Review of Related Literatures

Academic performance and self-esteem have a strong and positive

association (Chohan, 2013) The study conducted by Moeller (1994)
argues that academic performance seems more related to students’
ability to set academic standards and persist in trying to meet them
than it is to their self-esteem. The key to success in academic
performances is to develop the motivation to set standards and to
work hard for success. Moreover, Alpay (2004) argued that whilst
academic success raises or maintains self-esteem, it is self-esteem
which influences performance. Ahmad et al. (2013) further confirms
that there is a favourable effect of high self-esteem on student's
higher rate of interests in classroom activities, confident, positive
attitudes towards classmates, sense of collaboration, motivation for
learning and sharing of views in classroom discussions. Several
studies have found a significant and positive correlation between
self-esteem and academic achievement (e.g., Aryana, 2010; Kharsah and
Latada, 2016; Mirzaei-Alavijeh et al., 2018). However, according to
Ahmad et al., (2018), there was a negative correlation between self-
esteem and academic performance. Similarly, a study by Iniama (2004)
found out that there is no significant relationship between academic
performance and self-esteem. The findings are negative since the
sampling was narrow and lacked specified focus. The focus of their
studies were on both internal and external factors of personal
perception of self-belief, furthering influencing the self-esteem
level of an individual. Self-esteem is considered a sort of measure
of how much a person values, approves of, appreciates, prizes, or
likes him or herself” (Adler and Stewart, 2004). According to self-
esteem expert Rosenberg (1965), self-esteem is quite simply one’s
attitude toward oneself. He described it as a “favourable or
unfavourable attitude toward the self”. Studies have found that
students with high self-esteem perform better in schoolwork than
students with low selfesteem (Rosli et al, 2011; Alokan et al.,
2014). Ackerman (2018) in his study found that the following various
factors have the potential to influence our self-esteem: Genetics,
Personality, Life experiences, Age, Health, Thoughts, Social
Circumstances, Reactions of others, and Comparing the self to others.

Many factors have been found to influence the self-esteem of students

which are the environments under which the student is nurtured. These
include the school, family and peers (Saunders-Ferguson et al.,
2005), social environment and the emerging technologies. Teachers are
very important in shaping the self-esteem of students and this is
achieved through the kind of relationships that the instructors
demonstrate towards students. Self-esteem can be adjusted at any
stage in life and can be positive or negative. It is therefore
extremely important to emphasize positive developmental change and
strive to prevent the negative (Alpay, 2004).
The type of relationship between the teacher and the student serves
as a connection between the two, providing a better atmosphere for a
classroom environment (Jones et al., 1981). In a series of
descriptive studies, Pianta and Steinberg (1992) and Pianta (1994)
showed dimensions of closeness, conflict, and dependency instructor
relationship behaviours as perceived and reported by the students to
characterise instructor-student relationship. Students who reported
more positive involvement with their teachers were found to score
high on closeness (secure relationship) sub scale items. The
moderately positively involved groups were found on the other hand to
be at mid-range on both positive effect (closeness and secure) and
negative effect (conflict and dependency) subscale items (Pianta,
1994). The main factors that influence an individual’s self-esteem
and academic performance include school environment, teachers, peers,
and the curriculum, as well as demographic factors such as parents’
background (Gatabu, 2013). Of these, teacher-student relationship is
fundamental to the healthy development of students in schools (Myers
& Pianta, 2008), especially to the students’ self-esteem.

According to Wubbels and Levy (1993), students reported that the best
teacher is a strong leader, friendly, understanding, considerate,
less uncertain, less dissatisfied, and less admonishing than other
teachers on the average. The type of relationship between the teacher
and the student can greatly influence the student’s behaviour,
academic performance and overall sense of social acceptance in the
school (Stipek & Miles, 2008). Teacher relationship quality is
especially useful to children with behaviour difficulties or learning
problems (Baker, 2006). A close relationship of these children with
their teachers showed significant improvement in their scholastic
achievements compared to similar classmates without such
relationships. Students who had positive teacher relationships
demonstrated positive adaptation to school, irrespective of their
gender or grade level, across the elementary age range (Baker, 2006).
This implied that a student’s relationship with teachers has
important positive and long-lasting implications for the student’s
academic and social development. Buyse et al. (2009) indicated that
children who experienced conflict teacher-student relationships in
the first grade demonstrated lower achievement in mathematics over
the following two years. Many other studies showed that students with
caring and supportive interpersonal relationships in school reported
more positive academic attitudes and values, and more satisfaction in
school and are academically balanced (Connell & Wellbom, 1991;
Skinner & Belmont, 1993; Solomon et al., 2000; Marks, 2000; Ryan &
Patrick, 2001; Voelkl, 1995). In a research to correlate higher
levels of teacher-student relationship with improved performance, the
relationship had been found to correlate with the student achievement
and behaviour in school, regardless of socioeconomic status (Cornel &
Wellbom, 1991; Voelkl, 1995). This was further strengthen in Hughes
and Kwok (2007), who found out that students demonstrated higher
achievement when there was a higher level of supportive relationships
with teachers. This means that in a learning environment where
students have good relationship with their teachers, students are
more likely to earn higher grades (Willingham et al., 2002, Grobe &
Bishop, 2001). Likewise, Haycock (1998) revealed that the difference
between good and bad instructor relationship behaviour is measured in
terms of learning achievement to a great deal.

Foreign

The present study was undertaken to investigate the self-esteem and

academic achievement of urban
and rural adolescents, and to examine the gender differences in self-
esteem and academic achievement. The
sample of this study consisted of 400 adolescents (200 urban and 200
rural) from Varanasi District. The boys and
girls (aged 12 to14) were equally distributed among the urban and
rural sample. Self-esteem was measured by
Self-esteem questionnaire and academic achievement was measured by
academic school records. The findings
indicated that there were no significant differences with regard to
self-esteem of rural and urban adolescents.
There were significant differences with regard to academic
achievement of rural and urban adolescents. Urban
adolescents scored higher in academic achievement as compared to
rural adolescents. Boys would score
significant higher on self-esteem as compared to girls. Significant
gender differences were found in academic
achievement. Girls were significantly higher on academic achievement
as compared to boys (Joshi & Srivastava,
2009).

Local

The relationship between self-esteem and academic achievement is one

that is regarded by many
educators as a well-established fact. This belief has been often
invoked in order to argue against the provision of
ability grouping for gifted students. Refuting that commonly-held
belief, this research examined the relationship
between self-esteem and academic achievement in 65 high-ability
secondary students, a sample drawn from a
longitudinal study of over 900 students. The research demonstrated
that there were no differences in measured
self-esteem between the gifted and non-gifted students. More
contentiously, though, the research found no
correlation between self-esteem and academic achievement for the
gifted group (Vialle, Heaven & Ciarrochi,
2005).
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