Which Affects Which: Self-Esteem vs. Academic Performance?
- Sydney Hunking
- Feb 29, 2024
- 7 min read
What is Self-Esteem?
Self-esteem, as defined by the American Psychological Association (2023), can be summarized by the following:
the degree to which qualities and characteristics in one’s self-concept are perceived to be positive;
reflects a person’s self-image, views of their accomplishments, capabilities, values, perceived success and how others view and respond to that person;
more positive cumulative perception of these qualities and characteristics translates to higher self-esteem
What is Academic Performance?
As Richardson et al. (2012) described, academic performance is a comprehensive term encompassing various aspects of student engagement and outcomes in an academic environment. These components include grades, examination results, assignments, study skills, grade point average, notable achievements, and progress. Academic performance is a crucial aspect of a student’s educational experience and is often used to measure individual preparedness for future academic and professional endeavours (Richardson et al., 2012; Kirschner & Karpinski, 2010). In simple terms, academic performance is the level of achievement and success an individual demonstrates in an educational setting (Kirschner & Karpinski, 2010; Richardson et al., 2012).
How are academic performance and self-esteem related?
Academic performance and self-esteem have a bi-directional relationship. Bi-directional relationships are when two factors or traits influence each other at the same time (Xue & Pan, 2022). For example, as academic performance influences self-esteem, self-esteem synchronously influences academic performance.
How does Academic Performance Affect Self-Esteem?
There are four ways in which academic performance affects self-esteem.
Positive Feedback & Validation Academic success and recognition from others can significantly impact an individual's self- esteem. Achieving good grades and positive teacher feedback can make a person feel accomplished and approved (Hyseni Duraku & Hoxha, 2018). A 2020 study by Peifer et al. found that academic success is one of the factors that can contribute to self-esteem. Similarly, when others praise and compliment a person, it reinforces their sense of accomplishment and boosts their self-esteem (maybe cite Duraku and Hoxha). A 2018 study by Hyseni Duraku and Hoxha confirmed that positive recognition from others can enhance self-esteem by acknowledging the individual's efforts.
Long-term Goals & Future Outlooks Academic performance can be vital in shaping an individual's long-term aspirations and career goals in various settings. Academic success can lead to a positive outlook on the future and boost confidence in achieving long-term objectives, promoting healthy self-esteem (Chen et al., 2023). However, it is essential to note that while academic performance contributes to one's future aspirations and careers, it is not the only determining factor (citation?).
Setting and Achieving Goals Self-esteem can be positively impacted when students successfully set and reach their shorter-term goals, as it contributes to a sense of purpose and accomplishment, positively impacting self-esteem (Chen et al., 2023). For example, academic goals such as completing assignments, passing exams, or graduating provide opportunities for setting and achieving milestones. Conversely, when facing academic challenges, receiving poor grades, or experiencing setbacks, one's self-esteem can take a hit. Individuals may internalize failures as reflections of their abilities, leading to a decline in self-worth (Bae et al., 2022).
Competence Having academic achievements gives a feeling of competence and mastery. As found by Pullmann and Allik in 2008, individuals who excel in academics tend to feel more capable and confident in academics and other parts of their lives, boosting their self-esteem. Succeeding in academic pursuits can reinforce a positive self-perception of intelligence and academic capability. A person's perceived competence in intellectual and cognitive abilities is often linked to academic performance due to an increase in confidence (Pullmann &Allik, 2008).
It is important to note that self-esteem is a complex and multifaceted construct influenced by various factors, including personal experiences, social interactions, and cultural contexts (Hyseni Duraku & Hoxha, 2018; Waseem & Muhammad, 2020). While academic performance can play a significant role, other factors, such as personal relationships, social experiences, and overall life satisfaction, also contribute to one's self-esteem (Hyseni Duraku & Hoxha, 2018).
On the other hand, how does self-esteem affect academic performance?
There are four ways in which self-esteem affects academic performance.
Overall well-being Deb et al. (2015) describe how student academic performance is interconnected with well-being. Students with high self-esteem are more likely to have a positive mental and emotional state, enhancing their ability to focus, concentrate, and engage in learning. On the other hand, low self-esteem is often linked to negative emotional states such as depression and anxiety, which can have a detrimental impact on the academic achievement of students, as seen in Nelson & Harwood (2011).
Peer Relationships & Social Integration Self-esteem is closely linked with social interactions. Meng & Zhang (2023), explain that students with high self-esteem often tend to have healthier peer relationships, which can positively influence their academic experiences through group projects and collaborative learning. Often, when students experience low self-esteem, they withdraw socially or may have difficulty forming positive relationships with peers, potentially leading to feelings of isolation that can impact academic performance (Meng & Zhang, 2023).
Resilience, Stress & Anxiety Students with high self-esteem are generally more resilient when facing academic challenges. As described by Chen et al. (2023) these students can better cope with setbacks, such as receiving a low grade, and are more likely to bounce back and continue putting in effort. Low self-esteem can contribute to a sense of helplessness and vulnerability when confronted with academic difficulties, potentially leading to a cycle of avoidance and poor performance (Chen et al., 2023). Low self-esteem may also be associated with heightened anxiety and a decreased ability to cope with stressors, potentially leading to a negative impact on cognitive function and academic performance. Chen et al. (2023) also explain that high self-esteem contributes to effective stress management and coping mechanisms. Furthermore, students who believe in their abilities are better equipped to handle the stress of exams, deadlines, and academic pressures. This phenomenon is known as self-efficacy, one's ability to control their motivation, behaviour, and social environment (Bandura, 1977).
Motivation & Goal Setting High self-esteem is associated with positive outlooks and self-efficacy. Students with high self-esteem are more likely to set challenging academic goals and be motivated to achieve them (Chen et al., 2023). Motivation significantly affects academic engagement, with metacognitive engagement predicting students’ academic performance. Metacognitive engagement is the knowledge and awareness of knowledge, which leads to self-regulated learning and the learning to plan, monitor and regulate knowledge (Acosta-Gonzaga, 2023). On the other hand, low self-esteem can lead to a lack of motivation and a sense of academic inadequacy (Hyseni Duraku & Hoxha, 2018), making it hard for students to set and achieve academic goals.
It is important to note that, while high self-esteem is generally associated with positive outcomes, like an increase in academic performance, self-worth, confidence, and better mental health, (Baumeister et al., 2003), it is essential to recognize self-esteem is a complex construct influenced by various factors.
What now?
In conclusion, self-esteem and academic performance have a bi-directional relationship (Xue & Pan, 2022). Positive feedback and validation (Hyseni Duraku & Hoxha, 2018; Peifer et al., 2020), meeting long-term goals and future outlooks (Chen et al., 2023), setting and achieving goals (Chen et al., 2023) and feelings of competency (Pullmann & Allik, 2008) from academic performance influence self-esteem positively. Factors related to self-esteem such as well-being (Deb et al., 2015; Nelson & Harwood, 2011), peer relationships and social interactions (Meng & Zhang, 2023), resiliency, stress and anxiety (Chen et al., 2023), and motivation and goal setting (Chen et al., 2023; Acosta-Gonzaga, 2023; Hyseni Duraku & Hoxha, 2018) impact academic performance. Students with high self-esteem are more likely to set challenging academic goals (Chen et al., 2023), have higher academic motivation (Acosta-Gonzaga, 2023), manage stress effectively (Chen et al., 2023), have healthier relationships (Meng & Zhang, 2023), and increased positive mental state (Deb et al., 2015). Students with low self-esteem are more likely to lack motivation, have a sense of inadequacy (Hyseni Duraku & Hoxha, 2018), have heightened anxiety (Deb et al., 2015), decreased ability to cope with stressors, and have increased vulnerability (Chen et al., 2023). Although self-esteem and academic performance
influence each other it is important to note that both are influenced by other factors, like personal experiences, social interactions, and cultural contexts (Hyseni Duraku & Hoxha, 2018; Waseem & Muhammad, 2020).
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