Study Habits, Self-Esteem, and Academic Achievement Among Public and Private Secondary School Students in Bangladesh

Abstract

Studies on academic achievement worldwide are sporadic, focusing on variables more or less have been taken by the researchers, and provided knowledge. This cross-sectional study aimed to determine how the school effect influences secondary school students' academic achievements by two important significant (study habits and self-esteem). With a covenient sampling method, 400 students from eight secondary schools in Bangladesh were selected for the study. Though the students were equally divided regarding gender (Boys, 200; Girls, 200), they were different regarding school types (Public, 188; Private, 212). Their ages range from 14 to 17, with an average of 14.8. They provided responses on two Bangla version scales: Study Habit Scale and Self-Esteem Scale. Academic achievement was significantly positively correlated with both study habits (r=.268, p<.01) and self-esteem (r=.291,p<.01). Two predictors of the study were also correlated with each other (r=.283, p<.01). Public and private school students were not varied significantly in studying habits and academic achievement, but they were significantly different in self-esteem. The study habits and self-esteem jointly explained 12.3% for public school students' academic achievement whileit explained 7.5% variance for the private school students. The discussion implies that how students’ study habits and self-esteem facilitates their academic achievement.Further studies will reflect more factors influencing academic achievement.

A Correlational Analysis of High and Low Achievers’ Study Habits Withtheir Achievement

“…Female participants of the present study had significant relationship in dimensions or themes of habits with their achievement. This result is concurrent with study result by Islam (2021) whose female participants' study habits overall and their five dimensions (i.e. setting up a schedule for studying, selecting a definite place to study, the reward for studying, preparation for the examination, setting techniques and strategies for studying) was significant with academic achievement.…”

“…setting up a schedule for studying, selecting a definite place to study, the reward for studying, preparation for the examination, setting techniques and strategies for studying) was significant with academic achievement. The reason behind this result is revealed by Islam (2021) as in his view girls succeed over boys in school because they are more apt to make plans in advance, set academic goals, and put more effort into achieving those goals. Svartdal et al (2021) propose smart study habits such as practicing self-test, preparing before lectures, and participating actively in seminars and discussion groups.…”

“…In view of Islam (2021) study habits have multidimensional properties as by following specific study habits students welcome diversified mechanism to set scheduling a study plan, time management, selection of place of study and behavioral patterns adopted by them. In this way, a student paves the way to self-learning by adopting a structured approach to study accordingly.…”

The Relationships Between Home-Based Parental Involvement, Study Habits and Academic Achievement among Adolescents

“…Another very similar construct is the concept of study skills, a collection of strategies that help students in addressing the processes of organizing, processing and retaining information and preparing examinations (Van Heerden-Pieterse, 2015, p. 150–204). However, study habits typically emphasize habitual practices that students use to help them achieve good grades (Islam, 2021), while study skills typically emphasize strategies ranging from simple rehearsal skills to more complex metacognitive-based skills (Kumar, 2020).…”

Partial Least Square Modeling of Personality Traits and Academic Achievement in Physics

“…Yet, the problem has consistently remained without hope of insight. Several attempts to unravel the challenges of poor academic achievement in schools, numerous researches have examined the roles of external factors such as type of school, teaching methodologies, school location, teachers' experience, qualities of instructional materials (Erinosho, 2013) while some educational psychologists have also examined varying factors such as intelligence, self-concept, gender, study habit, maturation, family background and personality traits in relation to academic achievement (Herrera et al, 2020;Islam, 2021). In other clime, the research literature is inundated with studies on the nexus between students' personality traits and academic achievement in other subjects using first generation statistical tools.…”