The Relationship between Self esteem and Student 's Achievement-assignment代写

留学生assignment代写精选范文：“The Relationship between Self - esteem and Student 's Achievement”，这篇论文讨论了自尊心与学生成绩的关系。一个人的自尊心，就是对自我价值的判断，是一种对待自己的情感。对于学生而言，自尊心非常重要，它关系着学生的心理健康问题。国外研究也表明，学生的成绩和自尊心有着相互的作用。学生的成绩越高，他的自尊心就越强。

The aim of this study was to inspect the self-esteem and contingencies of self-worth used to see the relationship of students academic performance. Iqra University students (N=90) participant completed Rosenberg's Global Self-esteem (Rosenberg, 1965) and Contingencies of self-worth scale developed by (Crocker, Luthanen, Cooper, & Bourvrette, 2003). Students Cumulative Grade Points Average taken from the EDP department of university, to check those students who score high on self-esteem also have high academic results, Also checked which domain of CSW out of seven factors (Academic Competence, approval from others and virtue) are more likely students tend to invest their self-esteem.

Students' global self-esteem and CSW shows that these students academic performance was independent of their self-esteem. No matter how much students have low or high grades they have on an average healthier and good level of self-esteem. The incorporations of findings from the CSW showed that Iqra University students more likely to invest their self-esteem in the domain of virtue than any other domain; they tend to invest in this variable which is under their control and can be easily satisfy the accomplishment of self-esteem through Virtue. Other domain variables had negative or no significance relationship with students' academic performance. Iqra University students did not shown the variables which are independent on others approval or on the control of others like, approval from others, family support etc. Research shows that these students more likely to invest in those domains which are under their control.

The conventional symbol of proficient university graduates career has been the acquisition of a 'good' degree, underlying by specialist knowledge, transferable and marketable skills with successful outcomes measured in quantifiable terms. At the personal level, better academic accomplishments attached are with higher self-esteem, and this is especially the case for non-traditional students. At the university level, understanding and willing to help the dispositional and emotional needs of students is important, not least because student mental health linked to success and retention rates. For this reason, university students' whether graduation level or post graduation level are subjective interpretations of their education experiences and how this impose on very personal aspects of their lives and themselves is receiving increasing attention.

The construct of self-esteem is crucial in this debate, because it is an integral part of the self, of personal well-being and a prerequisite for educational achievement. Self-esteem is one of the important factors that help for learning outcomes. The question is how this a vital notion would be measured and analyze in university level students? The purpose of this research is to report the relationship of students' academic performance, their level of self-esteem, the study adopted a self-worth measuring instrument, about 90 students of bachelors, and masters level from different the department of Iqra University.

The research begins with a review of the concept of self-esteem, its introduction, definition and how this has been viewed by many researchers; it will also discuss about the contingencies of self-worth, a concept which was majorly define and describe by Jennifer Crocker. Results from all the students who fill up the CSWS (Contingencies of self-worth Scale) along with Rosenberg Self-esteem scale will be taken their GPA or CGPA from examination department and will see that those students who have higher GPA like 3 or more, where these students mostly invested their self esteem.

Contingencies of self-worth also shape long-term and short-term goals. People want to prove that they are a success, not a failure, in domains of contingent self-worth, because that would mean they are worthy and valuable; in other words, they have self-validation goals in these domains (Crocker & Park, 2004). People not only need to be recognized by others but it is also an inner satisfaction through which people want to have a feeling of self-acceptance about their worth & value.

The main research question addressed was: Is there any relationship of students self-esteem with their academic performance, Is student's high or low self esteem of a have any impact on his/her academic performance? One of the main objectives of this research is to check where university students mostly place their self-esteem in the domains of contingencies of self-worth. the research will conclude whether the high or significantly good level of self esteem of student have any positive or negative impact on his/her academic performance or there is no link in between these variables.

Self-esteem is the most highlighted concept that is discusses not only psychological clinical situations but also one of the most research concepts in psychology. According to statistical research on Wikipedia, Self-esteem is one of the most frequent themes in psychological literature, which been used for the research in psychology. Self-esteem is continue to be one of the most generally research thought in social psychology (Wells & Marwell, 1976).

Fortunately, in recent years, a growing number of researchers have begun to incorporate additional aspects of self-esteem into their research and theories. These aspects include implicit self-esteem (Covington, 2000), contingent self-esteem (Crocker & Wolfe, 2001) and stability of self-esteem (Kernis & Goldman, 2002). In this research, the research had discussed the concept of self-esteem and the contingencies of self worth of students in the university sample. Students are future of any nation; there natural development is very vital and effective while it comes to their studies and development of these skills. The study examines the joint implications of level and stability of self-esteem for various aspects of psychological and interpersonal functioning. This research has begun by discussing some definitional and measurement issues concerning these two self-esteem components.

In clarification of the optimistic emotions and favorable beliefs are associated to the self with high self-esteem. It seems reasonable to think that people who have high self esteem fare better in terms of the objective outcomes they experience in life that they would not only be happier but also richer, more successful, better loved, and perhaps even more attractive than low self-esteem people. Although researchers have long speculated that high self-esteem also has objective benefits, these hypothesized benefits are typically small or nonexistent (Kernis, 2006).

As (Wells & Marwell, 1976) pointed out in their important monograph, three difficulties arise out of the ubiquity of the term. First, the reliance upon common-sense definitions gives the misleading impression that different writers are referring to the same thing when they discuss self-esteem. Secondly, the assumption that everyone has an intuitive understanding of its nature hides the fact that individual theorists hold different views as to what comprises a healthy component of personality. It is a natural phenomenon for general people to think differently and have a concept of complex description and understanding as the phenomenon sound complex and un-unique with general speaking and term for daily life.

According to identity theory, the self is composed of multiple identities that reflect the various social positions that an individual occupies in the larger social structure. Meanings in an identity reflect an individual's conception of himself or herself as an occupant of that particular position (Stryker, 1980). Self-verification occurs when meanings in the social situation match or confirm meanings in an identity. Thus, when individuals enact and verify an identity, they simultaneously produce and reproduce the social structural arrangements that are the original source of those meanings. In adopting such a position in the investigation, the research maintains the central focus on the individual within the social structure that has traditionally characterized the structural symbolic interactions position (Stryker, 1980).

Understanding of self-esteem is one issue, which still needs to be clear and require much work to be understandable for everyone. On the other hand talking about self-esteem it is also an issue that is very enlighten about its level. There are no. of researches been done for measuring the levels of self-esteem and debating on LSE or HSE have any/what impacts and benefits. Getting high self-esteem also require some cost as nothing is free or for granted. Some recent evidence suggests that high self-esteem has costs, especially under conditions of ego threat. Ego threat did not only losing of money but sometimes losing of relationships as well. How students can cope up with ego threat on the negative aspects shows their over-confident leads to lack of exam preparations or class presentation cause reduction in their marks and failure.

While research in each of the directions is extensive (Wells & Marwell, 1976), little research has been synthesized the three research streams into an overall integrated model. The theory of self-esteem integrated with the three conceptualizations within the context of structural symbolic interaction, or identity theory (Stryker, 1980). (Ervin & Stryker, 2001) began the process by discussing the links between self-esteem, identity salience, and identity commitment. The connections between the different conceptualizations of self-esteem, however, remain unclear. The research connecting the self-esteem with the contingencies of self worth and measuring with GPA scores of student's academic performance.

In popular culture like today when people have life which not only very fast but also facing pressure from different dimensions, over 2000 self-help books, audiotapes, and childrearing manuals have been developed to enhance people's self-esteem, with the assumption that high self-esteem (HSE) leads to a more successful, satisfying life. Having high self-esteem create difficulty is a different story but this is for sure that people having low self-esteem will definitely create problem for that person, nevertheless for him/her family too. People who find that have low value in their life, or they think like they haven't achieve much their life and they have not much to get or work to get are having somewhere around having low self-esteem, self-concept and self-worth.

Measuring or assessment of self-esteem is not that easy, it is a very difficult concept to evaluate for research. Self-esteem is a complex psychological concept, difficult to define and challenging to assess and to research (Rosenberg, 1965). The row form of self-esteem, it is define as 'the value or worth a person think he have about his self' it is the reflection of person's value and appraisal about his self worth and value. Self-esteem is overall evaluation of persons trait about his emotions believe and perception, for example 'I am a good student in general' 'I have an ability to make tasty food' or 'I am proud on my academic performance'.

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