The Relationship Between Self-esteem and Gender, Grade Level and Academic Achievement, in Secondary Schools'' Classes in Lebanon PDF Download
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Author: Saida El Rafei
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Languages : en
Pages :
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It particularly aimed at investigating the relationship between self-esteem and gender, grade level, and academic achievement among a sample of Lebanese Secondary school students: grades 10, 11 and 12. Six schools were randomly sampled and one section of each grade was randomly chosen. Participants were 479 students of whom 235 were males and 244 were females. The students responded to Culture-Free Self-Esteem inventory questionnaire (CFSEI-3). SPSS was used for analyzing data, using ANOVA design. The results revealed no significant gender difference in the Global, General, Academic, Parental and Social self-esteem subscales. Whereas the results showed a significant difference between males and females in the Personal self-esteem subscales. The results also revealed a significant difference between grade levels in the Global, General, Academic, and Social self-esteem subscale while no significant difference was recorded in the Personal and Parental self-esteem subscales among those grade levels. No significant interaction between gender and grade level in the Global, General, Academic, and Social self-esteem subscales. However, a significant interaction was noticed in the Personal self-esteem subscale. There was a significantly low correlation between self-esteem and academic achievement in the Global, General, Academic, and Parental self-esteem subscales, but no significant correlation was revealed between Social and Personal self-esteem subscales and academic achievement in the whole sample and in grades 10 and 11. In the case of grade 12 a significant correlation was recorded between the Global, General, Academic self-esteem and academic achievement. No significant difference was recorded between the Parental, Social and Personal self-esteem subscales and academic achievement of grade 12 students. Finally, z scores revealed no significant correlation differences across grade levels. Some findings with regards to the relationship between gender, grade level and interaction were noted concerning the six individual schools represented in the sample. Results were compared and discussed.
Author: Saida El Rafei
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Languages : en
Pages :
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Book Description
It particularly aimed at investigating the relationship between self-esteem and gender, grade level, and academic achievement among a sample of Lebanese Secondary school students: grades 10, 11 and 12. Six schools were randomly sampled and one section of each grade was randomly chosen. Participants were 479 students of whom 235 were males and 244 were females. The students responded to Culture-Free Self-Esteem inventory questionnaire (CFSEI-3). SPSS was used for analyzing data, using ANOVA design. The results revealed no significant gender difference in the Global, General, Academic, Parental and Social self-esteem subscales. Whereas the results showed a significant difference between males and females in the Personal self-esteem subscales. The results also revealed a significant difference between grade levels in the Global, General, Academic, and Social self-esteem subscale while no significant difference was recorded in the Personal and Parental self-esteem subscales among those grade levels. No significant interaction between gender and grade level in the Global, General, Academic, and Social self-esteem subscales. However, a significant interaction was noticed in the Personal self-esteem subscale. There was a significantly low correlation between self-esteem and academic achievement in the Global, General, Academic, and Parental self-esteem subscales, but no significant correlation was revealed between Social and Personal self-esteem subscales and academic achievement in the whole sample and in grades 10 and 11. In the case of grade 12 a significant correlation was recorded between the Global, General, Academic self-esteem and academic achievement. No significant difference was recorded between the Parental, Social and Personal self-esteem subscales and academic achievement of grade 12 students. Finally, z scores revealed no significant correlation differences across grade levels. Some findings with regards to the relationship between gender, grade level and interaction were noted concerning the six individual schools represented in the sample. Results were compared and discussed.
Author: Mona Faisal al-Abed
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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But, ANOVA procedures revealed a significant difference of self-esteem subtotal score General-Self across gender and subtotal score School-Academic across grade level Low significant correlations existed between self-esteem and academic achievement in total score and subtotal scores General-Self, Home-Parents and School-Academic but no significant correlation in the subscore Social-Self Peers. No significant difference in the--correlation coefficients between self-esteem scores (total and subtotal) and academic acliievement across grade level was noticed. The results were discussed in terms of the relationship between self-esteem, gender, grade level, grade x gender and academic acliievement.
Author: Imane Farouk Khraybani
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Category :
Languages : en
Pages : 158
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The purpose of this study is to examine the relationship between body image and self-esteem among Lebanese adolescents. The study also aimed at examining age an d gender differences in terms of body image and self-esteem. The sample included 141 students from grades six, seven, eight, nine, and ten from one private scho ol in Beirut. The instrument used to measure body image satisfaction was the Multidimensional Body Self- Relations Questionnaire (MBSRQ) designed by Cash (2000). Self-esteem was measured by Harter Self Perception Profile for Adolescents (Harter 1988). St udents' ages were obtained from the school's records. The data obtained were ana lyzed using the SPSS for windows. Students' responses were reported and compared using multiple correlation, analysis of variance, and T tests. Results showed a positive relationship between body image and self-esteem among most of the subscales. In addition, no gender differences were shown on body ima ge, where as males had higher self-esteem than females on the following subscale s: Athletic Competence, Physical Appearance, and Romantic Attachment. Also, no s ignificant age differences were detected in terms of variables (the only differe nce was reported between age group 1 and 3 on Physical Appearance subscale). Bas ed on these results, implications and suggestions for further research were draw n.
Author: Gwendolyn Martin Richtermeyer
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ISBN:
Category :
Languages : en
Pages : 142
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Author: Mary Yeghia Ghazarian
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Category : Academic achievement
Languages : en
Pages : 0
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The relationship between involvement in ECA, academic achievement and self esteem was studied in the research paper. The sample included 141 middle and high school students selected from 2 middle SES schools in Greater Beirut. The findings of the ANOVA and t-test suggest that there is a statistically significant difference in the academic achievement of participants in moderate hours of ECA (10-15 hrs/week) compared to low (0-9) or high (16+) participation in ECA. Additional results suggested that self esteem among the three groups was insignificant. Moreover the outcomes revealed that ECA related to sports had greater impact on the academic performance of students than non sport ECA. However, males were the most influenced when it came to sports. Further longitudinal research can be done to identify the long term effect of these ECA on students. The number of ECA can be complementary study as well.
Author: Zuway-R. Hong
Publisher:
ISBN:
Category :
Languages : en
Pages : 570
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Author: Justin M. Dively
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Category : Academic achievement
Languages : en
Pages : 156
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Purpose of this research was to examine influences of self-esteem, gender, grade level, academic achievement, and cognitive ability on self-handicapping behavior of school-aged children.
Author: Mae B. Gaspard
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ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Author:
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Category : Education
Languages : en
Pages : 334
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Author: Scott E. Bergstrome
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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.
