CORRELATIVE ANALYSIS OF SELF ESTEEM TOWARDS THE ACADEMIC ENGAGEMENT OF PSYCHOLOGY STUDENTS, Schemes and Mind Maps of Research Methods in Psychology

Download CORRELATIVE ANALYSIS OF SELF ESTEEM TOWARDS THE ACADEMIC ENGAGEMENT OF PSYCHOLOGY STUDENTS and more Schemes and Mind Maps Research Methods in Psychology in PDF only on Docsity! CORRELATIVE ANALYSIS OF SELF ESTEEM TOWARDS THE ACADEMIC ENGAGEMENT OF PSYCHOLOGY STUDENTS A Research Proposal In Partial Fulfillment of the Requirements for the Degree BS Psychology WRITING RESEARCH PROPOSAL Group Task 1: Drafting Outline for Research Proposal Main Proposed Title: CORRELATIVE ANALYSIS OF SELF ESTEEM TOWARDS THE ACADEMIC ENGAGEMENT OF PSYCHOLOGY STUDENTS IN Part I. • Research Topic: • This proposed study will determine the correlation between self-esteem and academic engagement. This relates to our field of interest because this allows us to detect the presence and the strength of the relation between these two variables (self-esteem and academic engagement) and to what degree this relationship occurs. • The variables of our research will be self-esteem as our independent variable which is the “cause” of behavior and academic engagement as our dependent variable • Research has documented that high self-esteem plays and important role in academic achievement, social and personal responsibility (Redenbach, 1991). Those who have higher academic achievement tend to feel more confident in contrast those who lack confidence in themselves achieve less. • Research Methods: • Design – The research design for this study will be descriptive since this will determine the relationship between self-esteem and academic engagement. This will be a survey research. • Environment -The research environment for this research will solely take place within of the University grounds • Respondents/Participants – The chosen participants of this study will be random psychology students. 50 males and 50 females. Random sampling will be utilized in this research study. • Instruments – The instruments proposed to supply the data of this research will be a survey questionnaire, given after and if the consent form is signed by the chosen participant (George, 2009). Across studies, numerous differences have been found between males and females in their level of self-esteem during adolescence because they tend to adopt to gender stereotypes. Specifically, male self-esteem are thought to be more impressed by goals characterized by independence and autonomy while the female self-esteem is more influenced by goals related to the interdependence and sensitivity (Cross and Slater, 1995). An important predicator of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. Adolescence is a sensitive and critical period of development (Blackwell et. Al., 2007), during which adolescents bear heavy schoolwork pressure while also adopting to significant physical and psychological changes. Some adolescents often experience recurring negative emotions such as anxiety and depression (Sahin, 2014). Relevant literature suggests that academic engagements studies have focused on college students. Specifically, on the characteristics of the class environement, such as a student-teacher relationship (Yang and Lamb, 2014). and peer relationships (Fredericks et. Al, 2004), and the characteristics of family environment such as family socioeconomic status (Randolph, et al. 2006). And support from family (Blondal and Adalbjarnardottir, 2014). Self-esteem is the evaluation of an individual’s beliefs and attitudes towards his or her abilities and values (Rosenberg, 1965). Self esteem during adolescents stage may seem unstable influenced by a number of external and personal factors affecting the individual’s psychological state and ability. Self-esteem tends to decline in early adolescence and recover in the middle the later stages of adolescents (Trzesniewski et al..2003). References: • Accordino, D. B., Accordino, M. P., & Slaney, R. B. (2000). An investigation of perfectionism, mental health, achievement, and achievement motivation in adolescents. Psychology in the Schools, 37(6), 535–545. https://doi.org/10.1002/1520-6807(200011)37:6 HYPERLINK "https://doi.org/10.1002/1520-6807(200011)37:6%26lt;535::aid- pits6%26gt;3.0.co;2-o"& HYPERLINK "https://doi.org/10.1002/1520- 6807(200011)37:6%26lt;535::aid-pits6%26gt;3.0.co;2-o"lt;535::aid-pits6 HYPERLINK "https://doi.org/10.1002/1520-6807(200011)37:6%26lt;535::aid-pits6%26gt;3.0.co;2-o"& HYPERLINK "https://doi.org/10.1002/1520-6807(200011)37:6%26lt;535::aid- pits6%26gt;3.0.co;2-o"gt;3.0.co;2-o • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241–252. https://doi.org/10.1080/00220671003728062 • Learners for life: Student approaches to learning. (2003). PISA. https://doi.org/10.1787/9789264103917-en • Bagci, S. C. (2016). Does everyone benefit equally from self-efficacy beliefs? the moderating role of perceived social support on motivation. The Journal of Early Adolescence, 38(2), 204– 219. https://doi.org/10.1177/0272431616665213 • boone, tim, reilly, anthony j., & Sashkin, M. (1977). Social learning theory Albert Bandura englewood cliffs, N.J.: Prentice-Hall, 1977. 247 pp., Paperbound. Group & Organization Studies, 2(3), 384–385. https://doi.org/10.1177/105960117700200317 • Shahida, S. B., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: a mediational role of academic self-efficacy. Ademic Procrastination as a Product of Low Self-Esteem: a Mediational Role of Academic Self-Efficacy, 32, 195–211. • Aryana, M. (2010). Relationship between self-esteem and academic achievement amongst pre- university students. Journal of Applied Sciences, 10(20), 2474–2477. https://doi.org/10.3923/jas.2010.2474.2477