Effectiveness of Self-Esteem Based Interventions to Enhance Self Esteem and Academic Achievement among Undergraduate Students

Abstract

Self-esteem plays a vital role as a contributor for achievement. This study is proposed to examine the effects of self-esteem interventions towards academic achievement. Research was conducted with Pretest-posttest of quasi-experimental design. Three groups from undergraduate psychology program (n=90), (male=12, female=78), (age 22-25) were selected with convenient sampling method. The Rosenberg self-esteem (Rosenberg 1965) scale was used to assess self-esteem, and grades were collected from academic division after the completion of academic semester. Students were divided in three groups’ intervention group (n=30), placebo group (n=30) and control group (n=30). All groups received different treatment based on group plan, per week 45 minutes, for 12 weeks.  Intervention group received self-esteem interventions, and placebo group were provided with some material related to self-esteem, control group received only sessions for discussion related to their activities per week. Results of One way MANOVA analysis revealed that there was significant variation (* p < 0.05) of self-esteem score between the results of three groups, the intervention group self-esteem was significantly higher than the placebo and control group. There was significant difference in scores of higher academic achievement among intervention group. Study concluded that student’s academic achievements were increased with increased level of self-esteem. Self-esteem interventions are effective for further the better implication and outcome in education.