Self-esteem and Academic Achievement

The objective of this study was to investigate the effects of a series of self-respecting variables (ethnic identity, cultural adaptation, and language) and some of the academic results on the American mainstream and three different ethnic groups (Korean, Korean) It was to study empirical research. Discussion on the significance of research including research findings in African-American and Hispanic studies and recommendations for future research Self-esteem and academic achievement surveys show that academic performance influences self-esteem but self-esteem and national identity, culture Whether the affecting adaptation and language affects the academic side remains controversial.

In recent years, many researchers have investigated the correlation between self-esteem and academic achievement. However, we discovered that only some of them, such as Maruyama, Rubin, and Kingsbury (1981), contributed to improving academic performance. Self-esteem is multifaceted and may refer to academic self-esteem, self-esteem, or global self-esteem. Many studies showing a positive correlation are often measured using global self-esteem rather than academic self-esteem and confidence in the results and results is reduced.

There are many factors that can lower or improve the student's academic performance. Factors that reduce academic performance are anxiety and pessimism, but self-esteem and optimism can improve academic performance. There is a great relationship between academic performance and self-esteem, but we do not know that self-esteem is the cause of academic achievement or that academic performance is the reason for self-esteem. Self-awareness is often called self-esteem or self-worth. Many children do not distinguish between self recognition in different environments. But are the children seeing themselves at different levels of self-esteem? In the fields that have proven different levels of self-esteem for students, there are mathematics and reading concepts, fellow relationships, parent relationships, and looks.

Academic achievement is an important factor in the development of self-esteem at school age. Successful or failing students will have strong academic influence on their personal self-esteem. Social experience is another important element of self esteem. When children go to school, they begin to understand and recognize the difference between them and their classmates. Through social comparison, children evaluate whether they are better or worse than their classmates in different activities. These comparisons form a child's pride and play an important role in influencing their positive or negative emotions. As the child experiences puberty, the influence of the fellow becomes more important. Teenagers evaluate themselves based on relationships with close friends. The relationship between friends is very important to cultivate high self-esteem.