Self-Esteem and the Performance of Students in School - Literature review Example

Literature Review Introduction Early Years is one of the critical learning stages in any individual’s life. It is in this stage that learning foundations are set. It is also in this stage that children learn the basics of reading, writing and counting. In the course of this stage, different variables play a significant role in enhancing or impeding on the learning experience of children. Self-esteem is one of the key variables that influence the learning experience of students in their early years (Dwyer et al, 2000). According to Powell (2005) self –esteem refers to how an individual feels and thinks about themselves. It refers to how individuals think and feel about their physical image, abilities, interpersonal relationships and their hopes for the future. In her book, “Self Esteem” Powell accentuates that self-esteem is based on an individual’s thoughts and inner feelings and not facts (Powell, 2005). In an effort to enhance the learning experience of students during their early years, educators have employed different approaches including improving student self-esteem as a precursor of improving their learning experience. Nevertheless, a critical review of different literature depicts that there is contention with regards to the role that self-esteem plays in enhancing the academic performance of students particularly in tasks such as reading (Kaniuka, 2010). The key aim of this paper to establish whether, early readers with high self-esteem read with more confidence than students with lower levels of self-esteem. In order establish this, various relevant literatures will be reviewed. The findings of this paper will be based on a critical review of relevant book, academic journals, articles and many other academic sources. Research questions Through a review of literature, this study will attempt to answer the following questions. 1. What is the link between self-esteem and academic performance? 2. What is the link between self-esteem and the reading capabilities of early readers? 3. Do early readers with high self-esteem read with more confidence than students with lower levels of self-esteem? Definitions in use In order to effectively examine, whether early readers with high self-esteem read with more confidence than students with lower levels of self-esteem, it is important to establish some of the key definitions embedded in this research question. In this case, early readers will refer to students in pre-school years 2-6 years. Reading confidence refers to the reading comprehension skills exhibited by a reader. Branden (1992) defines self-esteem as an individual’s confidence in their abilities to think and cope with situations. According to Harter (1990), self-esteem can be described as the degree in which an individual likes, respects and accepts themselves as an individual. Moreover, Powell (2005) notes that self –esteem refers to how an individual feels and thinks about themselves. It refers to how individuals think and feel about their physical image, abilities, interpersonal relationships and their hopes for the future. Powell accentuates that self-esteem is based on an individual’s thoughts and inner feelings and not facts (Powell, 2005). Therefore, in this case individuals with a high self-esteem are those with a high degree of self - like, respect and acceptance. They are also confident about their abilities. On the other hand, individuals with a low-self esteem are those who have low confidence in their abilities. They also exhibit a low degree of self like, respect and acceptance (Powell, 2005). Current key research studies Over the years, numerous research studies have conducted to examine the relationship between self-esteem and the overall performance of a student in school particularly with regards to tasks such as reading and writing. A good number of these studies have based their research on the premise that individuals with a high self-esteem are bound to exhibit positive attitude and behaviour towards their studies hence they are bound to perform better that individuals with low self-esteem. These studies are also based on assumption that individuals with a low self-esteem are bound to be doubtful of their abilities and exhibit negative attitude and behaviour towards their studies and as a result their performance is bound to be poorer than that of individuals with a high self-esteem (Kaniuka, 2010). Generally, some studies have established a positive correlation between self-esteem and the performance students in school (Alpay, 2002). On the other hand, some studies have established an insignificant link between self-esteem and the performance of students in school (Guthrie & Wigfield, 2000). Findings Kaniuka (2010) investigates the relationship between reading achievement, attitudes towards reading and the self esteem of historically low achieving elementary students. The study used analysis of variance (ANOVA) to analyse two groups of students who were asked to complete a reading attitude inventory. The results of the study showed a positive and reciprocal relationship between self esteem and academic achievement, suggesting that elementary readers who had higher self esteem were more likely to read with more confidence and subsequently be more successful academically. The study analysed students who had been placed on a remedial program and showed that by using effective instructional programs that help elementary students improve their academic success, teachers or instructors would be able to foster positive attitudes towards reading which would lead to higher self esteem. Moreover, Amanda Gray (2010) also demonstrates that early readers who struggle with issues such as anxiety, depression, anger and most significantly low self-esteem are more likely to face literacy difficulties. Gray emphasizes that children or early learners with disabilities are often in danger of suffering from low self esteem due to unmet or unfulfilled expectations. Subsequently, children whose learning abilities are not matched by their literacy abilities tend to be frustrated and as a result of low self esteem are unlikely to read with as much confidence as their counterparts who do not experience similar difficulties. Gray identifies three sets of expectations that have the potential to shape the child’s self esteem with regards to their literacy skills: the family’s expectations, the teachers’ expectations and the child’s own expectations as shaped by their own experiences. Ultimately, as the child encounters more and more difficulties through experience, they become less and less confident about their reading abilities. Conversely, children who in their experiences do not experience such difficulties develop higher self esteem and become more confident in their literacy abilities. Gray conceptualizes the two situations as one in which children with low self esteem are trapped in a negative feedback cycle where as they progressively experience more failure in their literacy experiences, there is less incentive to make an effort to achieve academically or overcome their reading difficulties and as a result they lose confidence which may lead to disruptive and avoidance behaviour or even dropping out of school. In contrast, as shown by Kaniuka (2010), early learners in the remedial program were able to develop confidence and positive attitudes towards reading as they experienced more success in the program. Therefore, such students experience a positive feedback cycle. Baumeister et al (2003) study the relationship between high self esteem and academic performance or achievement alongside other outcomes such as happiness and health. While Kaniula (2010) and Vitale and Kaniuka (2009) argue that there is little conclusive evidence to correlate self esteem and academic achievement (of which reading with confidence is a critical part), Baumeister et al (2003) have provided evidence that a positive correlation does exists between self esteem and academic performance. This positive correlation is also significant for the correlation between confidence in reading and self esteem especially when children’s performance in school is considered. As Baumesiter et al (2003) reiterate Gray’s (2010) conclusion, high self esteem is important in fostering the confidence to tackle difficult problems (r in this case read challenging texts) which would enable children to read with confidence and subsequently achieve academic success. Baumeister’s correlation is also supported by Oka and Paris (1986). From their study, Oka and Paris (1986) established that most children or early learners identified as learning disabled were first and foremost poor readers. In studying patterns of motivation and reading skills among underachieving children, they refer to results of cohort studies which emphasize the correlation between confidence and reading skills. For instance, and most significantly, they demonstrate that perceptions of self-competence or confidence in own abilities sustains self efficacy in young children. Subsequently, this confidence is important in reading which in turn enhances academic success since confidence promotes mastery behaviour and fluency in reading. Conversely, low self-perceptions or feelings of external control (external locus of control) lead to anxiety and decrease children’s motivation to achieve fluency in reading. El-Anzi (2005) established that high self esteem is characterised by optimism whereas low self-esteem is characterised by pessimism and anxiety. He found that there are various factors that can enhance or inhibit success in academic achievement. El-Anzi (2005) established that optimism is among the key factors that played a great role in high academic achievement whereas pessimism and anxiety were some of the key factors that contributed to poor academic achievement. The findings of El-Anzi’s study revealed that there was a significant link between self-esteem and academic achievement (El-Anzi 2005). In a study conducted by Hisken (2011), it was established that, factors related to self-esteem can have a great impact on the reading capabilities of learners. This study established a positive correlation between self-esteem and reading ability. Hisken notes that students with a low self-esteem tend to have low abilities and exhibit low confidence when reading mainly because they do not feel confident enough to take risks when in comes to their reading. In order to establish these findings, Hisken refers to the findings of other researchers who have conducted comprehensive studies on factors in self-esteem. For instance Leary (1999) established that confidence is a product of high-self esteem. Therefore, students with a high self-esteem are bound to exhibit more confidence when reading than students who have low self- esteem. Furthermore, Leary (1999) notes that a high level of self-esteem facilitates an inner drive to the achievement of goals. Hence, students with a high self-esteem may feel more motivated to read and improve their reading abilities than students with a low-self-esteem (Leary, 1999). According to Baumeister et al (2003) students who realise high academic achievement tend to have high aspirations. Students who have a high self-esteem often set higher goals for themselves and they are more willing to keep trying in case they experience failure. High self-esteem can also help student to develop confidence to tackle difficult tasks. Based on the findings of this study Hisken (2011) notes that students with low self- esteem many not always show diligence when it comes to overcoming reading challenges. Due to the challenges they experience while reading they may begin shun away from reading situations that may cause them to feel embarrassed. Hisken (2011) further established that self-esteem has direct effect on the reading and confidence levels of students particularly when it comes to reading comprehension. According to Hisken, students who exhibit a positive attitude toward reading also show confidence when reading and have higher levels of academic success. A high level of self-esteem acts as a buffer against pessimism and anxiety therefore students with high self-esteem are bound to show more confidence when reading than students with a low self-esteem (Hisken 2011). On the other hand, some studies have refuted the claims that early readers with high self-esteem read with more confidence than students with lower levels of self-esteem. The bone of contention in these studies is that there is no close link between self-esteem and academic performance (Vitale & Kaniuka 2009). Some researchers argue that academic achievement can influence the self-esteem of an individual and not the other way round. For instance, Rubin, Dorle and Sandidge (2006), established that when variables such as ability and background were put into account, there was an insignificant correlation between self-esteem and achievement. In their study Rubin, Dorle and Sandidge found that self-esteem has a trivial relationship with academic performance but not a strong independence impact on the academic performance of students. Rather than self-esteem Rubin, Dorle and Sandidge suggest that some of the key factors that impacts on the academic performance of students include; IQ and other socio-economic factors. Based on the findings of their study one can argue that early readers with high self-esteem read may not necessarily read with more confidence than students with lower levels of self-esteem (Rubin, Dorle & Sandidge 2006). Conclusion The key aim of this paper was to establish whether, early readers with high self-esteem read with more confidence than students with lower levels of self-esteem through a review of relevant literatures. The findings of this paper are based on a critical review of relevant book, academic journals and articles. Based on the findings of this paper, it is evident that numerous studies have established a positive correlation between self-esteem and the performance students in school (Hisken, 2011; Baumeister et al, 2003; Leary, 1999). Hence based on these studies early readers with high self-esteem read with more confidence than students with lower levels of self-esteem. Nevertheless, a critical review of some literature depicts that there is contention with regards to the role that self-esteem plays in enhancing the academic performance of students particularly in tasks such as reading (Rubin, Dorle & Sandidge 2006; Vitale & Kaniuka 2009). According to the findings of literature review in this study one can conclude that it is not definite that early readers with high self-esteem read with more confidence than students with lower levels of self-esteem. This is mainly because other factors such as IQ, training, background and other socio-economic may contribute to their level of confidence when reading. Therefore, there is need for further research to be conducted in this area so as to bridge the identified knowledge gaps. References Alpay, E., (2002).Self concept and self-esteem. Retrieved on March 21, 2012 from Baumeister, R.Campbell, J. Krueger, J. & Vohs, K. (2003). Does high self-esteem cause better performance, interpersonal success, happiness or healthier lifestyles? Psychological science in the public interest 4(1) pp. 1-43. Branden, N. (1992). The power self-esteem. New York: HCI publishing. Dwyer, M., McKee, P. & Chait, R. (2000). Building strong foundations for early learning. New York: DIANE publishing. El-Anzi, O. (2005). “Academic Achievement and It’s Relationship with Anxiety, Self-Esteem, Optimism, and Pessimism in Kuwaiti Students.” Social Behavior Personality 33.1 (2005): 95-104. Gray, A. 2010, Literacy difficulties, self-esteem and behaviour. Retrieved on 24 March, 2010 from Guthrie,T. & Wigfield, A. (2000). Engagement and motivation in reading. In Kamil, M. Mosenthal, P. Pearson, P. & Barr, R. (eds.), Handbook of Reading Research (Vol. III, pp. 403–22).Mahwah, NJ: Lawrence Earlbaum Associates. Harter, S. (1990). Processes underlying adolescent self-concept formation. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Eds.), From childhood to adolescence: A transitional period? (pp. 205-239). Newbury Park, CA: Sage. Hisken, L. (2011). The correlation between self-esteem and student reading ability, reading level and academic achievement. Warrensburg, Missouri: University of Central Missouri. Kaniuka, S. (2010). Reading achievement, attitude toward reading, and reading self-esteem of historically low achieving students. Journal of Instructional Psychology, 37(2), 184-188. Leary, R. (1999). “Making Sense of Self-Esteem.” American Psychological Society 8 (1) 32-35. Oka, R. & Paris,G. (1986). “Patterns of Motivation and Reading Skills in Underachieving Children”. In Ceci, S.J. (ed). Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities. New York: Routledge. Powell, J. (2005). Self-esteem. New York: Black Rabbit Books. Rubin, R. A., Dorle, J., & Sandidge, S. (2006). Self-esteem and school performance. Psychology in the Schools, 14, 503-507. Vitale, R. &Kaniuka, T.,S. (2009). Exploring barriers to the role of corrective reading in systemic school reform: Implications of a three-part investigation. Journal of Direct Instruction 9(4),13-34. Read More