Academic performance and socio-demographic characteristics of students: Assessing moderation effect of self-esteem

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-04-07 DOI:10.1080/21683603.2021.1901811

R. Masa'deh, Manar AlAzzam, Ghadeer Al-Dweik, Omayma M Masadeh, A. Hamdan-Mansour, I. Basheti

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引用次数: 3

Abstract

ABSTRACT Self-esteem has a profound role in students’ academic performances. This study was designed to examine the moderation effect of self-esteem on the relationship between academic performance and students’ socio-demographic characteristics. A cross-sectional descriptive study was conducted in 20 schools in Jordan. A nonrandom consecutive sampling method was used to recruit students who provided their demographic information and answered the Arabic Version of the Rosenberg Self-Esteem Scale. Participating students (n = 1800) showed a mean self-esteem of 23.07 (SD = 2.69), while the academic performance showed a mean of 86.5 (SD = 6.34). Self-esteem moderated the relationship between socio-demographics (gender, educational sector, and education program) and academic performance. Self-esteem is an important indicator of academic performance and should be strongly considered by stakeholders at all school programs and types. The differences in self-esteem and academic performance according to gender need to be investigated further to draw conclusive future plans.

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学生的学习成绩和社会人口学特征：评估自尊的调节效应

摘要自尊对学生的学习成绩有着深远的影响。本研究旨在检验自尊对学习成绩与学生社会人口学特征之间关系的调节作用。对约旦的20所学校进行了横断面描述性研究。采用非随机连续抽样方法招募提供人口统计信息并回答阿拉伯语版Rosenberg自尊量表的学生。参与调查的学生（n=1800）的平均自尊为23.07（SD=2.69），而学习成绩为86.5（SD=6.34）。自尊调节了社会人口统计学（性别、教育部门和教育项目）与学习成绩之间的关系。自尊是衡量学习成绩的重要指标，所有学校项目和类型的利益相关者都应该强烈考虑自尊。需要进一步调查不同性别在自尊和学习成绩方面的差异，以得出结论性的未来计划。

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International Journal of School and Educational Psychology Social Sciences-Education

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4.00

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0.00%

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期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.