Abstract
Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students’ global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience.
Résumé
Les travaux de recherche sur la relation entre l’estime de soi et les résultats scolaires montrent que les élèves ayant réussite scolaire ne présentent pas des autoreprésentations globales plus positives que les élèves en situation d’échec, malgré le fait que leurs autoreprésentations académiques soient différentes. Dans cette étude nous avons analysé les stratégies que les élèves en situation d’échec scolaire utilisent pour maintenir l’estime de soi dans des niveaux acceptables. Dans cette recherche ont participé 955 adolescents du 7ème, 9ème et 11ème années de scolarité, de quatre écoles d’enseignement secondaire de Lisbonne. De ceux ci, 352 ont redoublé au moins une fois dans leur passée scolaire, tandis que 603 n’ont jamais redoublé. Pour recueillir les données nous avons utilisé une échèle pour évaluer le concept de soi et une autre pour évaluer les attitudes par rapport à l’école. Les résultats montrent que les élèves maintiennent leur estime de soi à travers des autoreprésentations positives dans des domaines non-académiques du concept de soi et/ou à travers la dévalorisation des compétences associés à l’école. Les résultats mettent, aussi, en évidence que chez les élèves plus jeunes l’estime de soi n’est pas maintenue à travers des stratégies qui font appel à une dévalorisation de l’expérience scolaire.
Similar content being viewed by others
Notes
Here, we used gender and grade as independent variables in order to look for possible interaction effects with academic success. We are not concerned with the main effects of these variables and we will not report them.
References
Aldenderfer, M. S., & Blashfield, R. K. (1984). Cluster analysis. Beverly Hills: Sage.
Alves Martins, M., & Peixoto, F. (2000). Self-esteem, social identity and school achievement in adolescence. Psychology: The Journal of the Hellenic Psychological Society, 7, 278–289.
Alves Martins, M., Peixoto, F., Gouveia Pereira, M., Amaral, V., & Pedro, I. (2002). Self-esteem and academic achievement among adolescents. Educational Psychology, 22, 51–62.
Branscombe, N. R., & Wann, D. L. (1994). Collective self-esteem consequences of out-group derogation when a valued social identity is on trial. European Journal of Social Psychology, 24, 641–657.
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42, 197–205.
Covington, M. V. (1984). The motive for self-worth. In R. E. Ames & C. Ames (Eds.), Research on motivation in education: Student motivations (Vol. 1, pp. 77–113). San Diego: Academic.
Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis with readings, 4th ed.. New Jersey: Prentice-Hall International.
Harter, S. (1988). Manual for the self-perception profile for adolescents. Denver: University of Denver.
Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R. F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (pp. 87–116). New York: Plenum.
Harter, S. (1998). The development of self-representations. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: vol. 3. Social, emotional and personality development (5ª ed., pp. 553–617). New York: Wiley.
Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford.
Hoge, D. R., Smit, E. K., & Crist, J. T. (1995). Reciprocal effects of self-concept and academic achievement in sixth and seventh grade. Journal of Youth and Adolescence, 24, 295–314.
Jackson, S. A., Thomas, P. R., & Marsh, H. W. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of Applied Sport Psychology, 13, 129–153.
Judge, T. A., Erez, A., & Bono, J. E. (1998). The power of being positive: The relation between positive self-concept and job performance. Human Performance, 11, 167–187.
Kaplan, H. B. (1982). Self-attitudes and deviant behavior: New directions for theory and research. Youth and Society, 14, 185–211.
Kaplan, H. B., & Lin, C. (2000). Deviant identity as a moderator of the relation between negative self-feelings and deviant behavior. Journal of Early Adolescence, 20, 150–177.
Kaplan, D. S., Peck, B. M., & Kaplan, H. B. (1994). Structural relations model of self-rejection, disposition to deviance, and academic failure. Journal of Educational Research, 87, 166–173.
Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68, 518–130.
Liu, X., Kaplan, H. B., & Risser, W. (1992). Decomposing the reciprocal relationship between academic achievement and general self-esteem. Youth and Society, 24, 123–148.
Lyon, M. A. (1993). Academic self-concept and its relationship to achievement in a sample of junior high school students. Educational and Psychological Measurement, 53, 201–210.
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295.
Marsh, H., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.
Marsh, H. W., & Craven, R. G. (2005). A reciprocal effects model of the causal ordering of self-concept and achievement: New support for the benefits of enhancing self-concept. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research: New frontiers for self research (Vol. 2, pp. 17–51). Greenwich, Connecticut: Information Age Publishing.
Muijs, R. D. (1997). Predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67, 263–277.
Osborne, J. W. (1995). Academics, self-esteem, and race: A look at the underlying assumptions of the disidentification hypothesis. Personality and Social Psychology Bulletin, 21, 449–455.
Peixoto, F. (1998). Auto-conceito(s), auto-estima e resultados escolares: A influência da repetência no(s) auto-conceito(s) e na auto-estima de adolescentes [Self-concept(s), self-esteem and school achievement: The influence of retention in adloescents’ self-concept(s) and self-esteem]. In M. Alves-Martins (Ed.), Actas do IX Colóquio de Psicologia e Educação (pp. 51–69). Lisboa: I.S.P.A.
Peixoto, F. (2003). Auto-estima, autoconceito e dinâmicas relacionais em contexto escolar [Self-esteem, self-concept and relational dynamics in school context]. PhD thesis, Universidade do Minho.
Peixoto, F., & Mata, L. (1993). Efeitos da idade, sexo e nível sócio-cultural no auto-conceito [Effects of age, gender and sócio-cultural level on self-concept]. Análise Psicológica, 11, 401–413.
Peixoto, F., & Almeida, L. S. (1999). Escala de auto-conceito e auto-estima [Self-concept and self-esteem scale]. In A. P. Soares, S. Araújo, & S. Caires (Eds.), Avaliação Psicológica: Formas e Contextos (Vol. VI, pp. 632–640). Braga: APPORT.
Peixoto, F., Alves Martins, M., Mata, L., & Monteiro, V. (1997). Escala de autoconceito para adolescentes de Susan Harter [Harter’ scale of self-concept for adolescents]. In M. Gonçalves, I. Ribeiro, S. Araújo, C. Machado, L. Almeida, & M. Simões (Eds.), Avaliação psicológica: Formas e contextos (Vol. V, pp. 277–284). Braga: APPORT.
Peixoto, F., Alves Martins, Gouveia Pereira, M., Amaral, V., & Pedro, I. (2001). Os grupos de adolescentes na escola: Percepções intra e inter-grupais [Peer groups of adolescents in school: Perceptions intra and inter-group]. Psicologia-Teoria, Investigação e Prática, 6, 79–93.
Robinson, W. P. (1978). O desinteresse escolar no ensino secundário [Disinvestment in school in secondary school]. Análise Psicológica, 2, 23–32.
Robinson, W. P., & Tayler, C. A. (1986). Auto-estima, desinteresse e insucesso escolar em alunos da escola secundária [Self-esteem, disinvestment and school failure in students from secondary school]. Análise Psicológica, 5, 105–113.
Robinson, W. P., & Tayler, C. A. (1991). Correlates of low academic attainment in three countries: England, France and Japan. Análise Psicológica, 9, 277–290.
Robinson, W. P., & Breslav, G. (1996). Academic achievement and self-concept of Latvian adolescents in a changed social context. European Journal of Psychology of Education, 11, 399–410.
Robinson, W. P., Tayler, C. A., & Piolat, M. (1990). School attainment, self-esteem and identity. European Journal of Social Psychology, 20, 1–17.
Senos, J. (1997). Identidade social, auto-estima e Resultados Escolares [Social identity, self-esteem and school achievement]. Análise Psicológica, 15, 123–137.
Senos, J., & Diniz, T. (1998). Auto-estima, resultados escolares e indisciplina. Estudo exploratório numa amostra de adolescentes [Self-esteem, school achievement and misbehavior. Exploratory study with adolescents]. Análise Psicológica, 16, 267–276.
Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292–307.
Tajfel, H. (1983). Grupos humanos e categorias sociais [Human groups and social categories]. Lisbon: Livros Horizonte.
Valentine, J. C., & DuBois, D. L. (2005). Effects of self-beliefs on academic achievement and vice-versa: Separating the chicken from the egg. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research: New frontiers for self research (Vol. 2, pp. 52–77). Greenwich, Connecticut: Information Age Publishing.
Veiga, F. H. (1996). Autoconceito e rendimento dos jovens em matemática e ciências: Análise por grupos com diferente valorização do sucesso [Self-concept and achievement of youth in mathematics and sciences: Analysis by groups differing in valuing achievement]. Revista de Educação, 5, 41–53.
Wetherell, M. (1996). Group conflict and the social psychology of racism. In M. Wetherell (Ed.), Identities, groups and social issues (pp. 175–234). London: Sage.
Wichstrøm, L. (1995). Harter’s self-perception profile for adolescents: Reliability, validity, and evaluation of the question format. Journal of Personality Assessment, 65, 100–116.
Williams, J. M., & Currie, C. (2000). Self-esteem and physical development in early adolescence: Pubertal timing and body image. Journal of Early Adolescence, 20, 129–149.
Acknowledgments
This research was supported by grants from the Science and Technology Foundation (POCI 2010).
Author information
Authors and Affiliations
Corresponding authors
Additional information
Francisco Peixoto. Instituto Superior de Psicologia Aplicada, R. Jardim do Tabaco, 34, 1149-041, Lisboa, Portugal. E-mail: fpeixoto@ispa.pt
Current themes of research:
Motivation in school context. Self-concept and self-esteem. Family dynamics related to school adjustment.
Most relevant publications in the field of Psychology of Education:
Peixoto, F., & Carvalho, R. (2009). Parental attitudes toward academic achievement: Effects on motivation, self-concept and school achievement. In M. Wosnitza, S. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 279–297). Göttingen & New York: Hogrefe & Huber.
Pedro, N., & Peixoto, F. (2006). Satisfação profissional e auto-estima em professores do 2º e 3º ciclos do ensino básico. Análise Psicológica, 24, 247–262
Peixoto, F. (2004). What kinds of benefits students have from participate on extracurricular activities?. In H. W. Marsh, J. Baumert, G. E. Richards & U. Trautwein (Eds.). Self-concept, motivation and identity: Where to from here? Proceedings of the third international biennial SELF research conference. Sydney: SELF Research Centre. (CD-Rom).
Alves Martins, M., Peixoto, F., Gouveia Pereira, M., Amaral, V., & Pedro, I. (2002). Self-esteem and academic achievement among adolescents. Educational Psychology, 22, 51–62.
Alves Martins, M., & Peixoto, F. (2000). Self-esteem, social identity and school achievement in adolescence. Psychology: The Journal of the Hellenic Psychological Society, 7, 278–289.
Leandro S. Almeida. Instituto de Educação e Psicologia, Universidade do Minho, Campus de Gualtar, 4710-057, Braga, Portugal. E-mail: leandro@iep.uminho.pt
Current themes of research:
Cognition, learning and academic achievement. Transition, adjustment, and academic success at higher education. Psycho-educational assessment.
Most relevant publications in the field of Psychology of Education:
Soares, A. P., Guisande, M. A., Almeida, L. S., & Páramo, M. F. (2009). Academic achievement in first-year Portuguese college students: The role of academic preparation and learning strategies. International Journal of Psychology, 44(3), 204–212.
Veiga, F., Garcia, F., Neto, F., Almeida, L. (2009). The differentiation and promotion of students’ rights in Portugal. School Psychology International, 30(4), 421–436.
Medeiros, T., Peixoto, E., Tavares, J., Ferreira, J., Almeida, L., & Pacheco, M. (2008). Learning and cognitive development in Portuguese college students. Portuguese Studies Review, 16(1), 1–22.
Almeida, L. S., Miranda, L., Guisande, M. A. (2008). Atribuições causais para o sucesso e fracasso escolares. Estudos de Psicologia, 25(2), 169–176.
Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. (2008). Torrance test of creative thinking. Thinking Skills and Creativity, 3, 53–58.
Rights and permissions
About this article
Cite this article
Peixoto, F., Almeida, L.S. Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure. Eur J Psychol Educ 25, 157–175 (2010). https://doi.org/10.1007/s10212-010-0011-z
Received:
Revised:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10212-010-0011-z