scientific Concepts and Methods of Teaching Course among Female Students of the Class- Teacher at the University of Jordan

Doulat¹

2018

MAS

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The study aimed to discover the relationship between self-esteem and academic achievement in the scientific concepts and methods of teaching course among the female students of the class teacher at the University of Jordan. The study included a sample of (68) female students. Academic marks has been recorded in the course of scientific concepts at the end of the first semester of the academic year 2016/2017, and the appropriate statistical analysis has been conducted for the purposes of the study. The results showed that the level of self-esteem for the students of the class teacher was high and there is a significant correlation between academic achievement and self-esteem.The study recommended conducting further studies on other variables. Such as the relationship of the level of self-esteem to the degree of understanding of science processes and the degree of understanding of the nature of science.

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Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

Dadandı,

Yazıcı

2024

British Educational Res J

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While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self‐efficacy, academic self‐concept, self‐esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self‐Efficacy Scale, School Short‐Form of the Coopersmith Self‐Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self‐efficacy, as well as on student engagement through both academic self‐efficacy and academic self‐concept. Moreover, academic self‐efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self‐esteem and academic self‐concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self‐efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.

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Self-esteem and Academic Achievement Among Adolescents

Cited by 83 publications

References 14 publications

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

The Relationship between Self-esteem and Academic Achievement in the Scientific Concepts and Methods of Teaching Course among Female Students of the Class- Teacher at the University of Jordan

Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

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