Self-esteem, Self-efficacy and Academic performance among Adolescents

Abstract

Background: Adolescence is one of the vital stages of human development. This key stage is associated with developing new aptitude, talents, skills, self-confidence, and performances while they encounter enormous physical, cognitive, social, and psychological changes. During this transition, value for self and confidence in self enhance better academic performance, which is foundational for career choice among adolescents. Thus, academic performance plays a crucial role in providing prospective direction to adolescents. Aim: The present study aimed at finding the level of difference in self-esteem, self-efficacy, and academic performance among adolescents as well as to determine the relationship between the three variables. Methods: This research is ex-post facto in nature. The sample comprised of 355 adolescents (13-16 years), including 175 females and 180 males, selected conveniently from English medium schools. The Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale were used to assess self-esteem and self-efficacy, respectively. Results: T-test and ANOVA test results showed a significant difference in self-esteem (p<0.05), self-efficacy (p<0.05), and academic performance (p<0.01) with respect to gender and significant difference in self-esteem (p<0.05) with respect to the family income. A significant positive relationship (p<0.01) was found between self-esteem, self-efficacy, and academic performance among adolescents. Conclusion: Females are better at self-esteem, self-efficacy, and academic performance. Family income influences self-esteem. Self-esteem and self-efficacy are positively related to academic performance.