CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Self- esteem by definition of (Trzesniew et. al., 2006) its important component of

physical, social and emotional health. Self-esteem encompasses both self- confidence and self-

acceptance. It is the way individuals perceive themselves and their self-value. Self- esteem is

shaped by what they think and feel about themselves. Self- esteem is a leading emotion of

feeling approximate their “Ideal Self” the self they would like to be. Teenagers who have high

self- esteem can balance handling conflicts, resisting negative pressures, and making friends.

They laugh and smile more even the situation is worst. They have optimistic view of the world

and the life. (Marmot 2003)

However, teenagers with low self-esteem are the irony of having a high self-esteem

(Marmot 2003). They are individuals who have a low emotional intelligence. (They have

difficult in dealing with problems, overly self-critical and can become passive withdrawn and

depressed. Some teenagers with self-esteem might hesitate to try new thing, might speak

negatively about themselves, easily frustrated and often see temporary problem as permanent

conditions. They are pessimistic about themselves and their life.

To Maslow (1954), satisfaction of self-esteem needs generative feelings and

attitudes of self confidence, self worth, capacity and feelings of being useful and necessary in the

world. Frustration of these needs lead to feelings and attitudes of inferiority, emptiness,

weakness, positivity and dependency. These negative self perceptions give rise to basic

discouragements, a sense of futility and hopelessness in dealing with life’s demands and low

1
evaluation of self . This condition is most likely to lead to poor performance due to lack of drive

as learners tend to fear their abilities,

According to (Votta2003), the studies shown that most of the teenagers are spending

more times with their friends than spend doing homework, watching television and playing alone

with gadgets. Similarly to Erikson’s theory of Psychosocial Development stated that in the fifth

stage of development it is considered as adolescence which is 13 to 18 years old develops

Identity vs. Role Confusion. This is time for their curiosity and exploration in choosing what

they want. Also Erikson claims that adolescences may feel uncomfortable about their self for a

while until they can adapt and grow into changes.

In addition, both boys and girls expend inordinate amounts of time and energy on

personal grooming, spending long period of time in the bathroom, trying to achieve a certain

kind of lock. Fitting with their peers becomes more important than ever to their self esteem. Peer

acceptance, especially friendships provides a wide range of learning and development

opportunities. This includes companionship, recreation, social skills, and participating in group

problem solving.Teenager’s self-esteem is often affected by the physical and hormonal changes

they experience, especially during puberty. They usually extremely concerned about how they

look and how they are perceived and accepted their peers. (Trzesniew et. al., 2006)

The researchers choose this topic not because it is common nowadays, but because of the

students should know the relationship of self-esteem towards academic performance of the

students, also to parents should be concerned about the self-esteem of the children. The future

researchers who will make the study that is related to this research can use this as their basis or

sort of information. It will also help the school to implement programs and counseling with base

on its result. And lastly the main target of this study is to enlighten the mind of the students to

their current situation.

2
Background of the Study

According to Maslow’s theory of personality rests on several basic assumptions

regarding motivation. First, Maslow(1970)adopted a holistic approach to motivation. that is, the

whole person, not any single part of function, is motivated. Second, motivation is usually

complex, meaning that a person’s behavior may spring from several separate motives. For

example, the desire for sexual union may be motivated not only by a genital need but also be

needs for dominance, companionship, love, self-esteem. Moreover, the motivation for behavior

may be unconscious or unknown to the person. The final assumption concerning motivation is

that needs can be arranged on a hierarchy (Maslow, 1943, 1970)

In addition, esteem needs to the extent that people satisfy their love and

belongingness needs, they are free to pursue esteem needs, which include self-respect,

confidence, competence, and the knowledge that others hold them in high esteem. Maslow

(1970) identified two level f self-esteem needs—reputation and self-esteem. Reputation is the

perception of the prestige, recognition, or fame a person has achieved in the eyes of others,

whereas self-esteem is a person’s own feeling of worth and confidence. Self-esteem is based on

more than or prestige; it reflects a “ desire for strength, for achievement, for adequacy, for

mastery and competence, for confidence in the face in the world, and for independence and

freedom” (p. 45). In other words, self-esteem is based on real competence and not merely on

others’ opinions. Once people meets their esteem needs, they stand on the threshold of self-

actualization, the highest need recognize by Maslow.

3
Statement of the Problem

The main objective of this study is to investigate the ‘’RELATIONSHIP OF SELF-

ESTEEM TOWARDS ACADEMIC PERFORMANCE OFSENIOR HIGH SCHOOL

STUDENT IN PAGALANGGANG NATIONAL HIGH SCHOOL,SCHOOLYEAR 2018-

2019’’ the study aims to seek the following questions:

1.How may the profile of the respondents to be describe in terms of;

1.1Age

1.2Sex

1.3Gradelevel/ Strand

2. What is the General Weighted Average of Senior High School student in Pagalanggang

National High School during the 1st semester of the current academic year?

3.How self-esteem relate towards academic performance of Senior High School Students

through;

3.1Physical Self-Esteem;

3.2Social Self-Esteem;

3.3Emotional Self-Esteem

4.What are the implications of the study to Pagalanggang National High School?

4
Significance of the Study

The result of the study will be of great benefit to the following:

Students: The results will provide the students a knowledge and understanding about the

relationship of self-esteem towards academic performance. It will give the students realization

that having self-esteem is important. This study will also help students to evaluate themselves.

Teachers.This study will help teacher on how to deal with their students. They can

further to motivate them.

Parents.This study will benefit the parents by having a sort of information about their

children and be concerned about the self-esteem of their children to avoid criticisms.

School Administration.The result will be great basis about the relationship of self-

esteem towards academic performance of a student. It can also use in formulation of programs

dabout self-esteem base on the results of this study.

Department of Education. The research can be used as a tool for the formulation of a

manual that can be related in the improvement of the self-esteem of the students across the

country.

Future Researchers.They can use the findings of this research in their own studies as

reference and sources.

5
Scope and Delimitation of the study

This quantitative research study were focused in “Relationship of Self-Esteem towards

Academic Performance of Senior High School Students in Pagalanggang National High School,

School Year 2018-2019” The senior highschool students from grade 11 to grade 12 where

selected as respondents to have a concise and detailed presentation of the data needed to make a

comprehensive and cohesive data.

The study employed correlationalmethod to investigate the direction and magnitude of

relationships among the variables.The study used SPSS for data analysis and interpretation. This

research used random sampling technique in determining the total population of respondents.

The researchers conducted the study during the second semester of Senior High School Students

in the current academic year.

The total respondent of this study is 170 to be exact to have a cohesive data. In addition,

the study will cover the profile of the respondents such as age, sex and strand. The strand, age

and sex will serve as the profile of respondents and it is not the focus of this study. The General

Weighted Average (GWA) during the 1st semester Sy. 2018-2019 will serve as the academic

performance of the respondents. This study is limited only in Pagalanggang National High

School Senior High Student,students from other school in Dinalupihan, Bataan are not included.

Notes in Chapter I

6
Erikson, E.H (1968). Identity.Youth and Crisis. New York: Norton

Leary, M. R.,( 1998).Haupt, A. L., Strausser, K. S., &Chokel, J. T

Calibrating the sociometer: (1290-1299)The Relationship between interpersonal appraisals and

the state self-esteem. Journal of Personality and Social Psychology, 74,

Leary, M. R., Cottrell, C. A., &Philips, M. (2001) Deconfounding the effects of dominace and

social acceptance on self-esteem. Journal of Personality and Social Psychology,81,898-909.

Leary,M. R., Gallagher, B., Fors, E., Buttermore, N., Baldwin, E., Kennedy, K., & Mills, A.

(2003). The invalidity of the effects of social feedback on self-esteem and Personality And

Social Psychology Bulletin, 29, 623-636.

Marmot, Michael( September 13, 2003)., “ Self-esteem and Health: Autonomy, Self-esteem, and

health are linked together.”British medical journal 327574-575)

Maslow , A. H. (1970). Motivation and personality (2nded.). New York: Harper & Row.

Votta, Elizabeth, and Ian G. Manion (July 2003) “ Factors in the Psychological Adjustment of

homeless adolescent males: The Role of Coping style.” 42 (July 2003) “ Childhood Education

(Midsummer 2004) 269-291

CHAPTER II

7
 THEORETICAL FRAMEWORK

This chapter presented the relevant theories, related literature, and related studies,

conceptual framework, hypotheses and definition of terms.

Relevant Theories

Self-esteem is an important explanatory construct in social psychology “the desire to

protect and enhance self-esteem is invoked in many theories as a basic motive underlying social

behavior. According to Coopersmith in Globe (2004) defines self-esteem as the self evaluation

which the individual makes and believes about himself: it express an attitude of approval or

disapproval to his capability, success , and worth but based on Baumister (2009) has his own

outlook, he wonders why people devote their efforts in preserving their self-esteem, for it is not

proved that having high self-esteem is associated with other positive behaviors." self-esteem

involves an attitude of approval or disapproval and indicates the extent to which the individual

believes himself to be capable, significant, successful, and worth. In short, self- esteem is a

personal judgment of worthiness that is expressed in the attitudes the individual holds toward

himself” (Coopersmith, 1967, pp. 4-5)

There are so many theories about self-esteem. These include Maslow’s theory of needs,

Carl Rogers Theory of personal Development and Bednar and Peterson’s Theory of Self-esteem

among others. However, this study used Maslow’s Hierarchy of needs to investigate the

relationship of self-esteem on academic performance

The most powerful voice in the new movement was that of Abraham Maslow's in 1954,

now recognized as the father of modern humanistic psychology, for his unique contribution to

psychology by his new humanistic 22 philosophy of learning ,teaching, and intrinsic education

8
aimed to satisfy child's basic psychological needs. Maslow believed that all individuals have

inner lives and potential for growth, creativity, and free choice. ( Maslow,1972)

According to Maslow’s people are motivated to seek personal goals that make their lives

rewarding and meaningful. The law contends that human beings have wants and rarely reach a

state of complete satisfaction. He attested that all human beings have needs that are image and

are systematically arranged in order hierarchy of priority. Satisfaction of one need creates

another need that commands the person’s attention and efforts. The basic assumption in

Maslow’s theory is that the lower order pre-content needs must be relatively satisfied before the

person can become aware of or motivated by higher needs. Physiological needs should be

satisfied first followed by safety needs, love and belonging needs. Self-esteem needs are 4th in

the hierarchy. Maslow divided it into self respect and respect for others.

To Maslow, satisfaction of self-esteem needs generative feelings and attitudes of self

confidence, self worth, capacity and feelings of being useful and necessary in the world.

Frustration of these needs lead to feelings and attitudes of inferiority, ineptness, weakness,

positivity and dependency. These negative self perceptions give rise to basic discouragements, a

sense of futility and hopelessness in dealing with life’s demands and low evaluation of self . This

condition is most likely to lead to poor performance due to lack of drive as learners tend to fear

their abilities,

According to Maslow’s theory, personality rests on several basic assumptions regarding

motivation. First, Maslow(1970)adopted a holistic approach to motivation. that is, the whole

person, not any single part of function, is motivated. Second, motivation is usually complex,

meaning that a person’s behavior may spring from several separate motives. For example, the

9
desire for sexual union may be motivated not only by a genital need but also be needs for

dominance, companionship, love, self-esteem. Moreover, the motivation for behavior may be

unconscious or unknown to the person. The final assumption concerning motivation is that needs

can be arranged on a hierarchy (Maslow, 1943, 1970)

The most basic needs of any person are physiological needs, including foods, water,

oxygen, maintenance of body temperature, and so on. Physiological needs are those proponents

at all. Perpetually hungry people are motivated to eat not to make friends or gain self-esteem.

They do not see beyond food and as long as this need remains unsatisfied; their primary

motivation is to eat something. Physiological needs differ from other needs that can be

completely satisfied or even overly satisfied. Second characteristics peculiar to physiological

needs their recurring nature.(Maslow 1970)

Moreover, when people have partially satisfied their physiological needs, they become

motivated by safety needs, including physical security, stability, dependency, protection, and

freedom from threatening forces such as wars, terrorism, illness, fear, anxiety, danger, chaos, and

natural disaster. Safety needs differ from physiological needs in that they cannot be overly

satisfied.; people can never be completely protected from meteorites , fires, floods, or the

dangerous acts of others.(Maslow1970)

After people partially satisfy their physiological and safety needs, they become motivated

bylove and belongingness needs, such as the desire for friendship; the wish for a mate and

children; the need to belong to a family, a club , a neighborhood, or a nation. Love and

belongingness also include some aspects of sex, and humancontact as well as the need to both

give and receive love (maslow,1970).

10
 People who have had their love and belongingness needs adequately satisfied from early

years do not panic when denied love. These people have confidence that they are accepted by

those who are important to them, so when other people reject them, they do not feel devastated.

A second group of people consists of those

who have never experienced love and belongingness,

and, therefore, are incapable of giving love. They

have seldom or never been hugged or cuddled nor

experienced any form of verbal love. Maslow

believed that these people will eventually learn to

devalue love and to take its absence for granted.

A third category includes those people who have received love and belongingness only in

small doses. Because they receive only a taste of love and belongingness, they will be strongly

motivated to seek it. In other words, people who have received only a little amount of love have

stronger needs for affection and acceptance than do people who have received either a healthy

amount of love or no love at all (Maslow, 1970).

In addition,to the extent that people satisfy their love and belongingness needs, they are

free to pursue esteem needs, which include self-respect, confidence, competence, and the

knowledge that others hold them in high esteem. Maslow (1970) identified two level f self-

esteem needs—reputation and self-esteem. Reputation is the perception of the prestige,

recognition, or fame a person has achieved in the eyes of others, whereas self-esteem is a

person’s own feeling of worth and confidence. Self-esteem is based on more than or prestige; it

reflects a “ desire for strength, for achievement, for adequacy, for mastery and competence, for

confidence in the face in the world, and for independence and freedom” (p. 45). In other words,

self-esteem is based on real competence and not merely on others’ opinions. Once people meets

11
their esteem needs, they stand on the threshold of self-actualization, the highest need recognize

by Maslow.

Furthermore, self-actualization needs, when lower level needs are satisfied, people

proceed more or less automatically to the next level. However, once esteem needs are met, they

do not always move to the level of self-actualization. Originally, Maslow (1950) assumed that

self-actualization needs become potent whenever esteem needs have been met. However, during

the 1960s, he realized that many of the young students at Brandeis and other campuses around

the country had all their lower needs gratified, including reputation and self-esteem, and yet they

did not become self-actualizing (Frick, 1982; Hoffman, 1988; Maslow, 1971). Why some people

step over the threshold from esteem to self-actualization and others do not is a matter of whether

or not they embrace the B-values (B-values will be discussed in the section titled Self-

Actualization). People who highly respect such values as truth, beauty, justice, and the other B-

values become self-actualization after their esteem needs are met, whereas people who do not

embrace these values are frustrated in their self-actualization needs even though they have

satisfied each of their other basic needs.

Self-actualization needs include self-fulfillment, the realization of all one’s potential, and

a desire to become creative in the full sense of the word (Maslow, 1970). People who have

reached the level of self-actualization become fully human, satisfying needs that others merely

glimpse or never view at all. They are natural in the same sense that animals and infants are

natural; that is, they express their basic human needs and do not allow them to be suppressed by

culture.

Self-actualizing people maintain their feelings of self-esteem even when scorned,

rejected, and dismissed by other people. In other words, self-actualizers are not dependent on the

satisfaction of either love or esteem needs; they become independent from the lower level needs

12
that gave them birth. (We present a more complete sketch of self-actualizing people in the

section titled Self-Actualization.)

In addition to these five conative needs, Maslow identified three other categories of

needs—aesthetic, cognitive, and neurotic. The satisfaction of aesthetic and cognitive needs is

consistent with psychological health, whereas the deprivation of these two needs results in

pathology whether or not they are satisfied.

In the relation of theory, Solomon (2006) stated that indicates the humanistic psychology

focuses on individual development, self-actualization, in addition to the need to develop and

actualize to the fullest one's potentialities, and capacities and thus become fully human, as every

person's central need study. In 1943, with the publication of "A Dynamic Theory of Human

Motivation," he has offered theory of human motivation based on the view that human beings are

motivated by basic needs that must be satisfied and that are hierarchically ordered. Maslow

stressed the fact that when the needs that have greatest prepotency and priority are satisfied, the

next need in hierarchy emerges and presses for satisfaction.

According to Pajares&Schunk (2002) indicate that Maslow as certain that the goal of

each individual is to achieve self-actualization, which is a motivation to develop a 23 person's

full potential as a human being and to reach self-fulfillment, inner peace, and contentment. In his

book Motivation and Personality, Maslow (1970) stresses the fact that all people have a need for

a stable high evaluation of themselves, for self-respect, self-esteem

In addition to a need for achievement and competence in their life tasks. He states that

satisfaction of self-esteem needs result in feelings of self-confidence, worth, strength, capability

that create a believe that he is respectable member in his society. Nevertheless hampering these

needs construct feelings of inadequacy, of weakness, and of helplessness .

13
 Also Solomon (2006) stated that points to forth level of Maslow's hierarchy of needs and

says that self-esteem needs focus on the individuals ego. Individuals need to feel that they are

respected a matter that boost their self-confidence and feeling of worth.

Moreover, Schultz& Schultz (2005) elaborate on the forth level of Maslow's hierarchy of

needs by saying that when one feels he is loved by others he may find himself driven by two

needs for esteem; respect from ourselves through feelings of self-worth, and respect from other

people, in the form of status and social success. Stressing the fact that lack self-esteem result in

feelings of inferiority and helplessness

Additionally, Coopersmith(1967) in Tuttle (2004) refers to self-esteem as a part of the

personality while he regards the self, as a part of the personality that is related to motivation and

self-regulation.

Related Literature and Related Studies

The history of self-esteem as a concept begun with known theorists in psychology.

William James and Mead (1890) were among the first ones. They postulated that self-esteem was

equivalent to success of a person divided by his or her pretensions. One’s self-esteem would be

academic success divided by how well one thinks he/she ought to be doing. To increase the sum

total one’s self-esteem, one needs to boost success or diminish expectations for achievements.

This continues to influence the understanding of self-esteem ( Wickline, 2003)

Similarly, according to Trzesniewet. al., 2006 self-esteem is based on how we feel when

we look in the mirror or talk about ourselves. Self-esteem is knowing we are worthy of love,

respect and accepting ones limitations or boundaries. Self- esteem is individual feel and

achievements. Healthy self-esteem is important because it gives people the courage to try new

14
things and to manipulate the mind. It leads respecting one another ideas, beliefs, and thoughts.

Healthy self-esteem help people to make a good decision and choices about current situation.

In addition, to study of Gordon Alport (1961) proposed that the growth of the awareness

of self-proceeds along development learning lines. He identified 7 different aspects of self-hood.

Self-esteem is the third development stage of the proprium. It is the feeling of pride that results

when the child accomplishes things on the child’s success in mastering tasks.

Self-esteem (SE) can be defined as one’s more or less sustained sense of liking oneself

(Gray, 2001). Self-esteem (SE) refers to general feelings of self-worth or self-value, it is the

value placed on oneself. It is the way an individual feels about him/her self and how he or she

relates to other people. Self-esteem can also explained as pride in oneself by which one is aware

and accepts one’s inherent strengths and positive qualities. In other words it is the judgment that

people make of themselves. It could be high or low. When a person can accept his/her

weaknesses and faults and simultaneously recognizes his/her strengths and positive qualities, the

person will experience strong self-worth and high self-esteem (Gray, 2001).

As study by Osborn(2000) that sex difference where here the female respondents have

more self-esteem than male respondents. There is a significant correlation between the self-

esteem and academic performance of the respondents. Besides, the educational system of the

country, the child’s psychological environment-their family, peers, teachers are of utmost

importance in determining the adolescent’s performance at school/college. While the college’s

influence on the adolescent’s performance, has been acknowledged, almost all the studies and

practical experiences.

In contrast with the study of (Twenge and Campbell (2001) suggests that male

adolescents have higher self-esteem than female adolescents do. The difference in self-esteem

can lead todifference in academic performance between boys and girls. There was also strong

15
empiricalevidence indicating differences in the conceptualization of self and academic

performancesaccording to sex and age making it necessary to study sex differences.Limited

literature was available in regards to self-esteem and academic performance among adolescents

especially in Kenya. This being a critical period in development where self-esteem ismoderately

developed (Erol and Orth, 2011) shows how important it was to study adolescents‟ levels of self-

esteem.This was in regards to the various psychosocial milestones including careerdecision

making andcreating personal identity that are experienced at this developmental stage.

In the Study of Joshi &Srivastava (2009).The present study was undertaken to investigate

the self-esteem and academic achievement of urban and rural adolescents, and to examine the

sex differences in self-esteem and academic achievement. The sample of this study consisted of

400 adolescents (200 urban and 200 rural) from Varanasi District. The boys and girls (aged 12

to14) were equally distributed among the urban and rural sample. Self-esteem was measured by

Self-esteem questionnaire and academic achievement was measured by academic school records.

The findings indicated that there were no significant differences with regard to self-esteem of

rural and urban adolescents. There were significant differences with regard to academic

achievement of rural and urban adolescents. Urban adolescents scored higher in academic

achievement as compared to rural adolescents. Boys would score significant higher on self-

esteem as compared to girls. Significant gender differences were found in academic

achievement. Girls were significantly higher on academic achievement as compared to boys

(Joshi &Srivastava, 2009).

Self-esteem is ones attitude towards oneself which may be positive, neutral, or negative."

(Oxford dictionary of Psychology) Self-esteem is static and does not change much. It is not

possible for a person to have a positive self-esteem, one day and the next to have a negative self-

esteem

16
 "Burke, Hunt & Bickford (1985) found that college students with high self-esteem expect

good results on academic examinations. They also tend to attribute satisfactory results to stable

features within themselves. When students with low-self-esteem score low on examinations they

tend to regard the score as a 1-efi3ction on their ability rather than for some other less personal

reason." (Nolan, 1996)

Students with low self-esteem struggle with problems they face in school, whether it

isacademically or socially. Therefore, to prevent these psycho-social problems, especially

inregards to gender variables, it was important to understand aspects of self-esteem which

mayinform interventions that are designed to promote self-esteem in critical developmental

stages,such as young adulthood (Orth, Robins and Trzesniewski, 2010). Longmore,

Manning,Giordano, and Rudolph (2004) also revealed that such efforts might improve

adolescents‟ psychological well-being.

Many people believe that males and females experience problems in different areas of

their lives. There is no consensus regarding whether boys or girls have higher self-esteem. There

is also a strong empirical evidence indicating differences in the conceptualization of self and

academic performances according to sex and age. (Awad,2007, Thomson and Zand, 2007,

Tolman et al,2008).

Ahmavarra and Houston (2006) conducted study using 856English secondary pupils in

grade7 and the study revealed that boys report higher level of self-concept than girls regardless

of their school type or age. Another study examining sex differences in matters of performances,

competence, beliefs and value beliefs in 2,053 fifth grade students in Bavaria. Germany found

that boy reported higher level of enjoyment and pride in Math compared to girls. In addition, the

researchers showed that girls reported lower domain value in Math than boys, even though there

17
was no significant difference in Math achievement of both boys and girls. (Frenzel& Pekrum,

2017)

The major causes of stress among students includes academic workload, inadequate

resources, low motivationand poor academic performance, overcrowded lecture halls, and

uncertainly of getting jobs after graduation from theuniversity however Espenshade et al. (2005)

reported that stress has a negative but insignificant association withcumulated grade and no

relationship with college credits.

According to Aryana (2010), students with high academic achievement tend to feel more

confident in contrast tothose who lack confidence in them achieves less. There had been many

studies on this self-esteem and academicachievement relationship has been carried out

previously but the topic remains debatable and inconclusive (Naderi2009). Though it is

identified as a crucial factor in affecting student’s academic achievement has been singled out

(Aryana 2010);

In addition with (Malbi andReasoner,2000).Those who feel confident, generally achieve

more, while those who lack confidence inthemselves achieve less. However, this does not

indicate that high self-esteem causes goodacademic performance since correlation does not mean

causation. In other studies, high self-esteem has been a result of good academic performance.

Another study of Brandy M. Bray from Missouri Western State University pointed out that

significant research results agree with previous indications that academic achievement and self-

esteem have a positive relationship. The original purpose of this study(2001), titled Exploring the

Influence of Academic Achievement on A College Students' Self-Esteem, was to check if

academic achievement had more effect on a college student`s self-esteem if that student was an

Honors student versus a general student. Participants took the Rosenberg Self-Esteem Scale

before and after a scheduled psychology exam. Data were collected from 64 college students and

18
analyzed by a 2 (pre-test/post-test) X 2 (actual exam score/lowered exam score) mixed design

factorial ANOVA was calculated comparing the pre-test and post-test scores of the Rosenberg

Self-Esteem Scale depending on whether or not students received their true exam score or score

39 lowered by ten points. No significant main effect was found between the pre-test and the post-

test (F(1,56)=2.64, p=.11).

Furthermore, past research conducted with children and adolescent populations has

shown general self-esteem to be an independent predictor of HRQoL (Marriage & Cummins,

2004; Yarcheski, Mahon, &Yarcheski, 2001).2 Previous work has also shown perceptions of

general self-esteem to positively predict variables aligned to those incorporated into measures of

HRQoL (i.e., emotional, physical, school, and social domains). Indeed, empirical research has

shown general self-esteem to positively predict a participant’s happiness, life satisfaction, self-

reported intelligence, school performance, positive relations with others, and perceptions of

physical self-worth (e.g., Diener&Diener, 1995; Hansford & Hattie, 1982; Keefe & Berndt,

1996; Kowalski, Crocker, Kowalski, Chad, &Humbert, 2003; Rosenberg, Schooler, Schoenbach,

& Rosenberg, 1995). Model 1 is based on the aforementioned empirical evidence and (ii) a

literature search of electronic databases [via Web of Science, Medline (Pubmed), PsychInfo, and

BIDS ISS] that revealed past work to infer that self-esteem is considered first and foremost a

predictor of QoL as opposed to an outcome variable. With the latter in mind, an appealing aspect

of Model 1 is that previous work has shown self-esteem to mediate the relationship between

environmental factors (e.g., social support; Dantas, Motzer, &Ciol, 2002; Yarcheski et al., 2001)

and reported QoL.

Self-esteem is defined as the set of positive or negative evaluations of individuals about

their own selves (Rosenberg 1965). Self and self-esteem constitute two different dimensions of

19
personality. The self represents the cognitive part of the personality, whereas self-esteem

represents the affective and psychologic dimension. The personality traits of the individuals,

their physical self-esteem, emotional, abilities, skills, social relations, feelings and their ideas

about their academic or professional performance and the satisfaction they feel as a result of

these ideas, are included in the concept of self-esteem (Yılmaz 2000; İzgiç et al. 2001). A high

level of perceived satisfaction indicates that the individual has high self-esteem, whereas a low

level of satisfaction indicates low self-esteem. Özkan (1994) defined people with high self-

esteem as individuals who are successful in academic and professional areas, who can handle

stress, who can establish social and close relations and who have a high level of vitality and

enjoyment. At the same time, he defined people with low self-esteem as individuals who have a

low level of vitality and enjoyment, who are not self-confident, who feel shame and feelings of

worthlessness and who feel inadequate in terms of successes and skills.

According to Nina (1996), students’ statistic function with the self-followed on the heels

of academic success. The influence may come through socio- cognitive progress such as

internalization of social opinions and social comparisons. Earlier studies on social perception and

academic achievement in Kenya High School students found that Kenyan parents and teachers

tend to encourage and support males to achieve higher academic goals compared to females

(Frank 2009; Merish et al, 1999). Examining student’s self-concept by grade level, the research

findings showed that students in advanced grades had higher self-concepts. As students advance

in years and grade levels, their perceptions of the various aspects of self-concept went up. A

possible explanation was that students improve in verbal and problem solving skills as they take

more academic subjects in school (Nelson et al, 2006). As the above study mainly focused on

boarding schools there was need to investigate if day schools also had the same concept or not.

20
 Otherwise, according to the study of Patzer, Gl (2000) shows that improving a physical

trait improves attitude, personality, and self-esteem. Likewise, improving physical attractiveness

improves interpersonal interactions. These more positive interactions are internalized

intrapersonal (within a person), with direct, corresponding impact on the person’s self-esteem.

Adolescent spend an increasing amount of time in peer interactions during middle – late

childhood and adolescence. Good peer relations might be necessary for normal social

development in adolescent (Santrock, 2001). A child’s self-image influences the way peers

perceive him or her. Poor peer relations in adolescence is associated with dropping out of school

and delinquency. A research conducted on sex- peer 13 indicated that boys perceived themselves

to have significantly better relations with opposite sex peers. During the administration of the

survey, most of the girls indicated they were uncomfortable responding to the items on opposite

sex peers. Some of them even shared with the researchers that, girls who had better relations with

the opposite sex peer were ‘known’ meaning they had loose morals.

Based on study of Miller (1994). Many characteristics comprise a person’s personality:

achievement orientation, interest to be sociable, aggressiveness, need for order, disposition, and

so on. One of the most important personality characteristics in every person’s life is self-esteem,

which can be defined in terms of cognitive generalizations derived from past experiences. Since

people are not isolated from their environment, a person’s experiences impact his or her self-

esteem. Since a person’s physical attractiveness is known to be a major factor in his or her

experiences, it is logical to be a substantial influence on self-esteem.

Mayer et al. (2002) &Afolabi (2004) argue that emotional self-esteem is not a single trait

or ability rather; it is a composite of distinct emotion reasoning abilities. Perceiving emotions

consist of recognizing and interpreting the meaning of various emotional states, as well as their
21
relations to other sensory experiences. Understanding emotions involve understanding of how

basic emotions are blended to form complex emotions. Regulating emotions encompasses the

control of emotions in oneself and in others. An individual’s emotional intelligence is an

indicator of how an individual perceives, understands and regulates emotions

Researches provide some confirmation in support of this self-esteem. (Schutte et al.

2002) found that higher emotional intelligence was typically associated to positive moods and

higher self-esteem. Literature suggests that emotionally intelligent persons are likely to

experience a higher level of psychological well-being and a lower level of emotional deficit than

persons, who possess a low level of emotional intelligence (e.g. Salovey& Mayer, 1990), this is

because emotionally intelligent persons are able to maintain positive mental states due to their

capability to efficiently manage (by recognizing, understanding, generating, regulating and

promoting) their emotions (Mayer &Salovey, 1995; Salovey& Mayer, 1993). Self-esteem is a

necessary contribution to the life process and is indispensable to normal and healthy self-

development and has a value for survival (James, 1983). Self-esteem promotion can benefit from

lifestyle-oriented activities. Its growth takes place in the larger context of relationship,

environment related experience, attitude toward self and achievements (Gray, 2001). Schutte et

al., (2002) provide proof in support of the correlation between emotional intelligence and self-

esteem.

Conceptual Framework

The study was undertaken using the input, process, output approach. The figure below

shows how the study be conducted.

Profile of the Respondents to be

desceibe in terms of;
22
- AGE
- SEX
-STRAND
 Figure 1
Paradigm of the Study
The Conceptual Paradigm of the Study

The figure showed the conceptual framework of the study. The first frame is the profile

of the respondents that consists of age, sex, strand and GWAof the respondents. The second

frame shows the data gathering device used of the researchers, the third was the analysis and

interpretation of the data and the last frame represented the conclusion and recommendation.

23
Hypothesis of the Study

1. Ho:There is no significant relationship between Physical Self-esteem and academic

performance of Senior High School students in Pagalanggang National High School.

Ha:There is a significant relationship between Physical Self-esteem and academic

performance of Senior High School students in Pagalanggang National High School.

2, Ho:There is no significant relationship between Social Self-esteem and academic

performance of Senior High School students in Pagalanggang National High School.

Ha:There is a significant relationship between Social Self-esteem and academic

performance of Senior High School students in Pagalanggang National High School.

3. Ho:There is no significant relationship between Social Self-esteem and academic

performance of Senior High School students in Pagalanggang National High School.

Ha:There is a significant relationship between Social Self-esteem and academic

performance of Senior High School students in Pagalanggang National High School.

Definition of Terms

For the purpose of clarity, understanding and interpretation, the following important

terms will be defined as they will be used in the study.

24
Academic Performance- used in the study represented by the general weighted average for the

1st semester..Also called “Academic Achievement” is the basis of the students about their skills,

abilities and capabilities of being an effective individual in school.

Self-esteem- is the feeling refers to the way someone feels about themselves with self-

satisfaction, confidence, acceptance.

Physical Self-esteem- is the person’s value his/her physical competencies.

Emotional Self-esteem- it deals about the emotion or feelings of one person.

Social Self-esteem- It refers to the personality of the person which regard to his/her social value

or the social self.

Senior High- consist of grade 11 and grade 12 ages 16 to 19 years old and above

PNHS- Pagalanggang National High School

Researchers- the one who conducted a research.

Notes in chapter II

25
Ahmavaara A, Houston D (2007). The effects of selective schooling and self-concept on

adolescents academic aspiration; An examination of Dwecksself theory. Br. J. Educ. Phychol

77:613-632.

Gray, P. (2001). Psychology.4th Edition.Worth Publishers. Harper JF,& Marshall E (1991).

Adolescents Problems and their Relationship to Self-Esteem. Journal of Adolescence, 55(4): 64-

70. James, W. (1983).The principles of psychology. Cambridge, MA: Harvard University Press.

King, et al., (1999).Measurement of differences in emotional intelligence of preservice

educational leadership students and practicing administrators as measured by the multifactor

Emotional intelligence scale. Dissertation Abstracts International, 60(3), 606 (1999)

Burke., J . P., &Bickford, R.L., (1985). Casual Internalization of academic performance as a

function of self-esteem and performance satisfaction. Journal of Research in Personality, 19,321-

329

Colman, AM., Oxford dictionary of Psychology(2001) Oxford, England: Oxford University

Presss.

Coopersmith, S,.(1990). Self-Esteem inventories. Palo Alto, CA: Consulting Psychology Press.

Izkan, İ. (1994). Benliksaygısınıetkileyenetkenler.Düşünen Adam, 7(3), 4–9.

Mayer, J., &Salovey, P. (1995).Emotional intelligence and the construction and regulation of

feelings. Applied & Preventive Psychology, 4 (3), 197-208. Mayer, J. (2009). "Why Emotional

Intelligence Matters in Intelligence Research" Psychology Today. Published September 23,

2009.

Miller, E. M. (1994). Intelligence and brain myelination: A hypothesis. Personality and

Individual Differences, 17, 6,417-434.

Patzer GL. Self-esteem and physical attractiveness. ] Esther Dent 1995: 7:274-277

26
Petrides, K.V. and Furnham, A. (2006), “The role of trait emotional intelligence in a gender-

specific model of organizational variables”, Journal of Applied Social Psychology, Vol. 36 No.

2, pp. 552-69.

Petrides, K.V. and Furnham, A. (2006), “The role of trait emotional intelligence in a gender-

specific model of organizational variables”, Journal of Applied Social Psychology, Vol. 36 No.

2, pp. 552-69.

Rosenberg, M. (1965).Society and the adolescent self-image. Princeton, NJ: Princeton University

Press

Schutte, et al. (2002), “Characteristic emotional intelligence and emotional wellbeing”,

Cognition and Emotion, Vol. 16 No. 6, pp. 769-85.

Schutte, et al. (1998).Development and validation of a measure of emotional intelligence.

Personality and Individual Differences, 25, 167-177.

27
 CHAPTER III

METHODS OF THE STUDY

This chapter present the methods and techniques use in discussing the subjects and

variables of the study, the sources of data and the instruments that will use in data collection. The

data processing and statistical treatment that will use in the analysis and interpretation of data is

included and also the research instrument and the construction and validation of the study.

Methods and Design of the Study

The study employed Co-relational quantitative research design in order to understand the

relationship of two or more variables.A correlation is a statistical test to determine the tendency

or pattern for two (or more) variables or two sets of data to vary consistently.

The statistic that expresses a correlation statistic as a linear relationship is the product– moment

correlation coefficient.This design allows you to predict an outcome, such as the prediction that

ability, quality of schooling, student motivation, and academic coursework impudence student

achievement (Anderson & Keith, 1997).

Consistent with Castellan (2010), Welford et al., (2012) defined the various types of

quantitative research as experimental, co relational, and survey of interest when considering this

study’s design is the description of co relational research offered by Welford et al,; they stated

the design is non experimental method that examines the relationship between variables for their

explanatory or predictive purposes. Welford et al, stressed that explanatory studies use variables

that link to the chosen theoretical framework. Welford et al, stated co relational studies asses

relationships between variables and statistical analysis allows prediction based on this

relationship.

28
 Furthermore, quantitative methods are used to examine the relationship between variables

with the primary goal being to analyze and represent that relationship mathematically through

the use of SPSS software. The data collected is numeric, allowing for collection of data from a

large sample size. Statistical test like Linear Regression allows for greater objectivity when

reviewing results and therefore, results are independent. Numerical results can be displayed in

graphs, charts, tables, and other formats that allows for better interpretation. Data analysis is less

time-consuming and can often be done using statistical software. Results can be generalized if

the data are based on random samples and the sample size was sufficient.

Population of the study

The respondents of this study were garnered from grade11 and grade12 students of

Pagalanggang National High School, School Year 2018-2019. The total number of randomly

selected students to answer the survey questionnaire is 170 to be exact to find out the results

needed for this study. To make the study manageable, the respondents were selected using a

random sampling technique, 80% number of senior high school students..

Below are the tables of distribution of grade 11 and 12 students in Pagalanggang

National High School where the respondents are included:

29
Table 1. The total Population of grade 11 and 12

GRADE 11 STUDENTS

Strand Male Female Frequency Percentage

Science Technology Engineering 9 8 17 10.63%

and Mathematics (STEM)
Humanities and Social 28 27 55 34.38%
Sciences(HUMSS)
General Academic Strand(GAS) 6 9 15 9.36%

TVL- Agriculture 33 12 45 28.13%

TVL- Computer System 14 4 28 17.5%

Serving(CSS)
TOTAL 90 70 160 100%

GRADE 12 STUDENTS

Strand Male Female Frequency Percentage

Science Technology Engineering 12 8 20 9.90%

and Mathematics (STEM)
Humanities and Social 21 28 49 24.26%
Sciences(HUMSS)
General Academic Strand(GAS) 17 19 36 17.82%

TVL- Agriculture 41 19 60 29.70%

TVL- Computer System 21 16 37 18.32%

Serving(CSS)
TOTAL 112 90 202 100%

30
These are the final total respondents through the used of random sampling technique

Table 2.The sample population of the study

GRADE 11 STUDENTS

Grade 11 Strand Male Female Frequency Percentage

Science Technology Engineering 5 3 8 11%

and Mathematics (STEM)
Humanities and Social 11 16 27 34%
Sciences(HUMSS)
General Academic Strand(GAS) 4 3 7 9%

TVL- Agriculture 17 5 22 28%

TVL- Computer System 8 6 14 18%

Serving(CSS)
TOTAL 45 33 78 100%

GRADE 12 STUDENTS

Grade 12 Strand Male Female Frequency Percentage

Science Technology Engineering 6 3 9 10%

and Mathematics (STEM)
Humanities and Social 9 12 21 24%
Sciences(HUMSS)
General Academic Strand(GAS) 9 7 16 18%

TVL- Agriculture 15 11 26 30%

TVL- Computer System 8 8 16 18%

Serving(CSS)
TOTAL 47 41 88 100%

The table illustrate the number of respondent in grade 11 and 12 to their corresponding

strand in Pagalanggang National High School.

31
Sampling Technique

The researcher used random sampling technique in choosing the respondents. In

statistics, random sampling is a subset of individuals. Each individual chose randomly and

entirely by chance, each individuals has equal opportunity of being chosen. The researchers

specifically used lottery technique in selecting respondents.

Research Instrument

The researchers form a pre-survey questionnaire in a qualitative form regardless about

the topic for all grade 11 and 12 students of Pagalanggang National High School, after that the

researchers formulated a checklist type of questionnaire designed to answer the problems in the

study . The survey questionnaire composed of 21questions to be exact to find out the accurate

results needed for this study. It has 3parts, first is profile of the respondents which includes age,

sex, and grade level/strand. Second is the General Weighted Average during the 1st semester of

school year 2018-2019. Lastly, the third part is the relationship of physical, social, and emotional

self-esteem toward academic performance.

Construction and Validation of the Instrument

The researcher asked the assistance and expertise of the subject teachers, teachers and the

adviser of the researchers to validate the questionnaire. After doing such, the questionnaires are

ready for floating and distribution to the identified respondents.

In the construction of the questionnaire, the researchers used research question that were

worded as briefly as the study of the problem allowed. Instruction was clear, complete and

acceptable; and research questions were objective and relatively free from ambiguity and other

32
invalidating features. The survey questionnaire was so arrange that the responses can be

tabulated and interpreted readily.

The questionnaire constructed after the researcher’s intensive reading of books, news,

articles, journals surfing the internet in order to get information and materials relevant to the

study. The specific problems of the study used as the principal reference in formulating the

questionnaire.

Data Gathering Procedure

The researcher had their validation of instrument with 3 particular persons who has

expertise in doing researchers. After the validation, the researcher went to the principal and

assistant school principal of Pagalanggang National High School to sign a letter for permission to

distribute survey questionnaire on grade 11 and 12 students in school 2018- 2019.

The data for this research were collected using a pre-survey questionnaire and survey

questionnaires. The survey was created using suitable questions modified from related research

and individual questions formed by the researcher.

As the letter was approved, the survey questionnairewere distributed to the respondents,

the grade 11 and 12 students of Pagalanggang National High School. The researchers assured

confidently of their survey sheets. They also understood that students’ consciousness may also

affect their honesty and effectiveness in answering the survey and so the researcher gave the

students the opinion of being anonymous. Participants were given time respond and then the

researchers collected the surveys as the respondents finished answering. There were no

incentives for participating in the research.

33
Statistical Treatment.

Frequency was utilized to determine the number of respondents which responses

correspond to the item.

Percentage defined as given part or amount in every hundred and also called percent, a

rate or proportion per hundred.

Formula:

P = f/n x 100

Where:

P = percentage

f = frequency

n = number of respondents

Slovins’ Formula

n= n

1 + ne

Where:

n – sample size

N – total population

e – margine of error desired

34
 In analyzing and interpretation of the data, the researchers used SPSS. SPSS means

“Statistical Package for the Social Sciences” and was first launched in 1968. Since SPSS was

acquired by IBM in 2009, it's officially known as IBM SPSS Statistics but most users still just

refer to it as “SPS” The interpretation of the data was analyzed using statistical tool test, Linear

Regression.

35
Notes in Chapter III

Anderson, E. S., & Keith. T, Z., (1997), A longitudinal test of a model of academics success for

at-risk high school students. The Journal of Educational Research, 90 . 259-268

Castellan, C (2010) Quantitative and Qualitative Research: A View for Clarity. International

Journal of education. Vol 2 (2).Macrothink Institute.

36
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPREATION OF DATA

In this chapter, the data collected by the researchers from grade 11 and grade 12 students

in relation to this study are stated. It also presents, analyzes, and interprets the result of the

survey questionnaire answered by the respondents.

In the first part of this chapter was the profile of respondents wherein the age, sex,

grade level/strand, Next part is the General Weighted Average of Senior High School of

Pagalanggang National High School during the first semester SY. 2018-2019 and the hypothesis

of the study. Third part of this chapter contains the how does the relationship of self-esteem

and academic performance through; Physical Self-esteem, Social Self-esteem and Emotional

Self-esteem. And the last part is the implication of the study.

37
Part 1. Profile of the students

Table 3. Profile of respondents according to age

AGE NUMBER OF PERCENTAGE

RESPONDENTS

16 41 24%

17 79 46%

18 44 26%

19 AND ABOVE 6 4%

TOTAL 170 100%

The table above shows the ages of randomly selected respondents. Majority of the

students ages belong to 17 years of age with a percentage of 46% (frequency=79) followed by 18

years of age with a percentage of 26% (frequency=44) then followed by 16 years of age with a

percentage of 24% (frequency=41) while 6 out of 170 respondents was 19 years old and above.

This can be interpreted that most of the respondents are 17 years of age.

According to Erikson theory of psychosocial development that age between 13-18 years

old are considered as a adolescence which develop identity Vs. Role Confusion. When sex

maturation and rapid physical development occur resulting to changes in ways of feeling,

thinking, and acting.

38
Table 4. Profile of the respondents according to Sex

SEX NUMBER OF PERCENTAGE

RESPONDENTS

Male 85 50%

Female 85 50%

Total 170 100%

The table illustrates the student’s sex. The male respondents and female respondents have

the same number which is 85 with a percentage of 50%. This infers that both of our respondents

are equal.

According to(Awad,2007, Thomson and Zand, 2007, Tolman et al,2008). Many people

believe that males and females experience problems in different areas of their lives. There is no

consensus regarding whether boys or girls have higher self-esteem. There is also a strong

empirical evidence indicating differences in the conceptualization of self and academic

performances according to sex and age.

39
Table 5: Profile of the respondents according to Grade level/ Strand

Grade 11 Students

Strand Number of Percentage

Respondents

Science Technology 8 11%

Engineering and Mathematics
(STEM)
Humanities and Social 27 34%
Science (HUMSS)
General Academic 7 9%
Strand(GAS)
TVL- Agriculture 22 28%

TVL- Computer System 14 18%

Serving(CSS)
TOTAL 78 100%

Grade 12 Students

Grade 12 Strand Number of Percentage

Respondents

Science Technology 9 10%

Engineering and Mathematics
(STEM)
Humanities and Social 21 24%
Sciences(HUMSS)
General Academic 16 18%
Strand(GAS)
TVL- Agriculture 26 30%

TVL- Computer System 17 18%

Serving(CSS)
TOTAL 88 100%

40
 The table shows that the majority of the respondents for grade 11 is Humanities and

Social Sciences Strand with a percentage of 34% (number of respondents=27), followed by

TVL-Agriculture with a percentage of 28% (number of respondents=22), next is TVL-Computer

System Serving with a percentage of 18% (number of respondents=14) followed by Science

Technology Engineering and Mathematics(STEM) with a percentage of 11%(number of

respondents= 8) and the last was General Academic Strand with a percentage of 9%(number of

respondents. This means that from among other strands for grade 11, students from Humanities

and Social Sciences are the majority of respondents of this study.

In addition, for table number 5 shows the majority of the respondents for grade 12 is

TVL-Agriculture Strand with a percentage of 30% (number of respondents=26%) next is

Humanities and Social Sciences (HUMSS) with 24%(number of respondents=21). The General

Academic Strand(GAS) had 16 number of respondents while TVL-Computer System Serving

(CSS) had a 17 number of respondents and also they had the same percentage with 18%. The

least number of respondents are in Science Technology Engineering and Mathematics(STEM)

with 9 number of respondents and the percentage is 10%

This can be interpreted that among other strang in grade 11, the most majority of the

respondents are from Humanities and social Sciences and for the grade 12, the most majority of

the respondents of this study are from TVL- Agriculture

41
Part II. General Weighted Average of 1st semester SY. 2018-2019

Table 6: Student’s Average Grade of 1st Semester

Weighted Average Frequency Percentage

95 and 100 4 2%

90-94 46 27%

85-89 56 33%

80-84 58 34%

75-79 6 4%

Below 75 0 0

Total 170 100%

The table above contains the General Weighted Average of respondents with the used of

grading scale. Majority of the students garnered the average of 80-84 with a percentage of

34%(frequency=58) which means the description of academic performance was satisfactory then

followed by 85-89 with a percentage of 33%(frequency=56) which means the description of

academic performance was very satisfactory next to 90-94 with a percentage of 27%

(frequency27%) which means the description was outstanding. Six (6) out of 170 respondents

were belong to grading scale of 75-79 with a percentage of 4% which means some of the

respondents are fairly satisfactory but four (4) out of 170 respondents were belong to the grading

scale of 95-100 with a percentage of 2% which means four of the respondents are outstanding.

This concludes that majority of the respondents are performing well academically

because only six(6) respondents were belong to description of fairly satisfactory and most of the

respondents were belong to description of satisfactory, very satisfactory and outstanding.

42
 Based on the study Aryana (2010), students with high academic achievement tend to feel

more confident in contrast tothose who lack confidence in them achieves less. There had been

many studies on this self esteem and academicachievement relationship has been carried out

previously but the topic remains debatable and inconclusive (Naderi2009). Though it is

identified as a crucial factor in affecting student’s academic achievement has been singled out

(Aryana 2010);

Table 7: Hypothesis of the study

Hypothesis Accepted Or Rejected

1. There is no significant relationship between Rejected null hypothesis (Ho)

Physical Self-esteem and academic performance Accepted alternative hypothesis (Ho)

of Senior High School students in Pagalanggang

National High School

2, There is no significant relationship between Rejected Null Hypothesis (Ho)

Social Self-esteem and academic performance of Accepted Alternative Hypothesis (Ha)

Senior High School students in Pagalanggang

National High School

3. There is no significant relationship between Accepted Null Hypothesis (Ho)

Emotional Self-esteem and academic Rejected Alternative Hypothesis (Ha)

performance of Senior High School Students in

Pagalanggang National High School

43
 Table 7 shows the constructed hypothesis whether it is accepted or rejected based on the

regression analysis. On this analysis, the social self-esteem has been rejected because it has

significant relationship toward academic performance. Physical self-esteem and emotional self-

esteem are accepted because they have no significant relationship with academic performance.

Part 3. The relationship of Physical Self-esteem, Social Self-esteem and Emotional Self-esteem

Towards academic performance of Senior High School Students in Pagalanggang

National High School.

Value labels: Self-esteem

PSE= Physical Self-esteem

SSE= Social Self-esteem

EEE= Emotional Self- esteem

Value labels: General Weighted Average (GWA)

1.00= “75-80”

2.00= ’81-84”

3.00= “85-89

4.00= “90-95

5.00= “96-99

44
Table 8:Mean of the Variables

Descriptive Statistics

Variables Mean Std. Deviation N

GWA 3.0647 .87126 170

PSEMEAN 2.8576 .63821 170

SSEMEAN 2.8106 .64258 170

ESEMEAN 2.8353 .70513 170

Table 8 shows the mean of the Variables. The dependent variable is General Weighted

Average, while the independent variables are: Physical Self-esteem, Social Self-esteem and

Emotional Self-esteem.

45
Table 9: Multiple Correlation Coefficients

Dependent Variable: General Weighted Average (GWA)

Independent Variables: Physical Self-esteem, Social Self-esteem and Emotional Self-esteem

Correlations
GWA PSEMEAN SSEMEAN ESEMEAN
Pearson GWA 1.000 .038 .117 .208
Correlation

PSEMEAN .038 1.000 .670 .551

SSEMEAN .117 .670 1.000 .693
ESEMEAN .208 .551 .693 1.000
Sig. (1-tailed) GWA .312 .064 .003
PSEMEAN .312 .000 .000
SSEMEAN .064 .000 .000
ESEMEAN .003 .000 .000
N GWA 170 170 170 170
PSEMEAN 170 170 170 170
SSEMEAN 170 170 170 170
ESEMEAN 170 170 170 170

Table 9 and 10 showsthe multiple regression analysis of dependent variable General

Weighted Average with independent variables; physical self-esteem, social self-esteem and

emotional self-esteem with statistical explained correlations.

Table 10: Model Summary

Model Summary

Change Statistics
Std. Error R
R Adjusted of the Square F Sig. F
Model R Square R Square Estimate Change Change df1 df2 Change
1 .228a .052 .035 .85600 .052 3.027 3 166 .031
a. Predictors: (Constant), ESEMEAN, PSEMEAN, SSEMEAN

46
Table 11: Coefficients

Standardized
Coefficients

Model Beta t Sig.

1 (Constant)
7.648 .000

PSEMEAN -.115 -1.117 .266

SSEMEAN .012 .099 .921
ESEMEAN
.264 2.481 .014

Table 11 shows the coefficients that explains the statistical significance of each

dependent and independent variables. ESEMEAN with statistics, β= .264, t (7.648) = 2.481, p=

.066. These two variables have numbers of significant that lower .05 which means for having

none relationship with academic performance. SSEMEAN with statistics, β= .012, t (7.648) =

.099, p= 0.921. PSEMEAN had a statistic, β= -.115, t (7.648) = -1.117, p= 0.266 which is

significant. These two variables was consider as rejected for having significant relationship with

academic performance. Therefore Physical self-esteem and Social self-esteem having

relationship with academic performance.

Part 4: The implication of the study to Pagalanggang National High School

The study implicate to the Pagalanggang National High School. The study shows that

physical self-esteem and social self-esteem have a relationship towards academic performance

while the emotional self-esteem has no relationship. The researchers believes that self-esteem

has a great impact to academic performance especially the social self-esteem of the senior high

school students of pagalanggang national high school because it deals with self-acceptance, self-

value and self-confidence of every individuals. The result of the study can be a guide for the

47
teachers in the different teaching strategies that they can use inside the classroom and also it can

be additional information for the guidance office to formulate different program that can boost

the self-esteem of the different type of students.

48
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

SUMMARY

. The study is intended to present the relationship of the self-esttem to the academic

performance of the students in Pagalanggang National High School. The researcher used

correlational study to gain the relationship of the 2 variables. The self-esteem was divided into 3

dimension, the physical self-esteem, social self-esteem, and emotional self-esteem. There were

170 (80% OF SHS enrolles) of Grade 11 and 12 as respondent. Linear regression was the

statistical tool and SPSS application was used to compute and interpret the data. It was showed

in the study that the physical and Social self-esteem have a significant relationship in the

academic performance of the students while emotional self-esteem has no relationship in the

study.

Keywords: self-esteem, academic performance, physical self-esteem, emotional-esteem,

CONCLUSION

Based on the analysis of data, the findings are the following:

1. Respondent’s Profile

1.1 The profile of the respondents according to age shows that majority of the students

that 79 out 170 respondents belongs to 17 years of age with a percentage of 46%.This can be

interpreted that most of the respondents are 17 years of age.

49
 1.2The profile of the respondents according to sex show s an equal number of

respondents which is 85 for male and 85 for female with a same percentage of 50%. This infers

that both of our respondents are equal.

1.3 The profile of the respondents according to grade level/strand shows that most of the

respondents in grade 11 are from Humanities and Social Sciences strand while in grade 12 is

TVL-Agriculture.

2. Weighted average from the students in 1st semester of SY. 2018-2019

The finding reveals that majority of the respondents garnered the weighted average of

80-84 with a frequency of 58 and the description of academic performance was satisfactory then

followed by 85-89 with a frequency of 56 and the description is very satisfactory. This can be

interpreted that Senior High School students from Pagalanggang National High School had good

academic performance

Hypothesis of the study

It showed the null hypothesis of emotional self-esteem that declared as accepted for not

having a relationship with academic performance. However, the physical and emotional self-

esteem null hypothesis are rejected for having relationship with academic performance.

Discussion

The present study was explored the relationship of self-esteem toward the academic

performance. It shows that the null hypothesis on physical self-esteem was rejected because it

has significant relationship with academic performance. Moreover, physical needs are consider

as basic need of any person, it is the proponents of all (Maslow 1970). There is positive

correlation between body satisfaction and self-esteem. However, Male with low body image

often perceive themselves as too thin, whereas female with low body image perceive themselves

50
as too heavy. Lack of muscularity is the main cause of body dissatisfaction in men, in females,

lower body image influenced by a variety of factors, such as body mass, social comparisons, and

appearance conversation with friends (Carlson 2004)

Next, the null hypothesis on emotional self-esteem was accepted because it

doesn’t have any relationship towards academic performance. Erikson’s theory of Psychosocial

Development stated that in the fifth stage of development it is considered as adolescence which

is 13 to 18 years old develops Identity vs. Role Confusion. This is time for their curiosity and

exploration in choosing what they want. Also Erikson claims that adolescences may feel

uncomfortable about their self for a while until they can adapt and grow into changes.

Lastly, the null hypothesis on social self-esteem was rejected. It has a high relationship

towards academic performance. Socialization has a high impact to boost up the confidence, it

started on love and belonging need of any person. People who have their love and belongings

needs adequately satisfied from early years do not panic when denied love. These people have

confidence that they are accepted by those who are important for them, so when other people

reject them, they do not feel devastated (Maslow 1970). Moreover, it leads to pursue the esteem

needs, including self-respect, confidence, competence and the knowledge that others hold them

in high esteem. Maslow (1970) identified self-esteem as a person’s own feeling of worth and

confidence.

RECOMMENDATION

Students. The students should be aware with their current self-esteem

Teachers. The teachers should better manage programs to enhance student’s self-esteem by

elevating oneself esteem it indirectly affecting improves ones academic performance.

51
Parents. The parents should know theirchild very well so that when it comes to this kind of

problem, they will know the appropriate action about situation.

School Administration. The school administrator must establish program for the parents and

student which will discuss the relationship of self-esteem toward academic performance and for

the parents to know the academic status of their children.

Department of Education. The department of education should be aware about the relationship of

self-esteem towards academic performance of students to use as a tool for the formulation of

alternative learning materials.

Future Researchers.

 The future researchers must conduct a wider research related to this study will gather a

bigger number of population to generalize the findings.

 They could also co relate the relationship of sex, age and grade/level/ strand to self-

esteem towards academic performance;

 They could further used the multiple regression for statistical test.

 They could use mixed method type of research for further information.

52
 BIBLIOGRAPHY

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Ahmavaara A, Houston D (2007). The effects of selective schooling and self concept on

adolescents academic aspiration; An examination of Dwecksself theory. Br. J. Educ. Phychol

77:613-632

Burke., J . P., &Bickford, R.L., (1985). Casual Internalization of academic performance as a

function of self-esteem and performance satisfaction. Journal of Research in Personality, 19,321-

329.

Calibrating the sociometer: (1290-1299)The Relationship between interpersonal appraisals and

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Coopersmith, S,.(1990). Self-Esteem inventories. Palo Alto, CA: Consulting Psychology Press.

Gray, P. (2001). Psychology.4th Edition.Worth Publishers. Harper JF,& Marshall E (1991).

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Colman, AM., Oxford dictionary of Psychology(2001) Oxford, England: Oxford University

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Erikson, E.H (1968). Identity.Youth and Crisis. New York: Norton

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Leary, M. R., Cottrell, C. A., &Philips, M. (2001) Deconfounding the effects of dominace and

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(2003). The invalidity of the effects of social feedback on self-esteem and Personality And

Social Psychology Bulletin, 29, 623-636.

Mayer, J., &Salovey, P. (1995).Emotional intelligence and the construction and regulation of

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Marmot, Michael( September 13, 2003)., “ Self-esteem and Health: Autonomy, Self-esteem, and

health are linked together.”British medical journal 327574-575)

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Patzer GL. Self-esteem and physical attractiveness. ] Esther Dent 1995: 7:274-277

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specific model of organizational variables”, Journal of Applied Social Psychology, Vol. 36 No.

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55
APPENDICES

56
 Appendix A

Letter of Permission
March 07, 2019
LORINDA R. POBLETE
School Principal II
Pagalanggang National High School
Dinalupihan, Bataan

Madame:

Greeting of Peace!

May we request permission from your good office to conduct an interview regarding our research study
entitled“RELATIONSHIP OF SELF-ESTEEM TOWARDS ACADEMIC PERFORMANCE
OF SENIOR HIGH SCHOOL STUDENTS IN PAGALANGGANG NATIONAL HIGH
SCHOOL” during the school year 2018-2019. The respondents of the research project will be the senior high
students of Pagalanggang National High School. This is in partial fulfilment of the requirements needed in the
subject Research Project/ Culminating Activity.
The researchers will be using quantitative type of research and correlation method that is comprised of a
survey questionnaire. In choosing respondents, the researchers have used random sampling through the help of
Microsoft Office Excel Worksheet. Rest assured that the confidentiality of the data will be ensured.
Anticipating your positive response on this request. Thank you and God bless us all!
Respectfully yours,
AGUILAR, KYLA C.
CAPULONG, SARVIA R.
CASUPANAN, AMEERA JHOY L.
DAYAO, MICHAEL JAKE A.
MALIT, JUNNITA ANN A.
NICOLAS, ALECKS M.
OBADO, KIMBERLY MAE F.
PAYUMO, JESSICA B.
REYES, CAMILO III M.
REYES, ZAIRA C.
YALUNG, RONNEL L.
Researchers/HUMSS

Noted:

APRIL M. MADERAS, RGC Approved:

SHS Guidance Counselor/Research adviser

MIRAFLOR RONQUILLO
Assistant Principal II
MELANIE P. CORTEZ
Research Teacher

PETER G. DINGLAS JR. LORINDA R. POBLETE

Grammarian School Principal II

57
 Appendix B

Letter of Validation

March 05, 2019

To Whom it May Concern:

In conformity with the questionnaire prepared by Eric John Aldos, Carlo Dela Rosa,
Carlos Dela Rosa, Nicole Layug, Patrick Manuel, Bryan John Manuel, EdzelPasamonte, Ma.
Angelica Ramos, Edelyn T. Rodriguez and Jean Rayson Valencia, Humanities and Social
Science students with thesis entitled “BATA, PAANO MO NAGAWA: UNDERSTANDING
JUVENILE DELINQUENCY AMONG SELECTED MINOR IN PAGALANGGANG
DINALUPIHAN BATAAN” during the School Year 2018-2019,the undersigned hereby
confirm that it has been checked and verified.

APRIL M. MADERAS, RGC

SHS Guidance Counselor/Research adviser
Noted:

MELANIE P. CORTEZ
Subject Teacher/12 TVL-CSS Adviser

RODYLIE C. CALIMLIM
12 HUMSS Adviser

YSABEL ANGELA V. EMBILE

12 GAS Adviser

JULIE ANN M. LEANO

12 TVL-AGRICULTURE Adviser

TRACY JOHN HENRY M. REYES

12 STEM Adviser

Approved:

MIRAFLOR A. RONQUILLO
Asst. SHS Principal II

LORINDA R. POBLETE
School Principal II

58
 Appendix C

PRE-SURVEY QUESTIONNAIRE

“Relationship of Self-Esteem towards Academic Performance of Senior High

School Students in Pagalanggang National High School’’
SY: 2018-2019
Direction: Answer the following questions.
1. What do you think is the relationship of self-esteem towards academic
performance?

2. How physical self-esteem relates towards your academic performance?

Ex: I’m confident in my physical appearance so that I could perform well in front
of the class.

3. How social self-esteem relates towards your academic performance?

Ex: I can easily communicate to my classmates whenever I missed the lesson in
our class.

4. How emotional self-esteem relates towards your academic performance?

Ex. I feel motivated and inspired

59
 SURVEY QUESTIONNAIRE

“RELATIONSHIP OF SELF-ESTEEM TOWARDS ACADEMIC PERFORMANCE

OFSENIOR HIGH SCHOOL STUDENTS IN PAGALANGGANG NATIONAL HIGH
SCHOOL, SCHOOL YEAR 2018-2019”

I. Name (optional):
Age 16 ( ) 17 ( ) 18 ( ) 19 above ( ) Grade Level: Grade 11 ( ) Grade 12 ( )
Sex: Male ( ) Female ( ) Track and Strand:
STEM( ) TVL-CSS ( )
HUMSS ( ) TVL- AGRI ( )
GAS ( )
II. What is your General Weighted Average this last first semester of school year 2018 – 2019?

III. Direction: Put a check (/) in the space provided.

4-Always 3-Often 2-Sometimes 1-Never
A. Physical Self-Esteem 4 3 2 1
1. I feel better physically about myself.
2. I feel contented on my body form.
3. It’s easy for me to give my best because of my figure.
4. I feel care free of what others think about my figure
5. It’s easy for me to perform physical education activities
because of my physical strength.

B. Social Self-Esteem 4 3 2 1
1. I am confident to communicate with my classmates.
2. It’s easy for me to speak in public.
3. I could be a leader when it comes to group activity.
4. It’s easy for me to socialize with my classmates because
of their attitude,
5. I am confident to share my ideas, beliefs, values and
interest to my classmates

C. Emotional Self-Esteem 4 3 2 1
1. I feel motivated and inspired when I get the expectation
of my teachers.
2. I feel stress free over school works and test scores.
3. I easily accept other’s opinion about my work.
4. I feel energetic when the audience applauding me during
performance.
5. I am feeling delightful for doing well.

60
 Appendix D

Distribution of respondents For Grade 11 Senior High School students using Slovin’s Formula

61
 Appendix E

Distribution of respondents For Grade 12 Senior High School students using Slovin’s Formula

62
CURRICULUM VITAE

63
Kyla C. Aguilar
#436Pag-asa St. Pagalanggang, Dinalupihan, Bataan
Cellphone no: 0946 720 0683
kylaaguilar2001@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: Dinalupihan, Bataan
Sex: Female Father: Christopher F. Aguilar
Height: 5’5 Mother: Marilou C. Aguilar
Weight: 47 kg
Birthday: February 21, 2001

EDUCATIONAL BACKGROUND

Primary Level:

Pagalanggang Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

64
Sarvia R. Capulong
#704-A Purok 6 New San JoseDinalupihan, Bataan
Cellphone no: 0912 9477 517
sarvia.capulong@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: Dinalupihan, Bataan
Sex: Female Father: Joselito D. Capulong
Height: 5’5 Mother: Reymalin R. Capulong
Weight: 49 kg
Birthday: October 21, 2000

EDUCATIONAL BACKGROUND

Primary Level:

New San Jose Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

65
Jake A. Dayao
SitioArkongBato PagalanggangDinalupihan, Bataan
Cellphone no: 0948 9393 121
jakedayao@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: Dinalupihan, Bataan
Sex: Male Father: Danilo T. Dayao
Height: 5’6” Mother: Marilou A. Aguilar
Weight: 80 kg
Birthday: May 15, 2001

EDUCATIONAL BACKGROUND

Primary Level: Pagalanggang Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

66
Junnita Ann A. Malit
#659 SitioArkongBato PagalanggangDinalupihan, Bataan
Cellphone no: 0907 1969 185
junnitaannmalit@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: Dinalupihan, Bataan
Sex: Female Father: Gener B. Malit
Height: 5’3” Mother: Angela A. Malit
Weight: 40 kg
Birthday: June 12, 2001

EDUCATIONAL BACKGROUND

Primary Level: Pagalanggang Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

67
Kimberly Mae F. Obado

#262 Old San JoseDinalupihan, Bataan

Cellphone no: 0907 8656 912

kimberlymaeobado@gmail.com

PERSONAL DATA

Age: 17 years old Birthplace: Dinalupihan, Bataan

Sex: Female Father: Rowel P. Obado

Height: 5’5” Mother: Angela F. Obado

Weight: 60 kg

Birthday: May 08, 2001

EDUCATIONAL BACKGROUND

Primary Level: Dinalupihan Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

68
Camilo M. Reyes III
49A, Maligaya Uno St. KataasanDinalupihan Bataan
Cellphone no: 09129500298
18camiloreyes@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: Dinalupihan, Bataan
Sex: Male Father: Camilo P. Reyes Jr
Height: 5’4”Mother: Maricel L. Macasinag
Weight: 55 kg
Birthday: September 8, 2000

EDUCATIONAL BACKGROUND

Primary Level: Kataasan Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

69
AmeeraJhoy L. Casupanan
Purok# 4 Sto. Rosario Florida Blanca, Pampanga
Cellphone no: 09494317489
mira07casupanan@gmail.com

PERSONAL DATA
Age: 18 years old Birthplace: Florida Blanca, Pampanga
Sex: Female Father: Wilfredo S. Casupanan
Height: 5’5Mother: Arlene L. Casupanan
Weight: 55 kg
Birthday: March 07, 2001

EDUCATIONAL BACKGROUND

Primary Level:

Sto. Rosario Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

70
Ronnel John L. Layug
Acacia St. Kataasan, Dinalupihan, Bataan
Cellphone no: 09305085144
yalungronnel@gmail.com

PERSONAL DATA
Age: 19 years old Birthplace: Dinalupihan, Bataan
Sex: Male Father: Rafael G. Yalung Jr.
Height: 5’9 Mother: Flordeliza L. Yalung
Weight: 67 kg
Birthday: December 14, 1999

EDUCATIONAL BACKGROUND

Primary Level:

San Ramon Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

71
Jessica B. Payumo
No. 255 Maunlad St. Pagalanggang Dinalupihan, Bataan
Cellphone no: 09127954636
jsscpayumo@gmail.com

PERSONAL DATA
Age: 17 years old Birthplace: Dinalupihan, Bataan
Sex: Female Father: Edward M. Payumo
Height: 5’4Mother: Maribel B. Payumo
Weight: 40 kg
Birthday: June 29, 2001ss

EDUCATIONAL BACKGROUND

Primary Level:

SapangBalas Elementary School 2012-2013

Secondary Level:

Pagalanggang National High School 2016-2017

Pagalanggang National High School 2018-2019

72