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CORRELATIVE ANALYSIS OF SELF ESTEEM TOWARDS THE ACADEMIC
ENGAGEMENT OF PSYCHOLOGY STUDENTS
A Research Proposal In Partial Fulfillment of the Requirements for the Degree BS Psychology WRITING RESEARCH PROPOSAL Group Task 1: Drafting Outline for Research Proposal Main Proposed Title: CORRELATIVE ANALYSIS OF SELF ESTEEM TOWARDS THE ACADEMIC ENGAGEMENT OF PSYCHOLOGY STUDENTS IN Part I.
- Research Topic:
- This proposed study will determine the correlation between self-esteem and
academic engagement. This relates to our field of interest because this allows us to detect the presence and the strength of the relation between these two variables (self-esteem and academic engagement) and to what degree this relationship occurs.
- The variables of our research will be self-esteem as our independent variable which is the “cause” of behavior and academic engagement as our dependent variable
- Research has documented that high self-esteem plays and 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.
- Research Methods:
- Design – The research design for this study will be descriptive since this will determine the relationship between self-esteem and academic engagement. This will be a survey research.
- Environment -The research environment for this research will solely take place within of the University grounds
- Respondents/Participants – The chosen participants of this study will be random psychology students. 50 males and 50 females. Random sampling will be utilized in this research study.
- Instruments – The instruments proposed to supply the data of this research will be a survey questionnaire, given after and if the consent form is signed by the chosen participant
INTRODUCTION
Today, self-esteem is one of the influential factors which affect a student’s academic engagement which has received increasing attention. Researches have declared that high self-esteem can lead to high academic achievement. According to Harter, self- esteem can be referred to a person’s global judgments of competency regarding one’s self worth. This social construct can emerge when children or adolescents compare their self-evaluation to the actual performance and how they see others are doing it as well along with their degree of success and achievement in doing the task. The comparison between the perceived self-esteem and the ideal self-esteem is very crucial especially during the adolescents stage, or the years where the individual is in college. The development of the self-esteem is considered as one of the most important development processes of adolescence (Sirin and Rogers, Sirin, 2004). Furthermore, gender is an important factor which influence on the growth, emerges and demonstrates self-esteem. With the development of positive psychology, human strengths and positive psychological qualities have received widespread attention. Researchers have focused on the positive opposite burnout –“engagement” which is defined as a positive, fulfilling, work related state of mind, characterized by vigor, dedication, and absorption (Schaufeli and Bakker, 2004). Existing literature suggests that high academic engagement promotes academic achievement (Johnson and Sinatra, 2013). Academic engagement extends the concept of engagement, and it refers to the degree to which students engage in educational learning tasks such as school related coursework and learning activities in the process of formal education
(George, 2009). Across studies, numerous differences have been found between males and females in their level of self-esteem during adolescence because they tend to adopt to gender stereotypes. Specifically, male self-esteem are thought to be more impressed by goals characterized by independence and autonomy while the female self-esteem is more influenced by goals related to the interdependence and sensitivity (Cross and Slater, 1995). An important predicator of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. Adolescence is a sensitive and critical period of development (Blackwell et. Al., 2007), during which adolescents bear heavy schoolwork pressure while also adopting to significant physical and psychological changes. Some adolescents often experience recurring negative emotions such as anxiety and depression (Sahin, 2014). Relevant literature suggests that academic engagements studies have focused on college students. Specifically, on the characteristics of the class environement, such as a student-teacher relationship (Yang and Lamb, 2014). and peer relationships (Fredericks et. Al, 2004), and the characteristics of family environment such as family socioeconomic status (Randolph, et al. 2006). And support from family (Blondal and Adalbjarnardottir, 2014). Self-esteem is the evaluation of an individual’s beliefs and attitudes towards his or her abilities and values (Rosenberg, 1965). Self esteem during adolescents stage may seem unstable influenced by a number of external and personal factors affecting the individual’s psychological state and ability. Self-esteem tends to decline in early adolescence and recover in the middle the later stages of adolescents (Trzesniewski et al..2003). References:
- Accordino, D. B., Accordino, M. P., & Slaney, R. B. (2000). An investigation of perfectionism, mental health, achievement, and achievement motivation in adolescents.
