Title: Relationship Between Self-Esteem And Academic Achievement Among Secondary School Students In Wakiso Town Council.
Authors: Boonabaana Caroline, Dr. Leon Mataagi, Babirye Eunice, Musisi Moses
Volume: 8
Issue: 10
Pages: 47-56
Publication Date: 2024/10/28
Abstract:
The study titled "Relationship Between Self-Esteem and Academic Achievement Among Secondary School Students in Wakiso Town Council" investigates the connection between self-perceived self-worth and students' academic success. The findings of this research are crucial for understanding how psychological factors such as self-esteem influence the academic trajectory of students, particularly in a rapidly urbanizing context like Wakiso Town Council, Uganda, where secondary school students face unique socio-economic and academic challenges. This study employs a correlational research design to examine the strength and nature of the relationship between self-esteem and academic achievement. The analysis draws from a sample of 400 secondary school students across Wakiso Town Council, representing various socio-economic backgrounds, genders, and academic levels. Self-esteem was measured using the Rosenberg Self-Esteem Scale (RSES), a well-validated tool for adolescents, while academic achievement was assessed based on students' Grade Point Averages (GPAs). The study also considered control variables, including socio-economic status, parental involvement, and gender, to better understand how these factors interact with self-esteem and academic performance. The results of the multiple regression analysis show a significant positive correlation between self-esteem and academic achievement. The Pearson's correlation coefficient (r = 0.52, p < 0.01) suggests that higher levels of self-esteem are associated with better academic performance. Specifically, students with greater confidence in their academic abilities tended to achieve higher GPAs, underscoring the critical role of self-esteem in academic success. The model revealed that self-esteem alone explains 46% of the variance in academic achievement among the students sampled, a substantial proportion that highlights the importance of psychological well-being in educational settings. Socio-economic status also emerged as a significant predictor of both self-esteem and academic achievement. The analysis shows that students from higher socio-economic backgrounds performed better academically, likely due to their access to more resources and supportive learning environments. This socio-economic advantage not only boosts students' academic outcomes but also contributes to higher levels of self-esteem, creating a positive feedback loop. Gender differences were observed, with male students generally exhibiting slightly higher self-esteem and academic achievement compared to female students. However, the magnitude of this difference was modest, and the results suggest that while gender plays a role, socio-economic factors and parental involvement have a stronger impact on students' academic performance. Parental involvement was another significant factor in both self-esteem and academic achievement. The data suggest that students whose parents were more engaged in their education demonstrated higher levels of self-esteem and performed better academically. This finding reinforces the critical role that parental support and active participation in children's academic lives play in shaping both their psychological well-being and scholastic success. Parents who provide emotional encouragement and academic guidance help their children build confidence, which in turn fosters better academic outcomes.