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CHAPTER-01
INTRODUCTION:
1.1 SIGNIFICANCE OF THE STUDY 01
1.2 REVIEW OF LITERATURE 07
1.3 RESEARCH PROBLEM 24
1.4 VARIABLES 25
1.4.1 INDEPENDENT VARIABLE 26
1.4.1.1 ACADEMIC ACHIEVEMENT 26
1.4.2 DEPENDENT VARIABLE 34
1.4.2.1 SELF-CONFIDENCE 34
1.4.2.2 INFERIORITY & INSECURITY FEELING 50
1.5 FORMULATION OF HYPOTHESIS 61
CHAPTER-02
¾RESEARCH METHODOLOGY:
2.1 SAMPLE AND SAMPLING 63
2.2 RESEARCH DESIGN 66
2.3 TOOLS 67
CHAPTER-03
¾STATISTICAL ANALYSIS:
3.1 RESULTS 72
xRESULT TABLES
xGRAPHS
CHAPTER-04
¾DISCUSSION & INTERPRETATION OF RESULTS 84
¾CONCLUSION 90
CHAPTER-05
¾SUGGESTION FOR FURTHER RESEARCH 92
¾REFERENCES 93
CHAPTER-06
¾APPENDIX 99
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In the completion of this dissertation report I have cumulated debts to our patron founder, Pandit Shri
Ram Sharmaji Acharya & Mataji Smt. Bhagwati Devi Shrama. I have been blessed to have an extraordinary
support of our Chancellor Sir, Dr.Pranav Pandya & Shail Bala Pandya for their motivational encouragement,
without him this minute work will not be performed so well. These people deserve deep thanks & real
appreciations. I am highly thankful for my Pro Vice Chancellor Dr. Chinmay Pandya.
Extraordinary gratitude indebted to Prof. C.P. Khokhor Sir the H.O.D of Psychology & also my
guide for his enormous help in revising & updating the whole dissertation work.
My colleagues Dr.Vivek Maheshwari and Dr. Vikas Kumar Sharma and Natalia Cojocar who are
always with me in every ups and down of this research, who really guide me for every step.
Now I bow my head in the holy feet of my father and mother and brothers and sister whom I
remembered every second of the time when the dissertation was on its progress.
It will be unfair to leave the thanks giving to the most important part of this dissertation report i.e.,
my father in law and mother in law without whom it will be just a part of a dream which can’t become true.
How can I forget the person whose faith on me keep me relax and cool. She is not only other she is
my better half Rina. I can not say thanks; even I have no word say anything for her, actually she is the
foundation of this work. This work is especially dedicated to her.
A sweet pamper whom I love most my only kid Ananya is also wants some space and words in my
work. So I can only give her a lots of love not anything else.
Last but not the least I give the thanks to my entire sample that showed lot of interest in this topic. I
am also thankful for all persons who help me directly or indirectly.
Manoranjan Tripathy
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21
1
When we boil the milk, we have to keep watch for it, otherwise it will be spread out
from the pot and will useless. Like this during the journey of life the stage of adolescents is
such a turn in which the blood of vessels boils. In this stage all youths have enthusiasm in
their blood. Like the boiling milk it is necessary to keep watch for youths or it can be said
that we should keep watch to all youths. All we know that the responsibility of any country
has to be taken by the youths of any country. Generally, India is the country of youths. It is
clear from the data that there are 54% youths in India. But, think a bit what an illiterate
youth can make his country in the category of literate countries; perhaps, no. Education is
an essential part of human life. Because education is such progressive process which helps
person to improve his psychosomatic potentials for complete development. Only education
guides properly to the person on the path of life.
On the other hand, if any person is literate, but has lack of self-confidence, he will
suffer from the feeling of inferiority and LQVHFXULW\DOZD\V7KHQKLVHGXFDWLRQGRHVQ¶WKHOS
in his progress. Such person will remain fail to catch a minor job.
7RGD\¶VHUDLVWKH DJH RI FRPSHWLWLRQ (YHU\RQH LV UXQQLQJ VR DV WR PDNHRWKHUVD
step behind in this competitive world. Competition can be seen in various aspects of human
life, whether it is a field of education, sports, politics or it may be business. Every individual
has a feeling of competition among others.
If we keep an intense eye on the present scenario, then we find area of education is
increasing day by day. Every guardian is anxious about giving his/her child a higher
education so that he will become a big successful person in his life. Almost all guardians
want to see their children on the top. Education is becoming an important phase of life
because without it, nor a politician become successful, neither the businessman flourishes
his business at a height where he supposed it to be. Education is considered to be a vital
2
entity to flourish in every aspect of life. Hence, Indian government carries the µ6DUYD
6KLNVKD $EKL\DQ¶ from 1980 onwards after understanding the importance of education.
Education is such a procedure by the help of which the inner traits are enhanced in any
children. This thought is well said by John Dewey ±³(GXFDWLRQLVWKH GHYHORSPHQW RI DOO
those capacities in the individual which enable him to control his environment and fulfill
SRVVLELOLW\´
But the question arises that what is the goal of education? Why education is
necessary for human life? According to Indian philosophy- Dharma, Artha, Kama, Moksha
are said to be the four basic pillars of leading a successful life. Education has been
considered a supplement in achieving the Moksha.
At the times of British rule in India, the role of education is thought to be 3Rs i.e.,
Reading, Writing and Arithmetic calculations. In the context of this background, the Indians
considered the British education system as a hole. Even the philosophy of the father of the
nation: Mahatma Gandhi, has a concept of 4Hs i.e., Head, Hand, Heart and Health. This
means the overall development (physical, mental, creative, and spiritual) was considered the
basic aim of education.
Meanwhile, at times when social and cultural changes occur then the educational
changes also occurs. In the modern era the values as well as objectives of education are also
changed. The objectives of education are mental development, Physical development,
Development of heart, Development of manual dexterity, Emotional development and
Social development.
According to Sorenson, (1950) described by analyzing various objectives of
education as: ³0RGHUQ HGXFDWLRQ DLPV DW JLYLQJ WKH OHDUQHU PDVWHU\ RI IDFWV VNLOOV DQG
ideas, developing his problem solving methods, involving him in co-operative group
behavior and furthering his all-URXQGSHUVRQDOGHYHORSPHQW´
The world is becoming more and more competitive. Quality of performance has
become the key factor for personal progress. Parents desire that their children climb the
ladder of performance to as high a level as possible. This desire for a high level of
achievement puts a lot of pressure on students, teachers, schools, and, in general, the
educational system itself. In fact, it appears as if the, whole system of education revolves
3
round the academic achievement of students, though various other outcomes are also
expected from the system. Thus a lot of time and effort of the schools are used for helping
students to achieve better in their scholastic endeavors.
Academic achievement has been and continues to be one of the most important
values held in highly arrives in all cultures, countries and times. Scholastic achievement has
therefore been an important development task, which the pre-adolescents and the
adolescents are expected to attain. Education, it is hoped, wideness the mind and trains the
critical faculties of thought and judgment. Hence it has always been valued by all societies
and cultures. In society today, academic performance plays an essential role in many
SHRSOHV¶OLYHV
In life, good academic performance is vital for entrance into good high schools,
colleges, and graduate or medical schools. In fact, grades, the formal measure of academic
performance, become important as early as pre-school and remain important through the
process of seeking employment, as many employers request transcripts along with job
DSSOLFDWLRQV2QH¶VDFDGHPLFSHUIRUPDQFHLVPHDVXUHGIRUDVLJQLILFDQWSRUWLRQRIKLVRUKHU
OLIH 3DVW JUDGHV SOD\ DQ LQIOXHQWLDO UROH LQ FULWLFDO GHFLVLRQV PDGH E\ RWKHUV DERXW RQH¶V
future. In short, educational development is the threshold of all progress.
But many people often wondered why some students have more difficulty than
others with their academic performance. Some students are better able to function in the
school environment and to perform in a more positive way than others. For instance, why is
it that one student may seem to be very alert in class, take wonderful notes, participate in all
classes, and do well on tests, while others are not capable of doing any of those things?
Researchers try very hard to provide reasons why these particular students are lacking in
some very important abilities.
Behind every achievement that we see in this world today, is the unseen hand of the
human self-confidence. The material comforts scientific achievements are all the products
crystallized out of the human self-confidence and determination. The human self-confidence
conquered Nature and made slave for the welfare of mankind, and in the process, can even
create the things which were not even available in the world before. Behind all the
technological progresses are the determined efforts of hundreds of dedicated men and
women, who faced all the challenges to make their dream, comes true.
4
Many of what we see today as solid facts of liIHDQGSURRIRIPDQ¶VDFKLHYHPHQWV
were only mere ideas yesterday in the minds of a few men of great self-confidence. Those
ideas would not have become realities, had they not put the will and determination to their
ideas into practice. Our scriptures too have given us examples of men of great self-
confidence, like Viswamitra who could even create a new world outfit sheer out of will
power and self-confidence also. All men of achievement had the blessing of tremendous
will power in their makeup, and History is full of names of such men of achievement.
,W LV HYHU\ZKHUH VHHQ WKDW LQ WKLV UHPDNLQJ RI RQH¶V GHVWLQ\ WKHUH LV QHJDWLYH DQG
there is a positive approach. The negative approach essentially is careful observance of the
quality and texture of our thoughts, detecting the dissipations within, and eradicating those
false values and wrong tendencies in our thought-patterns. To have Thus, a healthy mind
within-one that has learned to negate and weed out its unproductive jungles of thought-is
the secret of living in physical well-being, in harmony and happiness.
Nepoleon said that ³nothing is more difficult and therefore more precious than to be
able to decide´.
Keen desires and ardent aspiration are the forces that take US to an environment that
is conductive to the fulfillment of our goal.What we need, we will get. But we must know
what we need. Otherwise there will be no result.
Faith is a quality of the self. It is a great power of the mind. It can be used
beneficially by everyone, at all times. Faith is certain to have a positive effect on our life,
health, profession and our mind. Faith is the key with which we can open the secret
treasures of this universe. It is the path that leads to the Supreme Being who is the
repository of all power and glory that manifests in this world. It is also the means of
acquiring tremendous energy. It is faith that gives us the steadiness to hold on, with
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enlightenment, says the Gita.
Those who tend to believe that they are culturally, socially and intellectually inferior
should, first of all, shake off their inferiority complex. Though it might be deep-rooted, it
should be possible to weed it out. Of course, it is not as easy as throwing away an unwanted
article. Our first and foremost need-nay, duty, is to develop confidence in our own immense
5
power, which is latent. In the past, seers and men of spiritual insights tried to impress upon
us that behind the apparently limited powers of man are hidden unlimited mysterious
powers, if only we had the skill to discover them. Today, psychologists are reaffirming the
same fact with the help of their experimental observations. To arouse the powers, nothing
more than self-confidence is required. We should strive to rise from the state in which we
are right now. We should gradually attain success, scaling each step through efforts.
7KH/RUG.ULVKQDVD\VWKDWVXFK PHQZKR ³'RXEWWKH VHOI´ZLOl not find any joy or
happiness. In explaining thus, the Geeta seems to express that there may be a small chance
perhaps, for one who is devoid of knowledge and faith to discover some kind of happiness
in this world, here and now, but that those who are constant doubters can enjoy neither here
nor there. Such men are psychologically incapable of enjoying any situation because the
doubting tendency in them will poison all their experience. He whose teeth have become
septic must constantly poison the food that he is taking; so too, those who have this
tendency of doubting everything.
On the basis of above points we can say that those students, who bear a good
academic performance, consist of high self confidence and also they attain ever highest goal
of their life. Their life perspective is also positive. But the students who are weak in studies
WKH\KDYHORZOHYHORIVHOIFRQILGHQFHDQGVFKRODVWLFDFKLHYHPHQWLVDOVRPLQLPL]HG7KDW¶V
WKH UHDVRQ WKH\ FDQ¶W DWWDLQ WKHLU OLIH JRDOV 7KH\ DOVR KDYH KLJKHU OHYHO RI LQIHULRULW\
complex due to which they commit suicide. Everyday we read in various newspapers like
that a 12th standard or a B. Tech. student commit suicide due to become fail in examination.
Clearly, we can say that it is the result of low level of self confidence. Self-confidence is
one of the most frequently cited psychological factors thought to affect athletic performance
and it has also been called the most critical factors in sport (George 1994). A lot of research
on self- confidence has examined its relationship with motor performance. Hence, support
from George (1994) has been found for the notion that self-confidence is related to motor
skill performance, including athletic performance. Stephine L. Stolz, (1999) found that there
is a significant decrease in the performance of individuals with lowered self-confidence. He
also found that there is a significant increase in the performance of individuals with higher
self-confidence.
6
The importance of scholastic or academic achievement has raised several important
questions for educational researchers. What factors promote achievement in students? Flow
far do the different factors contribute towards academic achievement? Many factors have
been hypothesized and researched upon. Researchers have come out with varied results, at
times complementing each other, but at times contradicting each other. A complete and
comprehensive picture of academic achievement still seems to eluding the researchers. The
search, therefore, continues; educational researchers all over the world are still seeking a
breakthrough in elucidating this phenomenon.
In view of this it will be very useful to undertake a synoptic view of the researches
conducted in the field so far as this will indicate the areas on which educational researchers
could concentrate most profitably. In the present dissertation the researcher wants to find
out the A study of self-confidence and inferiority-insecurity feeling as related to academic
Achievement.
7
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During the past decades various studies, researches works have been done on the
Academic Achievement. Following is an epitome of these research works:
Demir (2009) estimated the individual and combined effects of selected family,
student and school characteristics on the academic achievement of poor, urban primary-
school students in the Turkish context. Participants of the study consisted of 719 sixth,
seventh, and eighth grade primary-school students from 23 schools in inner and outer city
squatter settlements. The findings indicated that the set of variables comprising student
characteristics, including well-being at school, scholastic activities and support, explained
the largest amount of variance in academic achievement among the urban poor. Although
the effect sizes are small, family background characteristics and school quality indicators
were also found to be significantly related to academic achievement. The implications of
this study for improving primary schools in urban poor neighborhoods are discussed.
Hughes, Dyer, Luo and Kwok (2009) estimated the 664 relatively low achieving
first grade children were recruited into a longitudinal study. Measures of peer academic
reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement,
and reading and math achievement were obtained in Year 2, when the majority of students
were in second grade, and 1 year later. Measures of academic self concept were obtained in
Year 1 and in Year 3. As young as second grade, children's perceptions of classmates'
academic competence were distinct from their perceptions of peers' other social and
behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-
rated academic engagement and reading (but not math) achievement test scores, above the
effects of prior scores on these outcomes and other covariates. Furthermore, the effect of
PAR on academic engagement and achievement was partially mediated by the effect of
PAR on children's academic self concept. Implications of these findings for educational
practice and future research are discussed.
Murayama and Elliot (2009) examined the authors provide an analytic framework
for studying the joint influence of personal achievement goals and classroom goal structures
on achievement-relevant outcomes. This framework encompasses 3 models (the direct
effect model, indirect effect model, and interaction effect model), each of which addresses a
different aspect of the joint influence of the 2 goal levels. These 3 models were examined
together with a sample of 1,578 Japanese junior high and high school students from 47
8
classrooms. Results provided support for each of the 3 models: Classroom goal structures
were not only direct, but also indirect predictors of intrinsic motivation and academic self-
concept, and some cross-level interactions between personal achievement goals and
classroom goal structures were observed (indicating both goal match and goal mismatch
effects). A call is made for more research that takes into consideration achievement goals at
both personal and structural levels of representation.
Matthews, Ponitz and Morrison (2009) examined gender differences in self-
regulation in the fall and spring of kindergarten and their connection to gender differences
in 5 areas of early achievement: applied problems (math), general knowledge, letter±word
identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was
measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders
task) and, for a subsample of children, a teacher report of classroom self-regulatory
behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed
boys in both assessments. Although gender differences in self-regulation were clear, no
significant gender differences were found on the 5 academic achievement outcomes, as
measured by the Woodcock±Johnson III Tests of Achievement. Self-regulation consistently
predicted math and sound awareness, although links were stronger with the direct measure
as compared with teacher reports. Implications for understanding the role of gender and
self-regulation in early and later academic achievement and the role of self-regulation in
particular areas of achievement are discussed.
Carroll, Houghton, Wood, Unsworth, Hattie, Gordon and Bower (2009) studied
have shown that self-efficacy, aspiration, and other psychosocial influences account for
considerable variance in academic achievement through a range of mediation pathways,
although no research to date has tested the mediation relationships identified. The present
research investigated the structural relations among self-efficacy, academic aspirations, and
delinquency, on the academic achievement of 935 students aged 11±18 years from ten
schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report
Delinquency Scale (Revised), and Children's Academic Aspirations Scale were
administered to participants prior to academic achievement being assessed using mid-year
school grades. Structural equation modeling was employed to test three alternative models
for the relationships from academic, social, and self-regulatory efficacy on academic
achievement. A partial mediation model showed the best overall fit to the data. Academic
and self-regulatory efficacy had an indirect negative effect through delinquency and a direct
9
positive effect on academic achievement. Academic and social self-efficacy had positive
and negative relationships, respectively, with academic aspiration and academic
achievement; however, the relationship between academic aspiration and academic
achievement was not significant in the final model.
Rudasill, Gallagher and White (2009) examined the interplay of children's
temperamental attention and activity (assessed when children were 4-and-a-half years old)
and classroom emotional support as they relate to children's academic achievement in third
grade. Particular focus is placed on the moderating role of classroom emotional support on
the relationship between temperament (attention and activity level) and academic
achievement. Regression analyses indicated that children's attention and activity level were
associated with children's third grade reading and mathematics achievement, and classroom
emotional support was associated with children's third grade reading and mathematics
achievement. In addition, classroom emotional support moderated the relation between
children's attention and reading and mathematics achievement, such that attention mattered
most for reading and mathematics achievement for children in classrooms with lower
emotional support. Findings point to the importance of understanding how children's
temperament and classroom emotional support may work together to promote or inhibit
children's academic achievement.
Abanaka (2008) examined the relationship between sexual activity and academic
performance. The study consisted of 80 participants, 69 female and 11 male. The
participants were undergraduates, aged 17-22, at a small southern Jesuit university. The
variables measured were mid-term GPA and amount of sexual activity. It was hypothesized
that people who are sexually active will perform differently academically than those who
are not sexually active. It was further hypothesized that students who are sexually active and
in relationships will perform differently than students who are sexually active and not in
relationships. The results did not support the hypotheses and were not significant. A larger
sample size is suggested for better results.
Kuhn and Holling (2008) investigated gender differences in scholastic achievement
(school grades in sciences and languages) as mediated by reasoning ability in a large sample
with a clustered data structure from an educational context. Whereas girls outperformed
boys in languages, boys excelled in sciences and reasoning. Multilevel analyses indicated a
small indirect effect of gender on school grades mediated by reasoning ability. Gender
10
differences in sciences, but not in languages were largely explained by reasoning ability, but
not by factors such as gender ratio in the classroom or mental speed. The predictive power
of reasoning ability for languages, but not sciences was larger in classrooms with higher
mean reasoning ability. Further, gender differences in languages, but not sciences varied
significantly across classrooms. Reasoning ability appears to be important for predicting
scholastic achievement in sciences, whereas languages are more affected by gender-related
attributes.
Caprara, Fida, Vecchione, Bove, Vecchio, Barbaranelli and Bandura (2008)
examined the developmental course of perceived efficacy for self-regulated learning and its
contribution to academic achievement and likelihood of remaining in school in a sample of
412 Italian students (48% males and 52% females ranging in age from 12 to 22 years).
Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from
junior to senior high school, with males experiencing the greater reduction. The lower the
decline in self-regulatory efficacy, the higher the high school grades and the greater the
likelihood of remaining in high school controlling for socioeconomic status. Reciprocal
cross-lagged models revealed that high perceived efficacy for self-regulated learning in
junior high school contributed to junior high school grades and self-regulatory efficacy in
high school, which partially mediated the relation of junior high grades on high school
grades and the likelihood of remaining in school. Socioeconomic status contributed to high
school grades only mediationally through junior high grades and to school drop out both
directly and mediationally through junior high grades.
Narucki (2008) investigated little is known about how the condition of school
facilities affects academic outcomes. This study examines the role of school attendance as a
mediator in the relationship between facilities in disrepair and student grades in city and
state tests. Data on building condition and results from English Language Arts (ELA) and
Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary
schools in New York City. Variables relevant to academic achievement such as ethnicity,
socioeconomic status, teacher quality, and school size were used as covariates. In run-down
school facilities students attended less days on average and therefore had lower grades in
ELA and Math standardized tests. Attendance was found to be a full mediator for grades in
ELA and a partial mediator for grades in Math. This study provides empirical evidence of
the effects of building quality on academic outcomes and considers the social justice issues
related to this phenomenon.
11
Thijs and Verkuyten (2008) examined the link between perceived peer
victimization and academic adjustment in an ethnically diverse sample of 1,895 Grade 6
students nested within 108 school classes. It was hypothesized that students' academic self-
efficacy mediates the (negative) link between victimization experiences and academic
achievement outcomes. Multilevel analyses were used to test this hypothesis and to explore
whether there are differences between ethnic minority and majority group children. Results
indicated that peer victimization was negatively associated with both relative class-based,
and absolute test-based measures of academic achievement. These associations were similar
across different school classes. As expected, the link between victimization and
achievement was mediated by perceived academic self-efficacy, suggesting that victimized
students did less well academically because they considered themselves to be less
competent. The lower perceived self-efficacy of victimized children could be partly
attributed to lower global self-esteem and depressed affect. Results were largely similar for
ethnic minority and majority group children.
Wagerman and Funder (2007) examined personality as a predictor of college
achievement beyond the traditional predictors of high school grades and SAT scores. In an
undergraduate sample (N = 131), self and informant-rated conscientiousness using the Big
Five Inventory (BFI; John, Donahue, and Kentle, 1991) robustly correlated with academic
achievement as indexed by both freshman GPA and senior GPA. A model including
traditional predictors and informant ratings of conscientiousness accounted for 18% of the
variance in freshman GPA and 37% of the variance in senior GPA; conscientiousness alone
explained unique variance in senior GPA beyond the traditional predictors, even when
freshman GPA was included in the model. Conscientiousness is a valid and unique predictor
of college performance, and informant ratings may be useful in its assessment for this
purpose.
El-Sheikh, Buckhalt, Keller, Cummings and Acebo (2007) examined children's
sleep as an intervening variable in the connection between emotional insecurity in the
family and academic achievement. The role of ethnicity (African American and European
American) and socioeconomic status (SES) in moderating the examined relations was
assessed. One hundred sixty-six children (8- and 9-year-olds) reported their emotional
insecurity, and the quantity and quality of children's sleep were examined through
actigraphy and self-report. Decreased amount and quality of sleep were intervening
variables in the relations between insecurity in the marital relationship and children's
12
achievement. The effects of disrupted sleep on achievement were more pronounced for both
African American children and children of lower SES. Results highlight the importance of
the contemporaneous examinations of family and sleep functioning in the prediction of
child outcomes.
Ryabov and Hook (2007) examined the prior research suggests that Latino children
of immigrants are segregated in low-income, high-minority schools, no prior work has
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achievement or the extent to which compositional effects vary by generational status. We
analyze the National Longitudinal Study of Adolescent Health (Add Health) data using
hierarchical linear models. Academic achievement is measured by grade point average
(GPA) and add health picture vocabulary test (AHPVT) score. We find that socioeconomic
composition of the school but not racial composition is an important predictor of AHPVT
test scores of Latino adolescents. The findings vary by generational status in the case of
GPA. School SES has a positive effect and school minority composition has a negative
effect on grades only in the case of foreign-born Latinos. Although GPA and AHPVT
scores vary significantly by generational status and ethnicity, these achievement differences
are better explained by family background than by variations in school composition. A
possible reason, one which is supported by the results, is that high levels of social capital in
immigrant families help buffer children from the disadvantages associated with the schools
they attend.
Rimm-Kaufman, Fan, Chiu and You (2007) examined reports the results of a
quasi-experimental study on the contribution of the Responsive Classroom (RC) Approach
to elementary school children's reading and math performance over one-, two-, and three-
year periods. All children enrolled in six schools (3 intervention and 3 control schools in a
single district) were the participants in the study. Children's test scores in math and reading
were used as outcomes, and data on treatment fidelity were used to describe differences in
use of RC practices between intervention and control schools. Findings showed that, after
controlling for poverty and test scores from previous years, the RC Approach contributed to
the gains in both reading and math, with math showing greater difference between the
intervention and control schools. The contribution of the RC Approach appeared to be
greater over a three-year period than over a one or two-year period. These findings provide
early evidence for the positive contribution of the RC Approach to gains in academic
achievement.
13
Scales, Benson, Roehlkepartain, Junior and Dulmen (2006) examined the
sample of 370 students in the 7th±9th grades in 1998 was followed for 3 years through the
10th±WK JUDGHV LQ RUGHU WR LQYHVWLJDWH WKH UHODWLRQ RI ³GHYHORSPHQWDO DVVHWV´²positive
relationships, opportunities, skills, values, and self-perceptions²to academic achievement
over time, using actual GPA as the key outcome variable. The greater the number of
developmental assets students reported in the 7th±9th grades, the higher their GPA in the
10th±12th grades. Students who stayed stable or increased in their asset levels had
significantly higher GPAs in 2001 than students whose asset levels decreased. Increases in
assets were significantly associated with increases in GPA. Experiencing in 1998 clusters of
specific assets increased by 2±3 times the odds of students having a B+ or higher GPA in
2001. The results offer promising evidence that a broad focus on building the
developmental nutrients in young people's lives may contribute to academic success.
Caprara, Barbaranelli, Steca and Malone (2006) examined the teachers' self-
efficacy beliefs were examined as determinants of their job satisfaction and students'
academic achievement. Over 2000 teachers in 75 Italian junior high schools were
administered self-report questionnaires to assess self-efficacy beliefs and their job
satisfaction Students' average final grades at the end of junior high school were collected in
two subsequent scholastic years. Structural equation modeling analyses corroborated a
conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction
and students' academic achievement, controlling for previous levels of achievement.
Woods and Wolke (2004) investigated the association between bullying behavior
and academic achievement was investigated in 1016 children from primary schools (6±7-
year-olds/year 2: 480; 8±9-year-olds/year 4: 536). Children were individually interviewed
about their bullying experiences using a standard interview. Key Stage I National
Curriculum results (assessed at the end of year 2) were collected from class teachers, and
parents completed a behavior and health questionnaire. Results revealed no relationship
between direct bullying behavior and decrements in academic achievement. Conversely,
higher academic achievement at year 2 predicted bullying others relationally (e.g. social
exclusion at year 4). Relational victimisation, Special Educational Needs (SEN), being a
pupil from a rural school or small classes and low socioeconomic status (SES) predicted
low academic achievement for year 2 children. Findings discount the theory that
underachievement and frustration at school leads to direct, physical bullying behavior.
14
Yen, Konold and McDermott (2004) examined the measures of cognitive ability
have a rich history of accounting for meaningful levels of achievement variance. In contrast
to other student characteristics, however, they are somewhat limited in terms of their
intervention relevance and treatment validity. Alternatively, children's observable learning
behaviors are believed to enhance both treatment validity and the predictions afforded by
cognitive ability. This study examined student learning behaviors in the context of cognitive
ability and academic achievement. Three structural models were evaluated on a sample of
1304 students ranging in age from 6 to 17 years. Results supported the unique relationship
between learning behavior and academic achievement, beyond cognitive ability. Multi-
group structural equation modeling (SEM) analysis revealed that these findings were
invariant across groups differing by gender and ethnicity. These findings are consistent with
previous observations that children's behavioral features in learning situations will
supplement the outcome-oriented standardized tests of cognitive ability.
Yang (2004) instead of the 44-year joint entrance examination held so far in
Taiwan, multiple enrollment programs are a more recent policy of the Ministry of Education
to reform the deficiencies of the abovementioned examination. However, the results of
multiple enrollment programs in reducing student pressure are not clear. Therefore, the
main purpose of this research is to investigate the impacts of multiple enrollment programs
on student burnout and academic achievement among technical±vocational college students.
The result demonstrates that multiple enrollment programs have a significant effect on
student burnout and academic achievement. Student burnout has a significant negative
effect on academic achievement.
Rafferty, Shinn and Weitzman (2004) examined the school experiences and
academic achievement of 46 adolescents in families who experienced homelessness and 87
permanently housed adolescents whose families received public assistance. Measures taken
after the homeless students were rehoused showed that both groups valued school highly
and were similar in cognitive abilities assessed with the similarities subtest of the Wechsler
Intelligence Scale for Children²Revised (WISC-R). Formerly homeless students had more
school mobility, more grade retention, and worse school experiences by mother report and
lower plans for post-secondary education by self-report. Both groups scored poorly on
standardized tests of academic achievement. Homelessness was associated with further
declines in achievement during the period of maximal residential disruption, but did not
have effects 5 years later.
15
Dupaul, Volpe, Jitendra, Lutz, Lorah and Gruber (2004) examined the academic
under achievement frequently is associated with attention-deficit/hyperactivity disorder
(AD/HD); however, the role of variables beyond AD/HD symptoms and cognitive
mediators is unknown. Further, whether prediction models vary (a) relative to non-AD/HD
students, (b) between math and reading, and (c) based on how achievement is defined has
not been examined. Multiple measures (e.g., teacher ratings and behavior observations)
were examined as predictors for concurrent achievement outcomes (standardized
achievement test scores and report card grades) in math and reading in two samples of 1st
through 4th grade children (136 with AD/HD, 53 without AD/HD). Teacher perceptions of
academic skills were the strongest predictors of achievement test scores for both groups,
while academic skills and enablers accounted for reading report card grades in children with
AD/HD but not their normal counterparts. Implications of these findings for school-based
assessment and intervention for students with AD/HD are discussed.
Nota, Soresi and Zimmerman (2004) examined the growing body of research
indicating that students who can self-regulate cognitive, motivational, and behavioral
aspects of their academic functioning are more effective as learners. We studied relations
between the self-regulation strategies used by a group of Italian students during the final
years of high school and their subsequent academic achievement and resilience in pursuing
higher education. We used the self-regulated learning interview schedule, which focuses on
cognitive, motivational, and behavioral strategies used during academic learning in both
classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing
DQG WUDQVIRUPLQJ SURYHG WR EH D VLJQLILFDQW SUHGLFWRU RI WKH VWXGHQWV¶ FRXUVH JUDGHV LQ
Italian, mathematics, and technical subjects in high school and in their subsequent average
course grades and examinations passed at the university. The motivational self-regulation
strategy of self-FRQVHTXHQFHV ZDV D VLJQLILFDQW SUHGLFWRU RI WKH VWXGHQWV¶ KLJK VFKRRO
diploma grades and their intention to continue with their education after high school.
Hampton and Mason (2003) examined the impact of gender, learning disability
(LD) status, and sources of efficacy on self-efficacy beliefs and academic achievement in
the concept of Bandura's self-efficacy theory. Two hundred and seventy-eight high school
students participated in the study. Structural equation modeling was used. The results
revealed that LD status had indirect influence on self-efficacy via the source variable;
gender did not have direct or indirect influences on self-efficacy; sources of efficacy had
direct impact on self-efficacy, which in turn affected academic performance. The structural
16
model fit the data well and explained 55% of the variance in academic achievement.
Tavani and Losh (2003) examined the relationships among students' academic
performances, expectations, motivations, and self-confidence during a summer orientation
at a large southeastern university (n = 4,012). The effects of parental education levels on
students' performances were also studied. Significant positive correlations were found
among all variables. These variables were also all significant predictors of students'
academic performances. Gender had statistically significant effects on students' expectations
and self-confidence levels. These results are consistent with previous studies and provide
additional pathways for future research.
Vogel and Collins (2002) investigated the effect of test anxiety on academic
performance. It is believed that students with high test anxiety as well as those students with
low test anxiety will have lower academic performance. Therefore, those students with
moderate levels of test anxiety will perform the best. Two Psychology 101 classes were
given identical quizzes. One class took a pop quiz while the other class took a planned quiz.
The participants then completed test anxiety surveys. The quiz grades were then compared
to the survey scores in order to determine if high and low anxiety groups perform lower
than moderate anxiety groups. No difference was found on whether pop quizzes produce
more anxiety than planned quizzes. There was also no difference in quiz grades between the
two groups. Therefore, academic performance was not found to be related to test anxiety.
Bray (2001) aimed to know that Self-esteem is how people feel about themselves
and how much they like themselves, especially socially and academically when it comes to
college students. Through the many pressures and daunting responsibilities of being a
student, one learns and understands the importance of having a high self-esteem in college.
The original purpose of this study was to see if academic achievement had more of an affect
RQ D FROOHJH VWXGHQW¶V VHOI-esteem if that student was an Honors student versus a general
student. Participants took the Rosenberg Self-Esteem Scale before and after a scheduled
psychology exam. Data were collected from 64 college students and analyzed by a 2 X 2
mixed design factorial ANOVA, which compared the pre-test and post-test scores of the
Rosenberg Self-Esteem Scale depending whether or not the student received his/her true
exam score or a score lowered by ten points. Significant results agree with previous research
that academic achievement and self-esteem have a positive relationship.
17
Augustsson and Engstand (2001) examined long-term differences in academic
achievements between children with and without observed or treated middle ear disease in a
population with a stable long-standing treatment policy. Methods: A birth cohort of 2156
children was previously studied through a questionnaire to the parents at 4 years of age,
follow-up after audiometric screening at 4, 7, 11 and 14 years of age, and study of records
from all Ear, Nose and Throats departments in the area; 2095 of these still lived in the area
and received academic grades on leaving the ninth year of the state school system. We have
compared these grades, and the choice of high school course for children with different
experiences of otitis media. Results: A history of treatment for bilateral secretory otitis
media was correlated to minor group difference in the mean of grades, but not to any
significant difference in the individual grades or in the choice of further studies. Having
many episodes of acute otitis before the age of four was uncorrelated to lower grades and to
less tendency to continue with theoretical studies. Conclusions: No harmful effect of middle
ear disease could be shown in a large sample, suggesting that Swedish children do not suffer
long-term effects on learning from otitis media.
Buckner, Bassuk and Weinreb (2001) investigated sheltered homeless and low-
income housed families, predictors of academic achievement among 174 English-speaking
children age 6 and older were examined, focusing on housing status, mobility, and
race/ethnicity. Days absent from school was hypothesized as the mediating link between
homelessness and academic achievement. In multivariate analyses, a composite measure of
academic achievement was independently predicted by child's gender (girls scoring higher
than boys), race/ethnic status (non-Latino Whites scoring higher than children of color),
age, and school mobility. Housing status was not associated with academic achievement.
Results indicated that homeless and housed children had comparable rates of absenteeism
and other school-related problems, which may explain why homeless and housed children
were similar in terms of achievement. Although children of color were equivalent to non-
Latino White children in terms of nonverbal intellectual ability, their lower academic
achievement scores suggest that they are not reaching their academic potential.
Ziegler and Heller (2000) stated that both in academic chemistry programs and in
career fields that demand knowledge in the area of chemistry, one finds that talented girls
and women are generally underrepresented. They often have poorer grades; demonstrate
lower levels of self-confidence, and report higher levels of anxiety. The exact causes of
these gender differences have not yet been fully understood. The current work is based on
the assumption that gender differences in chemistry-relevant variables can be identified as a
18
consequence of gender-specific socialization processes already existent in introductory
chemistry courses. In the present study, the self-confidence level of male and female
students was of particular interest. In fact, within a study of 379 eighth-grade boys and girls
attending a college preparatory school, it could be shown that even at this early point in time
when experiences with chemistry instruction had not yet occurred, talented girls had
significantly lower levels of self-confidence regarding chemistry compared to boys. Several
explanatory approaches are examined, and pedagogic consequences are proposed.
Stolz (1999) determined whether individuals in a room of 30, were able to perform
motor tasks under positive and negative situations. Also the experiment was to determine to
ZKDW DIIHFW WKH FRPPHQWV KDG RQ WKH VXEMHFWV¶ SHUIRUPDQFH RXWFRPH , XVHG WZR
experimental groups and one control group. I used one experimental group and gave them a
lot of encouragement and positive words. In the other experimental group, I gave them a lot
of negative and non -encouraging words. The students were randomly assigned to these
groups. The 30 subjects were students living in Vaselakos Hall on campus at Missouri
Western State College in St. Joseph, Missouri. The items I used were a garbage can, eight
nerve balls, masking tape, a tally sheet, and fake questionnaires. The questionnaires were
given to fool the students into thinking that they were going to be good, bad or average at
the ahead task. Then while students received either positive or negative comments they shot
five baskets each, as I tallied their score to the number made out of five. The results showed
that the students who received the negative encouragement and the poor grade on the
questionnaire did more poorly than the students that received positive encouragement and
good grades on the questionnaire. Although eight of the 30 students considered them
athletic, there was no difference in shots made between the athlete and non-athlete with
reference to what I would tell them. Therefore, I found the main interaction for the Group
was significant, f (2, 24) = 7.258, p = .003. These results have shown that there is a
significant affect of self-confidence and self-efficacy in performance.
Taj (1999) aimed at studying the effect of social class, parent-child interaction, and
dependency behavior and school management on the academic achievement of adolescents.
A stratified random sample of 98 boys and girls were selected giving proportionate
representation to type of school management. The collected data were analyzed using
PHDQVVWDQGDUGGHYLDWLRQDQGµW¶YDOXHVLQDGGLWLRQWR ]HURRUGHUFRUUHODWLRQWHFKQLTXH7KH
findings of the study show that all the four independent variables; namely, social class,
parent-child interaction, dependency behavior and school management had significant effect
an academic achievement of adolescents; however, sex difference did not yield any
19
significant effect. It has been suggested that in order to upgrade the academic achievement
of adolescents, dependency behavior of adolescents should be increased and the parents
should be advised to accelerate the interaction with their children.
Suneeta and Mayuri (1999) was designed the study to find out the effect of
selected familial factors on the academic achievement of school children. The sample
comprised of 120 children of IX and X standards drawn purposively form ten schools,
recognized by the State Education Board, Andhra Pradesh and distributed across the
different zones of the Hydrabad city. The parents of the children too formed the sample of
the study. Interview schedules for the children and separate questionnaires for the parents
were developed and administrated to the respondents. The data analyzed using frequency
distributions and co relational analysis. The results indicated that the parental factors,
QDPHO\IDWKHU¶VRFFXSDWLRQ DQGSDUHQWDO FRQWULEXWLRQVZHUH IRXQGWR KDYHVLJQLILFDQW HIIect
on academic achievement of children.
Pradhan (1997) was undertaken the present study to study the effect of socio-
economic status and intelligence on scholastic achievement. The subject consists of 90 girls
of 6th and 7th classes from different middle VFKRROV RI 1DJSXU ,QWHOOLJHQFH WHVW 5DYHQ¶V
Colored Progressive Matrices), SES scale and scholastic achievement record were used as
GDWD FROOHFWLRQ GHYLFHV 0HDQ VWDQGDUG GHYLDWLRQ $129$ DQG 'XQFDQ¶V PXOWLSOH UDQJH
tests were used for analysis. It is found that SES is not effective with regard to scholastic
achievement whereas, intelligence is seen to be more influential than SES.
Al-Kandary (1997) was decided the aim of the present study is to examine the
relationship between scholastic achievement and self confidence. The samples taken
included 1,410 male and female high school students studying under two educational
systems: the general education system and the elective courses track. All students responded
to the Self-confidence Scale developed by the present researcher. The scholastic
achievement rate was taken from the school records. It was found that the scholastic
achievement of females excels that of their male counterparts in the elective system.
However, the aforementioned result did not apply to students in the general education
system. The study revealed statistically significant differences between males and females
in self-confidence in the two scholastic disciplines, in which males had the highest mean
scores. Furthermore, the study showed significant positive correlations between
achievement and self-confidence in all groups except for females studying in the elective
system.
20
Mitra (1985) was undertaken the present study to study the correlation of academic
achievement with sex, intelligence, achievement motivation, extraversion and neuroticism.
The sample consisted of 400 students, 200 boys and 200 girls, of classes IV to VII and age 9
+ to 13 +. The tools used were the Group Intelligence Test in Bengali for juniors by G.B.
Kapat, a questionnaire in Bengali of achievement motivation constructed and standardized
by Durgadas Bhattacharya, Eysenck's Personality Inventory for Juniors adopted in Bengali
by Arti Sen, and the students' annual examination marks. In the design of the study,
academic achievement was the criterion variable and the predictor variables were
intelligence, achievement motivation, extraversion, neuroticism and sex. The statistics used
were the product-moment correlation and linear regression analysis. The findings were: 1.
Intelligence was the most significant correlate of achievement, irrespective of sex. 2.
Achievement motivation and extraversion positively and significantly correlated with
academic achievement for both sexes, but both lost their significant effect on academic
achievement when intelligence was partially out. 3. Students possessing relatively higher
extraversion tended to achieve relatively higher, but neuroticism was not a factor that
influenced achievement. 4. There were no sex differences at the preadolescent level with
regard to intelligence, achievement motivation and extraversion, but the boys were more
neurotic than the girls. 5. The prediction equation of academic achievement from its
correlates accounted for three-fifths of the variance and it did not significantly vary with
sexes.
Shukla (1984), Mehrotra (1986), Misra (1986), and Singh (1986) showed a
positive relationship between SES and academic achievement of the students.
With reference to achievement in mathematics, Rajput (1984) established that
socio- economic status of students affected their achievement though the high SES and
average SES groups did not differ; the high SES and low SES groups did differ significantly
on achievement in mathematics.
In the present study C.S. Shukla, (1984) want to find out the relationship among
academic achievement, rural-urban area, sex, SES, size of the family, no. of the children in
the family. The study was conducted on a sample of 2000 rural and 500 urban primary
school children studying in classes III and V of 33 rural and 11 urban basic primary schools
randomly drawn from the list of all basic primary schools of the Varanasi region. This
sample consisted of primary school children who were within the normal range of
intelligence as measured by Joshi and Tripathi's Non-Verbal Test of Intelligence.
21
Achievement Tests in Hindi, Arithmetic, general science, social studies, along with an SES
Index prepared and standardized by the investigator were administered to the subjects.
Mean, SD, t-test and product-moment coefficient of correlation were used for analyzing the
data. The following conclusions were drawn: 1.There was no significant sex and rural-
urban differences in the academic achievement of primary school children. 2. SES was
positively and significantly related to academic achievement. 3. At class III level, children
belonging to the large family size category had significantly better academic achievement
than those of average and small family size categories. 4. At class V level, the positive
impact of large family size had been completely nullified. There was a tendency of better
achievement among the children belonging to the small family size category. 5. The
structure of family, whether joint or unitary, had no significant differential impact on
academic achievement. 6. The number of children below 14 within the family had no
differential impact on the academic achievement. 7. The Adult-child ratio of (1:1) had
shown significantly greater relationship with academic achievement.
Beguiristain (1984) was conducted the present study to determine if there was a
relationship between college academic success and what type of high school (either public
or non-public) an individual has attended. Forty-seven participants (36 women and 11 men)
from introductory psychology and sociology classes were surveyed. The independent
variable was the type of high school with two levels: public and non-public. The dependent
variable was college academic success. Results supported the research hypothesis that there
were no differences in college academic success between public and non-public high school
JUDGXDWHV 7KH SDUWLFLSDQWV¶ UDWLQJV DERXW WKHLU VWXG\ VNLOOV DSSUR[LPDWHQXPEHU RI VWXG\
hours spent per week on college study and desired high level degree were strong predictors
of college academic success.
Singh (1984) made a survey of the study habits of high, middle and low achieving
adolescents in relation to their sex, intelligence and socioeconomic status. The study found
that the study habits of boys and girls differed significantly at different levels of academic
achievement.
The study by Patil (1984) was conducted on postgraduate pupil-teachers of the
colleges of education affiliated to Nagpur University. The study showed that the coefficient
of correlation between the attitude of pupil-teachers as measured on Ahluwalia Teacher
Attitude Inventory and their achievement was 0.16, which was found to be positive and
significant.
22
In the study by Sarah (1983) it was found that the coefficient of correlation between
DFKLHYHPHQW DQG 6(6 ZDV SRVLWLYH DQG VLJQLILFDQW ZKHQ WKH HIIHFW RI SXSLOV¶ DWWLWXGH
towards science and towards science education was partially out. Adolescents of high SES
possessed high scholastic achievement according to Sharma (1984).
Jasuja (1983) studied for find out the correlation among academic achievement,
frustration, sex. The sample comprised 500 subjects (250 males and 250 females). They
belonged to different classes and ages. The Frustration Test developed by N.S. Chauhan and
G.P. Tiwari was used to measure frustration. Its test-retest reliability ranged from 0.78 to
0.92. The Level of Aspiration Test developed by M.A. Shah and M. Bhargava was used.
The data were analyzed with the help of t-test and correlation techniques.
The findings were: 1. Frustration and academic achievement were negatively and
significantly related. 2. Girls achieved higher in the academic field and were less frustrated
as compared to boys.
Shanmugasundaram (1983), Singha (1983), Sween (1984) and Pathni (1985)
considered self-concept as a factor related to academic achievement. Singha (1983) found a
positive and significant relationship between self-concept and achievement. Using the Deo
Personality Word List, Sween (1984) found that students with high self-concept achieved
significantly higher than those with low self- concept. Similarly Pathni (1985) arrived at the
conclusion that self- concept is a significant predictor of academic achievement, both actual
and perceived. In this study, the tool used was the Self- concept Scale, standardized by
Bisht and Pathni. But the study of Shanmugasundaram (1983) indicated that self-concept, as
measured on Mohsin's Self-concept Scale, did not differentiate between high and low
achievers. Ego-involvement and intelligence made a remarkable contribution to the success
of students at the graduation examination in the study of Kumar (1986).
Pandey (1981) and Puri (1984) studied the influence of environment as a factor to
promote academic achievement among students. The former concluded that an urban
atmosphere was more conducive to better achievement than a rural environment. The latter
brought out that the effect of environmental facility on both general academic achievement
and achievement in English language was significant.
23
Grover (1979), Gaur (1982), Sarkar (1983), Lail (1984), Jagannadhan (1985),
Maitra (1985), Paul (1986) and Trivedi (1987). A significant difference between high
achievers and low achievers on the home variables-namely, educational environment,
income, spatial environment, social background, provision of facilities, and parent- child
relationship-was shown in Sarkar (1983). In the study by Maitra (1985) home environment
was found to be an important variable which could cause underachievement among the
gifted. Studying the effects of home environment on the cognitive styles of students, Paul
(1986) concluded that the factors of home environment, like recognition of the child's
achievement, parental aspiration, forbearance for the child's wishes, parental affection,
encouragement for initiative and freedom, etc., had positive and significant correlation with
each of the four modes of cognitive styles studied. Grover (1979) indicated some influence
of aspirations of father and mother over children's academic achievement. Gaur (1982)
showed that birth order did not af- fect the speed of reading, comprehension and vocabulary
of students. Trivedi (1987) found that parental attitude was significantly related to academic
achievement. Lail (1984) showed that a protective attitude of parents was positively related
to the academic success of boys. Jagannadhan's (1985) study indicated a significant effect of
home environment on academic achievement.
The studies of Das (1975), Shanmugasundaram (1983), Deshpande (1984), and
Mehrotra (1986) considered anxiety as a variable. Though anxiety measurement could not
significantly differentiate between students who passed and those who failed in general
science in the study by Das (1975), a negative relationship between anxiety and
achievement was indicated in Shanmugasundaram (1983) and Mehrotra (1986). The study
by Deshpande (1984) explained some amount of variance, on account of anxiety, between
the high and low achieving schools.
24
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Academic achievement really means three things:
The ability to study and remember facts, being able to
study effectively and see how facts fit together and
form longer patterns of knowledge and secondly,
being able to think for yourself relation to facts and
thirdly being able to communicate your knowledge
verbally or down on paper.
Academic achievement is all about what students can actually do when they have
finished a course of study. Degrees and programs list this information and call it
"competencies". Competencies are measured as students graduate. The results are used to
improve program and degree outcomes. Each degree or program publishes an annual report.
The report is a way of knowing how well an individual program or degree is doing in
preparing students. This page contains a summary of the measurement effort and the
individual reports from each program or degree. Academic achievement means the acquired
knowledge or proficiency of a student in a particular subject or lesson. According to
Chaplin, (1975),³(GXFDWLRQDORU DFDGHPLF DFKLHYHPHQW LVDVSHFLILHGOHYHO RI DWWDLQPHQW
or proficiency in academic work as evaluated by teachers, by standardized tests, or by a
combination of both.´
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Many factors are present which affect the academic performance of students. Factors
are cognitive and non- cognitive are present which affect the above. Some factors are
present whose relations are with the intelligence of students, which are called as intellectual
factors. Some factors are also present, whose relations are present with other factors which
are called as non-intellectual factors.
27
,QWHOOHFWXDO ,QWHOOHFWLYH RU &RJQLWLYH )DFWRUV Cognitive factor causes
great effect on academic achievement of students. Such type of determinants, in which
intellectual factors are specially described. In general, it is thought that there is positive
relationship between intelligence and achievement. The student who is more intelligent has
greater academic achievement. But experiments prove that, there is no direct relation
between academic achievement and intelligence. Generally, for education or teaching
purpose, IQ required is 75. But, some students do not able to get success with having such
IQ. According to Ellis, (1969), the students, who have IQ level 70-85, can not get success in
school work. According to Burt, (1921), the students who have IQ level between 85-95
have less academic achievement as compared to average students. He studied the
intellectual level of students on the basis of educational achievement; it is found that
students have 100 IQ have less academic achievement than 85-90 IQ students after giving
special training. According to Proctor, (1918) studied on students of 10th standard 70%
students are unsuccessful having 95 IQ. According to Terman (1926), for good academic
achievement there must be 95-105 IQ. For such IQ level he observed 200 students of this IQ
and found that students got continuous success in the presence of disorders. He got
conclusion that superior intelligent students are always above than average intelligent
students as same as average intelligent students are above than mentally retarded students.
Through there studies it is concluded that it is true that there is high positive correlation
between intelligence and academic achievement (Brody, 1985; Jenson, 1980; Satller, 1988).
The students who have high scores in intelligence test got high achievement. But in the
clear sense, it can not be concluded that high intelligence level is not the basic high
achievement. Reason is that except intelligence, other factors are ± motivation, direction,
family conditions, economy, help of parents and peer group norms are also the factors.
Second thing is that intelligence and achievement have no relation. Some students who have
lower intelligence level can perform high achievement in schools and vice-versa. Like this
learning disability having in students has average in intelligence and above intelligence
have low academic achievement (Ormord, 1995).
1RQ,QWHOOHFWXDO1RQ,QWHOOHFWLYHRU1RQ&RJQLWLYH)DFWRUVThose
factors affect academic achievement of students who do not have any relation with
intelligence. Each type of factors is known as non-cognitive factors. Some important factors
are present ±
28
$ 1HHG $FKLHYHPHQW To achieve anything or need achievement is getting
success in any work. This motivation is affected by performance of students. Students, who
have high need achievement, have high educational success than low need achievement.
According to Morgan and .LQJ ³,W LV UHJDUGHG DV D PRWLYH IRU VXFFHVV LQ
SHUIRUPLQJWDVN´ $FFRUGLQJ WR/RZHOO ³1HHG DFKLHYHPHQW LV DQLPSRUWDQWIDFWRU
of academic achievement of students´ According to Cofer and $SSOH\ ³,QYDULHW\
of forms, we can see the effect of need achievement in the students. Due to this
achievement, student learns fast and in less time they complete their work performance have
practice effect on need achieYHPHQW´
%)DPLO\ %DFNJURXQG )DFWRUV Family background factors have great effect
on need achievement studies showed that high socio-economic status. Children first status
gets more environmental stimulation and compared to later. According to Coleman, (1966)
told in his report ³(TXDOLW\ RI HGXFDWLRQDO RSSRUWXQLW\´ that children have low socio-
economic status have low academic achievement. In India many studies happened on this
academic achievement (Deshpandey, 1986; Mishra and Sinha, 1999). Eysenck, (1971);
Herrntein, (1973) and Jenson, (1969), studies conclude that intelligence have no effect on
environment. According to him it depends on genetic factor. This research is very much
important on the basis of educational planning. It plays an important role in Indian culture,
for whose trueness can be proved by doing researches on Indian culture.
&(PRWLRQDO 5DPLILFDWLRQEmotional ramification is the main determinants of
the academic achievement. Emotion effects the school environment known by the various
studies. Good feeling and self-esteem improves the academic achievement and also the
feeling of failure obstructs the improvement like wise acceptance and rejection gradually
effects positively and obstructs the academic achievement. (Dearbarn, 1898; Jessild,
Galdnan and Laftus, 1941; Spivack, 1956)
'*HQGHU'LIIHUHQFH In spite of the effect there is no any gender difference in
case of educational qualification but due to difference in the socialization of boys and girls,
it affects their academic achievement. According to Boocack, (1980), there is no difference
in composite abilities of boys and girls, but in case of math boys have more achievement as
compare to the girls and in verbal skill girls have more achievement.
29
( /HYHO RI $VSLUDWLRQ There is very mush effect of level of aspiration on
academic achievement, which has the high aspiration level, he tries much to get the goal, by
this the academic achievement increases very much, but in low aspiration level made the
low academic achiHYHPHQW%\WKHVHYHUDOVWXGLHVLW¶VFOHDUWKDWWKHUHLVSRVLWLYHFRUUHODWLRQ
between the achievement and level of aspiration. (Atkinson, 1957; MC Clelland, 1969;
Mishra, 1987)
)5DFLDODQG(WKQLF&RPSRVLWLRQ %\WKHZHVWHUQVWXGLHVLW¶VQRZFOHDU WKat
DFDGHPLF DFKLHYHPHQW LV D GHWHUPLQDQW DV D IDFWRU DQG LW¶V D VSHFLILHG DQG KXPDQLVWLF
structure. According to College Entry Examination Board and Digest of Education
Statistics, (1998), the achievement of the American students (White) is more than the Black
and Hispanic students by the standardized test got increased.
* 3HUVRQDOLW\ )DFWRUV Anxiety, ego strength, self-concept, introversion,
extroversion, dominance, emotional stability is the some personality traits that are
effectively in academic achievement. (Sinha, 1997; Singh, 2001)
+3DUHQWDO3DUWLFLSDWLRQ%\WKHSDUHQWDOSDUWLFLSDWLRQLW¶VGLUHFWO\EHQHILFLDOWR
WKH FKLOGUHQ ,W¶V NQRZQ E\ WKH VHYHUDO VWXGLHV WKDW LQ WKH DFDGHPLF DFKLHYHPHQW WKH
parental participation helps significantly. (Verma and Trama, 2001; Sonam, 2001; Farhat
and Punam, 2003). ,W¶V YHU\ FOHDU WKDW DFWXDOO\ DFDGHPLF DFKLHYHPHQW LV WKH FRPELQHG
results of the intellectual factors and non-intellectual factors.
30
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Achievement Ideology is the belief that one reaches a socially-perceived definition
of success through hard work and education. In this view, factors such as gender,
race/ethnicity, economic background, social networks, or neighborhoods/geography are
secondary to hard work and education or are altogether irrelevant in the pursuit of success.
&RQWHPSRUDU\$QDO\VLVRI$FKLHYHPHQW,GHRORJ\
Currently, most social scientists argue that hard work alone does not produce
upward social mobility. Rather, ascribed variables like the ones listed above play a crucial
UROHLQZKHWKHURUQRWRQHFDQLPSURYHRQH¶VVRFLR-economic status intergeneration ally.
In 2002, Sandra L. Barnes offered that people who believe in the American
achievement ideology most likely blame underachievement on attitudinal or moral
differences among individuals. For those who disagree with the achievement ideology, this
difference in attitude is most likely the result of an oppositional response to negative
institutional and structural forces. In her study, Barnes found that those who most benefit
from achievement ideology (white males in higher class neighborhoods, for example) are
most likely to espouse the achievement ideology.
For example, African Americans are more likely than whites to believe that race is
an ascribed trait that helps some achieve success more easily than others, and those with
higher incomes are more likely to claim that having a strong social network is an
unimportant factor for success. All respondent groups, however, believe that education and
hard work are most important for success, proving that achievement ideology is alive and
well. Ultimately, Barnes argues that success is best reached when one has an achievement-
RULHQWHG DWWLWXGH FRXSOHG ZLWK WKH DFWXDO DELOLW\ WR DFFRPSOLVK RQH¶V JRDOV :KLOH PRVW
people might have the proper attitude, structural factors can keep them from achieving.
Donna Y. Ford sought to discover the differences in ideologies between male and
female and gifted and no gifted African American students. Ford describes four
theories RQDFKLHYHPHQWLGHRORJ\«
31
1HHG $FKLHYHPHQW 7KHRU\ Social scientists who advocate this theory believe
WKDW RQH¶V DFKLevement is a product of the motivation to succeed times the motivation to
avoid failure. This means that individuals weigh their expectancy of success with the value
they place on that success, or, how well an individual thinks s/he can do and how much
doing well actually matters.
7HVW $Q[LHW\ 7KHRU\ As with need achievement theory, social scientists that
support test anxiety. Anxiety is a complex combination of emotions that includes fear,
apprehension and worry, and is often accompanied by physical sensations such as
palpitations, nausea, chest pain and/or shortness of breath.... theory look to how a student
evaluates her/his ability to succeed. Students who are preoccupied with the outcome of their
performance, who fear failure or humiliation if they do not perform well, might not perform
well because this anxiety stifles their performance.
6RFLDO/HDUQLQJ 7KHRU\ In this theory, students are socialized from an early age
and hold different expectations or values based on their own experience or social situation.
According to this theory, students who are raised in an atmosphere of underachievement,
who often see previous generations and family members not succeed, will most likely
internalize these values and perceive their own success as unlikely.
$WWULEXWLRQ7KHRU\This theory explains a lack of motivation in students as a result
RI WKH VWXGHQWV¶ EHOLHI LQ DFKLHYHPHQW LGHRORJ\ :KHQ D VWXGHQW DWWULEXWHV KHUKLV RZQ
failure to a lack of ability, they consequently are less likely to expect to do well. If a student
fully believes in the achievement ideology, failure can only be a result of lack of ability or
lack of effort.
Ford claims that, while these four theories may explain underachievement in some
VWXGHQWVWKH\ RQO\ IRFXV RQ VWXGHQWV¶ ODFN RI PRWLYDWLRQWRDFKLHYHDQGGR QRW FRQVLGHU D
VWXGHQW¶V IDLOXUH GHVSLWH KHUKLV GHVLUH WR DFKLHYH 6KH GHVFULEHV WKLV DV WKH ³SDUDGR[ RI
XQGHUDFKLHYHPHQW´ D GLVFUHSDQF\ EHWZHHQ D VWXGHQW¶V LGeology and their actual
achievement (i.e., when students do not do well in school despite their support of the
achievement ideology). In her study, the majority of both gifted and no gifted African
$PHULFDQ VWXGHQWV FODLPHG WKDW VFKRRO LV ³YHU\ LPSRUWDQW´ The majority of male and
female African American students alike responded that school was important or very
32
important. If this is true that most students are, in fact, motivated and view school as
LPSRUWDQWIRU VXFFHVV D VWXGHQW¶V IDLOXUHPXVWEHH[SODLQed by some other variable²most
likely ascribed variables like race/ethnicity, gender, and so on.
(IIHFWV RI $FKLHYHPHQW ,GHRORJ\ LQ WKH :RUNSODFH Belief in the
American achievement ideoloJ\ FDXVHV HPSOR\HUV WR ORRN WR DQ LQGLYLGXDO¶V HGXFDWLRQDO
success as the key factor in hiring potential employees because achievement ideology
perpetuates the notion that those who have succeeded educationally are the hardest working.
In Education and Jobs ,YDU %HUJ ZULWHV ³7KH LQFUHDVH LQ HGXFDWLRQDO UHTXLUHPHQWV IRU
middle-OHYHOMREV«PD\ WKXVEHWDNLQJSODFH DW VRPHFRVWWRD VRFLHW\ WKDW KDVKLVWRULFDOO\
SULGHGLWVHOIRQLWVPRELOLW\RSSRUWXQLWLHV´7KLVSURFHVVFDXVHV$PHULFD¶VHGXFDWLRQV\VWHP
to acWPRUHOLNH D³OLFHQVLQJ DJHQF\´UDWKHU WKDQSURPRWLQJ HGXFDWLRQIRU HGXFDWLRQ¶VVDNH
This, in turn, causes many employees to be overqualified for their jobs. When jobs
gradually require higher and higher educational attainment as a prerequisite, the effort put
into achieving these prerequisites (or, the effort put into school) does not equal the needed
HIIRUWRU VNLOODWRQH¶V MRE7KXV ZRUNHUV¶ HQGRUVHPHQWRI DFKLHYHPHQWLGHRORJ\GHFUeases
each year that s/he remains in a particular job for which s/he is overqualified. In other
words, employees begin to see the effort they put forth in school as unnecessary.
5HDVRQV IRU (QGRUVLQJ RU 5HMHFWLQJ $FKLHYHPHQW ,GHRORJ\ Jay
McLeod studied two groups of boys who live in a low-income neighborhood for his book,
$LQ¶W1R0DNLQJ ,W7KH³+DOOZD\+DQJHUV´D JURXSDPRVWO\ZKLWHER\VGLGQRW HQGRUVH
the American achievement ideology. McLeod found that this was a result of several factors.
The Hallway Hangers parents wanted the best for their children and for them to do well but
feared encouraging high aspirations because they did not want to set them up for failure and
disappointment. Therefore, not only do students from low income backgrounds see
underachievement as they grow up, parents might also be affected by an environment of
underachievement and exacerbate this for their children. The Hallway Hangers and their
parents go against the achievement ideology because they do not see success in the future
through hard work despite the environment of underachievement. Also, to accept the
DFKLHYHPHQWLGHRORJ\ZRXOGEHWRVD\WKDWWKHLUSDUHQWVZKRKDYHQRW³VXFFHHGHG´DUH OD]\
or unintelligent.
33
7KH³%URWKHUV´ DUH D JURXS RI PLQRULW\ ER\VZKROLYH Ln the same housing project as the
Hallway Hangers. They, however, do endorse the American achievement ideology. The
Brothers see the racial situation in America as vastly improved since the situation of
previous generations. This causes them to believe that each generation has worked harder
and harder, and, if they do the same, they will be able to do well in school and succeed in
the workforce. The Brothers have also lived in the housing project for far less time than the
Hallway Hangers whose families have lived there for up to three generations. Many also
moved to the housing project from far worse situations such as impoverished countries and
even lower income neighborhoods. This causes the Brothers to think that they are upwardly
mobile.
34
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Self-confidence is an attitude which allows
individuals to have positive yet realistic views of
themselves and their situations. Self-confident people
trust their own abilities, have a general sense of
control in their lives, and believe that, within reason,
they will be able to do what they wish, plan, and
expect. Having self-confidence does not mean that
individuals will be able to do everything. Self-confident people have expectations that are
realistic. Even when some of their expectations are not met, they continue to be positive and
to accept themselves.
Self-confidence is not necessarily a general characteristic which pervades all aspects
of a person's life. Typically, individuals will have some areas of their lives where they feel
quite confident, e.g., academics, athletics, while at the same time they do not feel at all
confident in other areas, e.g., personal appearance, social relationships. Self confidence is a
belief in yourself and your abilities, a mental attitude of trusting or relying on yourself.
Confidence is sometimes equated with freedom from doubt; however when confidence is
needed is usually when the outcome is uncertain, so that true confidence is actually about
feeling comfortable with uncertainty and not knowing what the outcome will be.
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know that you are the creator of your own destiny. All the strength and succor you want
is within \RX7KHUHIRUHPDNH\RXURZQIXWXUH´
-Swami Vivekananda
35
³7KHUHLV RQHFRUQHURI WKH 8QLYHUVH\RXFDQ EHFHUWDLQRI LPSURYLQJDQGWKDW LV
\RXURZQVHOI´
-Aldous Huxley
³%HJLQ WR FKDQJH \RXU DWWLWXGH DQG \RXU YLVLRQ RI WKH ZRUOG ZLOO FKDQJH
Everything will be peaceful and good. This is the non-dualism of the Vedantic vision.
7KLVLVWKHKLJKHVWNQRZOHGJH´
-Swami Tejanandyanda
³,QJHQHUDOWHUPVVHOI-FRQILGHQFHUHIHUVWRDQLQGLYLGXDO¶VSHUFHLYHGDELOLW\WRDFW
HIIHFWLYHO\LQDVLWXDWLRQWRRYHUFRPHREWDFHOVDQGWRJHWWKLQJVJRDOOULJKW´
Basavanna, (1975)
So we can conclude that Self-confidence is the expected probability that a person
will achieve a goal in a certain situation. For example if Mark estimates that his probability
of achieving an "A" on a calculus exam is 90%, we would conclude that Mark had high
self-confidence in his ability to do well on a calculus exam. If Mark had estimated 10%,
then we would say he had low self-confidence about his ability to do well on the exam.
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$ 6HOIFRQILGHQFH LV VLWXDWLRQDOQRW DEVROXWH It is important to
remember that self-confidence is always relative to the task and situation. We have different
levels of confidence in different situations. For example, Mark might be confident in Math;
but lack confidence in English. He may also lack confidence in meeting people. He may
estimate that his probability of success when he meets someone is only 10% (relative to a
goal of making a new friend). Confidence is relative to the prescribed situation, task, and
expectations.Although self-confidence is primarily situational, self-confidence may
generalize across many situations. For example, suppose Jason was good not only in math,
but in almost all academic subjects. He would probably develop self-confidence for teach
any academic subject--even those he had not attempted. If Jason is also good at sports,
people skills, and other life areas, then he would probably develop a high level of self-
confidence in general.
36
%6HOIFRQILGHQFHLVDWWKHURRWRIVHOIIXOILOOLQJSURSKHVLHVAnother
research finding is called the self-fulfilling prophesy. An example of a positive self-fulfilling
prophesies would be if you believe, "Lori will probably like me if I talk with her." That
belief alone can partially cause you to initiate a conversation with Lori and be friendlier to
her. Thus, the belief alone actually increased the probability that it would be fulfilled (since
the belief actually helped cause the action WKDWKHOSHGFDXVHWKHSURSKHF\¶V fulfillment.)
An example of a negative self-fulfilling prophesies would be your belief, "Lori will
probably not like me if I talk with her." That belief might prevent you from speaking to her
or cause you to be less friendly to her. In turn, Lori may not like you because you were not
friendly to her.
What if I believed, "If I think it will rain tomorrow, my belief will actually make it
rain tomorrow (because my beliefs have some magical powers over the weather)?" What is
the difference between a belief like that and the belief, "I can learn math"?
It is important to differentiate between a self-fulfilling prophesy and a superstitious
belief. A superstitious belief is a belief that XXX is a cause of an outcome when it really
isn't. For example my beliefs do have causal effects on my motivation, but my beliefs do not
have causal effects on the weather. Any such belief is superstitious.
It is important that we not waste our time trying to control events that we really
can't. Too many people spend too much time, money, and energy seeking the advice of
astrologers and others. People often claim to have magical powers of insight or control over
events that they do not and prey on people's desire for help. Don't become psychologically
dependent on these people. Don't become a victim of superstition. Investigate claims of
magical powers and insights--especially if money or power is involved.
38
%XLOGLQJ&DUHHUVWKH3URSHU:D\Careers are built depending on how a person
would visualize himself in a given situation and after a number of years. Most of these
needs would be addressed once a person is able to discover his inner self-confidence and
make this among his strengths whenever the need to expound on his expertise is needed.
Luck may have its part on career building but mostly, a person who is uncertain
about what he is doing and placing himself in a questionable situation will always find
himself in the same disposition wherever he may be. A talent and a gift can never be put to
good use if a person will forever allow fear to rule over his self-confidence. Risks are part
of decision-making hence the need for being sure about ones self through self-confidence is
a must.
7KH 3OLJKW RI 6XFFHVVIXO &DUHHUV Most of the people who are in good
positions today can be attributed to the fact that they have worked their way towards it using
their line of expertise and sound judgment. A lot of these can be attributed to their belief in
whatever they can do. Risky for some, but such is always a part of life in both personal and
business choices and decisions. Self-confidence can be built on proving theories and outputs
as prim and proper. But if a person would do the right manner of research and studies, there
is no doubt that he can be able to push and deliver the necessary results expected from such
assignments and efforts. Here alone it can be proven that such built in confidence in
whatever a person does, the outcome is just a formal offshoot of what he is capable of
doing.
The character of a person usually relies on what he is able to prove, the start of
which that uplifts his level of self-confidence that would carry him towards the proper
career path that suits him perfectly. Icebreakers such as sudden tests of theories and
suggested courses of action will make the difference in a person¶VOLIHHVSHFLDOO\RQKRZKH
or she is able to manage him as a whole.
From hereon, the person is able to build on what he has and start moving forward
towards greater heights with better opportunities carrying his high degree of self-confidence
that originated from gathered experience and knowledge altogether.
39
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Do I rise up now or 5 minutes later? Do I wear the plaid shirt or the spotlessly white
one? Ham or bacon? Everyday, we are consciously and unconsciously making choices
through our decisions. Some are so routinely that they are automatically made without
giving a thought, and then there are some that needs more time and concentration.
We also have major decisions to make that leave us paralyzed with indecision.
Probably the greatest reason why decision-making can be very intimidating is the fear of
making the wrong choice. Sometimes we can be so overwhelmed with the knowledge that
our decisions not only affect us but also those who are around us that we tend to end up not
making any decision at all. Fact is, choosing not to make a decision is already a decision ±
and choosing not to decide on the matter at hand at all out of fear of making the wrong
decision is worse than making the wrong decision.
More often thDQ QRW ZH KHVLWDWH DERXW GHFLGLQJ EHFDXVH ZH¶UH QRW VXUH ZKDW WKH
outcome of the decision will be. We naturally fear that which is not known to us, and we get
WRRLPPHUVHG ZLWKWKH³what if´DQG WKH SRVVLEOHXJO\VFHQDULRV WR PDNHDFKRLFH :H DUH
afraid that the wrong decision will cause a deluge of misery, and we are afraid that not only
will our decision be wrong, but irreparable.
Such fears stem from the decision-PDNHU¶V ODFN RI FRQILGHQFH 2QH RI WKH PRVW
important traits a good decision-maker must have is self-confidence. It is basically an
attitude that allows us to have both a positive and realistic perception of our innate abilities
and us. Self-confidence is characterized by personal attributes like assertiveness,
enthusiasm, independence, optimism, trust, emotional maturity and the ability to handle
criticism.
Confidence is learned, not inherited from equally confident parents. If you lack
confidence in yourself, it may indicate that as a child, you suffered criticism, disapproval, or
an unexplained tragic loss wherein you either blamed yourself or were blamed by others.
The good news is, lack of self-confidence is not inevitably permanent, and the bad news is
that it will be if not addressed.
40
External forces ± culture, gender, family, religion, and society ± are all factors that
influence and contribute to our level of confidence. Confident people have found a sense of
control in their lives, and believe that ± within reason ± they will be able to do what is it
they desire, expect, and plan, no matter the foreseeable and unforeseeable complexities that
may arise from various external forces. They have a deep faith in the future and can
accurately assess their capabilities ± which they rely on when making their decisions.
This faith is guided by more realistic expectations, of course, and even when a few
of their goals are not met, the self-confident person continues to believe in himself and
accepts his current limitation with renewed vigor. The self-confident continues to be
positive ± he knows that things will not always go his way, but he can work on it. Real
confidence requires that you face the risk of failure constantly and deal with it.
A person confident of his mental capabilities and how he envisions the world around him
will have no problem analyzing a situation and coming to a decision ± a decision that he
will abide with for better or worse. With self-confidence, you will choose what you believe
is right, no matter how strong the opposition it meets. One of the reasons people prolong
coming to a decision is for fear of inciting the displeasure of others; when you are confident,
\RXGRQ¶WPLQGKRVWLOLW\± at times, you even welcome it.
Self-confident people know there are always risk and are willing to take them. They are
not afraid of the risks their decisions bring along, and they would go the extra mile to
achieve better things. Self-confident people see the sun behind the clouds, whereas those
with low self-confidence think its night already.
Lastly, decision-makers with self-confidence admit their mistakes ± and learn from them.
There will always be something to be learned, and sometimes, what appears to be a bad
decision may in time prove to be the right one. When that happens, he will simply smile and
go on make another good decision.
41
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We use our conscious mind to process the things we see and feel. It is with our
conscious mind that we make our decisions. In turn the conscious mind also reacts to the
outcome of such decision. Our conscious mind is only part of how we think and decide.
A greater part of our thinking process is affected by our subconscious mind. This is
proven in many studies.
Our subconscious mind takes past life experiences, rooting back as far as childhood,
WR UHVSRQG WR D SUHVHQW VLWXDWLRQ ,W GRHVQ¶W KDYH WKH DELOLW\ WR FRJQLWLYHO\ GLVWLQJXLVK RU
process thoughts, but it can bring about some sort of memory, whether good or bad, which
may affect our judgment of a situation.
In a manner of speaking, the subconscious mind, while less cognitive, is much more
powerful than the conscious mind. It actually takes up 80% of our psychology. And it can
OHDGWRSUHFDULRXVFLUFXPVWDQFHV :KHQ ZH VD\ ³I would like to have a cup of coffee´---
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VXUHLILW¶VJRRGIRUPHWRKDYHDFXSRIFRIIHHZKHQ,QHHGWREHDVOHHSLQWKLUW\PLQXWHV´--
- that is our conscious mind debating with our subconscious.
In this scenario, the outcome could be less than ideal that we may end up suffering
from our decisions. We could actually be staying up all night because we did drink the
coffee. And this is just a simple situation. Some bigger decisions may have a more stringent
outcome. And it can put us in a place where we may have to regret later.The subconscious
mind is rooted in childhood. It is common for many people to have experiences in
childhood which have been rather bad. Things like an abuse, a painful divorce, a traumatic
accident, which we may have consciously forgotten as we grow older, all seep through our
subconscious and in effect, lead to some ill-feeling that will render in our decisions later on
as an adult. This is what people term as habitual thinking, which is about making decisions
based on established norms or thoughts which are not necessarily sound, but is already
mapped out in our psyche.
42
Habitual thinking can stop us from making good decisions, often leading to
consequences we do not welcome; consequences that may lead to our own pain, suffering
and regret. In a grander scope, habitual thinking can bring about feelings of inadequacy,
unworthiness, insecurity lowered morale and self-confidence. In a way, it can imprison us
from moving forward. Thus, even if we want to make things better for ourselves, we are left
powerless because of it. We find less confidence in talking to prospective clients, in
business for example, because at the back of our minds we may have already formed that
idea that we cannot effectively close a deal. We could be less enthusiastic at the prospect of
meeting people or speaking in a crowd, maybe because at one point in our young life, we
were witness to a situation that has traumatized us from doing so and this has been planted
in our subconscious. We may handle failure differently because of these situations.
Fortunately, there is a way to overcome this.
Many people have struggled with feelings of inadequacy and confidence problems
before. But they have successfully found a way to eliminate these problems, removing the
negative habits and going against what is rooted in their minds. The following have been
adapted by people in order to overcome psychological problems that may affect their
feelings of themselves:
)Some go to therapy and counseling. They help by employing tried and tested
methods that would help eliminate these feelings through a series of sessions with
a qualified psychologist or counselor.
)Some read self-help books or media or attend seminars touching on the subject.
)Some discuss the problem with friends and loved-ones who can provide
sympathetic guidance.
)Some attend self-help programs, or self-improvement programs that boost self-
confidence or help channel negative energy into positive ones.
Motivation plays a big role in overcoming the effects of our subconscious to our
whole attitude. It is our motivation, that which comes from within us, which can address
and overcome these feelings of rejection or failure.
43
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In a world full of languages and in a language with a wide expanse of vocabulary,
you can only imagine multifarious words getting interchanged or mistaken for each other's
meaning. The same is true of the words self-esteem and self-confidence.
There have been countless times that these words have been used yet how many
really know what each means? What are actually the differences between these two
concepts? Read on to find out what beliefs you have which are waiting to be corrected.
One of the most common discrepancies of self-esteem and self-confidence is that the
first one is your overall look of yourself, how you give respect to yourself. The second one
is your trust or faith in your own abilities. If direction is to be applied on these definitions, it
is safe to say that self-esteem is about looking inwards, while self-confidence is how you
see outwards. If mental affirmations are involved, self-esteem is saying, "I am good" while
self-confidence is saying to yourself, "I can do this."
'HFRQVWUXFWLQJ \RXU HVWHHP DQG FRQILGHQFH Then again, it's not as
simple as it may seem. Self-esteem has its underlying factors contributing to the sum respect
you give yourself. The same can be said about self-confidence.
Some of the elements contributing to whether you have low or high self-esteem are
your conscience, guilt, and security. This means that it would be awfully challenging for
you to have a good self-esteem if your conscience is nagging you that you are a person with
distorted values.
As for self-confidence, a person may not fully dependent his level of confidence on
the abilities he has. He may find confidence in such external factors as power, money, and
social status. A fine example of this is your confidence rooted in the fact that you are more
financially challenged than most people you know.
44
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If you are the shy type then you can get help from these tips:
1. Efforts on this and look for opportunities in this area. If you know your weaknesses then
try to develop yourself in that area.
2. Get a hobby. A person who develops a hobby can develop self confidence in no time at
all just by knowing that he is good at something.
3. Take note of your achievements. You may think that you are a nobody but make a list of
what you have achieved in the past no matter how little and take it from there.
4. Psyche yourself up! It means hypnotizing yourself into believing that you are good and
you can do anything if you put your mind into it.
5. Never focus on the negative. Learn from your mistakes but do not focus on that. Instead
focus your energies on improving.
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Self-confident persons:
¾Believe in their own abilities, strengths and powers and is not burdened by doubts, and
low self-esteem. But they do not force their beliefs and ideas on others because they are
good and creative in convincing others to their way of thinking. They do not seek the
approval of others.
¾Believe they are special and has a mission in this world. They expect to be treated well
and with respect. They are not afraid or embarrassed to demand for their rights.
¾Are ambitious in a realistic way and are open about their aspirations or goals. They
believe in their plans and are not embarrassed at all to convince others about the benefits
of joining them in reaching the goal. Any failure is considered as a temporary setback or
challenge. A self-confident person loves challenges.
45
¾Are shrewd negotiators and are at ease in achieving their goals by managing other
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¾Are competitive and they love reaching their goals and enjoy the success and staying on
top.
¾Identify themselves with successful, accomplished people. They love reading about and
learning from other's success stories.
¾Dream high and act on them. They are able to visualize themselves as successful,
popular, the best in whatever they do.
¾Accept compliments, praises and admiration with grace.
¾$FFHSWWKHPDVWKH\ DUH7KH\ GRQ¶WIHHOWKH QHHGWR FRQIRUPWRWKH PDMRULW\MXVW WREH
accepted in any group. They are not afraid of disapproval but use criticisms as
constructive feedback.
¾Are open to new ideas and are willing to discuss them even if the new idea is opposed to
their own. They are willing to acknowledge their mistakes and then move on to finish
the job.
¾Have a sense of humor and this could be why they are not weighted down by the
concerns and stress that top ranking people usually have.
¾Hardworking, responsible, dependable and always prepared to do the work at hand in
the best way possible.
46
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Confidence is defined as the faith or trust that people has towards
other people and thing. This confidence that a person might have in
another person is normally beyond his control. To cite an example,
you might be confident in the city police or authorities to protect you,
or might exercise confidence that your favorite team will be the winner
of an important game.
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If you are self-confident, then you are confident in yourself and your abilities. Self-
confidence is simply your faith and trust in your own capabilities. People with ample self-
confidence normally have little or no fear of what lies ahead. If you are self-confident, you
will stand up and fight for what you believe in, and will have the face to confront
challenges. For instance, a self-confident person will easily handle doing a presentation to a
group of listeners. One who has self-confidence is not reckless, brash, or loud about his
confidence. On the other hand, overconfidence is possessing confidence in an unmerited
way; such person believes that he is capable of doing something when he is actually not.
Where there is no presence of anxiety in a person, he will have the tendency to become
reckless because to overconfidence. Life and everything about it, to an overconfident person
appears to be unbelievably rosy and easy. If you are overconfident, you do not see the
necessity of considering every possible result of your action. You seem sure what the
outcome of you actions will be.
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Many of us have the tendency to pretend that we are confident when we are not, to
the point when we appear to be unpleasantly overconfident to others. Remember the saying
³)HLJQVRPHFRQILGHQFHXQWLO\RXPDNHLWEXWQRW WR WKH H[WHnt of irritating or negatively
DIIHFWLQJRWKHUV´RUVRPHWKLQJWRWKLVHIIHFW"7KHNH\LVQRWWRRYHUGR\RXUFRQILGHQFH<RX
should know it yourself if you are already exercising overconfidence. And you definitely
know you are being overconfident by the peoSOH¶VUHDFWLRQZKHQ\RXGHDO ZLWK WKHP<RX
must understand that coming across as an overconfident person will most likely have a
negative effect on the people that you are interacting with. Instead of winning the trust and
confident of other people, you will just turn them off and keep them away, with them
possibly shunning from you for good.
47
Mellow down with your confidence by accepting or recognizing that you have made
a mistake or done something that is inept in your course of interaction with people; surely
you will win their hearts and trust if you are more true to yourself, try to accept your own
errors and even laugh at them and not take yourself and your confidence very seriously.
People can sense if your confidence is fake or you are just overdoing it. It is better if you
exude enough confidence that your people, and you yourself, can handle.
It should be remember that by being overconfident, you definitely would come
across as someone who is egotistical or self-absorbed. Hence, this will make you look
unpleasantly unbecoming to other. Develop the confidence that is more natural and sincere.
Possessing such kind of confidence will make you as a person more likable, approachable
and most importantly, believable.
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Trust yourself and your own abilities. Most people who have doubt about
themselves and their capabilities either lack the necessary confidence or exercise extreme
confidence in order to make up for the lack of trust in themselves. People can sense if you
doubt yourself and just struggling to try to influence them. No amount of overconfidence
can hide or erase this perception of other people about you.
Develop your trust in yourself. It is best to trust your abilities in making smart and
simple decisions and formulating great ideas. Avoid doubting and questioning the decision
that you make. Trusting yourself makes you feel an empowered and self-sufficient person.
True self-trust leads to confidence without overdoing it. Unlike the overconfident person
that you were when you are reckless in your actions and decision just to exude it, you are
now more able to face a person or situation with just the right amount of confidence.
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Is there any research that allows us to differentiate between successful and
unsuccessful cognitive and behavioral patterns as it relates to self confidence? Our research
findings reveal clear differences in attitudes and behaviors between people who have
healthy levels of self confidence and those who suffer from low self image and confidence.
48
People with LOW Self Confidence
Typical
Cognitive
Patterns
Feel unappreciated or not respected by others - often think "I'm not good enough" -
feel self conscious and often inadequate - don't value themselves enough - often
don't feel relaxed and at ease - think they can't trust their own judgments and
decisions - feel that external evidence of self worth can't be trusted - believe they
don't deserve to be happy - suffer from social anxiety - feel uncomfortable in
social situations - feel like a victim of circumstances - feel a lack of purpose -
believe they're different and disconnected - think they have to blame themselves
when things go wrong - may feel emotional turmoil, anxiety and depression ...
Typical
Behavioral
Patterns
Are often uncertain on what to do in the presence of others - criticize themselves or
others - question one's value - often do things to appease others against their
better judgment - take actions to earn the love or approval from others - don't
celebrate or take credit for their successes - place too much focus on themselves -
withdraw from others - avoid public speaking - have difficulty in accepting
compliments - are reluctant to change / take on new challenges - procrastinate
making decisions - put everybody else first - neglect their own needs - brood
about the past and worrying about the future - don't trust others - have difficulty
in saying "no" to others ...
People with HEALTHY Self Confidence
Typical
Cognitive
Patterns
Think they deserve to be treated with respect - believe in their own skills and
abilities - feel good about who they are and their value to society - feel that most
people like them just the way they are - feel that if others can do it, they can do it
too - feel curious to learn about other people's life - feel they're in charge of their
own destiny - feel good about trying out new things - don't let their thoughts be
dependent on other people's opinion or approval - feel driven by purpose - feel
centered - believe in their future and have positive expectations - believe others
want or need to know what they think ...
Typical
Behavioral
Patterns
Are genuinely interested in other people - start conversations easily - empathize
with others - are eager to learn new things - enjoy social interactions - seek
and enjoy the company of others - share ideas and speak in front of others - take
on new challenges - focus and build on their strengths - want to be "where the
action is" - are eager to take on new responsibilities and try out new ideas - make
their opinions known to others - can live "in the moment" without worrying about
the past or future - ensure their needs are known and met ...
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