Self-esteem and Academic Achievement

The purpose of this present study was to examine several empirical studies in the relation to a set of self-esteem variables (ethnic identity, acculturation, and language) and academic achievement of adolescents and emerging adulthood from mainstream United States and three diverse ethnic groups (South Koreans, African Americans and Latinos). The findings and implications of the study including recommendations for future research in this area are discussed.

Self-Esteem and Academic Achievement

Research shows that academic performance influences a person's self-esteem, but it is still debatable whether self-esteem along with ethnic identity, acculturation and language influence academic achievement (Cavazos-Rehg & DeLucia-Waack, 2009). The National Association for Self-esteem states that self-esteem is a highly desirable quality because it is a central psychological source of positive behavior. That is, positive behavior is a result of high self-esteem (Baumeister, Campbell, Krueger, & Vohs, 2003).

Self-esteem is commonly regarded as the positive or negative attitude a person has towards the concept of the self (Rosenberg, 1979). One of the most common ways to measure the self-esteem is the Rosenberg (1979) Self-esteem Scale (RSES). The RSES is a well-established measure with high reliability and validity, which measures self-esteem on the basis of variables such as ethnic identity, acculturation and language. In general, the higher the degree of ethnic identity, acculturation and language fluency the higher the self-esteem a person will obtain (Cavazos-Rehg & DeLucia-Waack, 2009).

Ethnic identity is defined on the “magnitude to which an individual appreciates and actively engages in his or her own cultural values, traditions, b...

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