The Relationship Between Self-esteem and Academic Achievement of Rural High School Students PDF Download
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Author: Mae B. Gaspard
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Book Description
Author: Mae B. Gaspard
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Book Description
Author: Thomas A. Farmer
Publisher:
ISBN:
Category : Self-esteem in children
Languages : en
Pages : 66
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Book Description
Author: Jan M. Lemza
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 124
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Book Description
Author: Ira Douglas Rudolph
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 432
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Book Description
Author: Catherine Florence O'Brien
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 202
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Book Description
Author: Scott E. Bergstrome
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 188
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Book Description
As school systems across North America struggle to redefine themselves, educators everywhere are seeking a balance between academic achievement and the human and social needs of their students. The purpose of this correlational study was to quantitatively assess the construct of the school experience, as determined by academic achievement, as measured by GPA, and the level of involvement in school activities, from the perspective of four measures of student self-esteem. Data were collected from 263 students in grades 6, 8, 10, and 12 in a small district in southwestern Canada. The first part of this study explored the relationship between student self-esteem and four independent variables: GPA, level of involvement, grade level, and gender. The Coopersmith Self-Esteem Inventory was used to measure self-esteem on four scales. As a result of multiple regression analysis it was found that the R2 values were very low in all cases (ranging from 0.20 to 0.36), which indicates that the factors studied were poor indicators of self-esteem and that there was a great deal unexplained variation associated with the data. GPA, level of involvement, grade and GPA: grade were significant at .05 level of significance. Gender was not a significant factor in this study. It appears that self-esteem is linearly related to GPA, with the intercept depending on the grade, level of involvement, and gender and the slope depending on the grade. The relationship between GPA and self-esteem was strongest at Grade 6. Self-esteem was found to be strongest for students who were heavily involved in school-related or extra-curricular activities. Eleven survey questions regarding the school experience were analyzed using logistical regression analysis, which showed that the importance of getting good grades and participating in school activities varied according to grade and gender. Academic achievement was most important to Grade 6 students, good grades were more important to girls, than boys, and the association between getting good grades and self-esteem was strongest at Grade 6. This study suggests the current focus on intellectual development in most schools may not have the desired effect on social and human development, more specifically, the development of healthy self-esteem.
Author: Barry J. Zimmerman
Publisher: Routledge
ISBN: 1135659141
Category : Education
Languages : en
Pages : 316
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Book Description
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Author: Scott Eric Bergstrome
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 188
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Book Description
"As school systems across North America struggle to redefine themselves, educators everywhere are seeking a balance between academic achievement and the human and social needs of their students. The purpose of this correlational study was to quantitatively assess the construct of the school experience, as determined by academic achievement, as measured by GPA, and the level of involvement in school activities, from the perspective of four measures of student self-esteem. Data were collected from 263 students in grades 6, 8, 10, and 12 in a small district in southwestern Canada. The first part of this study explored the relationship between student self-esteem and four independent variables: GPA, level of involvement, grade level, and gender. The Coopersmith Self-Esteem Inventory was used to measure self-esteem on four scales. As a result of multiple regression analysis it was found that the R2 values were very low in all cases (ranging from 0.20 to 0.36), which indicates that the factors studied were poor indicators of self-esteem and that there was a great deal unexplained variation associated with the data. GPA, level of involvement, grade and GPA:grade were significant at .05 level of significance. Gender was not a significant factor in this study. It appears that self-esteem is linearly related to GPA, with the intercept depending on the grade, level of involvement, and gender and the slope depending on the grade. The relationship between GPA and self-esteem was strongest at Grade 6. Self-esteem was found to be strongest for students who were heavily involved in school-related or extra-curricular activities. Eleven survey questions regarding the school experience were analyzed using logistical regression analysis, which showed that the importance of getting good grades and participating in school activities varied according to grade and gender. Academic achievement was most important to Grade 6 students, good grades were more important to girls, than boys, and the association between getting good grades and self-esteem was strongest at Grade 6. This study suggests the current focus on intellectual development in most schools may not have the desired effect on social and human development, more specifically, the development of healthy self-esteem."--Pages i-ii.
Author: Tohid Moradi Sheykhjan
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high school students in Miandoab City in 2013-2014, that their numbers were 610 people which includes a string of experimental sciences and human sciences. Sample of the study consisted of 40 patients, 20 patients were female and 20 were male. Selected randomly from among high school students. Tool to measure self-esteem questionnaire is that the Cooper smith 1966 by correcting on the scale of Rogers, Dymond (1945). The GPA scores was used as the basis of academic achievement. The resulting findings of this study indicate a very high correlation between academic achievement and self-esteem and concluded that there is significant positive correlation between self-esteem and academic achievement. Also, in this study the self-esteem in boys and girls is almost the same and there is no significant difference in this case, because the correlation is quite high in both groups. Self-esteem is important to everyone. Having a high self-esteem has many positive effects and benefits, especially among high school students. This study explored the relationship of self-esteem and academic achievement with variable like gender. This study suggests high school to develop positive self-esteem in order to face the problems and challenges of the present complex world with more confidence and courage. ["Cognitive Discourses: International Multidisciplinary Journal" is published by NAS Publishers.].
Author: Edward Allen Williamson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 348
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Book Description
The purpose of this study was to examine the relationships between high school size and reported student self-esteem and academic achievement in Missouri public high schools. A secondary purpose was to compare selected Missouri public high schools on 16 school district characteristics to determine trends which may help explain their displayed scores for student self-esteem and academic achievement. This study provides a baseline analysis of the variables and their relationships. To fulfill the purposes of this study, analysis was conducted in two stages. Stage One of the study consisted of regression analysis on the relationship between school size and the dependent variables of student self-esteem and academic achievement. Regression analysis revealed a significant and positive relationship between school size and student self-esteem. Regression analysis also revealed a significant and negative relationship between school size and student academic achievement. This analysis allowed the identification of schools which had displayed scores at least 1.5 standard deviations above or below the mean for each of the dependent variables. Stage Two of this study consisted of a comparison of the identified schools on 16 school district characteristics to determine trends which would help explain their displayed scores on the dependent variables. The comparison analysis of Stage Two was conducted in four groups: Schools with high reported student self-esteem, Schools with low reported student self-esteem, Schools with high displayed student academic achievement, and Schools with low displayed student academic achievement. Comparisons were also made between schools in each group based on size. Schools were divided into large schools (those with an average grade level of 100 students or more) and small schools (those with an average grade level enrollment of less than 100 students). Group trends were established and differences between school sizes were identified. Implications of the study and avenues for future research were discussed.
