Abstract
Students' mental health plays an important role in child's daily life. Many studies declared that self-esteem, loneliness and engagement could be a crucial factors that affect students' learning and performance in school. This study is examining the relationship of these three factors with child's achievement in science. The study involved 260 (grade 4 to grade 6) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via three questionnaires (for self-esteem, loneliness and the third one for student engagement), and student science achievement determined by students' GPA scores from their schools. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. The correlational data analysis yielded a negative correlation between self-esteem and loneliness while there is a positive correlation between self-esteem and engagement and between self-esteem and achievement in science. Furthermore, the results showed that both students’ self-esteem and engagement is significantly predicted students’ achievement in science. Furthermore, results reveal that all the goodness-of-fit indexes fulfilled the requirement of the acceptable model fit with significant paths and correlation. The Model has provided a reasonable explanation of the structural model of students’ self-esteem, loneliness, engagement and achievement in science.
Highlights
Many non-cognitive factors may have an influence on a student’s achievement and performance in school and life as well
The main aim of this study is to model the relationship between children level of loneliness, self-esteem, engagement and their effect on science achievement of grade 4-6 children in Arab schools in Malaysia
It invisigate if loneliness, selfesteem and engagement are predicting factors of arab children achievement in science
Summary
Many non-cognitive factors (such as, mental health, cultural background, previous academic performances, study skills, and many more) may have an influence on a student’s achievement and performance in school and life as well. Previous research has tied the quality of children’s social relationships to their academic achievement (Tassin, 1999), the quality of peer relations has been associated both with students’ academic orientations and with their school performance (Flook, Repetti, & Ullman, 2005). Lu & Zhou (2013) find poorer achievement and greater loneliness among migrant children who are isolated in migrant schools. Researchers have suggested that achievement in science in secondary school is a function of many interrelated variables. There are school-related variables such as students’ academic engagement that can be influenced and are amenable to change by educational interventions. Results of many researches support the necessity for studying, learning environments and their relation to socioemotional factors such as self-esteem (Booth & Gerard, 2011)
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