QUANTITATIVE ANALYSIS

Quantitative Analysis

Quantitative Analysis: Academic Self-Esteem

Introduction

Teachers, teaching, assessment and evaluation of student performance are all responsible for academic self-esteem development of the students. In some cases, teachers make negative interpretations of the intentions and abilities of students. When the teacher has a low regard the students, they understand this intuitively, and is at a distinct disadvantage against the teacher's opinion. Over time, the student ends up in accepting the negative opinion of the teacher and behaves like a bad student. 

The profession of an educator and trainer is one of the most important, but often runs the risk of causing adverse effects to those desired. When a student has lost self-esteem as a person, as a student and future employee, training, education and career advancement deteriorates dangerously. The student who despises himself, fighting desperately against anyone seeking to sink further, and at all costs is influenced by the development of learned helplessness and depression, has low self-esteem. This paper explores changes in the academic self esteem of the students when they received a poor grade on a test in a class that was important to them.

Null Hypothesis

H1: There is no difference between the effect of memory from 1st person and 3rd person perspective on ASE scores.

H2: There is no difference between the effect of memory from 1st person and 3rd person perspective on participants' feelings concerning the distance of the failure from the present time.

H3: No correlation exists between Academic self esteem and participants' feelings concerning the distance of the failure from the present time.

Alternate Hypothesis

H1a: There is a significant difference between the effect of memory from 1st person and 3rd person perspective on ASE scores.

H2a: There is a significant difference between the effect of memory from 1st person and 3rd person perspective on participants' feelings concerning the distance of the failure from the present time.

H3a: There is a significant correlation between Academic self esteem and participants' feelings concerning the distance of the failure from the present time.

Method

Class members were asked to think of a time when they received a poor grade on a test in a class that was important to them from the first person perspective, i.e., through their own eyes. Secondly, class members were ask a friend to think of a time when they received a poor grade in a class that was important to them from the third person perspective, i.e., through the eyes of another person in the room who would be watching them take the test.

They were given five minutes to note down their response of the experience, by highlighting as much detail as possible. This involves reporting the kind of feelings they had at the time of test, what they were thinking during the test, etc. respondents were then ask to report their response on a 7 point categorical scale of academic self-esteem scale. Respondents were required to provide their response to five statements measuring the academic self-esteem. These statements are listed in the below:

1. My self-esteem is influenced by my academic ...