SELF-ESTEEM AS A CORRELATE OF ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN AWKA EDUCATION ZONE OF ANAMBRA STATE

Grace Chinyere Nnadi, PhD, Helen E. Uzoekwe, PhD, Erhunwmunse Igbinidu

Abstract


This study investigated self-esteem as a correlate of academic achievement of secondary school students in Awka Education Zone, Anambra State. Three research questions guided the study, and three null hypotheses were tested at the 0.05 level of significance. A correlational research design was adopted. The population for the study consisted of 5,268 Senior Secondary School Two (SS II) students, while the sample consisted of 540 students selected through a multi-stage sampling procedure. The instrument used was the Hare Self-Esteem Scale (HSS) with reliability coefficients of 0.74. Pearson Product Moment Correlation was used to analyze the data. The results showed that self-esteem has a high positive significant correlation with students’ achievement in Mathematics for both genders. The study concluded, among others that secondary school students’ self-esteem is highly related to their academic achievement in Mathematics. It was recommended, among others that school counsellors should provide guidance services that focus on students’ emotional well-being, self-esteem, and strategies for managing academic pressure.


Keywords


self-esteem, correlate, academic achievement, students, education zone.

Full Text:

PDF

References


Akinade, E. A. & Adediran, O. A. (2018). Self-esteem and academic performance of secondary school students in Mathematics. Nigerian Journal of Educational Psychology, 16(1), 72–83.

Baumeister, R. F., Campbell, J. D., Krueger, J. I., and Vohs, K. D. (2022). Self-esteem and academic motivation: Revisiting the link. Journal of Educational Psychology, 114(1), 12–25.

Brainna, H. (2023). Understanding correlational research methods. New York: Academic Scholars Press.

Cunningham, B. (2017). Understood. Retrieved from The Importance of Positive Self-Esteem for Kids: https://www.understood.org/en/friends-feelings/empowering-your-child/self-esteem/theimportance-of-positive-self-esteem-for-kid

Encyclopaedia Britannica. (2026). Education.

Iwuanyanwu, P. N. (2016). Students’ perceptions of Mathematics and their achievement: The role of competitive learning. Nigerian Journal of Educational Psychology, 14(1), 67–78.

Jerrim, J. & Sims, S. (2019). The teaching and learning international survey (TALIS) 2018: Teachers and school leaders as lifelong learners. Department for Education (UK).

Mawak, J. J. & Odulum, F. C. (2024). Effects of peer assessment strategy on students’ attitude and achievement in Mathematics in senior secondary schools in Jos Metropolis, Nigeria. Global Journal of Educational Research, 23(1), 45–58. Retrieved from https://gjournals.org/GJER/Publication/2024/1/HTML/021324020%20Mawak%20and%20Odulum.htm

Musset, P., (2015). Building skills for all: A review of England. OECD Publishing.

Nwokolo, C. N. & Oguzie, A. E. (2021). Revalidation of the Hare Self-Esteem Scale for Nigerian adolescents. Journal of Guidance and Counselling Studies, 6(2), 112–124.

Nwokolo, C.N. & Oguzie, A.E. (2021). Relationship between secondary school students’ self esteem and their attitude towards examination malpractice in Imo State. Sapientia Global Journal of Arts, Humanities and Development Studies, 4(1), 33 – 44.

Nworgu, B. G. (2015). Educational research: Basic issues and methodology (3rd ed.). Nsukka: University Trust Publishers.

Organisation for Economic Co-operation and Development (2022). PISA 2022 mathematics framework: Mathematical literacy. Paris: OECD Publishing.

Organisation for Economic Co-operation and Development (2023). Future of education and skills: Mathematics curriculum and competencies. Paris: OECD Publishing.

Organisation for Economic Co-operation and Development (2024). Mathematics for life and work: A comparative perspective. Paris: OECD Publishing.

Oguzie, A.E., Nwokolo, C., Mokwelu, O.B. & Ezunu, E.N. (2019). Relationship between secondary school students’ study behaviour and their academic achievement in Imo State, Nigeria. Journal of Guidance and Counselling Studies, 3(2), 133-140.

Oguzie, A.E. Obi, J.S., Nnadi, G.C., Nwobi, L.N. & Okpala, M.C. (2023). Self-esteem as correlate of secondary school students’ social adjustment in Imo State, Nigeria. The Progress, 4(1), 21-29

Okafor, E.O., Obi, J.S. & Oguzie, A.E. (2018). Relationship between students’ self-esteem and their academic achievement in Imo State. HOFA: African Journal of Multidisciplinary Research, 1(2), 24-32

Ozuome, C.C., Oguzie, A.E., Mokwelu, O.B. & Anyamene, A. (2020). Locus of control as a correlate of secondary school students’ academic achievement in Imo State, Nigeria. Journal of Guidance and Counselling Studies, 4(2), 155-168.

Psacharopoulos, G. & Patrinos, H. A. (2018). Returns to investment in education: A decennial review of the global literature. The World Bank.

UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.

United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.

Wang, M. T., Degol, J. L. & Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74(9), 1086–1102. https://doi.org/10.1037/amp0000548

Weber, K. & Melhuish, K. (2022). What is mathematics in mathematics education? Journal of Mathematical Behavior.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Grace Chinyere Nnadi, PhD, Helen E. Uzoekwe, PhD, Erhunwmunse Igbinidu

 

 

 

 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514

 

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.