The Role of Self Esteem in the Academic Performance of Students in Western Uttar Pradesh

Abstract

Purpose: While global research consistently links self-esteem to academic success, a significant research gap exists in understanding this dynamic within the unique socio-cultural context of Western Uttar Pradesh, India. This study aims to investigate the specific role that self-esteem plays in the academic performance of undergraduate students in this under-researched region.

Methodology: This study employed a quantitative research design. Data was collected from a sample of 200 undergraduate students across various universities in Western Uttar Pradesh using a structured questionnaire. The standardized Self-Esteem Scale (SES_DSDU) was used to measure students' self-esteem, while academic performance was measured by their Cumulative Grade Point Average (CGPA). To add a qualitative dimension, the questionnaire included several open-ended questions asking students to describe how their confidence affects their studies. The quantitative data was analyzed using correlation and regression analysis, and the qualitative responses were thematically coded to provide deeper context.

Findings: The quantitative analysis revealed a statistically significant and positive correlation between students' self-esteem levels and their academic performance. Students with higher self-esteem scores consistently reported higher CGPAs. The findings from the qualitative data supported this, with recurring themes indicating that students who felt confident in their abilities were more motivated, resilient in the face of academic challenges, and more likely to participate actively in class. Conversely, feelings of low self-worth were often linked to procrastination and fear of failure.

Conclusion: This study confirms that self-esteem is a crucial factor in the academic performance of students in Western Uttar Pradesh. The findings highlight the need for educational institutions in the region to move beyond a purely academic focus. Implementing targeted interventions, such as confidence-building workshops, mentorship programs, and creating a more supportive and encouraging campus environment, could be vital in enhancing student self-esteem and, consequently, improving their academic outcomes.