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CHAPTER I

THE PROBLEM AND ITS SCOPE

RATIONALE

One of the utmost important need of a student is the capability to build his or her

self-esteem and self-worth, but as time passes by, millions of them seems to be having

a difficulty in shaping these. With this, the increasing rate of issues regarding that matter

has brought about an explosion in choosing the study.

Self-esteem is what a person think, feel and believe about his or her self. Having

a healthy self-esteem can help an individual achieve his or her desire because he or

she navigate life with a positive, assertive attitude and believe that he or she can fulfill

his or her goals. Thus, self-esteem plays a crucial role to everyone because of its ability

in guarding and strengthening a person’s feeling of self-worth and value. Self-worth on

the other hand, is the basis of one’s selves wherein their thoughts, feelings and

behavior are closely bind together by the means of how they view their worthiness and

value as a person.

In the same vein, the aforementioned variables earlier are considered to be

capable of affecting student’s performance towards achieving academic excellence. In

fact, a study stated that self-esteem and self-worth can have an influence on academic

performance (Knightly & Whitelock, 2007; Pepi et al., 2006; Rosenberg et al., 1989;

Ross & Broh, 2000). For instance, if a student will think lowly of his or her self, then

surely, his or her self-esteem and self-worth will be at its lowest peak which would

greatly affect his or her performance in school. Otherwise, those students who thinks
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highly of themselves and their worth will get better grades and strive for higher

academic achievement. The belief is that if the student expects the best, then the

student is more likely to obtain the best. Therefore, “self-esteem and self-worth can

indicate a reaction to school performance” (Alves-Martins et al., 2002; Bridgeman &

Shipman, 1978; Morvitz & Motta, 1992; Osborne, 1995; Rosenberg et al., 1995). On the

contrary, academic achievement can also affect student’s self-esteem and self-worth in

such a way that when students acquire good grades, it will make them feel better about

themselves, thereby increasing their self-worth and spontaneously building up their self-

esteem.

The researchers chose to conduct the study to determine how self-esteem and

self-worth affects student’s academic achievement and vice versa. The researchers

chose the first year college nursing and medical technology students in Southwestern

University – PHINMA as the participants for the study because aside from its

accessibility, the institution comprises thousands of students with different walks of life

which will contribute in attaining the desired output of the paper. Additionally, first year

college students is more likely prone in experiencing breakdown especially if the

students came from other provinces in which adjusting to new environment takes time.

The purpose of the study is to be able to identify and boost interventions by

enhancing both their self-esteem and self-worth that would assist and help students in

elevating their capabilities not just academically but also towards pursuing their career

and personal or social level of selves.

Hence, there is a sufficient reason to conclude that the study are of great

importance for it is constantly present in everyday life, most especially for individuals
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who is exposed in school environments specifically, the students. In connection to that,

the beneficiaries of this study is not just the students, but also their parents, teachers

and other school staff members belonging in the institution. Nonetheless, whether self-

esteem and self-worth affects academic achievement or academic achievement affects

self- esteem and self-worth, these concerns are still worthy of measuring and

understanding.

THEORETICAL – CONCEPTUAL FRAMEWORK

Self-Worth Theory by Covington, M. and R.G. Berry

Academic Performance Study Efforts Innate Ability

Self-Worth

Self-Esteem

Self-Worth Campaign Video and Seminar

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This study is anchored on the Self-Worth Theory by Covington, M. and R.G.

Berry wherein the academic performance, effort, and ability shall be realized through

one’s perception of self or self-worth, affecting one’s confidence or self-esteem.

Theoretical Background

The study is based on the Self-Worth Theory of Achievement Motivation

developed by Martin Covington and R.G. Berry in 1976. The theory assumes that a

person’s ability to achieve is directly linked to their perceptions of themselves and that

“one’s worth often comes to depend on the ability to achieve competitively” (Covington,

1998, p.78)

The researchers used this theory as the basis of the study because of its

applicability. The theory has 4 main elements which are performance, ability, effort, and

self-worth. Self-worth is determined by the person’s performance, ability and effort. In

addition, one’s self-esteem is affected by self-worth. The theory is the starting point of

the researchers in conducting the study.

REVIEW OF RELATED LITERATURE

Self-esteem is the most highlighted concept that is discusses not only

psychological clinical situations but also one of the most research concepts in

psychology. According to statistical research on Wikipedia, Self-esteem is one of the

most frequent themes in psychological literature, which been used for the research in

psychology. Self-esteem continues to be one of the most generally research thought in

social psychology (Wells & Marwell, 1976).

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Fortunately, in recent years, a growing number of researchers have begun to

incorporate additional aspects of self-esteem into their research and theories. These

aspects include implicit self-esteem (Covington, 2000), contingent self-esteem (Crocker

& Wolfe, 2001) and stability of self-esteem (Kernis & Goldman, 2002). In this research,

the research had discussed the concept of self-esteem and the contingencies of self

worth of students in the university sample. Students are future of any nation; there

natural development is very vital and effective while it comes to their studies and

development of these skills. The study examines the joint implications of level and

stability of self-esteem for various aspects of psychological and interpersonal

functioning. This research has begun by discussing some definitional and measurement

issues concerning these two self-esteem components.

In clarification of the optimistic emotions and favorable beliefs are associated to

the self with high self-esteem. It seems reasonable to think that people who have high

self esteem fare better in terms of the objective outcomes they experience in life— that

they would not only be happier but also richer, more successful, better loved, and

perhaps even more attractive than low self-esteem people. Although researchers have

long speculated that high self-esteem also has objective benefits, these hypothesized

benefits are typically small or nonexistent (Kernis, 2006).

As (Wells & Marwell, 1976) pointed out in their important monograph, three

difficulties arise out of the ubiquity of the term. First, the reliance upon common-sense

definitions gives the misleading impression that different writers are referring to the

same thing when they discuss self-esteem. Secondly, the assumption that everyone

has an intuitive understanding of its nature hides the fact that individual theorists hold
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different views as to what comprises a healthy component of personality. It is a natural

phenomenon for general people to think differently and have a concept of complex

description and understanding as the phenomenon sound complex and un-unique with

general speaking and term for daily life.

According to identity theory, the self is composed of multiple identities that reflect

the various social positions that an individual occupies in the larger social structure.

Meanings in an identity reflect an individual’s conception of himself or herself as an

occupant of that particular position (Stryker, 1980). Self-verification occurs when

meanings in the social situation match or confirm meanings in an identity. Thus, when

individuals enact and verify an identity, they simultaneously produce and reproduce the

social structural arrangements that are the original source of those meanings. In

adopting such a position in the investigation, the research maintains the central focus

on the individual within the social structure that has traditionally characterized the

structural symbolic interactions position (Stryker, 1980).

Understanding of self-esteem is one issue, which still needs to be clear and

require much work to be understandable for everyone. On the other hand talking about

self-esteem it is also an issue that is very enlighten about its level. There are no. of

researches been done for measuring the levels of self-esteem and debating on LSE or

HSE have any/what impacts and benefits. Getting high self-esteem also require some

cost as nothing is free or for granted. Some recent evidence suggests that high self-

esteem has costs, especially under conditions of ego threat. Ego threat did not only

losing of money but sometimes losing of relationships as well. How students can cope
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up with ego threat on the negative aspects shows their over-confident leads to lack of

exam preparations or class presentation cause reduction in their marks and failure.

While research in each of the directions is extensive (Wells & Marwell, 1976),

little research has been synthesized the three research streams into an overall

integrated model. The theory of self-esteem integrated with the three conceptualizations

within the context of structural symbolic interaction, or identity theory (Stryker, 1980).

(Ervin & Stryker, 2001) began the process by discussing the links between self-esteem,

identity salience, and identity commitment. The connections between the different

conceptualizations of self-esteem, however, remain unclear. The research connecting

the self-esteem with the contingencies of self worth and measuring with GPA scores of

student’s academic performance.

Some psychologists (Wagner & Valtin, 2004) anticipated that self-esteem was a

global concept of one self, which was firm by some precise self-concepts. Self-Esteem

establishes most frequently to an individual’s overall positive valuation of the self

(Rosenberg, 1965). Self-esteem is the inside feeling of a person about one self

whatsoever the domain of that self-esteem. Some researchers said that, the collection

of two diverse magnitudes were, competence and worth (James, 1890). The

competence measurement (efficacy-based self-esteem) submits to the degree though

which an individual can see himself as competent and efficacious. The worth

measurement refers to the degree though which an individual’s feel that they have

some value and they are a person of worth & value.

About a century ago, William James (James, 1890) recommended that self-

esteem is both a stable trait as well as an unstable state; transitory feelings of self-
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esteem fluctuates a person’s distinctive or trait level in response to good and bad

events around him. James also noted and highlighted in his research that people are

selective about what kinds of events affect their self-esteem.

Self-esteem is a belief of one person he/she hold about themselves. High self-

esteem people believe they are intelligent, attractive, and popular. Nevertheless, high

self-esteem people acknowledge that they had flaws or made mistakes in the distant

past, they see their present or recent past selves in a particularly positive light, believing

they have changed for the better even when concurrent evaluations suggest they have

not (Ross, 2002).

(Crocker & Wolfe, 2001) proposed that good and bad events in domains of

contingent self-worth raise or lower momentary feelings of self-esteem around a

person’s typical or trait level of self-esteem, and these fluctuations in state self-esteem

have motivational consequences. When level of self-esteem is on higher site people

feel good, and self-esteem is on lower site then people feel bad. Consequently, apart

from that whether people typically have high or low self-esteem, they search for the

emotional high linked with success in domains of contingent self-worth and struggle to

avoid the emotional lows that accompany failure in these domains. Consequently,

contingencies of self-worth regulate behavior.

Many research studies have verified that people those have high self esteem

gets the benefits of having high trait self esteem. The clearest benefits are positive

emotions, and certain self-concepts that accompany high self-esteem (Kernis, 2006).

Self-esteem strongly related to the sentimental character of daily life, with high self-

esteem people reporting happier events, feeling of successes, positive effect, less
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hopelessness, more life satisfaction, less anxiety, and fewer depressive symptoms as

compare to people who are low in self-esteem.

The Contingencies of self-worth approach extends or challenges existing models

of self-esteem in several ways. Crocker & Wolfe argument on the importance of self-

esteem that lies in what it is contingent upon stands in contrast to decades of research

focused on whether trait self-esteem is high or low (Crocker & Wolfe, 2001).

Furthermore, they did not break up the focus to whether people have low or high self-

esteem in specific domains such as academics or competence, but rather symptomatic

of that regardless of people’s level of domain-specific self-esteem, contingent self-worth

in these domains has predictable consequences.

Although the Kernis study complementary to research that focuses on the

stability of self-esteem over time (Kernis, 2006), their research also extended that work

by showing that instability of self-esteem results from experiencing positive and

negative events in those domains in which self-esteem is contingent. The research

argues that nearly everyone has contingencies of self-worth but that people differ as to

what their self-esteem is contingent happening.

Those students who based their self-esteem on top of their academic

accomplishments typically have self-validation goals in this domain, viewing their

schoolwork as an opportunity to demonstrate their intelligence. Because failure in

domains of contingency threatens self-esteem, people try to avoid failure by increasing

effort, if they are still uncertain of success, they may abandon their self-validation goal

and become unmotivated, or prepare excuses that will soften the blow to self-esteem in

case they fail. Basing self-esteem on external factors such as appearance, others’
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approval, or academic achievement has more negative consequences than basing it on

internal factors such as virtue or God’s love. And in contrast to most researchers who

argue that self-esteem is a fundamental human need that people need to pursue

(Stryker, 1980), Pursuing for self-esteem by attempting to prove that one is a success in

domains of contingency is costly were argued by (Crocker & Park, 2004). There is

always a cost for getting to improve self-esteem & those domains, which can boost your

level, require different events or elements according to your domain.

When failure in domains of contingency cannot dismissed with defensive

responses, self-esteem decreases. Consequently, contingencies of self-worth are both

a source of motivation and a psychological vulnerability (Crocker, 2006). Making

excuses or blaming others is defensive maneuvers by which people deflect the threat to

self-esteem when they do fail.

In this study, the researchers shall investigate the domains in which university

students commonly invest their self-esteem, including appearance, others’ approval,

outperforming others, academics, family support, virtue, and religious faith or God’s

love. The research shall determine if truly, contingencies of self-worth shape students’

emotions, thoughts, and behavior that may contribute to their performance in

academics.
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STATEMENT OF THE PROBLEM

Students encounter many problems and struggles regarding their behavioural

issues that can affect on how they deal with their worth as a student. It can also create a

big impact to their academic performance most especially to those students who are

having a hard time coping up to the new environment. There’s a tendency that a student

might experience mental distress, anxiety and even depression which is very rampant

nowadays. It can affect not just their studies but also their health.

The study aims to assess on how student’s self-esteem affect their academic

performance and standing, which then is the basis of self-worth, specifically for the

SWU PHINMA students. The purpose of the study is to answer the following questions:

1. Do SWU Medical Technology and Nursing students have high or low self-esteem

upon entering college?

2. Does this affect their academic performance? If so, how does this affect their

academic performance?

3. Does their academic performance affect their perception of themselves/self-worth?

SIGNIFICANCE OF THE STUDY

The result of the study could greatly contribute in bringing the connectivity

between academic performance, self-worth and self-esteem. The study could be

beneficial to students who struggle academically because they lack self appraisal.

Furthermore, the study can help individuals boost their confidence not just academically
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but also for future purposes. Lastly, the result of this study could serve as a valuable

reference to the student-researchers who would like to know how self esteem affects

the academic performance of the students.

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DESIGN AND METHOD

The procedure conducted by the researchers in gathering the data needed for

the study shall be discussed thoroughly. The chapter precisely explains the research

design, research participants, research instrument, data collection procedure,

interpretation and data analysis.

RESEARCH DESIGN

The study is a qualitative study in which the researchers derived the use of a

selective sampling type for the reason that this can make the gathering of data less

difficult and fast, and would help the researchers gather accurate data for the research

study. In line with this, the participants are likely to have an option on whether to share

their opinion regarding to the study that is conducted. A survey questionnaire would be

given to the participants with specific questions that would help the researchers in

identifying certain effects. The researchers will collect data to reach their goal of

identifying on how academic performance affects the student’s self-worth and self-

esteem through conducting a survey.

RESEARCH ENVIRONMENT

The researchers specifically choose 1 st year Nursing and Medical Technology

college students of the Southwestern University PHINMA. Gathering of data shall be

held within the school premises of the said institution and shall be selectively chosen by

the researchers, which follows its set criteria: (1) Must be a registered and bonafide

student of Southwestern University PHINMA, (2) SHS graduate batch 2018-2019, (3)
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Must be 18-19 years old and (3) can either be 1 st year Medical Technology or Nursing

student.

RESEARCH PARTICIPANTS

The researchers choose 1st year Nursing and Medical Technology college

students of Southwestern University PHINMA. For the research, there would be 5

participants that shall be interviewed and would be asked to answer a questionnaire

given by the researchers. This number of participants chosen by the researchers is

through selective sampling. The participants shall be 18-19 years old freshmen Nursing

and Medical Technology student of Southwestern University PHINMA.

The research participants of this study are the 1 st year students of Southwestern

University in the colleges of Nursing and Medical Technology. The researchers

interviewed at least five (5) students. The participants were then identified through their

corresponding ages within the typical 1st year population today whose ages range from

18-19 years old. The act of the participants by which referring the researchers to the

next individual that the researcher participants suggests to are perceived by the this

sampling technique, since the participants directed the researchers to the next

participants they needed for the study who have particular set of criteria.

RESEARCH INSTRUMENTS

In the study, the researchers use a survey questionnaire that is given to five (5)

1st year Nursing and Medical Technology college students of Southwestern University

PHINMA with questions that are relevant to the research study. The participants will

also take a test that will identify their own perspective of their self-worth. The
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researchers will also conduct an interview and ask questions that will help the

researchers identify the certain effects of their academic performance to their self-

esteem. The data gathered will then be interpreted to come up with a conclusion.

DEFINITION OF TERMS

The following terms were used extensively in this study and were defined in

accordance to their application in this study.

Self worth. The utmost important need of the student. This term refers to how you

value yourself.

Self-Esteem. This term refers to how we think and feel about ourselves, a feeling of

confidence in more specific area.

Academic Performance. This pertains to how well a students have performed in the

various assessments.

Effort. This usually refers to whether a student tries hard studying and/or participates in

class.

Innate ability. A trait or a characteristic that is already present and occurs naturally.
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CHAPTER II

PRESENTATION AND INTERPRETATION OF DATA

PRESENTATION

The study uses qualitative approach upon presentation of data through

presenting case-to-case data of each of the participants. The data is gathered through

conducting an interview, and survey questionnaires selected by the researchers. In this

section, the researchers shall present the data gathered for the study. The presentation

of cases is clustered according to the personal background, self-esteem, self-worth, and

academic performance of the participants involved in the study.

Case 1 – Participant 1

Background

Participant 1 is a 19-year-old male who is a first-year student of Southwestern

University PHINMA and is currently taking up Bachelor of Science in Medical

Technology. His family is the one supporting him financially in his studies. He says that

he only has few friends here in SWU PHINMA since he has different sets of colleagues

in each class, his schedule resembles the schedule of an irregular student, which made

it hard for him to adjust. As mentioned in the interview, he claims that he is a kind-

hearted person and has average self-esteem.

On Self-Esteem
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Participant 1, based on researcher’s observation upon conducting the interview, was

hesitant to share information about his self, often looking around and not showing good

eye contact with the interview. During the interview, he says that the only thing that he

could tell about himself is that he is a kind-hearted person, and he also believes that his

self-esteem is on the average level. When asked about his confidence, he told the

researchers that he is not shy nor too overconfident. However, based on his results in

self-esteem scale, it showed that he has low self-esteem.

On Self-Worth

According to the results of participant 1 acquired from the self-worth scale, the highest

contingent is God’s love. It shows that the participant is a God-fearing person and

knows his value in the eyes of God. The lowest contingent that the participant got is the

approval which shows that the participant does not care about the opinion of other

people. When it comes to failing on a major exam, he has no response about it affecting

his self-worth he is unsure of how would it affect him. Participant 1 believes that the way

he sees himself would not be affected by his academic achievement since for him it

would not define him as a person. 

On Academic Performance

In terms of academics, Participant 1 has experienced not meeting his expectations and

as a way of coping up to that experience, he would try to study harder for the next

exams to make up with those failures. His PG1 grade is 1.75. This means that the

participant had higher grade than the passing grade, concluding that the participant is

doing well in his academic performance.

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Case 2 – Participant 2

Background

Participant 2 is an 18-year-old 1st-year male student of Southwestern University

PHINMA and is taking up a Bachelor of Science in Medical Technology. He was a

varsity student and played basketball in his high school years. He is not originally from

Cebu; he came from another province that he chose not to mention to keep his identity

confidential. Medical Technology is his dream that is why it is the course he has chosen.

As mentioned in the interview, participant 2 sees himself as someone who takes self-

esteem as a big factor that could affect his self-confidence.

On Self-Esteem

During the interview, the participant showed good signs of assertion when asked and

showed good listening skills, and is not hesitant to share information about himself.

Participant 2 characterized himself as someone who thinks that self-esteem for him is a

big deal as it is the one that boosts his self-confidence for him he thinks self-acceptance

can affect one’s self-confidence and might boost it. The participant mentioned that he is

somehow confident as he entered college he also said: “If icompare nimo imo self sa

others kay ma become man ka ug vain or bitter mao ng dapat i-look nimo imo self as

ikaw dili kay imo icompare sa uban.” The participant again applies self-acceptance to

avoid comparisons from other persons. Participant 2 also added that if one person has

a high level of self-esteem and if a person convince himself that he can do anything it
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would lead to a positive result. His results in self-esteem scale showed that he has a

normal level of self-esteem.

On Self-Worth

According to the results of participant 2 acquired from the self-worth scale, the highest

contingent is God’s love. It shows that the participant is a person who has faith in God.

The lowest contingent that the participant got is the approval which shows that the

participant does not really think about what other people say about him. The participant

professed that major exams do not affect his self-worth because exams like quizzes or

periodical exams would not define your future but it only defines your knowledge at that

exact moment. Participant 2 believes that the way he sees his self affects his academic

achievement. So, he does not let his low marks affect his perception of his self-worth.

On Academic Performance

The participant shared that he always fails to meet his expectations about his self in

terms of academics in his statement the participant stated that he would strive hard in

order to make up at those times that he fails to meet his expectations and he also said

that he would use his mistakes to do better and also improve himself. He knows how to

make up with his failures to improve himself. Based on his PG1 grade, he got an

average of 2.00, which means that the participant is also doing well in his academics.
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Case 3 – Participant 3

Background

Participant 3 is a 19-year-old female Medical Technology Student of Southwestern

University PHINMA. At the same time, she is also working at BPO, a company, to

financially support herself and her hometown is Cebu.

On Self-Esteem

During the interview, participant 3 showed good communication skills and was confident

when asked by the interviewer. Describing her confidence as she entered college,

participant 3 says that she is not that confident but somehow she is, as it was

developed by her experience at work but having the environment at the school affected

it, for her experience and the environment affects one’s self-confidence. Based on her

self-esteem scale, she got a normal level of self-esteem.

On Self-Worth

According to the result of the participant acquired from the self-worth scale, the highest

contingent is the competition. It clearly indicates that the participant is more likely to be

competitive and is confident of the knowledge he/she got. The lowest contingent that

the participant got is the approval from other which shows us that the participant does

not mind on what others have to say or think about him/her. When it comes on failing a

major exam If ever she would fail a major test, her response was “I guess it won’t affect
21

my self-worth because I have already accepted the fact that I’m already failing in one of

my major class.” she willingly accepts the results and does not let it affect her self-

worth. She also believes that the way she sees herself is affected by her academic

goals and if she would think that she couldn’t do it then it may discourage her and affect

her self-worth.

On Academic Performance

Participant 3 shared that coping up with the experience of not meeting her expectations

in terms of academics wouldn’t be that hard for her since she’s always been a failure to

her family, and in that case, she would encourage herself that she could do better. She

convinces herself that she could still improve. “The way I see myself is affected by my

academic achievement because if I’d think that I won’t be able to do it, my mindset

would be “I would never be able to do it”. Self-encouragement for her is an important

factor for her to keep going. Based on her PG1 grade, she got an average of 1.75,

showing that she is doing well in her academic performance even though she says that

she is always a failure.

Case 4 – Participant 4

Background

Participant 4 is an 18-year-old male and currently studying at Southwestern University

PHINMA and he is taking up a Bachelor of Science in Nursing. He spent his senior high

school years in Southwestern University PHINMA. That makes him an alumnus in SWU

PHINMA senior high school department. He also came from Bukidnon.

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On Self-Esteem

During the interview, participant 4 showed good posture along with good listening and

communication skills. No hesitation of expression of thoughts can be seen in him

throughout the duration of the interview. The participant tells us about himself and he

said that he is a goal-oriented kind of person. His confidence is now at the average

stage. He said, “I am not that overconfident and still on the average stage”. Based on

his self-esteem scale results, it shows that he is within the normal range of self-esteem.

This means that he is on average or normal level of self-esteem.

On Self-Worth

According to result of the participant acquired from the self-worth scale, the highest

contingent is family support. It shows that the participant is abundant of the love and

support from his family. The lowest contingent that the participant got is the approval, it

clearly shows that the participant would not care about the opinion and what other

people think about him. He mentioned that if he failed a major class/subject, his self-

worth will not be affected because as he said: “Grades doesn’t define who I am.” He

said that academic achievement would not affect the way he sees himself as he again

said that grades would not define him and what he will become in the future. 

On Academic Performance
23

The participant did not experience not meeting his expectations in terms of academic

goals as he claims that he does his best almost all the time. For his PG1 grade, he has

an average of 2.00. This tells us that the participant is doing well in his academic

performance all throughout the duration of the periodical grading.

Case 5 – Participant 5

Background

Participant 5 is a 19-year-old, female and a Nursing student at Southwestern University

PHINMA. She originally came from Misamis Occidental in Mindanao. She is currently

living on her own with the support of her parents. Participant 5 is an only child.

On Self-Esteem

During the whole duration of the interview, participant 5 showed hesitation with her

answer to the question of the interviewer. However, she possesses good non-verbal

communication cues when expressing her thoughts and ideas to the interviewer. She

says that she is not that confident as she claims that she has forgotten some of her

lessons. Based on the results of her self-esteem scale, she is within the normal range of

self-esteem. In other words, the participant has an average or normal level of self-

esteem.

On Self-Worth

According to result of the participant acquired from the self-worth scale, the highest

contingent is the virtue. It implies that the participant is confident about his/her bravery

and courageousness in doing things the right way and in his/her own way. The lowest
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contingent that the participant got is the competition, it indicates that the participant isn’t

competitive and is fine with every outcome he/she will receive. In failing a major exam,

she says that it would somehow affect her self-worth especially if she exerted a lot of

effort for it, but then she believes that there is a purpose in everything. She also thinks

that academic achievement would affect the way she sees herself because she always

strives harder ever since for her family.

On Academic Performance

The participant has not yet experienced not being able to meet her expectations in

terms of academics for she claims that she always has strived hard to achieve her goals

and if ever she would do better next time and exert more effort than usual. Based on her

academic performance during the PG1, she got an average of 1.5, higher than all the

participants that were part of the study. This shows that she is exerting effort and is

doing well in her academic performance.

INTERPRETATION

Based on the theory and related literature used in this study, it can be interpreted that:

Participant 1, although showing a good academic performance based on the data that

was given, has a low self-esteem which suggests that the participant does not base

his/her self-worth on his/her academic performance. The participant bases his/her self-

worth on God’s love which has a positive consequence than “basing on external factors

such as appearance, others’ approval, or academic achievement has more negative

consequences.” (Stryker, 1980)

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Participant 2, according to the observations and scales, has a high self-esteem than the

other participants. Although having a lower average than the rest of the participants, the

participant does not let his low marks affect his perception of his self-worth. This

suggests that participant 2 does not base his self-worth on his/her academic

performance but instead by showing his faith just as how participant 1 does and “basing

(self-worth) on internal factors such as virtue and God’s love (has a positive

consequence)” (Stryker, 1980)

Participant 3 who has an average of 1.75, which is higher than the passing grade. The

participant bases her self-worth or the way she perceives herself on her academic

performance and competition. Data shows that she also longs for acceptance and

recognition from her family “since she’s always been a failure to her family.” It can be

suggested that the participant “views her schoolwork as an opportunity to demonstrate

her intelligence” and according to Stryker, basing one’s self-esteem on external factors

such as academic performance has a negative consequence which is the reason why,

according to the data, she has a low self-esteem.

Participant 4, according to the data gathered, has a normal level of self-esteem and

based on the self-worth scale, his/r highest contingency of self-worth is family support.

Based on the data, participant 4 has an average grade of 2.00 which is higher than the

passing grade and according to the self-worth theory, academic performance affects

one’s self-worth and self-esteem which explains the reason why participant 4 has a

normal level of self-esteem.

Participant 5, according to the data gathered, has the highest average grade among the

participants and her highest contingency is the virtue. On the other hand, despite having
26

a high average, participant 5 is not competitive because her lowest contingency is

competition which may be interpreted that although participant 5 does well in her

studies, she does not base her self-esteem and self-worth plainly on her academic

performance. Basing one’s self-esteem on virtue and other internal factors has a

positive consequence, according to Stryker, which probably explains why she has a

normal level of self-esteem.

DATA ANALYSIS

The researchers of the study conducted their survey at Southwestern University

PHINMA. The researchers collected data from the participants by providing them survey

questionnaires along with a face-to-face interview.

The study used a time-series analysis with a sample of five (5) participants; 3

Medical Technology students and 2 Nursing students coming from the SHS batch 2018-

2019 aged 18-19 years old.

Table 1. PG1 GRADE OF PARTICIPANTS

COURSE PG1 GENERAL

AVERAGE
Participant 1 MEDTECH 1.75
Participant 2 MEDTECH 2.00
Participant 3 MEDTECH 1.75
Participant 4 NURSING 2.00
Participant 5 NURSING 1.50
27

Table 1 shows the participant’s degree program along with their PG1 Average

Grade. Participant 1, who is a Medical Technology student, has a PG1 General Average

of 1.75. Participant 2 is also a Medical Technology Student who has a General Average

of 2.0. Participant 3 is a Medical Technology Student who has a General Average of

1.75. Participant 4, a Nursing student, who has a General Average of 2.0. Participant 5,

who is also a Nursing student, has a General Average of 1.50, which has the highest

PG1 grade among the participants of the study.

Table 2. PERCEPTION OF SELF-WORTH QUESTIONNAIRE

I question my capabilities Respondent’s 1,3, and 5 answered No while 2 and 4

whenever I get low marks answered Yes

My low confidence affects Majority of the participants answered Yes

the way I perform in class

I think that I am not capable

enough to achieve my Majority of the participants answered No

academic goals
I feel like I am not worthy Respondent’s 2 and 3 answered Yes while 1,4, and 5

whenever I get low marks answered No

I belittle myself whenever I Respondent’s 1 and 5 answered Yes while 2,3, and 4

fail to achieve my goal in the answered No

aspects of academics

In the table above, it shows that majority of the participants believe that their low

confidence affects their class performance. However, majority of the participants

disagree on the thought of self-worth being affected upon getting low academic
28

performance. Moreover, all of the participants disagree to the statement of being not

capable in achieving their academic goals. Majority of the participants as well, disagree

on the thought of belittling their selves when they fail to meet their academic goal and

on questioning their capabilities whenever they receive low mark.

Table 3. ROSENBERG’S SELF-ESTEEM SCALE

Participant Score Interpretation

1 14 Low self-esteem
2 20 Normal range
3 14 Low self-esteem
4 19 Normal range
5 18 Normal range

The table above shows each of the participant’s scores on the self-esteem scale.

Based on the test instrument, scores between 15 and 25 are within the normal range

while scores below 15 suggest low self-esteem. Hence, it can be suggested that

participants 1 and 3, both having a score of 14, have low self-esteem. Meanwhile it can

also be suggested that the self-esteem of participants 2, 4, and 5, having a score of 20,

19, and 18 respectively, are within the normal range.

Table 4. CONTINGENCIES OF SELF-WORTH SCALE

29

Participants
Participant Participant Participant Participant Participant
Contingencie
1 2 3 4 5
s
Family Support 4 4.6 4.6 4.8 6.6
Competition 4 3.4 5.2 4.4 3
Appearance 4 4.8 3.6 4.2 4.6
God’s Love 5.2 6.2 4.4 4.4 7
Academic 4 6 4 3.8 6.2
Competence
Virtue 4 5 3.6 3.8 8
Approval from 4 4.2 3.8 4 3.6
Others

The table above shows the contingencies that affect each participant’s self-worth.

The data shows that the highest score of participant 1 and participant 2 is God’s Love,

the highest score of participant 3 is Competition, the highest score of participant 4 is

Family Support, and the highest score of participant 5 is Virtue. Meanwhile, three

contingencies, namely Appearance, Competition, and Approval from others, were not

viewed by the participants as a factor that would greatly affect their self-worth.

Table 5. BODY LANGUAGE OBSERVATION OF PARTICIPANTS

Participants Observation
Showed signs of hesitation and low self-
1 confidence. Does not maintain a good
30

eye contact.
Showed good signs of assertion, good
2 posture, and good listening skills with
minimal unnecessary movements.
3 Showed good communication skills; no
hesitations in expressing thoughts.
Showed good signs of body posture
4 along with good listening and
communication skills.
5 Showed hesitation, but had good non-
verbal communication skills.

FINDINGS

Based on the gathered data from the interview, thorough observation and

assessment of their self-esteem and self-worth, the researchers found out that most of

the participants are within the normal range of self-esteem. This tells that the

participants, upon entering college, are not that shy nor too confident. Majority of the

participants believe that self-esteem influence their academic performance. This tells us

that the participants’ class standing and performance will be affected if their self-esteem

is low. Therefore, there is a connection between the self-esteem and academic

performance. The researchers also found out that majority of the participants disagree

on the thought of self-worth being affected by academic performance. It is found out that

what they perceive of themselves is not affected nor dependent on the results of their

academic performance. Therefore, self-worth is not directly influenced to the academic

performance results. Based on the interview, the researchers found out that the

academic performance is influenced with their self-esteem, and innate ability. Self-

esteem is influenced by the environment that the participant is in and their own mindset.
31

CONCLUSION

The researchers conclude that freshmen students possess a normal level of self-

esteem and it can be changed or influenced by their own mindset and the environment.

Self-esteem greatly affects the academic performance. Moreover, the researchers

conclude that the participants do not base appearance, competition, and approval of

others as a factor affecting their self-worth, rather, it is God’s love, competition, family

support and virtue. Self-worth is not affected by the results of the academic

performance, rather, it is influenced by the way a person perceives and believes his/her

self and own capabilities.

RECOMMENDATION

The researchers recommend to the future researchers to use the study as a

future reference and dig deeper on the factors that influence the self-esteem affecting

academic performance. The researchers would also like to recommend to those who

have low self-esteem to attend to seminars on lifting up self-esteem and engage

themselves in activities and organizations that would boost their self-confidence. Lastly,

the researchers recommend to the institution to conduct open forum and seminars on

self-esteem as this is prevalent in today’s generation. The researchers believe that

through this, students will be more open and will gain more confidence on themselves,

paving way to a better academic performance.

CHAPTER III
32

BIBLIOGRAPHY AND APPENDICES

References:

Covington, M. (2000). Goal Theory, Motivation, and School Achievement: An Integrative

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accessed on September 24, 2019

Crocker, J. and Wolfe, C. (2001). Contingencies of self-worth. Psycnet.apa.org.

Retrieve from https://psycnet.apa.org/record/2001-07628-004 accessed on

September 24, 2019

Crocker, J., & Park, L. E. (2004). The Costly Pursuit of Self-Esteem. Psychological

Bulletin, 130(3), 392-414. http://dx.doi.org/10.1037/0033-2909.130.3.392

accessed on September 24, 2019

Ervin, L. H., & Stryker, S. (2001). Theorizing the relationship between self-esteem and

identity., Exending self-esteem theory and research: Sociological and

psychological currents (pp. 29-55). New York, NY, US: Cambridge University

Press. Retrieved from http://dx.doi.org/10.1017/CBO9780511527739.003

accessed on September 24, 2019

Essays, UK. (November 2018). The impact of self-worth on student academic

performance. Retrieved from https://www.ukessays.com/essays/physiology/the-

impact-of-self-worth-on-student-academic-performance.php?vref=1 accessed on

September 24, 2019

33

Goldman, B. and Kernis, M. (2006). A multicomponent conceptualization of authenticity:

Theory and research. Psycnet.apa.org. Retrived from

https://psycnet.apa.org/record/2002-11420-003 accessed on September 24,

2019

James, W. (1980). James, William. 1890. "The Self And Its Selves" (161-166).

Retrieved from http://mills-soc116.wikidot.com/notes:james-self-and-its-selves

accessed on September 24, 2019

Kernis. (2006). Self-Esteem Issues and Answers (9780415651660): Michael H. Kernis:

Books. Retrieved from https://www.amazon.com/Self-Esteem-Issues-Answers-

Sourcebook-Perspectives/dp/0415651662 accessed on September 24, 2019

Rosenberg. (1965). On the factor structure of the Rosenberg (1965) General Self-

Esteem Scale. - PubMed - NCBI. Retrieved from

https://www.ncbi.nlm.nih.gov/pubmed/25580614Public Interest, vol. 4 no. 1 1-44.

doi: 10.1111/1529-1006.01431 accessed on September 24, 2019

Ross, L. (2002, June 1). It feels like yesterday: Self-esteem, valence of personal past

experiences, and judgments of subjective distance. Retrieved from

https://www.researchgate.net/publication/11368494_It_feels_like_yesterday_Self

accessed on September 24, 2019

Stryker, G. (1980, January 1). A Sociological Approach to Self and Identity. Retrieved

from:https://www.researchgate.net/publication/252385317_A_Sociological_Appro

ach_ to_Self_and_Identity accessed on September 24, 2019

34

Wagner, C., & Valtin. (2004). Transition to Secondary School: Psychological Side-

effects of External Differentiation in School Tracks. Retrieved from

https://www.researchgate.net/publication/287788707_Transition_to_Secondary_

School_Psychological_Sideeffects_of_External_Differentiation_in_School_Track

accessed on September 24, 2019

Wells, L. and Marwell, G. (1976). The Social Importance of Self-Esteem. Retrieve from

https://publishing.cdlib.org/ucpressebooks/view?

docId=ft6c6006v5&chunk.id=d0e8317&toc.id=&brand=ucpress accessed on

September 24, 2019

35

APPENDICES

 Rosenberg's Self-Esteem Scale

Strongly
STATEMENT Strongly Agree Agree Disagree
Disagree
36

1. I feel that I am a person of worth, at

least on an equal plane with others.

2. I feel that I have a number of good

qualities..

3. All in all, I am inclined to feel that I am a

failure.

4. I am able to do things as well as most

other people.

5. I feel I do not have much to be proud of.

6. I take a positive attitude toward myself.

7. On the whole, I am satisfied with

myself.

8. I wish I could have more respect for

myself.

9. I certainly feel useless at times.

10. At times I think I am no good at all.

   

Your score on the Rosenberg self-esteem scale is:  .

Scores are calculated as follows:

 For items 1, 2, 4, 6, and 7:

Strongly agree = 3
Agree = 2

Disagree = 1

Strongly disagree = 0
 For items 3, 5, 8, 9, and 10 (which are reversed in valence):

Strongly agree = 0
Agree = 1

Disagree = 2
37

Strongly disagree = 3

The scale ranges from 0-30. Scores between 15 and 25 are within normal range;
scores below 15 suggest low self-esteem.

CONTINGENCIES OF SELF-WORTH SCALE

*Item is reverse-scored such that 7=1, 6=2, 5=3, 4=4, 3=5, 2=6, 1=7.

FAMILY SUPPORT: items 7, 10*, 16, 24, and 29.

COMPETITION: items 3, 12, 20, 25, and 32.
APPEARANCE: items 1, 4*, 17, 21, and 30*.
38

GOD’S LOVE: items 2, 8, 18, 26, and 31.

ACADEMIC COMPETENCE: items 13*, 19, 22, 27, and 33.
VIRTUE: items 5, 11, 14, 28, and 34.
APPROVAL FROM OTHERS: items: 6*, 9, 15*, 23*, and 35.

Scoring

 First, reverse-score answers to items 4, 6, 10, 13, 15, 23, and 30, such that (1 = 7), (2 = 6), (3
= 5), (4 = 4), (5 = 3), (6 = 2), (7 = 1).

 Then sum the answers to the five items for each respective subscale score, and divide each by
5.
39

INSTRUCTIONS: Please respond to each of the following statements by circling your answer using the scale
from "1 = Strongly disagree" to "7 = Strongly agree.” If you haven't experienced the situation described in a
particular statement, please answer how you think you would feel if that situation occurred.

Strongly Disagr Disagree Neutr Agree Agre Strongly

Disagree ee Somewhat al Somewhat e Agree

1. When I think I look attractive, I feel good 1 2 3 4 5 6 7

about myself.

2. My self-worth is based on God’s love. 1 2 3 4 5 6 7

3. I feel worthwhile when I perform better than 1 2 3 4 5 6 7

others on a task or skill.

4. My self-esteem is unrelated to how I feel 1 2 3 4 5 6 7

about the way my body looks.

5. Doing something I know is wrong makes me 1 2 3 4 5 6 7

lose my self-respect.

6. I don’t care if other people have a negative 1 2 3 4 5 6 7

opinion about me.

7. Knowing that my family members love me 1 2 3 4 5 6 7

makes me feel good about myself.

8. I feel worthwhile when I have God’s love. 1 2 3 4 5 6 7

9. I can’t respect myself if others don’t respect 1 2 3 4 5 6 7

me.

10 My self-worth is not influenced by the quality 1 2 3 4 5 6 7

. of my relationships with my family members.

11 Whenever I follow my moral principles, my 1 2 3 4 5 6 7

. sense of self-respect gets a boost.

12 Knowing that I am better than others on a task 1 2 3 4 5 6 7

. raises my self-esteem.

13 My opinion about myself isn’t tied to how well 1 2 3 4 5 6 7

. I do in school.

14 I couldn’t respect myself if I didn’t live up to a 1 2 3 4 5 6 7

. moral code.

15 I don’t care what other people think of me. 1 2 3 4 5 6 7

.
40

16 When my family members are proud of me, 1 2 3 4 5 6 7

. my sense of self-worth increases.

17 My self-esteem is influenced by how attractive 1 2 3 4 5 6 7

. I think my face or facial features are.

18 My self-esteem would suffer if I didn’t have 1 2 3 4 5 6 7

. God’s love.

Strongly Disagr Disagree Neutr Agree Agre Strongly

Disagree ee Somewhat al Somewhat e Agree

19 Doing well in school gives me a sense of self- 1 2 3 4 5 6 7

. respect.

20 Doing better than others gives me a sense of 1 2 3 4 5 6 7

. self-respect.

21 My sense of self-worth suffers whenever I 1 2 3 4 5 6 7

. think I don’t look good.

22 I feel better about myself when I know I’m 1 2 3 4 5 6 7

. doing well academically.

23 What others think of me has no effect on what 1 2 3 4 5 6 7

. I think about myself.

24 When I don’t feel loved by my family, my self- 1 2 3 4 5 6 7

. esteem goes down.

25 My self-worth is affected by how well I do 1 2 3 4 5 6 7

. when I am competing with others.

26 My self-esteem goes up when I feel that God 1 2 3 4 5 6 7

. loves me.

27 My self-esteem is influenced by my academic 1 2 3 4 5 6 7

. performance.

28 My self-esteem would suffer if I did something 1 2 3 4 5 6 7

. unethical.
41

29 It is important to my self-respect that I have a 1 2 3 4 5 6 7

. family that cares about me.

30 My self-esteem does not depend on whether 1 2 3 4 5 6 7

. or not I feel attractive.

31 When I think that I’m disobeying God, I feel 1 2 3 4 5 6 7

. bad about myself.

32 My self-worth is influenced by how well I do 1 2 3 4 5 6 7

. on competitive tasks.

33 I feel bad about myself whenever my 1 2 3 4 5 6 7

. academic performance is lacking.

34 My self-esteem depends on whether or not I 1 2 3 4 5 6 7

. follow my moral/ethical principles.

35 My self-esteem depends on the opinions 1 2 3 4 5 6 7

. others hold of me.

Name (optional): __________________

Course and Yr: _______________ PG1 Grade: ___________

YES NO
I question my capabilities
whenever I get low marks.
* My low confidence affects the
way I perform in class.
I think that I am not capable
enough to achieve my academic
goals.
I feel like I am not worthy
whenever I get low marks.
I belittle myself whenever I fail to
achieve my goal in the aspect of
academics.