A STUDY ON ACADEMIC PERFORMANCE, SELF ESTEEM AND

HOPELESSNESS OF HIGHER SECONDARY SCHOOL STUDENTS

(R.Mercinah1, Dr.D.Nirmala2 & R.Akila)
1. Research Scholar, Dept. Of Social Work, Cauvery College for Women, Trichy.
2. Lecturer, Dept. Of Social Work, Cauvery College for Women, Trichy
ABSTRACT
Adolescents in secondary schools are often subjected to a highly stressful
environment, pressure to excel on academic and school performance, pressure to select career
option, parental expectations, choices of subjects and the overall pressure to establish
themselves which sometimes lead to physical, emotional and psychological stress. So this
present study focuses on the academic performance to measure the level of self esteem and
hopelessness and the relationship with school performance and to study the socio economic
condition and school performance of secondary students. This study was conducted at R.S.K.
Higher Secondary School, Trichy. 50 respondents were chosen by applying simple random
sampling method. Descriptive research design was used. The first part of questionnaire
contained personal data followed by the data regarding academic performance, Mackinnons
Self esteem scale (1981) and Becks Hopelessness scale (1974). Statistical tests like Chisquare test and t-test was applied to test the hypothesis and to analyse the data. The study
revealed that more than half (64%) of the respondents belonged to the age group of 16 years,
majority (84%) of the respondents were from nuclear families half (56%) of the respondents
had high level of self esteem, one fifth (20%) had average level of self esteem half (56%) of
the respondents had high level of hopelessness and more than one fifth (28%) had low level
of hopelessness. Suitable measures were also made to improve the academic performance,
self esteem and to reduce the feeling of hopelessness among the school students.
Key words: Adolescents, school performance, self esteem, hopelessness, school students.
INTRODUCTION:
After independence, the pattern of the higher secondary education in India was
influenced by the recommendations of University Education Commission, which regarded
higher secondary education as very important, because it was the foundation of University
Education. Secondary Education Commission made valuable suggestions for the
improvement and re-organization of secondary education and recommended the
diversification of courses to meet varying aptitudes, interests and talents of the learners.
Adolescence is a concept encompassing physical and emotional stages of transition from
childhood to adulthood. Adolescents (85% of whom live in developing countries) make up
about 20% of the worlds population. Four out of five live in developing countries. In India
they account for 22.8% of the population this implies that about 230 million Indians were
adolescents in the age group of 10-19 years. With the dramatic physical changes and
development, adolescents worldwide find themselves in a situation characterized by an
uncertain status and events might affect their concept of their own. Adolescence, being the

stage of turmoil, is one of the periods in life of children, when self esteem increases and is
highly influenced by the environment. Using terms like school failure or academic
performance continues to be problematic since both concepts are controversial. The
relationship established between the two has led to numerous criticisms and to adopting
different approaches to address the issue. On one hand, an assessment of school failure, even
its very name, has strong negative connotations and there are broad-based problems in
drawing the borderline conceptually between failure and success (Marchesi & Hernandez,
2003).
Hope is defined in The American Heritage College Dictionary (3rd Ed.) (1993) as
both a noun and a verb as follows: to wish for something with expectation of its fulfilment; to
have confidence, trust (noted as an archaic definition); to look forward to with confidence or
expectation; to expect and desire; and a trust or reason for hope. The word optimism does not
appear as a synonym. The definition of optimism, on the other hand, includes the following
reference to hope: a tendency to expect the best possible outcome or dwell on the most
hopeful aspects of a situation. Authorities have been suggesting for many years that a positive
mindset is powerful medicine in the battle against serious disease, and there is now a growing
body of statistical evidence to support this assumption (Look at the Bright Side, 2000).
Researchers at Mayo Clinic in Rochester, Minnesota, recently completed a follow-up survey
on patients who had been classified 30 years earlier as either optimists or pessimists.
Comparing the patients expected and actual survival rates, the researchers found that the
optimistic groups survival rate was significantly better than expected. Further, they found a
19-percent increase in risk of death among the pessimistic group. As self-aware and selfreflective creatures, many people intuitively recognize the importance of self-esteem. Not
surprisingly, a great deal of psychological theorizing has focused on the motivation to protect
and, if possible, enhance self-esteem. Research is showing that even psychodynamic defence
mechanisms, which Freud originally understood as ways of keeping threatening sexual and
aggressive impulses at bay, serve as strategies to bolster self-esteem (for a review, see
Baumeister, Dale, & Sommer, 1998).
Review of literature:
According to Holly (1987), self-esteem is influenced by culture, child rearing
practices, achievement-related attributions and interactions with parents and teachers.
Most research on self-esteem development has focused on the transition from
childhood to adolescence (Demo, 1992). Several studies have found declines in self-esteem
during this transition (Eccles et al., 1989; Engel, 1959; Marsh, Parker, & Barnes, 1985; Piers
& Harris, 1964; Rosenberg, 1986; Savin-Williams & Demo, 1984; Simmons, Rosenberg, &
Rosenberg, 1973). Although this decline is frequently cited in summaries of the research
literature (e.g., Brown, 1998; Harter, 1993, 1998), a few studies have failed to replicate this
finding (e.g., Blyth, Simmons, & Bush, 1978; Hirsch & Rapkin, 1987; Nottelmann, 1987).
Research on self-esteem development following the adolescent transition provides an even
more confusing picture. Some studies report a rise in self-esteem during adolescence (Marsh,
1989; McCarthy & Hoge, 1982; Mullis et al., 1992; OMalley & Bachman, 1983; Prawat,
Jones, & Hampton, 1979; Roeser & Eccles, 1998), others report no change (Chubb et al.,
1997), and still others report declines (Keltikangas-Jarvinen, 1990; Zimmerman et al., 1997).
Some of these inconsistencies may be due to gender differences that are believed to emerge at

this age, specifically the tendency for boys to have higher self-esteem than girls (Block &
Robins, 1993; Kling, Hyde, Showers, & Buswell, 1999; Major, Barr, Zubek, & Babey, 1999).
Anita Mary.A. (2005) studied the Self esteem, assertiveness and social adjustment
among adolescent school students. She applied Rosenbergs self esteem scale (1965 ) to
measure self esteem of the adolescents. The study revealed that self esteem was higher in the
age group of 16-18 years old than other age group.
Hopelessness is an important construct developed by Abramson and colleagues, and
has been associated with internalizing disorders. Although there is no specific mental
disorder that is comparable to this construct, it is important to note that this construct has
been linked to the core characteristics of depression. Previous research has indicated that
hopelessness is a powerful predictor of adolescent suicidal ideation (Beck, Steer, Kovacs &
Garrison, 1985). Previous studies (Beck et al., 1985; Swedo, Rettew, Kuppenheimer, Lum,
Dolan & Goldberger, 1991) have indicated that hopelessness may be a stronger predictor of
suicidal ideation then depression. Using the Beck Depression Inventory (BDI) and the
hopelessness Scale, Beck et al. (1985) found that depression severity did not discriminate
between those who actually committed suicide compared to the rest of suicidal ideators,
although higher Hopelessness Scale scores did. Surprisingly, hopelessness was also a better
predictor of suicidal risk than direct measures of suicidal intent. Similarly, Swedo et al.
(1991) found that hopelessness discriminated between those at risk for suicide and suicide
attempters. Hopelessness Scale scores for the suicide attempters was almost twice as high as
those for risk adolescents, and four times higher than those for the control group. Suicidal
ideation and suicidal behaviour have increased in the adolescent population at an alarming
rate over the past 50 years, the importance of understanding hopelessness and its prediction
of suicidal attempt is evident (Statistics Canada, 2002).
RESEARCH METHODOLOGY:
STATEMENT OF THE PROBLEM:
The problem that the study focuses on is the school performance of adolescent boys
and girls in Higher Secondary School; and the two factors that influence their performance in
school are self-esteem and Hopelessness (Pessimism).
SIGNIFICANCE OF THE STUDY:
Even controversial research finders have come to a consensus that adolescent period
in youth is dangerous in the sense that he/she may be induced to wrongly streamline his/her
life. Sigmund Freuds confidence of making one a rowdy or a doctor strongly comes true in
this view. It is in this period one knowingly or unknowingly selects life career. Adolescents
in secondary schools are often subjected to a highly stressful environment, pressure to excel
on academic and school performance pressure to select career option, parental expectations,
choice of subjects and the overall pressure to establish a niche for them sometimes leads to
physical, emotional and psychological stress. In this highly volatile age, the behaviour pattern
and the reaction of adolescents to the demanding and stressful atmosphere, has a lot to do
with the adolescents personality. Proper and constructive counselling is inevitably essential

to lessen unnecessary emotional constraints.So this study is an attempt to identify the

academic performance, self esteem and hopelessness of the respondents.
MATERIALS AND METHODS:
This study was conducted at R.S.K. Higher Secondary School, Trichy. Samples of 50
students were chosen for the study using simple random sampling by adopting lottery
method. The researcher has used descriptive research design. The questionnaire which
contained information blanks related to socio-demographic and study related factors also
included Mackinnons self-esteem scale (1981) and Becks Hopelessness scale (1974) was
used. The objectives of this study are: To study the socio demographic characteristics of the
respondents, to measure the level of self-esteem and hopelessness (pessimism) of the
secondary school adolescents and their relationship with school performance, to compare and
contrast the school performance of boys and girls and their relationship with the two
personality components of self-esteem and hopelessness, to assess the relationship between
the study habits and study involvement of adolescents and their school performance.
HYPOTHESIS:
1. There is a significant correlation between family income and hopelessness.
2. There is a significant correlation between family income and self-esteem.
3. There is a significant correlation between hopelessness and self-esteem.
4. There is a significant correlation between school performance and self-esteem.
5. There is a significant correlation between school performance and
hopelessness.
6. There is significant association between mothers occupation and rank of the
student.
RESULTS AND DISCUSSION:
Socio demographic characteristics of the respondents:
With regard to age it is found that 64% of the respondents belong to the age group of
16 years and 34% of the respondents belong to the age group of 15 years and 2% of the
respondents belong to the age group of 17 years. Regarding gender distribution it is found
that 60% of the respondents are males and 40% of the respondents are females. It is found
from the above table that majority (64%) of the respondents fathers belong to public sector,
16% belong to private sector, 2% are self employed and 18% belong to other categories. It is
found from the above table that majority (74%) of the respondents mothers are unemployed
and 26% of the respondents mothers are employed. It is found from the above table that
majority (64%) of the respondents are born with one sibling, 22% of them are born with two
siblings, 2% of them are born with three siblings, 4% of them are singles. Regarding the total
family income it is found that less than half (46%) of the respondents are getting income from

20,000 to one lakh and 32% of them are getting income between 1 lakh and 1,50,000 and
22% of them are getting income from 1,50,000 and 2,80,000. It is found from the above table
that half of the respondents (50%) hail from urban areas 34% of the respondents hail from
rural areas and 16% of them hail from semi urban areas. Regarding the type of the family
82% of the respondents are from nuclear family and 18% of them are from joint family.
Study pattern of the respondents:
From the above table is found out that the majority (62%) of the respondents spend
time for studying from 2-5 hours and 26% of the respondents spend from 1-2 hours and 12%
of the respondents spend 5-8 hours. Regarding the time of revision it is found out that 32% of
the respondents make revision the next day, 28% of them revise just before exams, 16% of
them revise a week later, 14% of them revise two days later, 2% of them revise one hour after
studying and 8% of them do not revise at all. Regarding the frequency of revision it is found
out that more than half (52%) of the respondents revise twice, 22% of them revise once, 14%
of them revise thrice, 2% of them revise more than three times and 6% of them do not revise
at all. Regarding the ability to concentrate during study-time it is found out that more than
half (54%) of the respondents are able to concentrate for an hour, 26% of them are able to
concentrate for half an hour, 16% of them are able to concentrate for two hours and 4% of
them are able to concentrate for more than two hours. It is found out from the above table that
less than half (48%) of the respondents possess the habit of note taking while studying and
42% of them do not take notes while studying. It is found out that nearly half (48%) of the
respondents refer guide books, 20% of them make use of libraries, 4% of them use internet
facilities and 18% of them do not refer at all. Regarding the method of study, 12% of the
respondents understand the lessons and prepare their own notes, 4% of them mug up and less
than half (44%) of the respondents follow a mixture of both methods.

TABLE-1
Distribution according to academic performance in school
NO. OF
RESPONDENTS

PERCENTAGE

Marked change

45

90%

No change

10%

Improvement of performance

35

72%

Decline in performance

18%

S.NO

PARTICULARS

1.

Change in performance

2.

Type of change

No change in performance
3.

4.

10%

3-13

25

50%

14-24

14

28%

25-35

11

22%

52-62

18%

63-73

10

20%

74-84

24

48%

85-95

14%

Rank in the last terminal exam

% in the last terminal exam

From the above table it is found out that a majority (90%) of the respondents show
marked change in their performance and a very few (10%) of them show no change in their
performance. Regarding the type of change it is found that a majority (72%) of the
respondents have improved in their performance, 18% of them have declined in their
performance and very few (10%) of them are constant in their performance. Regarding the
rank in the last terminal exam it is found that half( 50%) of the respondents are getting ranks
between 3 to 13, and 28% of them are getting between 14-24, and 22% of them are getting
between 25-30. Regarding the percentage in the last terminal exams it is found out that 48%
of the respondents are getting from 74-84, 20% of them are getting from 63-73, 18% of them
are getting from 52-62 and 14% are getting from 85-95.

TABLE-2
Profile of respondents according to non-academic activities in school
NO. OF
RESPONDENTS

PERCENTAGE

Yes

18%

No

41

82%

S.NO

PARTICULARS

1.

Membership in any organisation

2.

Office-bearer ship in
organisation

3.

4.

5.

Yes

14%

No

43

86%

Yes

37

74%

No

13

26%

Academic distinctions

16%

Fine arts cultural activities

17

34%

Lit events

4%

Sports

10

20%

Nil

13

26%

Sports

21

42%

Fine arts cultural activities

19

38%

Lit events

10

20%

Yes

6%

no

47

99%

Won prizes

Prizes won for

Participation in co-curricular
activities

6.

Membership in religious
organisations

From the above table it is found that majority (82%) of the respondents are not
members of any organisation and 18%of them hold membership in organisations. Regarding
office-bearer ship in any organisation it is found out that a majority (86%) of the respondents
do not hold office -bearing and 14% of them hold office- bearing. From the above table it is
found out that a majority (74%) of them have won prizes and 26% of them have not won
prizes. Regarding the prizes won, it is found out that 34% of the respondents have won for
fine arts and cultural activities, 20% have won for sports, 16% have won for academic
distinctions, 4% have won for literary events, and 26% have not won prizes. Regarding the
co-curricular activities it is found out less than half (42%) of the respondents have

participated in fine arts and cultural activities and 20% of them have participated in literary
activities. From the above table it is found that a majority (99%) of the respondents do not
hold membership in any religious organisation and a very few (3%) of them hold membership
in religious organisations.
TABLE-3
Distribution according to level of Self-esteem & Hopelessness
NO. OF
RESPONDENTS

PERCENTAGE

Average

10

20%

High

28

56%

Very high

12

24%

Low (pessimism)

14

28%

Moderate (pessimism)

28

56%

high(pessimism)

16%

S.NO

PARTICULARS

1.

Self-esteem

2.

Hopelessness

With regard to self-esteem it is evident that one fifth (20%) of the respondents possess
average level of self esteem, more than one fifth (28%) of the respondents possess low selfesteem.
TABLE-4
Karl Pearsons co-efficient of correlation between Hopelessness & Self-esteem
PERSONALITY
TRAITS

CORRELATION
CO-EFFICIENT

ASSOCIATION

SIGNIFICANCE
LEVEL

Family income
& hopelessness

-0.41

Negative moderate

P<0.01
significant

Family income
& self-esteem

0.45

Positive moderate

P<0.01
significant

Hopelessness &
self-esteem

-0.41

Negative moderate

P<0.01
significant

The above table reveals that there is a significant relationship between self-esteem &
hopelessness and income of the respondents. This means the income of the respondents has a
definite influence on hopelessness. There exists a significant relationship between the income
of the respondents and the self-esteem. This means the income has a definite influence on
self-esteem of the respondents. The table also reveals that there is a significant relationship
between self-esteem and hopelessness.
TABLE-5
Karl Pearsons co-efficient of correlation between School performance (rank & Percentage)
and Self-esteem
ACADEMIC
INDICATORS

CORRELATION
CO-EFFICIENT

ASSOCIATION

SIGNIFICANT
LEVEL

Rank

-0.356

Negative moderate

P<0.01
significant

percentage

0.431

Positive moderate

P<0.01
significant

From the above table, it is inferred that there exists a significant relationship between
school performance with regard to Rank & Percentage and self-esteem of the respondents.
The statistical test used was Karl Pearsons Co-efficient of Correlation
TABLE-6
Karl Pearsons co-efficient of correlation between School performance (rank & Percentage)
and Hopelessness
ACADEMIC
INDICATORS

CORRELATION
CO-EFFICIENT

ASSOCIATION

SIGNIFICANT
LEVEL

Rank

-0.401

Negative moderate

P<0.05
significant

percentage

-0.458

negative moderate

P<0.05
significant

It is inferred from the above table that there is significant relationship between school
performance and hopelessness of the respondents.

TABLE-7
Association between mothers occupation & rank
MOTHERS
OCCUPATION

(0-8)

(9-15)

(16-23)

(24-35)

STATISTICAL
INFERENCE

Employed

X2=0.932

10

P<0.05
Not significant
df=3

Not-employed

The chi-square test applied for the above table proves that there is no significant
association between the mothers occupation and the rank of the respondents.
TABLE-8
Association between Mothers occupation & percentage
MOTHERS
OCCUPATION

52-67%

68-75%

76-88%

STATISTICAL
INFERENCE

Employed

X2=0.932

15

P<0.05
Not significant
d.f=2

Not-employed
9

13

Chi-square test proves that there is no significant association between the mothers
occupation and percentage secured by the respondents.
MAJOR FINDINGS:
a) More than half (64%) of the respondents were 16 years old
b) More than half (60%) of the respondents were boys.
c) More than one fifth (28%) of the respondents mothers were employed.
d) A vast majority (82%) of the respondents belonged to nuclear family.
e) One fifth (20%) of the respondents had average level of self esteem
f) More than one fifth (28%) of the respondents had low level of hopelessness.
FINDINGS RELATED TO HYPOTHESIS:

a) There is a significant relationship between self-esteem & hopelessness and income of the
respondents
b) There is a significant relationship between school performance with regard to Rank &
Percentage and self-esteem of the respondents
c) There is a significant relationship between school performance and hopelessness of the
respondents.
d) There is no significant association between the mothers occupation and the rank of the
respondents.
e) There is no significant association between the mothers occupation and percentage
secured by the respondents.
SUGGESTIONS/RECOMMENDATIONS:

Counsellors could be appointed for helping the students to cope up with their
academic and psychological problems. These counsellors must have specialised in
the field of psychological applications. This suggestion is applicable to all the
schools in the world.

Each school should have a school counsellor/social worker as life skills educator.
Because, imbibing the life skills could reduce hopelessness and develop self
esteem.

Group work can be applied to intervene with the group of adolescent students who
have low self esteem and hopelessness. Recreational groups and educational
groups can be formed to resolve these problems.

Organising family counselling with the parents could improve the parent-child
relationship which may develop and strengthen the level of self esteem.

The social worker could perform the role of case worker, behaviour specialist,
advocate, mental health consultant to intervene hopelessness, self esteem and
other psychological problems.

The counsellors should be the citizens of the country in which they are to work so
that they would have been accustomed to the culture of the country, the
temperament of the people and their national curriculums.

Parent-teachers meet should be conducted whenever needed with the counsellor as

the chair person.

The students should be motivated to participate in the competitions inside and

outside the school to bring out their potentialities.

Individual development courses by the scholars and experts from outside should
be invited. It could improve their self esteem.

Concentration on mending and improving the self-esteem in adolescents should be

constructive in any aspect.

Hopelessness should be eradicated by encouraging the adolescents to be

optimistic.

The social workers can organise brainstorming sessions to the teachers on

curriculum development with an overall emphasis on human relations. Because
while working with the student community human touch could play a vital role in
the personality of the students.

CONCLUSION:
Thus the study reveals that both boys and girls are equal in their competence and
achievements. Even though a majority of the respondents are confident of getting into their
stream of choice, a very few respondents are confused and vague with regard to their career
options. So all they need is career guidance, continuous motivation, care and support from
both the parents and the teachers. Thus it will help them to increase their self-esteem and
confidence to win the life!
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