Rendimiento Académico y la autoestima

Abstract

The research topic titled "Academic Performance and Self-Esteem," developed by Bryan Michael León Mangui under the supervision of Psychologist Freddy Alcívar Jarrín Chávez at the Technical University of Ambato, Faculty of Human Sciences and Education, Psychopedagogy Program, aimed to analyze the relationship between academic performance and self-esteem in students from sixth to tenth grade of Basic General Education (EGB) at "Lenin School-DMF." A mixed-method approach was employed, utilizing both quantitative and qualitative methods to collect and analyze data. The study involved a population of 91 students, aged between 10 and 16 years. The independent variable, academic performance, was measured through the average grades obtained during the 2023-2024 academic year. For the dependent variable, selfesteem, the Rosenberg scale was used, which evaluates participants' self-esteem levels. Results revealed that 51.6% of the students exhibited high academic performance, while 44% displayed high self-esteem levels. Additionally, statistical analyses conducted with the Kendall Tau-b and Spearman’s Rho coefficients demonstrated a significant positive correlation between the two variables, with values of r=0.390 and r=0.414, respectively, and a significance level of p<0.001. This confirms that a higher level of self-esteem is associated with better academic performance. The study concludes that self-esteem positively influences academic performance, emphasizing the importance of implementing strategies to foster a positive self-perception among students. Recommendations include implementing psychoeducational programs designed to strengthen students' self-esteem through socio-emotional activities and positive reinforcement, providing teacher training with pedagogical tools to identify and address self-esteem issues in the classroom, and promoting collaboration among teachers and families to create an emotionally and academically supportive environment. In conclusion, the research provides empirical evidence of the mutual influence between academic performance and self-esteem, highlighting the need to address both dimensions to optimize students' holistic development.