The Self-Esteem and Academic Performance in Purposive Communication Class at the Tertiary Level

Abstract

Self-esteem in academic performance refers to how one's self-perception impacts their achievements in school. It involves the connection between self-confidence, motivation, and overall success in academics. This study aims to investigate the potential relationship between self-esteem and academic performance among college students taking a Purposeful Communication class. Using a standardized self-esteem questionnaire adapted from Rischi (2017), a descriptive-correlational research design was employed with a sample size of 100 participants selected through registered quota sampling. The findings indicate that students' self-esteem was categorized as average, while their academic achievement in the purposeful communication class was outstanding. The correlation analysis revealed a weak correlation (r=0.12) between self-esteem and academic performance, rejecting the null hypothesis. These results emphasize the significance of considering self-esteem as a factor that may impact students' academic success, highlighting the need for interventions to foster positive self-esteem and promote both motivation and engagement in the learning process. Further research is recommended to explore additional factors influencing the relationship between self-esteem and academic performance. Keywords: Academic Performance, Self-Esteem, Purposive Communication Class, College Students.