SELF-ESTEEM AND ACADEMIC ACHIEVEMENT

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Chapter 1

THE PROBLEM AND ITS SETTING Introduction In consonance with the needs to improve student’s academic achievement comes also the question about how students perceive their personal value about how it affects the performance of a student in class. Self-esteem is perhaps playing an important role to one’s success. It is important for an individual to know his value to the world and how valuable he thinks he is to others. How an individual perceive himself, matters most as one of human’s motivation. Self-esteem Self-esteem and Academic achievement as the researchers’ variables are perhaps one of the topics in the field of research in psychology. These two variables can give some insights on how a student perceives perceives his self-worth self -worth in relation to his academic performance. As students pursue their studies, they tend to strive to have a good performance resulting to their insight about their self-worth. The researchers decided to pair these two variables because they are greatly connected to each other. Academic performance represents outcomes that indicate the extent to which a person has accomplished specific goals that focusses on activities in environment especially in school, college or university. The researchers believe that self- esteem plays an important role in student’s performance in school. Human mind started as a blank sheet by birth and as people

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES goes studying in school they acquire things, ideas and knowledge and so shaping one’s personality trait. This leads a student to appraise themselves based on their performance. Also, accepted the fact that the reason why people have different level of self-esteem is that they have different abilities and skills that leads them to their academic achievement whether they have a good or poor performance. Furthermore, the researchers believe that the importance of this study is to determine how a student, value themselves based on their academic achievement. This also gives an idea that one of the essential features of motivation is self-esteem, which has a relation to student’s academic achievement. Academic performances can somehow be an indicator of one’s perception of his self -worth. self -worth. They will need this perception about their self-value to be able to have a motivation in achieving a good academic performance. Through the help of this study, the researchers are hoping that it can give the readers an idea or overview on how academic achievement affects student’s self -esteem. -esteem. Theoretical Framework This thesis is premised from the Self-Esteem Theory of William James (1890) and how academic performance and achievement in school affects one’s self -esteem. self  -esteem. Self-esteem Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude towards the self. It is also defined as positive or negative evaluation of the self. Many psychologists had included self-esteem on most of their papers and studies. There are six major contributors to the development of the concept of self-

2

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES goes studying in school they acquire things, ideas and knowledge and so shaping one’s personality trait. This leads a student to appraise themselves based on their performance. Also, accepted the fact that the reason why people have different level of self-esteem is that they have different abilities and skills that leads them to their academic achievement whether they have a good or poor performance. Furthermore, the researchers believe that the importance of this study is to determine how a student, value themselves based on their academic achievement. This also gives an idea that one of the essential features of motivation is self-esteem, which has a relation to student’s academic achievement. Academic performances can somehow be an indicator of one’s perception of his self -worth. self -worth. They will need this perception about their self-value to be able to have a motivation in achieving a good academic performance. Through the help of this study, the researchers are hoping that it can give the readers an idea or overview on how academic achievement affects student’s self -esteem. -esteem. Theoretical Framework This thesis is premised from the Self-Esteem Theory of William James (1890) and how academic performance and achievement in school affects one’s self -esteem. self  -esteem. Self-esteem Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude towards the self. It is also defined as positive or negative evaluation of the self. Many psychologists had included self-esteem on most of their papers and studies. There are six major contributors to the development of the concept of self-

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES esteem such as W illiam James, Robert White, Morris Rosenberg, Stanley Coopersmith, Coopersmith, Nathaniel Branden and Seymour Epstein. The first pure psychological use of the term can be traced back to 1890 and the work of William James who is generally seen as the father of modern psychology. James had a very simple definition of self-esteem: success divided by pretension. According to James the more success we have and the lower our expectations or pretensions then the higher our self-esteem. To raise self-esteem, therefore, we have two options: lower our expectations of ourselves or increase our achievements. In addition, one of the first exponents was a young psychology professor named Stanley Coopersmith from California. According to him, self-esteem is an attitude and expression of worthiness that is also linked to anxiety and depression. He included success as well as self-worth as an indicator of self-esteem. He also explicated self-esteem as a construct or an acquired trait, that is, an individual learns how worthy they are initially from parents. That it is reinforced by others. The children model the respect and worthiness of self that they see in their parents. Moreover, a more influential figure was Nathaniel Branden. He is a psychotherapist and devotee of the philosopher Ayn Rand. He has written countless books on self-esteem and is considered the intellectual father of the self-esteem movement. As Branden’s work is sophisticated and his definition of self -esteem, self  -esteem, and notions of how it can be boosted, is a far cry from the exhortations to feel special that had come to characterize self-esteem building exercises in American schools.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Finally, on the late 1965s, Morris Rosenberg defined self-esteem as an attitude (either positive or negative) that we have about ourselves and is a product of the influences of culture, society, family and interpersonal relationships. He also linked selfesteem to anxiety and depression. Likewise, he mentioned that the amount of selfesteem an individual has in proportional to the degree to which they positively measure up to a core set of self-values. Rosenberg based self-esteem theory on the analysis of data taken from large sample group of 5000 subjects on his studies which is mostly socio cultural approach.

Conceptual Framework To obtain the desired level of Self  –  Esteem, the researchers used the Coopersmith Self  –  Esteem Scale which has the categorization of significantly below average, somewhat below average, average, somewhat above average and significantly above average level of self-esteem. In measuring Academic Performance, the researchers used the General Weighted Average providing a specific range of grades taken from the manual of the said university. 1.00 being the Excellent and 3.0 labelled as the Passing rate. This paradigm will further explain the relationship of the variables interacting in this study.

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Academic Performance

Self-Esteem 

Levels of Self-Esteem 

General Weighted Average

Figure 1. Research Paradigm

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Statement of the Problem 1. What is the level of Self  –Esteem of the respondents? 2. Which among the respondents has the greatest self  –esteem when grouped according to: 2.1. Age 2.2. Gender 3. What is the level of Academic Performance of the respondents in terms of their General Weighted Average (GWA)? 4.

Is

there

any

significant

relationship

between

Self  –Esteem

and

Academic

Performance?

Statement of the Hypothesis The researchers arrived at the following hypothesis which was tested in the study: Ho: There is no significant relationship between Self  –  Esteem and Academic performance.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Scope and Limitations of the Study This study is focused on identifying the relationship between Self Esteem to the Students’ Academic performance from Polytechnic University of the Philippines –  Biñan Campus, School year 2017  –  2018. The said university is composed of four hundred thirty one (431) students and accommodates these following courses: Bachelor of Science in Computer Engineering, Bachelor of Science in Industrial Engineering, Bachelor of Science in Information Technology, Bachelor of Secondary Education major in English, Bachelor of Secondary Education major in Math, Bachelor of Science and Business Administration major in Human Resource Development Management, Diploma in Computer Engineering Technology and Diploma in Information Communication Technology. There are 272 students coming from the 3 rd year and 159 from the 4 th year. Delimitation applies only for the mentors and staffs who are not students of the university.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Significance of the Study This research study will be beneficial to the following: Psychologists: It is with great importance that this study is about the effect of academic achievements to the students’ self -esteem. Since this field of study is related with human behavior and brain processing this will help them gather knowledge that they will need for their future activities as students. This will also develop their understanding of human and its behavior. Guidance Counselors: It will be benificial to guidance counselors for they can help in providing programs and activities of how a student will improve student’s academic performance as well as their self -esteem. Teachers: This research will help them understand how one’s grade affects his self-esteem. Making the student feel better or worse for what grade he or she receives especially if the grade given, in the student’s perspective, is not appropriate. Also this endeavor calls the attention of instructors to always keep a record of grades to defend the ir side whenever a doubt arises in the students’ grades. Students: This study will benefit students for them to be able to know the relationship of their academic achievement to the perception of themselves. This will also develop a preception to which a student will improve themselves and strive harder to do better in their academic performance.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Future Researchers: This research study will be advantageous to those who will try to work on the same topic. It will lessen the difficulty they may experience in trying to find ideas that are related to their study and to the development of their knowledge about the topic. This study can serve as a source material and a guide as long as they try to follow it.

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10

Definition of Terms In order to have a clearer and greater understanding of this research study some important words are contextually defined. Academic Performance. Is the extent to which a student, teacher or institution

has

achieved

their

short

or

long-term

educational

goals.

Cumulative GWA(general weighted average) and completion of educational degrees such as High School and bachelor's degrees represent academic achievement. ( https://en.wikipedia.org/wiki/Academic_achievement  ) General Weighted Average. Is a representation (often numerical) of the overall scholastic standing of students used for evaluation. GWA is based on the grades in all subjects taken at a particular level including subjects taken outside of the curriculum. This follows the grade point system scale of 5.00 to 1.00, in which 1.00 is the highest possible grade and 5.00 is the

possible

lowest

grade. ( https://en.wikipedia.org/wiki/Academic_grading_in_the_Philippines  ) Self-concept. Is a general term used to refer to how someone thinks about, evaluates or perceives themselves. To be aware of oneself is to have a concept of oneself ; defined as individual's belief about himself or herself, including

the

person's

attributes

and

who

and

what

the

self

is.

(https://www.simplypsychology.org/self-concept.html  ) Self-Esteem. This reflects a person's overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. Self-esteem encompasses  beliefs about oneself, as well

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES as emotional states,

such

as triumph, despair, pride,

11

and shame.Smith

and

Mackie (2007) defined it by saying "The self-concept is what we think about the self; self-esteem, is the positive or negative evaluations of the self, as in how we feel about it." (https://en.wikipedia.org/wiki/Self-esteem ) Self-worth. Respect or a favorable opinion of oneself; is the feeling that you have good qualities and have achieved good things; one’s worth as a person,

as

perceived

by

(https://www.collinsdictionary.com/dictionary/english/self-worth)

oneself.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies which has important bearing in this research study. Self esteem “Self -esteem: success divided by pretension.” This

statement was

originated by William James as noted by Gage and Berliner (1992), this equation denotes that the lower the prospects or pretensions and the more achievements in life then the higher the self-esteem. The way that self-esteem is derived is by measuring the gap between the ideal self and the self-image. The ideal self is a person's concept of what the perfect person should be, as well as what they see as their full potential (usually a potential that cannot be achieved). This ideal self may be close to a person's self-image, which would mean that this person has a high self-esteem. The greater the dif ference between someone’s self -image and ideal self, the lower the resulting self-esteem. Baumeister (1999), stated further inquiries elucidates that self-esteem is a part of self-concept, being the individuals belief about himself or herself. It includes the person’s qualities and understanding of what the self is.

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Brown J., (2006) dictates self-esteem has three faces. First is the Global Self-esteem. It is also known as the trait self-esteem. It is used sometimes to refer a personality variable that signifies the method of how an individual feel about themselves. Second, self-esteem is used to refer to self-evaluative emotion reactions to valence events. This is what people point out when they mention experiences that “threaten self -esteem” or “boost self -esteem”. One example is when an individual proclaims his or her self-esteem to be very high after a promotion or a person might say his self-esteem Following Hewitt, (2005), self-esteem is referred to as psychological state of self-evaluative emotional reactions as feelings of self-worth. It can be measured by classic measurement scales. The Stanley Coopersmith and Morris Rosenberg Self Esteem scales present questions such as “At times I think I am no good at all” or “in whole, I am satisfied with myself”. Feeling proud or selfaffirmed on the positive side, and self-denigrated or ashamed on the negative side is how self-esteem is viewed. Finally, self-esteem is used to refer to the way people evaluate their various abilities and attributes. In the venture of Abraham Maslow’s Hierarchy of Needs, self -esteem is indicated as the fourth need to acquire self-actualization. There are two versions of self-esteem, the lower one and the higher one. Respect of others, the need for status, prominence, glory, appreciation, regard, reputation, appreciation, dignity

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and even dominance are the needs in the lower version of the esteem. Whereas self-respect and feelings of confidence, competence, achievement, mastery, independence and freedom are the needs establish the higher version of the esteem. Notice that this is considered “higher” form because unlike the lower version which only demands the respect of others, this version stresses the importance of respect for one’s self. (C. George Boeree, 1998, 2006) Gender, on the other hand, is an important factor that influences on the growth and manifestation of self-esteem. A number of contrasts have been discovered between males and females in their level of self-esteem during in the stage of adolescence for the reason that they tend to adopt gender stereotypes. Precisely, male self-esteem are believed to be more emphasized by goals characterized by independence and autonomy. As for the females, self-esteem iis more influenced by goals connected to interdependence and sensitivity. (Cross and Slater, 1995) Furthermore, contemporary belief is that self-esteem is routed in early childhood with a foundation of trust, unconditional love and security, impacted on as life progresses by a combination of positive and negative evaluations. Stanley Coopersmith’s self-evaluation scale (as cited in Seligman, 1996, p.32) measured self-esteem in children and then assessed the parent’s child rearing practices for those children with high self-esteem and concluded that the origins of higher selfesteem lay in clear rules and limits enforced by the parents.

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 Academic Performance On the other hand, as the researchers’ second variable, Academic performance has been defined by different scholars. One in particular, Banquil et al, (2009) states that academic performance refers to how students deal with their studies and how they accomplish different tasks given to them by their teachers. It also refers on how students deal with their studies and how they cope with different factors affecting their performance. In 1968, Erikson (as cited by Ulrich, 2010) identified that academic achievement played a crucial role in forming a positive, healthy view of the self. Upon dealing with academic performance, a matter of measuring it comes in different forms. The majority of the researchers in the world applied the GPA to assess the performance of the students (Stephan &Schaban, 2002). In like manner, Rosenberg et al, 1989 mentioned that the most visible indicators of academic achievement are school marks or grades. These are considered as a deter minant of one’s success in academics (Ulrich, 2010). Darling (2005) &Galiher (2006) finds it in conformity as they used GPA to evaluate performance of the students. Other researchers assessed the performance of the students through the previous year result or the outcome of a particular subject (Tahir, S., & Naqvi, S. R., 2006; Tho, 1994) Self  –  esteem as discussed by Aryana M., (2010) is a great influential factor that affects the students’ academic achievement. Having a high self –

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esteem can result to high academic performance. This can be referred as a person’s global judgment of competency regarding one’s self worth. (Harter, 1988). It begins when children compare their self-evaluation with their actual performance on a variety of tasks. This comparison between how an individual sees himself and the idea of self is critical especially during adolescence because adolescents encounter with diversified job of developing and challenges of their own age. (Sirin and Rogers-Sirin, 2004)

In general, high self-esteem help individuals to view themselves as active and capable persons to promote changes through effort and set higher goals which cause learning new things. Interestingly, numerous researchers have demonstrated that the best way to improve student achievement is to increase their self-esteem (Rubie et al., 2004). Research has also documented that high self- esteem plays an important role in academic achievement, social and personal responsibility (Redenbach, 1991). Those who have higher academic achievement tend to feel more confident in contrast those who lack confidence in themselves achieve less.

Data collection : The population of the current study included all boys and girls attended at pre-university centers of Qaemshahr in 2008-2009 education years. Based on the Krejcie and Morgan (1970) table, 100 students selected as a sample size in this study. The random sampling was utilized for this study. By

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using a table of random numbers, 50 male and 50 female were chosen for the current research.

Measures: The Coopersmith’s  standardized questionnaire of self-esteem was utilized which involved 30 questions and each question ranged from 1 (low self-esteem) to 5 (high self-esteem) based on the Likert Scale. Total self-esteem scores range from 30 to 150. The questions were scored in the following way: firstly, the items 1, 4, 6, 7, 9, 10, 14, 18, 24, 25, 27, 29 and 30 were coded from 5 to 1; however, it has been given the opposite rates from 1 to 5 for the rest of the questions. Secondly, all the grades were added in order to obtain a total grade as a self-esteem score. Additionally, for the purposes of this study, Academic achievement was measured based on the students’ total score on all subjects which taken in their current and previous semesters. Higher scores showed that the students performed well academically.

In line with this, Drawing from various theoretical perspectives, much research has validated the assumption that high self-esteem is associated with educational achievement (Marsh, Byrne, and Yeung 1999), that ability levels may influence depressive symptoms and levels of self-esteem (Humphrey, Charlton, and Newton 2004), and that a positive self- concept is desirable for children’s personal development (Branden 1994).

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Evidence for the reciprocal nature of self-esteem and adolescent academic achievement has been found by some researchers, but findings are not consistent across studies nor documented as well as the bi-directional influence between domain specific self-concept and academic achievement. While evidence of a relationship between self-esteem and achievement exists, other studies fail to find it within particular populations. Nonetheless, a positive self-esteem has been viewed as a desirable attribute for students, and therefore studies investigating self-esteem measures often note the important influence of teacher dispositions (Helm 2007) and school climate (Scott 1999) in the development of a positive sense of self. In particular, studies in urban schools have revealed the significance of teacher support for middle school students’ academic engagement and the subsequent influence this support has on academic self-concept (Garcia-Reid, Reid, and Peterson 2005). The study beforehand gives enough proof to declare that self  –esteem does have an effect on the student’s academic performance. However, not all support the idea. For instance, a study of 838 secondary students in the United States has found a significant relationship between self-esteem and academic achievement for seventh-grade students, but not for ninth-grade (Alves-Martins et al. 2002). In a rigorous longitudinal test of the interrelationships among selfesteem, self-concept and academic achievement based on a large sample of East and West German seventh-graders, Trautwein and colleagues found that

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prior self-concept significantly predicted later achievement and prior achievement significantly predicted later mathematics self-concept; however, a reciprocal relationship between self-esteem and academic achievement was not found (Trautwein et al. 2006). Synthesis of the Reviewed Literature and Studies

With the above studies and literature, this research study found similarities as well as differences from the related materials the researchers accumulated.  A longitudinal study conducted by Margaret Zoller Booth and Jean M. Gerard entitled “Self -esteem and academic achievement: a comparative study of adolescent students in England and the United States” had a correspondence with this research study for they also investigated the relationship between selfesteem and academic achievement for young adolescents. However, they used two cultural contexts wherein Booth and Gerard used two large universities from different countries  – the United States and England. They observed large group of participants for a long period of time and how cultural differences affected the results of their study. In addition, they found out that low self-esteem was related to multiple indicators of academic achievement later of the academic year. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both countries. Qualitative analyses found some

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support for British students’ self -perceptions as more accurately reflecting their academic experience than the students from the United States. On the other hand, another study in resemblance with this endeavor was conducted by Aryana M., (2010) wherein the relationship between self-esteem and academic achievement among university students was highlighted. Also, gender was considered in identifying the differences in academic achievement amongst participants for gender is an important factor which influence on the growth, emerges and demonstration of self-esteem as discussed by Aryana M., (2010). Numerous differences have been found between males and females in their level of self-esteem during adolescence on the previous study because they tend to adapt to gender stereotypes. Specifically, male self-esteem are thought to be more impressed by goals characterized by independence and autonomy, while

self-esteem

in

female

is

more

influenced

by

goals

related

to

interdependence and sensitivity (Cross and Slater, 1995). The difference in selfesteem can lead to difference in academic achievement between boys and girls. It has been revealed that girls do better in school, get higher grades and can graduate from high school at a higher level than boys (Jacob, 2002).  As a result, it was revealed that those students who get higher grades tend to develop higher level of self-esteem. Additionally, the results supported the findings of Wiggins and Schatz (1994) who found that high self-esteem are positively correlated with high academic achievement. They exhibited that

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students’ grade point averages boost when they acquired more points on a self esteem questionnaire. Similarly, the other study demonstrated that experiencing success or failure consistently is extremely important as it affects one’s self esteem and self-concept (Kifer, 1973).

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Chapter 3

METHODOLOGY This chapter discusses the research method used, the population and the determined sample size, the description of the respondents, instrumentation, data gathering procedure, and the statistics used to treat data. Method of Research The method of research used in this study is correlational research design. The research design is simply defined as a relationship between two variables and is looking for variables that seem to interact with each other. The whole purpose of using this design is to figure out which of the variables are connected. This method involve range from a survey which describes the status quo, the correlational study which investigates the relationship between variables, to develop mental studies which seeks to determine changes over time (Key 1997). This method was utilized because it is the most appropriate design to be used. Population The research was conducted in Polytechnic University of the Philippines-Biñan Campus, Biñan City, Laguna, wherein the respondents were requested to answer the questionnaires prearranged by the researchers. The population of the study comprises

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES of four hundred thirty one (431) college students from different courses as shown in the Table 3.

Description of the Respondents in terms of Age, Gender and Year Level

Table 1 Frequency and Percentage Distribution of the Respondents in terms of Age

Age

Frequency

Percentage

Under 18 years old

1

1.43%

18-21 years old

67

95.71%

22-25 years old

2

2.86%

 Above 25 years old

0

0%

TOTAL

70

100%

 As displayed in Table 1, it appears that most of the respondents who took the test are from 18  – 21 years old with the total number of 67 and a percentage of 5.71%. Completing the total population, there is 1 from Under 18 years old with a 1.43 percentage and 2 from 22  – 25 years old with a 2.86 percentage.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES The age of the student should be taken into account when looking at the strength of the relationship between self-esteem and academic achievement. According to Rubin (1978), this relationship is a function of age and tends to strengthen over time. As young people mature, self-esteem ratings become more stable.  According to the self-esteem model of Ross and Broh, (2000), adolescents who feel good about themselves do better in school than those who have low self-worth. (Osborne, 1995) Table 2 Frequency and Percentage Distribution of the Respondents in terms of Gender

Gender

Frequency

Percentage

Male

24

34.29%

Female

46

65.71%

Total

70

100%

Table 2 exhibits that in terms of gender of the respondents, majority are females having a frequency distribution of 46 with a percentage of 65.71, while male respondents obtained a frequency distribution of 24 with a percentage of 34.29. The difference in selfesteem can lead to difference in academic achievement between boys and girls. It has

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25

been revealed that girls do better in school, get higher grades and can graduate from high school at a higher level than boys (Jacob, 2002).

Table 3 Frequency Distribution of the Respondents in terms of Year level Third year

Frequency

Fourth year

Frequency

BSBA  – HRDM

56

BSBA  – HRDM

34

BSCOE

26

BSCOE

27

BSIE

48

BSIE

24

BSIT

45

BSIT

33

BSEDE

24

BSEDE

31

BSEDM

7

BSEDM

17

DCET

26

DCET

0

DICT

32

DICT

0

TOTAL

264

TOTAL

167

Table 3 discusses the population of Polytechnic University of the Philippines Biñan campus. Third year are composed of 264 students while the fourth year are 167 in number. In total, the said university houses 431 students. But only 70 became part of the study due to the agreement between the researchers and the respondents. Whether they will provide the copy of their grades or

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES not. Those who did not provide were excluded from the study due to the lack of one variable to be measured. Sufficiency of representation for the sample groups of a descriptive research was assured by Gay (as cited in Sevilla et al., 1992) as they were within the minimum suggested sample sizes of respondents equal to 10 percent of the population and/or 20 percent for smaller population. Research Instrument In this research study, the researchers utilized a two-part questionnaire. The first part was designed to collect data on the profile of the respondents from Polytechnic University of the Philippines-Biñan Campus in terms of their course, year, section, age and gender. It also includes a waiver that serves as a formal agreement between the researchers and the respondents. This is to disclose their General Weighted Average (GWA) on the previous semester to the researchers and with the assurance that it will be kept with utmost confidentiality. The second part of the questionnaire made use of the Coopersmith Self-Esteem Scale. The inventory was originally designed to measure children’s self -esteem. However, it was modified by Ryden (1978) for use on adults. For each item, participants answer whether the statement provided is “like me” or “not like me”.Coopersmith, S. (1967).This 58 item scale has a built in “lie scale” to help determine if the respondents are trying too hard to appear to have high self-esteem. If the respondents answered “Like me” three or more of the following items (1, 6, 13, 20, 27, 34, 41, 48), then they have to retake the test.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Upon retaking, the respondents are getting the same answer in the test resulting to the test to be voided and due to lack of time, the researchers decided to void the test of the respondents who will try too hard to appear to have high self-esteem to the said lie detector. To calculate the score, add up the number of times the responses match the given below.

Like me

2,4,5,10,11,14,18,19,21,23,24,28,29,32,36,45,47,55,57

Unlike

3,7,8,9,12,15,16,17,22,25,26,30,31,33,35,37,38,39,40,42,43,44,46,49,

me

50,51,52,53,54,56,58

In interpreting the data given by the respondents in this section, the assigned responses are as follows: Male

Female

Interpretation

33

32

Significantly below Average

36

35

Somewhat Below Average

40

39

Average

44

43

Somewhat Above Average

47

46

Significantly Above Average

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Data Gathering Procedure Upon the approval of the concerned authorities, the researchers have undergone numerous steps and procedures in gathering data. There are two methods of data collection which were used in the study: primary and secondary data collection. Primary data collection was performed with the use of valid and reliable first hand instruments while secondary data collection was administered through gathering materials like books, journals and online references in order for the researchers to build inclusive background of the study.  After completing the necessities for them to be able to conduct their study, the researchers immediately looked for ideal respondents that will be the subject of their study; the researchers assured that it was approved and signed by the research adviser. The permission letter was given to the director of Polytechnic University of the Philippines-Biñan Campus last August 17, 2017 and they have allowed the researchers to conduct study in the school premises. After the researchers have explained the researchers’ study, the faculty immediately provided the masterlist of the students who will be the participants in the study. The researchers used all of the students from Polytechnic University of the Philippines-Biñan Campus as the respondents for representativeness of the study. On the 26 th  day of August, the researchers started to administer the test. The room used was the room the students are already in. the researchers were supervised by the professors.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Upon the reclamation of the questionnaires, the responses were tallied, computed, tabulated and analyzed. And for further understanding of the data gathered, the use of tables and figure were also employed. The researchers utilized the following statistical technique and procedure to analyze and interpret data. Statistical Treatment of Data 1. Frequency Distribution This was utilized to present the data accurately in tabulated form with corresponding rows and columns for each specified category.

2. Simple Percentage This technique was used in determining the proportion of one class relative to the total number of respondents in all classes. In particular, it was used to analyze the specific items in the profile of the respondents. The formula is as follows:

 =   100 3. Pearson r correlation This method is used to measure of the correlation between Self-Esteem and  Academic Performance. The formula of Pearson is as follows:

 = √[(∑(∑)−(∑)(∑) )−(∑)][(∑)−(∑)]

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Where: r from 0 to +- 0.20  – Indifferent or negligible relationship r from +- 0.20 to +- 0. 40  – Low correlation; present but slight r from +- 0. 40 to +- 0. 70  – Substantial or marked relationship r from +- 0. 70 to +- 1.00  – High or very high relationship

4. t  – formula for Pearson-r T-test for testing the significance of correlation coefficient was used to determine whether the obtained correlation coefficient is significant, i.e., that a real correlation exists or not merely due to sampling fluctuation. The formula is as follow:

 −  =  −

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Chapter 4

RESULTS AND DISCUSSION This chapter presents the findings and data of the study, the analysis and the interpretation. 1. The level of Self Esteem of the respondents

Table 4 Frequency table of self-esteem acquired from the respondents

Self-esteem

Frequency

Percentage

Significantly Below Average

43

61.42%

Somewhat Below Average

9

12.86 %

 Average

10

14.29 %

Somewhat Above Average

8

11.43 %

Significantly Above Average

0

0

Total

70

100 %

 As table 4 presents, the Significantly below Average category ranks first. It has a frequency of 43 or 61.42 %. Coming in second is the Average category with a 14.29 %. Next is the Somewhat below Average with a 12.86 % and lastly is the Somewhat above  Average with 11.43 %. According to (Orth & Robins, 2014; Robins &Trzesniewski, 2005;

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

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Wagner, Gerstorf, Hoppmann, & Luszcz,2013), For both genders, self-esteem is relatively high in childhood, drops during adolescence, rises gradually throughout adulthood before it tends to decline in old age. It can be assumed that the respondents manifest a negative attitude towards the perception of themselves. 2. The highest rated Self-Esteem among the respondents

Table 5 Highest self-esteem obtained from the respondents in terms of Age

SELF-ESTEEM

Somewhat

Under 18 years old

18-21 years old

22-25 years old

OTHERS

0

8

0

0

Above Average

Table 5 above clearly states that the respondents who scored a Somewhat above Average in the Self - Esteem Scale are only from the 18  – 21 years old. Studies have provided further evidence for a gradual increase in self-esteem during the transition from adolescence to adulthood (Chung et al., 2014; Erol&Orth, 2011; Hutteman, Nestler, Wagner, Egloff, & Back, 2015; Lehnart,Neyer, &Eccles, 2010; Wagner, Lüdtke, Jonkmann, & Trautwein,2013). It could be inferred that the respondents are experiencing the said gradual increase in their self-esteem.

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Table 6 Highest self-esteem obtained from the respondents in terms of Gender

Self Esteem Somewhat Above Average

Male

Female

Total

2.86%

8.57%

11.43%

 As specified in Table 6, it implies that females gain higher self-esteem than males weighing a total percentage of 8.57 from which self-esteem level is at somewhat above average out of 11.43% who got the same level. Alpert-Gillis and Connell (1989) describes in academic work, self- perceived competence was a better predictor of selfesteem in females than males. However, the strength of male’s motivation for achievement is influenced strongly by the presence of others; this implies that no achievement is influenced which is so important to males, but the positive reflected appraisals which achievement produces (O’Leary and Hansen, 1984). As mentioned earlier, Cross & Slater, (1995) found out numerous differences between males and females in their level of self-esteem during adolescence because they tend to adapt to gender stereotypes. Specifically, male self-esteem are believed to be more captivated by goal characterized by independence and autonomy. While self-esteem for female is more influenced by goals in connection to interdependence and sensitivity. It can be gleaned upon that females are more confident than males.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 3. The Level of Academic Performance of the respondents in terms of their General Weighted Average (GWA)? Table 4 Frequency table of General Weighted Average acquired from the respondents

General Weighted Average

Frequency

Excellent

0

Very Good

13

Good

44

Satisfactory

12

Passing

0

Failure

1

TOTAL

70

Legend: 1.0-1.25(94-100) Excellent ; 1.50-1.75(88-93) Very Good ; 2.02.25(84-87) Good; 2.50-2.75(78-81) Satisfactory ; 3.0 (75) Passing; 5.0(65-74) Failure

 As exposed in Table 7, majority of the respondents with a number of 44, possess a General Weighted Average ranging from 2.0  – 2.25 with a corresponding grade of 84  – 87. Only 1 of the respondents got a failing mark, 12 in the Satisfactory and 13 in Very good. As indicated by Ulrich (2010), having such academic attainment plays an important role in a student’s view of his self. Suh&Suh, (2006) explained that academic achievement involves a student’s psychological investment in learning, comprehending and mastering knowledge. With the information at hand, it is safe to state that students who participated in this study are at average level in terms of their academic performance. It could be said that the respondents are already satisfied with what they are achieving.

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4. Significant relationship between Self-Esteem and Academic Performance Table 8 Summary Table of t showing significant relationship between self  – esteem and academic performance

Pearson T r computed 0.2658

2.2736

α

Df

T value

Interpretation

0.015

68

0.2897

There is a significant relationship between Selfesteem and Academic Performance.

Decision

Reject Ho

Table 8 shows the relationship of Self-Esteem and Academic Performance of the students. By using the statistical treatment Pearson’s r correlation, the researchers are able to obtain the correlational coefficient of 0.2658. The result of test f or significance of Pearson r revealed 2.2736 at 0.03 level and 68 degrees of freedom. Since the tcomputed 2.2736 is greater than the t-value of 0.2897, the null hypothesis is rejected. It could be inferred that there is a relationship between Self-Esteem and Academic Performance of the students. Having a computed r value of 0.2658 gives the researchers an interpretation of Low correlation; present but slight. Research on the relationship between academic achievement and self-esteem has many differing viewpoints. Many studies agree that self-esteem can indicate a reaction to school performance (Alves-Martins et al., 2002; Bridgeman & Shipman, 1978; Morvitz& Motta, 1992; Osborne, 1995; Rosenberg et al., 1995). Other studies note (Knightly &Whitelock, 2007; Pepi et al., 2006; Rosenberget al., 1989; Ross &Broh, 2000) that self-esteem can

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES have an influence on academic performance. This implies that students who already think highly of themselves and their worth will automatically get better grades and strive for higher academic achievement. The belief is that if the student expects the best, the student is more likely to obtain the best. Studies over the years suggest that academic achievement and self-esteem are positively correlated (Freih, 2005). With the result presented at hand, it can also be reckoned that when students receive good grades, they may automatically feel better about themselves, thereby increasing their self-worth and automatically increasing their self-esteem.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions and the recommendations of the study. Summary of Findings The main objective of this study is to find out if there is any relationship between Self-esteem and Academic Performance among the College Students of Polytechnic University of the Philippines- Biñan Campus. The respondents of the study are the 70 College Students of Polytechnic University of the Philippines- Biñan Campus. The socio-demographic profile of the respondents is delimited to the following areas namely age, gender and year level. To determine whether there is arelationship between Social Cognition and Social Identity, the researchers used the statistical treatment Pearson r correlation. From the gathered and analyzed data, the researchers come up with the following findings: 1. What is the level of Self – Esteem among the respondents as measured by the Self  – Esteem scale?

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES The result of the findings revealed that the level of self-esteem acquiredfrom the respondents is at Significantly Below Average garnering a percentage of 61.42%. 2. Which among the respondents has the greatest self-esteem as to age? The result of the findings showed that age ranging from 18-21 years old has the greatest self-esteem with a count of 8 respondents who are at Somewhat Above  Average level. 3. Which among the respondents has the greatest self-esteem as to gender? The findings shown that female has greater self-esteem than male, acquired a total number of 6 females with Somewhat Above Average level of self-esteem greater than the 2 males having the same level.

4. What is the level of Academic Performance of the respondents in terms of their General Weighted Average (GWA)? The outcome of the findings exposed that the level of Academic Performance of the respondents is at the categorization of Good and is at average level weighing a General Weighted Average ranging from 2.0-2.25.

5. Is there a significant relationship between Self-Esteem and Academic Performance? The results revealed a correlation coefficient of 0.27 and the test of significance for Pearson r showed that the t-computed of 2.27 is greater than the t-value of 0.2897at 0.03 probability level and 68 degrees of freedom. Thus, rejecting the null hypothesis. The findings showed that Self-Esteem has a significant relationship to Academic Performance.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Conclusions Based on the findings of the study, the following conclusions are drawn: 1. Majority of the respondents have significantly below average level of self-esteem. 2. Most of the respondents from 18-21 years old have the greatest self-esteem as well as the females. 3. Greater part of the respondents was academically good as the level of their academic performance. 4. There is a significant relationship between Self-Esteem and Academic Performance among the respondents. Recommendations Based on the findings and the conclusions arrived at in the study, the following recommendations are honestly offered:

1. The researchers recommend school administrators to provide programs and activities that will increase the level of self-esteem of the students.

2. It can be advised to the students to continually improve their self-esteem by participating in activities in increasing their self-esteem.

3. The researchers recommend school administrators to provide tutorials and support groups that will motivate students to widen their knowledge and be academically competent.

4. For better understanding, it is suitable to conduct the same study to a wider variety of respondents considering other factors affecting the variables for

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES further analogy between the relationship of self-esteem and academic performance.

5. Future researchers can utilize other instruments for investigating the said predicament. It will be beneficial for them as they discover more possibilities in understanding the correlation between self-esteem and academic performance. Since this study uses respondents from public university, future researchers can use respondents from private universities. For them to know the difference between the two in terms of the level of self-esteem in relation to academic performa nce.

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REFERENCES

Booth, M. Z., Gerard, J. M. 2011. Self-esteem and academic achievement: a comparative study of adolescent students in England and the Retrieved July 2017 from United States. https://www.ncbi.nlm.nih.gov/pubmed/24068853 Burke, P. J., Cast, A. D. 2002.  A Theory of Self-Esteem.   Retrieved June 2017 from https://academic.oup.com/sf/article/80/3/1041/2234285/A-Theoryof-Self-Esteem Fling, S., Smith, L., Rodriguez, T., Thorton, D., Atkins, E., & Nixon, K. (1992). Videogames, aggression, and self-esteem: A survey. Social Behavior and Personality: An International Journal , 20, 39-46 Hewitt, J.P., (2005). The social construction of self-esteem. In Snyder, C.R., & Lopez, S.J. (Eds.), Handbook of Positive Psychology  (pp.135-148). New York : Oxford University Huitt, W. (2009). Self-concept and self-esteem. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [October 28, 2017], from http://www.edpsycinteractive.org/topics/regsys/self.html Leary, M.R., Tambor, E.S., Terdal, S.K. & Downs D.L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology , 68 (3), pp. 518-530 Mohammad Aryana, 2010. Relationship Between Self-esteem and  Academic Achievement Amongst Pre-University Students. Journal of Applied Sciences,  10: 2474-2477.

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Mruk, Chris. 1995. Self-Esteem: Research, Theory, and Practice . Springer. Nayler, C. 2010. Self-Esteem and Theories on the Function of SelfRetrieved July 2017 from Esteem. http://positivepsychology.org.uk/self-esteem-theory/

PressKling, K. C., Hyde, J. S., Showers, C. J., &Buswell, B. N. (1999). Gender differences in self-esteem: A meta-analysis. Psychological Bulletin, 125(4), pp. 470-500. Pyszcynski, T., Greenberg, J., Solomon, S., Arndt, J., Schimel, J., (2004). Why Do People Need Self-Esteem? A Theoretical and Empirical Review. Psychological Bulletin 130(3), pp. 435-468 Rosenberg, Morris, Carmi Schooler, Carrie Schoenbach, and Florence Rosenberg. 1995. “Global Self -Esteem and Specific Self-Esteem.”  American Sociological Review , 60:141 –56. Sevilla, et al (1992), Research Methods, Revised Edition. Manila: Rex Book Store. Subramanian Indra Devi (2012). Determinant of Innovative Behavior in the Workplace: A Case Study of a Malaysian Public Sector Organization . American Journal of Social Issues & Humanities, 2, 384-397 Spencer, Steven J., Robert A. Josephs, and Claude M. Steele. 1993. “Low Self-esteem: The Uphill Struggle for Self-Integrity.”  Pp. 21 –36 in Self-esteem: The Puzzle of Low Self-Regard, edited by Roy F. Baumeister. Plenum. Ulrich, J. K. 2010. The Relationship Between Self-esteem and Academic Retrieved August 2017 from  Achievement.   alfredadler.edu/library/masters/2010/jennell-karen-ulrich

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APPENDICES

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INSTRUMENT

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

C oopers mith S elf-E s teem Inventory S cale Read each of the following statements; check the “like me” column if it describes how you usually feel and the “unlike me” column if it does not describe how you usually feel. Like me  ______

Unlike me ______

1.

I spend a lot of time daydreaming.

 ______

______

2.

I’m pretty sure of myself.

 ______

______

3.

I often wish I were someone else.

 ______

______

4.

I’m easy to like.

 ______

______

5.

My family and I have a lot of fun together.

 ______

______

6.

I never worry about anything.

 ______

______

7.

I find it very hard to talk in front of a group.

 ______

______

8.

I wish I were younger.

 ______

______

9.

 ______

______

10.

 ______

______

11.

There are lots of things about myself I’d change if I could. I can make up my mind without too much trouble. I’m a lot of fun to be with.

 ______

______

12.

I get upset easily at home.

 ______

______

13.

I always do the right thing.

 ______

______

14.

I’m proud of my work.

 ______

______

15.

Someone always has to tell me what to do.

 ______

______

16.

 ______

______

17.

It takes me a long time to get used to anything new. I’m often sorry for the things I do.

 ______

______

18.

I’m popular with people my own age.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES  ______

______

19.

My family usually considers my feelings.

 ______

______

20.

I’m never happy.

 ______

______

21.

I’m doing the best work that I can.

 ______

______

22.

I give in very easily.

 ______

______

23.

I can usually take care of myself.

 ______

______

24.

I’m pretty happy.

 ______

______

25.

I would rather associate with people younger than me.

 ______

______

26.

My family expects too much of me.

 ______

______

27.

I like everyone I know.

 ______

______

28.

I like to be called on when I am in a group.

 ______

______

29.

I understand myself.

 ______

______

30.

It’s pretty tough to be me.

 ______

______

31.

Things are all mixed up in my life.

 ______

______

32.

People usually follow my ideas.

 ______

______

33.

No one pays much attention to me at home.

 ______

______

34.

I never get scolded.

 ______

______

35.

I’m not doing as well at work as I’d like to.

 ______

______

36.

I can make up my mind and stick to it.

 ______

______

37.

I really don’t like being a man/woman.

 ______

______

38.

I have a low opinion of myself.

 ______

______

39.

I don’t like to be with other people.

 ______

______

40.

There are many times when I’d like to leave home.

 ______

______

41.

I’m never shy.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES  ______

______

42.

I often feel upset.

 ______

______

43.

I often feel ashamed of myself.

 ______

______

44.

I’m not as nice-looking as most people.

 ______

______

45.

If I have something to say, I usually say it.

 ______

______

46.

People pick on me very often.

 ______

______

47.

My family understands me.

 ______

______

48.

I always tell the truth.

 ______

______

49.

My employer or supervisor makes me feel I’m not good enough.

 ______

______

50.

I don’t care what happens to me.

 ______

______

51.

I’m a failure.

 ______

______

52.

I get upset easily when I am scolded.

 ______

______

53.

Most people are better liked than I am.

 ______

______

54.

I usually feel as if my family is pushing me.

 ______

______

55.

I always know what to say to people.

 ______

______

56.

I often get discouraged.

 ______

______

57.

Things usually don’t bother me.

 ______

______

58.

I can’t be depended on.

Scoring The test has a built in “lie scale” to help determine if you are trying too hard to appear to have high self-esteem. If you answered “like me” to three or more of the following items, retake the test with an eye toward being more realistic in your responses: 1, 6, 13, 20, 27, 34, 41, 48. To calculate your score, add up the number of times your responses match those given below. To determine how your level of self-esteem compares to that of others, find the value closest to your score in the table.

Like me:

Items 2, 4, 5, 10, 11, 14, 18, 19, 21, 23, 24, 28, 29, 32, 36, 45, 47, 55, 57

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unlike me: Items 3, 7, 8, 9, 12, 15, 16, 17, 22, 25, 26, 30, 31, 33, 35, 37, 38, 39, 40, 42, 43, 44, 46, 49, 50, 51, 52, 53, 54, 56, 58

Men

Women

33

32

36

35

40 44

39 43

47

46

Significantly below average Somewhat below average  Average Somewhat above average Significantly above average

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Dear Students, We are the Fourth year Bachelor of Science in Psychology Students. We are conducting a research study for the completion of our requirements in Research in Psychology 2 (PSYC 4063). We would like to request your cooperation in answering the questions accurately and honestly. Rest assured that all data will be kept with utmost confidentiality. I. Profile of the Respondents Name: ____________________________

Date: ___________

Course, Year level, Section: __________

Please check the category that includes your age  __ Under 18 years old

__ 22- 25 years old

 __ 18 – 21 years old

__others ( please specify )

Gender : __ Male

__ Female

WAIVER

I, ____________________ acknowledge that if just in case that I will be chosen to be the respondents of the researchers, I (will provide / will not provide) a copy of my grades as part of the needed information of the researchers from PUP  – STB for their ongoing research entitled: “the relationship of Self  –  Esteem to the Academic Performance among the College Students of Polytechnic University of the Philippines  –  Biñan Campus”. I agree to disclose to the researchers the copy of my grades to be able to help them succeed in their ongoing study. I fully understand that the information they will be needing will only be between and the reseachers. This letter serves as a formal agreement between me and the researchers.

Signature over printed name  _______________________

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Revised form Read each of the following statements; check the statement that describes how you usually feel  ___ I’m pretty sure of myself.  ___ It’s pretty tough to be me.  ___ I’m easy to like.  ___ Things are all mixed up in my life.  ___ My family and I have a lot of fun  ___ No one pays much attention to me together. at home.  ___ I can make up my mind without too  ___ I’m not doing as well at work as I’d much trouble. like to.  ___ I’m a lot of fun to be with.  ___ I really don’t like being a  ___ I’m proud of my work. man/woman.  ___ I’m popular with people my own  ___ I have a low opinion of myself. age.  ___ I don’t like to be with other people.  ___ My family usually considers my  ___ There are many times that I’d like to feelings. leave home.  ___ I’m doing the best work I can.  ___ I often feel upset .  ___ I can usually take care of myself.  ___ I often feel ashamed of myself.  ___ I’m pretty happy.  ___ I’m not as nice-looking as most  ___ I like to be called on when I am in a people. group.  ___ People pick on me very often.  ___ I understand myself.  ___ My employer or supervisor makes  ___ People usually follow my ideas. me feel I’m not good enough.  ___ I can make up my mind and stick to  ___ I don’t care what happens to me. it.  ___ I’m a failure.  ___ If I have something to say, I usually  ___ I get upset easily when I’m scolded. say it.  ___ I never worry about anything.  ___ My family understands me.  ___ Most people are better liked than I  ___ I always know what to say to am. people.  ___ I usually feel as if my family is  ___ Things usually don’t bother me. pushing me.  ___ I often wish I were someone else.  ___ I often get discouraged.  ___ I find it very hard to talk in front of a  ___ I can’t be depended on. group.  ___ I spend a lot of time daydreaming.  ___ I wish I were younger.  ___ I never worry about anything.  ___ There are lots of things about  ___ I always do the right thing. myself I’d change if I could.  ___ I’m never happy.  ___ I get upset easily at home.  ___ I like everyone I know.  ___ Someone always has to tell me  ___ I never get scolded. what to do.  ___ I’m never shy.  ___ It takes me a long time to get used  ___ I always tell the truth. to anything new.  ___ I’m often sorry for the things I do.  ___ I give in very easily  ___ I would rather associate with people younger than me.  ___ My family expects too much of me.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CORRESPONDENCE

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

 August 15, 2017

Josefina B. Macarubbo, DPA Campus Director PUP – Biñan Biñan, Laguna

Dear Ms. Josefina,

We are 4th year students from the Polytechnic University of the Philippines Sto. Tomas, currently taking up Bachelor of Science in Psychology. We would like to request your permission to conduct a research study entitled “The Relationship of Self Esteem to the academic performance of College Students ” within the premises of your university. This research will need the cooperation of your students in answering questionnaires in relation to our study. Respectfully, The Researchers Noted: DR. FLORENCIA M. SANCHEZ Research Adviser Approved:

JOSEFINA B. MACARUBBO, DPA Campus Director PUP – Biñan Biñan, Laguna

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CERTIFICATION OF ORIGINALLY CHECK

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

54

CERTIFICATION OF ORIGINALITY

This is to certify that the research work presented in this thesis entitled “THE

RELATIONSHIP BETWEEN SELF-ESTEEM AND ACADEMIC PERFORMANCE  A MONG MON G

C OL L E G E

S TUD E NTS NT S

OF

P OL Y TE C HNIC HN IC

UNI V E R S I TY

OF

THE TH E

Ň A   N C A MPUS PHILIPPINES  – B I Ň  MP US ” for the degree Bachelor of Science in Psychology at Polytechnic University of the Philippines- Sto. Tomas Branch embodies the result of original and scholarly work carried out by the undersigned. This thesis does not contain words ideas taken from published sources or written works that have been accepted as basis for the award of a degree from any higher education institution, except where proper referencing and acknowledgement were made. Zyrone Bautista Mereden Gamosa Jhovy Angel Pacia Abbygail Parjan Jazmin Dawn Pepito Angelyn Soberano John Allen Tolentino The researchers Date: October 2017

Florencia M. Sanchez, Ph. D Adviser 

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CERTIFICATE OF STATISTICAL TREATMENT

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CERTIFICATION OF STATISTICAL TREATMENT This is to certify that the Thesis prepared and submitted by Zyrone Bautista, Mereden Gamosa, Jhovy Angel Pacia, Abbygail Parjan, Jazmin Dawn Pepito, Angelyn Soberano and John Allen Tolentino   entitled, “The Relationship between

 S elf-E s teem and A cademic P erformance erf ormance among among C ollege olleg e S tudents of P olytechni c Univers ity of of the the Phi lippines lippines  – B iñan Campus Campus ”  for the degree of Bachelor of Science in Psychology at the Polytechnic University of the Philippines- Sto. Tomas Branch has been thoroughly scrutinized and validated. Zyrone Bautista Mereden Gamosa Jhovy Angel Pacia Abbygail Parjan Jazmin Dawn Pepito Angelyn Soberano John Allen Tolentino The researchers

Date: October 2017 Engr. Ronaldo S. Marquez Date: October 2017

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CERTIFICATION OF EDITING

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CERTIFICATION OF EDITING This is to certify that the Thesis prepared and submitted by Zyrone Bautista, Mereden Gamosa, Jhovy Angel Pacia, Abbygail Parjan, Jazmin Dawn Pepito, Angelyn Soberano and John Allen Tolentino   entitled, “The Relationship between

 S elf-E s teem and A cademic Performance among C ollege S tudents of Polytechni c University of the Philippines  – B iñan Campus ”, for the degree Bachelor of Science in Psychology was edited by the undersigned.

Florencia M. Sanchez, Ph.D

Armando A. Torres, DEM, RPm Date: October 2017

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BIOGRAPHICAL STATEMENT

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

60

Zyrone A. Bautista

Zyrone is a twenty year old young man, who was born on the 1 st day of August, 1997. He is a son of Roberto Bautista and Celedonia Bautista. He resides in Calamba City, Laguna with his parents and with his siblings. He commenced his primary education at Saint Jerome Integrated School of Cabuyao and also finished his secondary education in Don Bosco College Canlubang in 2014. He is now in his fourth year of journey earning a bachelor’s degree in Psychology at Polytechnic University of the Philippines-Sto. Tomas Branch. Here, he became a member of different affiliations such as Psychology Society and Psychological Organization for the Promotion of Mental Health (POPMH-Batangas Chapter). He has a desire for growth and he as well puts in his mind that whatever you do always,

“ D o

 your ordinary d uties extraordinarily well.” 

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Mereden A. Gamosa

Mereden is a twenty year old young woman, who was born on the 12 th day of July, 1997. She is the eldest daughter of Jeloden Gamosa and Mercy Gamosa. She resides in Tanauan City, Batangas with her mother and with her younger sister. She commenced her primary education at Boot Elementary School; there at Boot National High School she finished her secondary education in 2014. She is now in her fourth year of journey earning a bachelor’s de gree in Psychology at Polytechnic University of the Philippines-Sto. Tomas Branch. Here, she became a member of different affiliations such as Psychology Society and Psychological Organization for the Promotion of Mental Health (POPMH-Batangas Chapter). She has a eagerness for growth and she always puts in her mind that,

success, but rather to be of value” 

“   S trive not to be

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

62

Jhovy Angel A. Pacia

Jhovy is a nineteen year old young woman, who was born on the 11 th  day of December, 1997. She is the second daughter of Jose H. Pacia Jr. and Minerva A. Pacia. She resides in Tiaong, Quezon with her parents and with her siblings. She commenced her primary education at San Vicente Elementary School and finished her secondary education Recto Memorial National High School in 2014.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES She is now in her earning Polytechnic

a

fourth

bachelor’s University

year

journey

degree in Psychology at

of

the Philippines-Sto. Tomas

Branch. Here, she became

a

affiliations

Psychology

such

of

as

Psychological Organization

member

of

different

Society

and

for the Promotion of Mental

Health (POPMH-Batangas Chapter). She has a yearning for growth but in whatever trail life tosses her into, she still always puts in her mind that

“ The bes t view comes after

the hardes t climb .” 

63

Abbygail G. Parjan

 Abby is a twenty year old young woman, who was born on the 9 th  day of September, 1997. She is the eldest daughter of Ligorio M. Parjan and Veronica G.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Parjan. She resides in Calamba City, Laguna with her parents and with her younger sister. She commenced her primary education at Liceo de Calamba; there she also finished her secondary education in 2014. She is now in her fourth year of journey earning a bachelor’s degree in Psychology at Polytechnic University of the Philippines-Sto. Tomas Branch. Here, she became a member of different affiliations such as Psychology Society and Psychological Organization for the Promotion of Mental Health (POPMH-Batangas Chapter). She has a thirst for growth but in whatever path life tosses her into, she still always puts in her mind that

“It’s not what you take, it’s what you leave.” 

64

Jazmin Dawn R.

Jazmin is a nineteen

Pepito

year old young woman,

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES who was born on the 1 st day of January, 1998. She is the youngest daughter of Custodio P.Pepito and Carlota R. Pepito. She resides in Sto. Tomas, Batangas with her mother and with her elder brother. She commenced her primary education at Sto. Tomas North Central School and in Sta. Anastacia-San Rafael National High school, there she finished her secondary education in 2014. She is now in her fourth year of journey earning a bachelor’s degree in Psychology at Polytechnic University of the Philippines-Sto. Tomas Branch. Here, she became a member of different affiliations such as Psychology Society and Psychological Organization for the Promotion of Mental Health (POPMH-Batangas Chapter). She has an aspiration for growth and she always believes that

“Your beliefs don’t make you

a better person, your behavior does.” 

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Angelyn C. Soberano

 Angelyn is a twenty year old young woman, who was born on the 6 th  day of September, 1997. She is the eldest daughter of Wilson G. Soberano and Leonila C. Soberano. She resides in Calamba City, Laguna with her parents and with her siblings. She commenced her primary education at Jose Rizal Memorial School and in Calamba City Science High School; there she finished her secondary education in 2014. She is now in her fourth year of j ourney earning a bachelor’s degree in Psychology at Polytechnic University of the Philippines-Sto. Tomas Branch. Here, she became a member of different affiliations such as Psychology Society and Psychological Organization for the Promotion of Mental Health (POPMH-Batangas Chapter). She has fervor for growth she always puts in her mind that

bad, but thinking makes it so.” 

“ There is nothing either g ood or

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 66

John Allen P. Tolentino

 Allen is a twenty year old young man, who was born on the 3 rd  day of August, 1997. He is a son of Alejandro S. Tolentino and Leandra P. Tolentiono. He resides in Calamba City, Laguna with his parents and with siblings. He commenced his primary education at Mary Belle Montesorri School; there he also finished his secondary education in 2014. He is now in his fourth year of journey earning a bachelor’s degree in Psychology at Polytechnic University of the Philippines-Sto. Tomas Branch. Here, he became a member of different affiliations such as Psychology Society and Psychological Organization for the Promotion of Mental Health (POPMH-Batangas Chapter). He has a enthusiasm for growth and he always believe that

“You can’t choose where you

came from, but you can always choose where you go from there.”