A STUDY OF SELF-ESTEEM AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS IN URBAN AND RURAL AREA

A STUDY OF SELF-ESTEEM AND ACADEMIC ACHIEVEMENT OF
ADOLESCENTS IN URBAN AND RURAL AREA
Asmaa Afiqah Binti Mamat
Bachelor of Science with Honours
(Cognitive Science)
2015

UNIVERSITI MALAYSIA SARAWAK
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DEVELOPMENT, hereby declare that the work entitled,A STUDY OF SELF-ESTEEM AND
ACADEMIC ACHIEVEMENT OF ADOLESCENTS IN URBAN AND RURAL AREA is my original
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11JANUARY2016
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ESTEEM AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS IN URBAN AND RURAL
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11 JANUARY 2016
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A STUDY OF SELF-ESTEEM AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS IN
URBAN AND RURAL AREA
ASMAA AFIQAH BINTI MAMAT
This project is submitted
in partial fulfilment of the requirements for a
Bachelor of Science with Honours
(Cognitive Science)
Faculty of Cognitive Sciences and Human Development
UNIVERSITI MALAYSIA SARAWAK
(2016)

ii
The project entitled ‘A Study of Self-Esteem And Academic Achievement of Adolescents In
Urban And Rural Area’ was prepared by Asmaa Afiqah Bt Mamat and submitted to the
Faculty of Cognitive Sciences and Human Development in partial fulfillment of the
requirements for a Bachelor of Science with Honours (Cognitive Sciences)
Received for examination by:
-----------------------------------
(PUAN KARTINI BT ABDUL GHANI)
Date:
11th January 2016
-----------------------------------
Grade
A

iii
DEDICATION
The completion of my degree has been an extensive yet fulfilling journey that would not
have been possible without the aid and support of some very important individuals. Words
alone cannot express the gratitude i feel for my supervisor, Mdm Kartini Bt Abdul Ghani.
Thank you for your constant support, encouragement, and inspiration towards this journey.
This work is dedicated to my father, Mamat Bin Yaacob and my mother, Fauziah Binti Mat
Yaman who offered me unending support and encouragement throughout the entirely of my
educational journey. My parents has instilled in me a love of education, the value of hard
work, and a dedication to the completion of my goals.
This dissertation is also dedicated to my supportive family and friends who have been there
for me during this entire process. I would like to thank my friend, Aiman Haziq Draman who
believed in me and appreciated my hard work and preseverance. There is no way that this
accomplishment could have been realized without the endless motivation from my family and
you.
Above all, I could not have achieved this academic milestone without Allah S.W.T will
and the love from my family and friends. I know I would not be at this point in my education
without His Mercy. The prayers of my family and friends gave me strength during the
moments when my confidence faltered.
Thank you.

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TABLE OF CONTENT
DEDICATION.....................................................................................................................iii
TABLE OF CONTENT.......................................................................................................iv
LIST OF TABLES...............................................................................................................v
LIST OF FIGURES.............................................................................................................vi
LIST OF APPENDIX.........................................................................................................vi
ABSTRACT.......................................................................................................................vii
CHAPTER 1: INTRODUCTION.......................................................................................1
CHAPTER 2: LITERATURE REVIEW............................................................................10
CHAPTER 3: METHODOLOGY......................................................................................19
CHAPTER 4: RESULTS....................................................................................................26
CHAPTER 5: DISCUSSION, RECOMMENDATIONS AND CONCLUSION...............33
REFERENCES...................................................................................................................37
APPENDIX.........................................................................................................................40

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LIST OF TABLES
TABLE 1: Grade Point Average............................................................................................21
TABLE 2: Parts of Rosenberg self–esteem questionnaire....................................................22
TABLE 3: Frequency and percentage of demographic profile..............................................28
TABLE 4:Pearson correlation between self – esteem and academic achievement...............29
TABLE 5:Independent T-test result between self-esteem of students from urban and rural
area.........................................................................................................................30
TABLE 6:Independent T- test result between students from urban and rural areas............. 31
TABLE 7: The hypothesis and its corresponding test............................................................32

vi
LIST OF FIGURES
1. Conceptual Framework.............................................................................................6
APPENDIX
Appendix A : Permission Letter
Appendix B : Agreement Letter
Appendix C : Research Questions

vii
ABSTRACT
The objective of this researchis to study the relationship between self-esteem and academic
achievement of adolescents from urban and rural areas. The population of students involved is
secondary students from urban and rural areas. A total of 100 respondents participated in this
study consist of students from Form 1 to Form 5. This study is a quantitative study where
survey was based on questionnaires which were distributed as a research instrument.Data
were analyzed using Pearson Correlation to find the relationship and Independent T-test to
find the differences. Results of the study found that self-esteem affects student's academic
achievement of adolescents from urban and rural areas.
Keywords: academic achievement, self-esteem, social cultural environment, body image

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CHAPTER 1
INTRODUCTION
Introduction of the Study
This research is conducted to investigate the self–esteem and academic achievement of
adolescents in urban and rural areas. Self–esteem can be defined as how an individual self
evaluate toward themselves and whether they perceived the self evaluation in a positively or
negatively manner (Baron & Byrne, 1991). Self-esteem is very important because it can affect
a person to achieve their goals and have major influence in someone decision making. People
with high self–esteem know their full potential. In other words, those who have high self-
esteem are highly motivate and believe in themself to achieve something for example they
accept new challenges and criticism in positive way. In contrast, those who have low self-
esteem do not feel they are worth, and easily discouraged. Although they have desire to
achieve the same goals as those who have high self-esteem, but they lack in self-motivation
and confidence. From the context of the children, if they have high self-esteem and know that
they are valuable they will know how to love and appreciate themselves. Also, they are able
to evaluate and make decisions that can improve their self-worth positively. Previous research
has been carry out to study the self–esteem and academic achievement of urban and rural
adolescent at Varanasi District (Srivastava, October 2009). Variables such as gender, parents
education level, body image, and socio culture environment is used.

2
Background of Study
Self–esteem is the most common research concepts in social psychology (Baumeister,
1993; Wells & Marwell, 1976; Wylie, 1979). United states have developed one program to
help boost self–esteem among students and decrease school dropout, pregnancy among
teenager and alcohol and drugs abuse (Dawes, 1994; McElherner & Lisovski, 1998; Mecca,
Smelser & Vasconcellos, 1989; Seligman, 1998). Researcher have define self–esteem as
cause of evil and good (Manning, Bear & Minke, 2006) and some think that it may associated
with depression, anxiety, motivation and satisfaction and people with low self–esteem will be
more dependent towards parents and have low academic achievement.
Self–esteem is an important and influence topic in American school as the psychologist
believe that increase self–esteem will help improvement in academic performance and people
with high self–esteem have higher aspiration and brave to face failure (Baumeister, May
2003). Since learning involves acquiring information and skills, self–esteem can helps a
person to know ones capability and encourages them to take new challenges and handle critics
easily.
Academic achievement is important to measure students performance whether it bring
negative or positive effects to them and in what ways that leads them to have higher
achievement. Important aspect such as motivation to motivate students and enhance positive
evaluation often been forgotten by reseacher in school achievement (Skaalvik, 1983) though
there are studies that reveal the significance differences in self–esteem for students who suffer
from low academic achievement compared to those who do not (Robinson & Tayler, 1986,
1991; Correia, 1991; Senos, 1996; Alves-Martins, 1998; Peixoto, 1998).
Nowadays, various beauty products have been introduced throughout the country including
Malaysia to attract people to become more beautiful and manufacturers of products will

3
convince people to buy their products as the product could raise the level of confidence to
the outside world. For example whitening products that can whiten themselves within a
week can encourage people to buy the products because they believe they can be flawless
in a week. Therefore in this study the question of self-esteem has been added to the student
body image questions about their assessment of themselves, Body image variable such as
shape, body weight and height is measured. Some women diet to look pretty and increase
their self confidence (Parker, Nichter‚ Vuckovic ‚ Sims‚ & Ritenbaugh, 1995). The trends
have been popular enough as cultural norms says that people who eat less have feminine
look (Chaiken & Pline‚ 1987) and more attractive if they petite and delicate (Freedman,
1984). Also, socio-cultural environment is used as variable since there is previous study
shown that different students from different environment such as rural and urban areas
have different academic achievement (Joshi, 1987) and students who came from rural area
have significantly higher level of academic performance (Singh, 1970).

4
Problem Statement
Academic achievement is used to measure the potential and abilities of students in
learning. Therefore, good academic results are calculated as a success for students however to
achieving the level, student must put high efforts in other words putting pressure on to them.
According to the Good (1973), academic and skill achievement in school is judged by how
students answer exam questions and marks receive after assessed by their teachers based on
examination they have sit.
This study was carried out to investigate the self-esteem and academic achievement of
school youth in urban and rural areas and also to investigate if there is a difference between
self-esteem of rural and urban students because some studies claim that there are difference
in socio-cultural environment associated with low levels of aspiration, deficiency language,
occupation and social minimal adjustment. Dubois (2002) considers the environment as an
important in shaping the self-esteem of adolescents because this is the best time for them to
learn and as a first step for them to build self-confidence.
Past research has found differences in environment as is mention to be an important
elements in improving the self-esteem of adolescents because students from rural area rural
tends to receive less exposure in terms of education and more isolated in terms of facilities
(Apostal & Tilden, 1991; Markström, Marshall & Tryon, 2000; Hurray & Keller, 1991).
Past research has also found that female are better than male in academic achievement and
is supported by Dornbusch et al., (1987), which found that female have better academic
achievements than male because they are more serious involves in their studies to get good
exam scores than male (Tinku & Biswas, 1994).

5
Research Objectives
General Objectives
Our main objective is to find out whether self–esteem has any influence on academic
achievement of adolescents in urban and rural areas.
Specific Objectives
1. To study the relationship between self–esteem and students academic achievement.
2. To study the difference between self–esteem of students from rural and urban area.
3. To study the difference between academic achievement of students from rural and
urban area.
Hypothesis
The following hypotheses are generated based on the research objectives:
1. There is no significant relationship between self–esteem with student academic
achievement.
2. There is no significant difference between self-esteem of students from rural and
urban area.
3. There is no significant difference between academic achievement of students from
rural and urban area.

6
Conceptual Framework
Figure 1 : Conceptual framework
 Self – esteem
 Body image
Student academic
achievement
 Socio cultural
environment
I. Urban
II. rural

7
Definition of Terms
The terms used in this study are define conceptually and then followed by their operational
definition in that order.
Self-Esteem
I. Conceptual definition:
Self–esteem is how we evaluate ourselves either a positive or negative evaluation of
the self (Smith and Mackie).
II. Operant definition:
In this study, self–esteem refer to how a person evaluate themselves and how they
identify their confident and feeling which leads them to positive and negative self-
esteem.
Body Image
Body image refer to how a person feels about the aesthetics or sexual attractiveness of
their own body, which may be forced onto them by others or social media.
(www.merriam - webster.com)

8
In this study, body image refers to how a person evaluates their physical appearance
without the views of others. It includes an assessment of body weight, body shape and
physical appearance either attractive or unattractive.
Socio Cultural–Environment
Physical or social setting where people live.
In this study, socio cultural environment refers where people live and place where they
learn either urban or rural area.
Parents Education Level
Education refers to the act of acquiring knowledge consistently from childhood to
adulthood and the highest level of schooling that a person reaches.
The level of schooling the respondent parents have reached.

9
Significant of Study
This research is important to explore the relationship between self–esteem and academic
performance of adolescents in urban and rural areas. There are many studied conducted to
examine the relationship between self–esteem and undergraduate students but not adolescents
of urban and rural areas. Besides, this study helps to identify the self–esteem of adolescents
and does positive and negative self–esteem give any impact to academic performance and
improving the acknowledgement of students regarding self–esteem.

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CHAPTER 2
LITERATURE REVIEW
Introduction
This chapter discusses previous studies related to self-esteem and academic achievement in
details. This chapter will also discuss the theories of self–esteem, the Rosenberg Self-Esteem
Scale (RSE) and the Coopersmith Self–Esteem Inventory (Coopersmith, 1987). To clarify the
study, we will start with the clarification of the model and literature review of the variables
itself.
Model Of Self – Esteem
Self - Esteem
Self–esteem has become a very important topic and researcher have been recently
questioned the importance of the self – esteem and how people strive to get high and low self–
esteem. There are many books publish to increase self-esteem and how to raise children with

11
high–esteem (Benson, Galbraith, & Espeland, 1998; Glennon,1999; Miller, 2001) to educate
people about the importance of self–esteem.
The researcher has defined self–esteem as cause to evil and good, depend on the balance of
the self-esteem itself either high or low (Manning, Bear & Minke, 2006). Self–esteem have
strong relation with happiness and low self-esteem will lead to depression (Baumeister,2003).
Children with low self-esteem seem to be more dependent on their parents and have lower
academic achievement (Srivastava, October 2009) but does not prevent children with higher
self-esteem to be involved with social problem such as drinking and taking drugs
(Baumeister, 2003). In general, self-esteem refers to how an individual value oneself based on
feelings and self–evaluation thought (Robin et al, 2001; Baccus et al, 2003; Frost &
McKelvie, 2005; Robert 2010).
In academic achievement, self-esteem is considered in helping students view the capability to
promote themselves through effort and goals. Common research has prove that the best way
to enhance students achievement is through improving self–esteem (Rubie et al, 2004).
Theories Of Self-Esteem
The well-known psychologist in self–esteem is Rosenberg (1965) who define self–esteem
as pleasant or unpleasant attitude toward the self. According to Branden (1969) self-esteem is
how a person judges himself/herself, feelings and an emotion. How self-evaluation affects the
5 keys to behavior, the thinking process, desires, emotions, values and goals. Branden wrote a
book in 1994 The Six Pillars Of Self-Esteem and state that there are six pillars of self-esteem
which have formed the foundations of:
• The practice of living consciously
• The practice of self – acceptance

12
• The practice of self-responsibility
• The practice of self-assertiveness
• The practice of living purposefully
• The practice of personal integrity
In Principles Of Psychology, James (1983) define self–esteem as a sum of individual
success after divide what they think they want to achieve and to increase the self-esteem,
individual needs to achieve great success and maintain it by avoiding failures.
According to Coopersmith self–esteem is an integration process where individual become
a member of the group and share ideas and attitudes know as the mirror image. Also,
Coopersmith (1967) suggest that there are four factors which are important in development of
self-esteem:
• Treatment and acceptance receive from others
• Individual past successes
• Values and aspiration that modify and interpret experiences
• Individual responds to devaluation
Self-esteem is known as self-protection where loss of self-esteem can lead to distress and
anxiety can also minimize self-esteem. Surrounding play an important role as people that
surround an individual have the direct relationship with self-esteem development (Diaz,1984).

13
The Rosenberg Self – Esteem Scale
The Rosenberg self–esteem scale were used to measure global self–esteem and was first
introduced in 1960 for high school juniors from 10 random schools in New York using
Guttman scale and Guttman scale is now commonly known as Likert scale. Global self–
esteem is defined as a positive or negative attitude of someone towards itself and Guttman
scale were mean to represent self-worth statements. The questions structure contains two-
factor which is self–confidence dan self–deprecation. The score for choices ranging from
strongly agrees to strongly disagree.
The Coopersmith Self – Esteem Inventory (Coopersmith, 1987)
The Coopersmith self–esteem inventory is a personal assessment to evaluate personal
attitudes. The inventory consists of individual assessment, classroom assessment and measure
changes in self–esteem before and after assessment. Since the inventory was designed to
assess the general attitude of himself/herself toward personal, social, family and academic
areas of experience. The basic understanding of participant is about peers, interest, school and
parents. The inventory contains 50 questions regarding participant personality and designed to

14
measure self-esteem of children aged 8 to 15. Although the inventory were designed for
children, it has been widely used to measure self-esteem of adults.
Two Faces of Self – Esteem
Self-esteem has two types, one is global self–esteem and the other one is specific self-
esteem. Therefore, when some researcher uses different self-esteem such as global and
specific, the result will be different. Global self-esteem consists of two dimensions,
instrumental and intrinsic value (Dewey,1939). Instrumental refer to what an object is good
for and what it can do. Intrinsic value refers to qualities of an object that are considered good
in themselves. In human context, what human can do and appear to be with both dimension
including appearance, character and social identity. Hartner (1993) define global self-esteem
as a level of global a person have for themselves and can be understood by separate the
domains and the domains competence is important. Meanwhile, Rosenberg, Schooler &
Schoenbach (1995) claim that global self-esteem is important in different ways. Specific self-
esteem is related to behavior and global self-esteem is related psychological of an individual.
According to Tafarodi and Swann (1995), the two constitutive dimension of global self-
esteem is self-competence and self-liking.
Self-competence

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Self-competence refers to overall positive or negative orientation toward oneself as a
source of power and efficacy. Bandura (1989) defined self-competence as “People beliefs
about their capabilities to exercise control over events that control their lives”
(Bandura,1989). However, the self-competence of global self-esteem is closely but not same
as Bandura.
Self-liking
Self-liking refers to the evaluative experience of oneself as a social object, a good or bad
person. As general, it reduces an individual sense of worth with social significance.
According to Harre (1991), even if we sitting alone in the soundless dark room, we appear as
social objects to ourselves and that is the social value we describe to ourselves.
Previous research
In a research article by Aryana (2010), the research highlight the academic achievement of
pre-university students of boys and girls at Qaemshahr. The research used random sampling
and the sample size is 100 respondent. The academic achievement is measured based on total
score of all subject taken from current and previous semesters using Coopersmith’s
questionnaire. There is three hypothesis generated. The first hypothesis claimed that positive
relationship exists between self–esteem and academic performance which means the finding
shows that level of self–esteem for students was the an important determinant in academic
achievement. The second hypothesis is to find out whether there is a significantly different

16
level of academic achievement between gender and independent samples T–test was
employed to test the hypothesis. The finding shows difference were found in level of
academic achievement between gender. The last hypothesis considered either there is the
difference in a level of esteem between male and female and no difference was found using
independent sample T–test.
In the research article by Alam (2013) the researcher conducted a study of text anxiety and
highlight how test anxiety and self–esteem affect academic performance. A random sample is
used from 320 students from government high schools of Darbhanga town (160 boys : 80
rural and urban 80; 160 girls: 80 rural and urban 80). To collect the data, they were given a set
of questionnaire consist of The Test Anxiety Inventory (Spielberger et al,1980) and The
Coopersmith Self–Esteem Inventory (Coopersmith, 1987). The measure the data, the
examination result were collected from office record and then used for analysis. Based on the
research, the study has generated five hypothesis and discovered that students from the rural
area had low test anxiety and urban areas had high test anxiety students. Also, there is a
positive relationship between self–esteem and academic performance of boys and girls from
rural and urban areas. The third hypothesis revealed that there is a negative relationship
between test anxiety and self–esteem of students (boys and girls, rural and urban) and boy
have less test anxiety, better self–esteem and better academic performance than girls. The last
hypothesis revealed urban students have least test anxiety, better self–esteem and better
academic performance compared to rural students.
Besides, in the research paper by John Lane (2004), the researcher focus on the
relationship between self–efficacy, self–esteem and impact on academic performance among
postgraduate students. The sample size used is 205 and participants are from UK university
business school. The participants completed measure start at the 15-week course and average

17
grade from each module studied were used as a performance measure. Self–efficacy were
measured toward three factors, the first two factor were competence and the third factor was
to measure performance. Since the study is conducted in university, it is noted that all
participant had a first class degree and the objective is to measure students first-degree
classification. The self–esteem is measured using Rosenberg’s Self–Esteem Scale (Rosenberg,
1965). The research is different because the participant is given books for the module and
program and they need to study the module and-and submit the module at the end of 15 weeks
and a 20 point scale we used where mark 1 indicated the best performance and 20 the worst
performance. Participant were given the handbook to create awareness of how higher
education works and they would be able to estimate their self–efficiancy.
Yanti Rosli, (2011) also conducted a research about self–esteem and academic
performance but focused on second-year undergraduates of Faculty of Health and Faculty of
Medicine. The research is different from previous research because the researcher studies the
relationship of self–esteem, body area satisfaction, and stress. The study also used systematic
random sampling where participant were chosen first which is focusing on year 2 medical
students.
To measure the self–esteem, a researcher using Rosenberg Self–Esteem Scale (RSES),
Perceived Stress Scale (PSS) and Body Area Satisfaction Score (BASS). From the research,
the result outcomes indicated that there is a significant moderate correlation between self-
esteem and CGPA of the students. No significant difference between gender were observed
and this were support with Dixon (2008) research which showed no significance different
between gender and self–esteem. There is difference between gender on CGPA as female is
higher than male. The study also showed that there is the weak correlation between body area
satisfaction and self–esteem. The relationship between stress score and CGPA also show

18
weak and might be because the faculty requirement for students to attain minimum CGPA of
3.00 to register 20 credit hours per semester to complete degree. Last would be the
relationship between stress and self–esteem which shows very weak negative correlation.
Meanwhile, The study by Shobhna Joshi (2009) carry out to investigate the self–esteem of
adolescent of the rural and urban area and gender difference in self–esteem and academic
performance. The self–esteem is measured same as the previous research using The
Rosenberg self–esteem questionnaire (Rosenberg, 1965) and the academic achievement is
measured based on examination records obtain from the school. The finding showed that there
are significant differences between the academic achievement of rural and urban adolescents
where urban adolescents score better in academic than rural adolescent and support by Singh
(1970) where low achievers belong to a rural area. Besides, there are no similarity differences
between self–esteem of rural and urban adolescents and significant gender differences were
found in academic achievement where girls tend to score higher in academic than boys.
Conclusion
Based on the literature review, the previous study has identified that self-esteem plays an
importance role in academic achievement and students with a different socio-cultural
environment which is urban and rural area have different in academic achievement where
urban adolescents score higher in academic than a rural adolescent. The study also shows that
male has higher self-esteem than female but in academic achievement female has the higher
score than a male. This literature review also demonstrates the different definition of self-
esteem by many theorists but still conclude that self-esteem affects a person.

19
CHAPTER 3
METHOD
Introduction
This chapter explains on research methodology and procedures that were used in this
research. This chapter also explained about the research design and the technique use for data
gathering. Besides, this chapter explained on the instrument used and last part of the chapter
will explain on summary of this chapter. This chapter is important as a guide to every
procedure that is conducted.

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Research Design
This research used quantitative method where data were collected through set of
questionnaire that had been distributed among participants from secondary school students of
different socio-environment (urban and rural) because that is the convenient and efficient way
to gained information for the research.
Quantitative method is define as statistical analysis, mathematical or numerical data
collected through questionnaires, surveys or statistical data and manipulating by existing
computerized calculation techniques (Babbie & Earl R, 2010). Also, Burn & Grove (2005)
have define quatitative method as a formal, objective,systematic process of obtain data and
analysed using statistics. Quantitative methods involve numerical data for group of people to
explain phenomena that occur. These quantitative method help researcher to distinguished
information obtain into numerical value and summarised into mathematical process (Bogdan
& Biklen, 1998).
In this research, the independent variable used is self–esteem, parents education level,
body image, socio–environment of the school covers an area of either urban or rural areas and
gender. Meanwhile the dependent variable is student academic achievement. The collected
data were computed using Statistical Package for the Social Science (SPSS).
Population and Sampling
Population refer to group or individuals or items that share one or more same
characteristics from which data can be gathered. The research used random sampling method
in the study where participants were select randomly. The population of this research is focus
on students among secondary school from urban and rural areas. The study was conducted on

21
50 adolescent from urban and 50 adolescents from rural areas at Kelantan state aged from 13
to 17 years old and involve male and female students.
Instrumentation
A survey questionnaire was distributed to all participants. This questionnaire consist of 3
parts which is part A: demographic background (age, gender, parents’ education level, current
forms of study and academic results), part B: self - esteem, and part C: body image. Research
question is written in 2 languages, English and Bahasa Melayu to facilitate students
understanding.
Part A: Demographic Background
In part A, participants were required to provide their demographical information such
as age, gender, parents education level, current form of study and academic results. For this
purpose of study, academic achievements were measured through overall grade from
participants last examination known as Grade Point Average (GPA) from scale 1 to 9. Level 1
means student have achieve highest result in academic and level 9 is the lowest.
Grade point average (GPA)
Result Level
1.00 – 1.99 1
2.00-2.99 2
3.00-3.99 3
4.00-4.99 4

22
5.00-5.99 5
6.00-6.99 6
7.00-7.99 7
8.00-8.99 8
9.00 9
Table 1: Grade point average
Part B: Rosenberg Self-esteem
To measure the self–esteem, this section refer to The Rosenberg self-esteem
questionnaire (Rosenberg, 1965). Rosenberg self–esteem scale have been widely used to
evaluate individual self–esteem because the questionnaire measure negative and positive
feelings values of self. The questions consist of 10 questions and using Likert scale with items
answered on a four point scale. If the participant score higher in overall questions then the
self– esteem will be higher.

23
Table 2 : Parts of Rosenberg self–esteem questionnaire
Part C: Body Image
Part C was about body image adapted by Cash (2000) Body Area Satisfaction Score
(BASS). The questions consist of 6 questions which approaches body image evaluation from
as satisfy to dissatisfy with body area such as body size, body shape, body weight and looks.
Validity and Reliability
To test the reliability, the reliability test were conducted before the actual survey will be
done. Reliability test were conducted to make sure that the measurement scale is valid and the
questionnaire distribute is understandable to the respondents and the aim objective is suitable
for the research. Reliability test can help improve irrelevant questions and providing ideas to
help improving the questionnaire.
Pilot Study
Before conducting the actual research, pilot study have been conducts. The main purpose
of the pilot study was to examine whether there is problems related to the questionnaire.
Therefore it could be repaired if the questions are not relevant or any confusion statement in
the questionnaire. The 20 sets of questionnaire were distributed to participants randomly at
one urban school, Sekolah Menengah Hamzah (2).
Data Collection Procedure

24
For data collection, the researchers have chosen two different schools to conduct the study.
Before conducting the study, a letter requesting permission was given to the school principal
for permission to conduct the study and researcher were given particular groups of which
students can get involved with the study. For data collection in rural schools, the researchers
were assisted by school counsellors. Students who have been selected to participate in the
study are students from forms 2 and sets of questionnaire were distributed in the class monitor
by their teacher. Before answering this questionnaire, researchers have explained to the
participants about questions asked and students were given 15 minutes to answer questions.
Meanwhile, for schools in urban area researchers used similar methods by sending a letter
requesting permission from the school principle before conducting the study, but the selection
of participants was randomly pick during class breaks and participants are from form 1, 3, 4
and 5. Researcher have brief the questions to the participants before answering questions and
time limit given is 15 minutes.
Data Analysis and Interpretation
In this research, the data that will be collected from the questionnaire will be analysed
using Statistical Package for Social Science (SPSS).
Descriptive statistics
The descriptive statistics will be use to organize and present data in convenience way to
analyse participant demographic data.
Inferential Statistics

25
Inferential statistics will be use to make inferences based on findings obtain and the
method involve for conducting the inferential data analysis is the pearson correlation. The
pearson correlation will be use to correlate the relationship between self – esteem and other
factors (gender, social – cultural environment, parents education level and body image).
Summary
This chapter discuss the method that be used in the research. Research use quantitative
method and explain the overall study.
CHAPTER 4
FINDINGS
Introduction

26
This chapter discusses the results of the study conducted based on the research questions of
self-esteem and academic achievement of the adolescent from urban and rural areas. All data
and information obtained based on the findings survey conducted on students at two different
secondary schools, one in urban school named SMK Hamzah (1) and another one in rural
school namely as SMK Hamzah (2) both in the Kelantan state. A total of 100 questions were
distributed and all questions were answered and software Statistical Package for Social
Sciences (SPSS) was used to analyze the data.
The questionnaire consists of three main parts, namely Part A, Part B and Part C. The Part
A consist of students' demographic background, such as gender, age, form, and current exam
grades.
While section B includes questions ranging from questions about the self–esteem is taken
from the Rosenberg Self-esteem which has 10 questions and part C consist of Body Area
Satisfaction Score (BASS) which has which has 6 questions. All parts containing the items
that attempts to answer questions following research questions:
a) To study the relationship between self–esteem with students academic achievement.
b) To study the difference between the academic achievement of students from rural and
urban area.
c) To study the difference between self–esteem of students from rural and urban area.
Data Test
Data were analyzed using SPSS version 22.0. Cronbach Alpha reliability analysis was
done to determine the validity of research data.

27
A series of correlation were conducted to examine the relationship between self–esteem
with student academic achievement. Besides, to find the difference between academic
achievement of students from rural and urban area and difference between student
achievement of urban and rural areas, independent sample T-test were used for this purpose.
Descriptive Statistics
This part will discusses about the frequency and percentage of demographic profile such as
gender, age, academic results, parent education result and rural and urban areas.
Table 3
Frequency and percentage of demographic profile
Variables frequency percentage (%)
Gender
Male 36 36
Female 64 64
Age
13 1 1
14 50 50
15 5 5
16 39 39
17 5 5
Grade
1.0 – 1.99 4 4
2.0 – 2.99 41 41
3.0 – 3.99 21 21
4.0 – 4.99 18 18

28
5.0 – 5.99 12 12
6.0 – 6.99 4 4
Socio cultural environment
Urban 50 50
Rural 50 50
Inferential Statistical
The inferential data analyses were used to analyze the relationship between dependent
variable and independent variable.
Hypothesis test using Pearson correlation
H0: There is no significant relationship between self – esteem with students academic
achievement
Table 4
Pearson correlation between self – esteem and academic achievement
Self-esteem academic
achievement
Self-esteem Pearson correlation 1 -.346**
Sig. (2-tailed) .000
N 100 100
Academic Pearson Correlation -.346**
1
Achievement
Sig. (2-tailed) .000
N 100 100

29
**. Correlation is significant at the 0.01 level (2-tailed).
The relationship between self – esteem and academic achievement was analyzed using
Pearson correlation. Table 4.2 presents the relationship between self – esteem and academic
achievement [r = -346, n = 100, p = .000]. The null hypothesis is rejected because the p value
is lower than 0.05. Therefore there is significant relationship between self- esteem and
academic achievement and it is a negative relationship. A negative correlation means that this
two variables self-esteem and students academic achievement is associated with each other. A
negative correlation demonstrates a connection between two variables in the same way a
positive correlation does and the strengths are the same. In other words, a correlation
coefficient of -346 shows the same strength as correlation coefficient 346.
Hypothesis using Independent T – test
H0: There is no difference between self – esteem of student from urban and rural
area.
Table 5
Independent T-test result between self-esteem of students from urban and rural area.
Urban Rural
N M SD M SD t p
50 31.3400 3.69 31.5800 3.99
Self-esteem
Equal Variance
assumed -312 0.756

30
An independent sample T – test was conducted to compare result between self – esteem of
students from urban and rural area. There was no different significant difference in the result
of students from urban ( M = 31.3400, SD = 3.69, N = 50 ) and rural (M = 31.5800, SD =
3.99, N = 50) conditions; t (98) = -312, p = 0.756.
These results suggest that there is no significant difference between self – esteem of
student from urban and rural area because the p = 0.756 > 0.05.
Ho: There is no difference between academic achievement of student from rural and
urban area.
Table 6
Independent T- test result between students from urban and rural areas
Urban Rural
N M SD M SD t p
50 4.0000 1.06904 2.1000 .50508
Academic achievement
Equal Variance
assumed 11.363 .000
An independent sample T –test was conducted to compare result between student in rural
and urban area.
There was a significant difference in the result for rural (M = 2.1000, SD = .50508 , N =
50) and urban (M = 4.0000, SD =1.06904, N = 50) condition; t (98)=11.363 , p = .000.
Since the p – value is .000 we reject null hypothesis and accept alternate hypothesis and
can conclude that there is significant difference between academic achievement of student
from urban and rural area because the p = .000 < 0.05.

31
Table 7
The hypothesis and its corresponding test
Hypothesis Test Result
H0: There is significant
relationship between self-esteem
with students academic
achievement
Pearson correlation Reject H0
H0: There is no difference
between self–esteem of student
from urban and rural area.
Independent T -Test Failed to reject H0
H0: There is significance
difference between academic
achievement of student from rural
and urban area.
Independent T - Test Reject H0
CHAPTER 5

32
DISCUSSION, RECOMMENDATIONS AND CONCLUSION
Discussion
Generally, the aim of this research is to identify if there any relationship exist between
self–esteem and academic achievement of an adolescent from urban and rural areas. This
research have been conducted on students at two different school, one urban school and one
rural school in the Kelantan state with 100 respondents.
Previous research have found that children with low self-esteem seem to be more
dependent on their parents and have lower academic achievement (Srivastava, 2009). Also,
common research shows that the best way to enhance students achievement is through
improving self-esteem (Rubie et al.,2004). Previous research have studies the factor in
academic achievement of students through self-esteem gender, level of self-esteem
(Aryana,2010), test anxiety and socio cultural environment (Alam,2013). This research is
adapted based on Shobna Joshi (2009) where it analysed factor such as self-esteem, body
image and socio cultural environment with academic achievement.
In this research, three objectives have been generated which is to study the relationship
between self–esteem and students academic achievement, to study the difference between
self–esteem of students from rural and urban area. Also, to study the difference between
academic achievement of students from rural and urban area.
In the first hypothesis, the findings demonstrated the existence of the relationship between
self–esteem and academic achievement. The researcher found that self – esteem does
influence student academic achievement as measured by RSES (r = -346, p = .000). A
negative correlation means that this two variables self-esteem and students academic
achievement is associated with each other. A negative correlation demonstrates a connection

33
between two variables in the same way a positive correlation does and the strengths are the
same. In other words, a correlation coefficient of -346 shows the same strength as correlation
coefficient 346.These findings corroborate with Aryana (2010) outcomes who found in his
research that students level of self – esteem was the significant determinant in their academic
achievement. This study results also support the findings of Yanti Rosli (2011) who cited the
result outcomes which shows significant relationship between self-esteem and CGPA of the
students on second-year undergraduates of Faculty of Health and Faculty of Medicine.
The second hypothesis demonstrated that there is no difference between self-esteem of
students from rural and urban area because the result shows (t (98) = -312, p = 0.756) where
p = 0.756 > 0.05 means that the hypothesis is accepted. This finding from the study support
the research by Shobhna Joshi (2009) where there are no significant differences between self
– esteem of rural and urban adolescents in Varanasi district, India.
The third hypothesis showed that there is the difference between the academic achievement
of a student from rural and urban area where students from the urban area have better
academic achievement than rural area and support the conclusion made by Singh (1970)
where low achievers belong to the rural area. In other hand, students from the urban area
show high performance in academic achievement rather than rural area. This hypothesis is
also supported by Roscigo & Crowley (2001) where typically students from rural area lags
behind students from urban and suburban.
Based on the result, it can be related to theories which define that self-esteem affects the
thinking process, desires emotions, values and goals of an individual. These finding
corroborate with Branden (1969) in his Six Pillars of Self-Esteem books that self-esteem is
based on the six pillars which is the practice of living consciously, the practice of self-

34
acceptance, the practice of-self responsibility, the practice of self-assertiveness, the practice of
living purposefully and the practice of personal integrity.
Besides, this study use Rosenberg (1965) questionnaire which study the global self-esteem
include pyschological of an individual and evaluate factor of self-confidence and self-
deprication. This is support by Hartner (1993) who define global self-esteem as a level of
global a person have for themselves and can be understood by separate the domains and the
domains competence is important.
Limitations and recommendations
There are several limitations in this study, which can be improved in the future. Lack of
time is the main factor causing the number of sample size becomes small beside difficulties to
obtain the cooperation from schools because of their hesitant to give permission to the
researchers to conduct the study. A small number of sample size also caused by students who
refused to become participants and cooperate because of the number of questions were many
and they have less exposure to the research and considers questions of this research as a test
examination from their teachers.
Researchers also identified many of the respondents in the sample size does not write the
education level of their parents. Researchers had to standardize the responses left blank on the
same level of SPM levels by an average of answers given by participants. Participants also
had the problem to give their exam grades and researcher had to seek help from the teacher to
get the overall grade of the participants. The number of male and female participants also
uneven because of a uneven number of gender in the classroom where the majority are female
students.

35
The major strength of this study is the used of an existing self–esteem and body image
inventory as existing inventory has helped simplify research and save time in planning time
for researchers to conduct research.
As for the recommendation for more extensive exploration for adolescents, self-esteem can
be undertaken by measure on a global scale as well as specific scale. This study used
Rosenberg Self-esteem scale, future research can use Coopersmith Self-esteem Inventory use
to measure individual peers, interest, school and parents. Besides, it is recommended to higher
education and educators to understand the role the play in students academic achievement by
examining what initiative can be incorporated to balance both students from the urban and
rural area to increase academic achievement.
Conclusion
To concluded, the study investigate the relationship between self–esteem and academic
achievement of an adolescent from urban and rural areas. Additional, the research show
relationship between self–esteem, an urban and rural area with academic achievement. Since
the number of genders is uneven the research cannot show if there any different of self-esteem
by gender.
The results of this study are very important to students in the future either for a student
from university, secondary school or primary school. According to (SarAbadaniTafreshi,
2006) improvement of self-esteem start from secondary school to university. However, future
research should examine other variables that may be applied to make the relationship more
precisely in the factors that affect student achievement.

36
REFERENCES
Alam, M. M. (2013). A study of test anxiety, self - esteem and academic performance among
adolescents. The IUP Journal of Organizational Behavior , Vol. XII, No. 4.
Aryana, M. (2010). Relationship Between Self -Esteem and Academic Achievement Amongst
Pre - University Students. Journal of Applied Sciences .
Branden, N. (1969). The Psychology of Self-esteem. New York: Bantam.
Branden, N. (1994). Six Pillars of Self-Esteem. New York: Bantam
businessdictionary.com. (n.d.). Retrieved from http://www.businessdictionary.com:
http://www.businessdictionary.com/definition/socio-cultural-environment.html
Diaz, Joseph O. P. (1984). A cross-cultural study of the reliability of the coopersmith self
esteem inventory. Educational and Psychological Measurement, 44, 575-581.
Dixon S. K., &. K. (2008). Depression and college stress among university undergraduates.
journal of college student development , 49:412-424.
DuBois, B. B. (2002). Self - esteem and academic achievement of adolescents .
Fathi Ashtiani, A. J. (2007). Relationship between Self - Concept, Self - esteem, Anxiety,
Depression and Academic Achievement in Adolescents.
Harter, S. (1985). Competence as a dimension of self-evaluation: Towards a comprehensive
model of self-worth. The Development of the Self. Orlando, FL: Academic Press.
James, W. (1983). The principles of psychology. Cambridge, MA: Harvard University Press.
(Original work published 1890)

37
John Lane, A. M. (2004). Self - Efficacy, Self - Esteem and Their Impact On Academic
Performance. Social Behavior and Personality , 247 - 256.
Johnson, B. W., Redfield, D. L., Miller, R. L., & Simpson, R. E. (1983). The Coopersmith
Self-Esteem Inventory: A construct validation study. Educational and Psychological
Measurement, 43(3), 907-913.
Peterson, C. (1985). Review of Coopersmith Self-Esteem Inventories. In J. V. Mitchell (Ed.).
The ninth mental measurements yearbook, 1. Buros Institute of Mental Measurements.
Lincoln: Univ. Nebraska Press.
Roberson, T. G. & Miller, E. (1986). The coopersmith self-esteem inventory: A factor
analytic study. Educational and Psychological Measurement, 46, 269-273.
Rosenberg, M. (1965). Society and the adolescents’ self-image. Princeton, NJ: Princeton
University Press.
Rosenberg, M. (1979). Conceiving the Self. New York: Basic Books.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F., (1995). Global self-esteem
and specific self-esteem: different concept, different outcomes. American Sociological
Review, 60, 141-156.
Roy F. Baumeister, J. D. (2003). Does High Self Esteem cause Better performance, interpersonal
success, Happines, or Healthier lifestyles? Psychological Science in The Public Interest .
Shobhna Joshi, R. S. (2009, October). Self - esteem and Academic Achievement of
Adolescents. Journal of The Indian Academy of Applied Psychology , 33 - 39.
Srivastava, S. J. (October 2009). Self - esteem and academic achievement of adolescents.
Indian Academy of Applied Psychology , 33 - 39.

38
Tella, A. (2007). The impact of motivation on student academic achievement and learning
outcomes in mathematics among secondary school students in Nigeria.
www.merriam - webster.com. (n.d.). Retrieved from merriam-webster.com: http://www.merriam-
webster.com/medical/body%20image
Yanti Rosli, H. O. (2011). Self - esteem and Academic Performance Relationship amongst the
Second Year Undergraduate Students of University Kebangsaan Malaysia, Kuala Lumpur
Campus.

42
RESEARCH QUESTIONNAIRE
FACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT
UNIVERSITY MALAYSIA SARAWAK
Research title :
A Study Of Self-Esteem And Academic achievement Of Adolescent In Urban And Rural
Areas
Dear Mr/Miss,
Thank you for participating in my research. I am currently enrolled as Cognitive Science
students at Faculty of Cogntive Science and Human Development, University Malaysia
Sarawak and in the process of writing my final year project.
The information obtained from this survey will be kept confidential and will solely used for
academic purpose only. This questionnaire consists of three sections, section A (Demographic
Profile), Section B Rosenberg self - esteem questionnaire (Rosenberg, 1965) and Section C,
Body Image Body Area Satisfaction Score (BASS) by (Cash, 2000).
The participation in this reseach is voluntary. If you agree to participate in this project, please
answer the question in the questionnaire given.
APPENDIX C

43
SECTION A : DEMOGRAPHIC
Instruction : Please fill in the information / Sila isi maklumat berikut.
1. Age / umur: ___
2. Sex / Jantina : Male / lelaki
Female / perempuan
3. Form / Tingkatan : 1 2 3 4 5 6
4. Grade / Gred : ______
5. Parents Education Level / Tahap Pendidikan Ibubapa :
PMR SPM STPM/DIPLOMA IJAZAH Others (Lain) : ____
SECTION B: Rosenberg self – esteem
Instruction: Read the questions and please tick (√) one of your best answer.
Strongly Somewhat Somewhat Strongly
Agree Agree disagree disagree
1. I feel that I am a person of worth, or at
least on an equal plane with others.
Saya merasa bahawa saya seorang yang
sangat berharga, atau sekurang-
kurangnya sama dengan orang lain.
2. I feel that I have a number of good
qualities
Saya rasa saya mempunyai beberapa
kualiti yang baik.
3. All in all, I’m inclined to feel that I am

44
a failure.
Dalam semua perkara, saya cenderung
untuk merasakan bahawa saya seorang
yang gagal.
4. I am able to do things as well as most
other people
Saya dapat melakukan perkara yang
sama dengan kebanyakan orang lain.
5. I feel I do not have much to be proud
of.
Saya rasa saya tidak mempunyai
banyak perkara yang boleh
dibanggakan.
6. I take a positive attitude toward myself
Saya mengambil sikap yang positif
terhadap diri saya.
7. On the whole, I am satisfied with
myself
Secara keseluruhannya, saya berpuas
hati dengan diri saya
8. I certainly feel useless at times.
Adakalanya, saya merasa tidak
berguna.
9. I wish I could have more respect for
myself.
Saya berharap saya boleh lebih
menghormati diri sendiri.
10. At times, I think I am no good at all.
Kadang – kadang , saya fikir saya tidak
baik sama sekali.
SECTION C: Body Image (Body Area Satisfaction Score (BASS) by (Cash, 2000).

45
Instruction: Read the questions and please tick (√) one of your best answer.
1. Right now i feel ...
Sekaranng saya merasakan ...
Extremely dissatisfied with my physical appearance
Amat tidak berpuas hati dengan penampilan fizikal saya
Mostly dissatisfied with my physical appearance
Sebahagian besar tidak berpuas hati dengan penampilan fizikal saya
Moderately dissatisfied with my physical appearance
Agak tidak berpuas hati dengan penampilan fizikal saya
Slightly dissatisfied with my physical appearance
Sedikit tidak berpuas hati dengan penampilan fizikal saya
Neither dissatisfied nor satisfied with my physical appearance
Tidak berpuas hati mahupun berpuas hati dengan penampilan fizikal saya
Slightly satisfied with my physical appearance
Sedikit berpuas hati dengan penampilan fizikal saya
Moderately satisfied with my physical appearance
Agak berpuas hati dengan penampilan fizikal saya
Mostly satisfied with my physical appearance
Sebahagian besar berpuas hati dengan penampilan fizikal saya
Extremely satisfied with my physical appearance
Amat berpuas hati dengan penampilan fizikal saya
2. Right now I feel ...
Extremely satisfied with my body size and shape
Amat berpuas hati dengan saiz dan bentuk badan saya
Mostly satisfied with my body size and shape

46
Sebahagian besar berpuas hati dengan saiz dan bentuk badan saya
Moderately satisfied with my body size and shape
Agak berpuas hati dengan saiz dan bentuk badan saya
Slightly satisfied with my body size and shape
Sedikit berpuas hati dengan saiz dan bentuk badan saya
Neither dissatisfied nor satisfied with my body size and shape
Tidak berpuas hati mahupun berpuas hati dengan saiz dan bentuk badan saya
Slightly dissatisfied with my body size and shape
Sedikit tidak berpuas hati dengan saiz dan bentuk badan saya
Moderately dissatisfied with my body size and shape
Agak tidak berpuas hati dengan saiz dan bentuk badan saya
Mostly dissatisfied with my body size and shape
Sebahagian besar tidak berpuas hati dengan saiz dan bentuk badan saya
Extremely dissatisfied with my body size and shape
Amat tidak berpuas hati dengan saiz dan bentuk badan saya
Extremely satisfied with my weight
Amat berpuas hati dengan berat badan saya
Mostly dissatisfied with my weight
Sebahagian besar tidak berpuas hati dengan berat badan saya
Moderately dissatisfied with my weight
Agak tidak berpuas hati dengan berat badan saya
Slightly dissatisfied with my weight
Sedikit tidak berpuas hati dengan berat badan saya
Neither dissatisfied nor satisfied with my weight
Tidak berpuas hati atau berpuas hati dengan berat badan saya

47
Slightly satisfied with my weight
Sedikit berpuas hati dengan berat badan saya
Moderately satisfied with my weight
Agak berpuas hati dengan berat badan saya
Mostly satisfied with my weight
Sebahagian besar berpuas hati dengan berat badan saya
Extremely satisfied with my weight
Amat berpuas hati dengan berat badan saya
Extremely physically attractive
Amat sangat menarik dari segi fizikal
Very physically attractive
Sangat menarik secara fizikal
Moderately physically attractive
Agak menarik secara fizikal
Slightly physically attractive
Sedikit menarik secara fizikal
Neither attractive nor unattractive
Tidak menarik atau kurang menarik
Slightly physically unattractive
Sedikit kurang menarik secara fizikal
Moderately physically unattractive
Agak kurang menarik secara fizikal
Very physically unattractive
Sangat tidak menarik secara fizikal
Extremely physically unattractive

48
Amat kurang menarik secara fizikal
A great deal worse about my looks than I usually feel
Amat lebih buruk tentang penampilan saya daripada kebiasaannya
Much worse about my looks than I usually feel
Lebih buruk tentang penampilan saya daripada kebiasaannya
Somewhat worse about my looks than I usually feel
Agak teruk tentang penampilan saya daripada kebiasaannya
Just slightly worse about my looks than I usually feel
Hanya teruk sedikit tentang penampilan saya daripada kebiasaannya
About the same about my looks as usual
Lebih kurang sama tentang penampilan saya seperti kebiasaannya
Just slightly better about my looks than I usually feel
Hanya lebih baik sedikit tentang penampilan saya daripada kebiasaannya
Somewhat better about my looks than I usually feel
Agak lebih baik tentang penampilan saya daripada kebiasaannya
Much better about my looks than I usually feel
Jauh lebih baik tentang penampilan saya daripada kebiasaannya
A great deal better about my looks than I usually feel
Sebahagian besar yang lebih baik tentang penampilan saya daripada kebiasaannya
6. Right now I feel that I look ...
A great deal better than the average person looks

49
Amat jauh lebih baik daripada penampilan orang biasa
Much better than the average person looks
Jauh lebih baik daripada penampilan orang biasa
Somewhat better than the average person looks
Agak lebih baik daripada penampilan orang biasa
Just slightly better than the average person looks
Hanya sedikit lebih baik daripada penampilan orang biasa
About the same as the average person looks
Lebih kurang sama dengan penampilan orang biasa
Just slightly worse than the average person looks
Hanya sedikit lebih buruk daripada penampilan orang biasa
Somewhat worse than the average person looks
Agak lebih teruk daripada penampilan orang biasa
Much worse than the average person looks
Lebih buruk daripada penampilan orang biasa
A great deal worse than the average person looks
Sebahagian besar lebih teruk daripada penampilan orang biasa

A STUDY OF SELF-ESTEEM AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS IN URBAN AND RURAL AREA

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