Self -Esteem and Student Success
The Effects of Self-Esteem on Student Success
Cristine Scott
Central Michigan University
CED 502 Student Development in Higher Education
Mr. John Laliberté
In today’s’ society, success is often measured by academic and professional achievement. Higher education provides more opportunity and freedom. Statistics verify that generally, the more highly educated have higher earnings and there is a significant difference between wages earned by employees with College degrees and those without. Higher education is often perceived as a means to a ‘better life’ .Though many recognize the benefits of higher education, the rate at which students leave in their first year of College is still very high. Students leave their first year of College for a number of reasons, ranging from financial issues to feelings of inadequacy. Though some of these reasons are beyond the scope of the institution, certain factors may be preventable. Regardless of which factor or factors keeps the student from completing his College education, ‘support’ is the key issue. This paper focuses on the effect emotional and social factors, more specifically self-perception and self-esteem have on academic success and the steps/iuo5
&}; higher education institutions can take in order to insure student well-being and retention. Studies (Leafgran, 1989) have suggested that emotionally and socially healthy students are more likely to succeed in higher education and less likely to leave College.
“A positive sense of self-worth has been associated with students’ successful experiences in academic performance” (Crocker et al., 2002). Past research and studies advocate the positive causal effects of self-perception and self-esteem on emotional health and academic performance. Similarly, there has also been research regarding the effects attending College may have on self-worth as well as physical and social well-being. Self-concept at the time of enrollment and other socio economic and psychological
Cristine Scott
Central Michigan University
CED 502 Student Development in Higher Education
Mr. John Laliberté
In today’s’ society, success is often measured by academic and professional achievement. Higher education provides more opportunity and freedom. Statistics verify that generally, the more highly educated have higher earnings and there is a significant difference between wages earned by employees with College degrees and those without. Higher education is often perceived as a means to a ‘better life’ .Though many recognize the benefits of higher education, the rate at which students leave in their first year of College is still very high. Students leave their first year of College for a number of reasons, ranging from financial issues to feelings of inadequacy. Though some of these reasons are beyond the scope of the institution, certain factors may be preventable. Regardless of which factor or factors keeps the student from completing his College education, ‘support’ is the key issue. This paper focuses on the effect emotional and social factors, more specifically self-perception and self-esteem have on academic success and the steps/iuo5
&}; higher education institutions can take in order to insure student well-being and retention. Studies (Leafgran, 1989) have suggested that emotionally and socially healthy students are more likely to succeed in higher education and less likely to leave College.
“A positive sense of self-worth has been associated with students’ successful experiences in academic performance” (Crocker et al., 2002). Past research and studies advocate the positive causal effects of self-perception and self-esteem on emotional health and academic performance. Similarly, there has also been research regarding the effects attending College may have on self-worth as well as physical and social well-being. Self-concept at the time of enrollment and other socio economic and psychological
References: Crocker, J. Dobbins, D. & Dlott, M. (2002). Professional Development Coordinator Competencies and Sample Indicators for the Improvement of Adult Education Programs. Building Professional Development Partnerships for Adult Educators Project. PRO-NET 2000. Friedlander, L.J. Graham, J.R. Shupak, N. & Cribbie, R. (2007, May/June). Social Support, Self-Esteem, and Stress as Predicators of Adjustment to University Among First-Year Undergraduates. Journal of College Student Development, 48, no.3. George, P. & Aronson, R. (2003). How Do Educators’ Cultural Belief Systems Affect underserved Students’ Pursuit of Postsecondary Education? Prel. Briefing Paper. Pacific Resources for Education and Learning. Hoover, E. (2007, March 09). Here’s Looking at You, Kid: Study Says Students Are Narcissists. The Chronicle of Higher Education, 53, no.27. Leafgran, F.A. (1989). Health and wellness programs. In M.L. Upcraft & J.N. Gardner (Eds), The freshman year experience (pp. 156-167). San Francisco: Jossey-Bass. Pritchard, M.E. & Wilson, G.S. (2003, January/February). Using Emotional and Social Factors to Predict Student Success. Journal of College Student Development, 44, no.1. Stringer, R.W. & Heath, N. (2008). Academic Self-Perception and its Relationship to Academic Performance. Canadian Journal of Education (pp. 327-345), 31, no.2. Twenge, J.M. (2006, March). The Disruptive Effect of Self-Objectification on Performance. Psychology of Women Quarterly (pp. 59-64), 30, no.1.