Factors Affecting Self-Esteem and Academic Performance Among Senior High School Students

Abstract

This research explored the influences on self-esteem and school performance of senior high school students of one of DepEd Cebu City's public schools. Given the significance of self-esteem in learning outcomes, the researchers targeted four primary influences: Mastery Experiences, Social Modeling, Verbal Persuasion, and Physiological States. Through a descriptive-correlational research design, data were gathered via guided questionnaires from 30 randomly chosen students. The results indicate a strong, positive correlation between Modeling and Verbal Persuasion and both academic achievement and self-esteem, highlighting the significance of positive social support and role models in student confidence and success. Mastery Experiences and Physiological States, on the other hand, indicated no statistically significant effects on academic achievement or self-esteem, and it seems that there may be a more complicated relationship that needs to be further investigated. The research underlines the need for teachers to develop nurturing learning environments that facilitate participation from students and promote self-efficacy. Suggested recommendations include instituting measures to highlight successful models, create positive feedback systems, and facilitate peer learning. This study makes a significant contribution to the understanding of the interaction between academic performance and self-esteem, informing future programs aimed at enhancing student success in educational institutions.

Keywords: Mastery Experiences, Social modeling, Verbal Persuasion, Physiological States, Self-Esteem