Be You!

A Solution to Low Self – Esteem

Of Students in Creative
Non – Fiction
Background of the Study
School can be challenging for shy children as inclusion in a large group of peers,

increased expectations and demands for verbal participation and focus on group work may

exacerbate feelings of social fear and self-consciousness (Coplan & Rudasill, 2016). The

awareness of alternative schooling among the parent is gradually increasing as the

methodology of most of alternative schools give importance in development of

psychosocial skills, to deal with the demands and challenges of everyday life. Life skill

education is aimed of facilitating psychosocial skills. This enhances the children’s mental

well – being, self – esteem and self – worth (Nieman, 2002). In recent years’ lot of attention

has been given to bring awareness among parents and teachers (Shilpa, 2000). Like their

peers, adolescents with learning disabilities are essential social beings; they learn and

develop through their interaction with the social as well as physical environment. Board of

Secondary Education (C.B.S.E.) has accepted dyslexia as impairment (Deepu, 2010).

Low self – esteem is lacking the confidence to speak – up and in need of motivation

to be physically and mentally active especially on their academic performances. Students

with low self – esteem are often getting low grades or poor performances in school

activities. Shy students are afraid to express their feelings especially when they are called

to recite or speak in front of the class. Most students are afraid to talk in front of many

people because of shyness. Shy students are sometimes unnoticed in the class. Shy

personalities may lead to social anxiety disorder that means more than shyness. According

to National Institute of Mental Health, social anxiety disorder experience strong physical
symptoms, such as a rapid heart rate, nausea, and sweating, and may experience full-blown

attacks when confronting a feared situation.

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 motivate students and enhance positive evaluation

often been forgotten by researcher in school achievement (Skaalvik, 1983 as cited by

Mamat, 2015). The relationship of self – esteem to the academic performance of students

and the socio – economic background and if it has any impact on his/her academic

achievement. It will conclude the high or significantly good level of self – esteem of

students has any positive or negative effects on his/her performance at school or there is

no link in between it.

Creative Non – Fiction (CNF), a major subject of HUMSS strand needs lack of self

– esteem in reporting and recitation. Socialization, collaboration with other people are the

words we often hear that is said to be a solution to shyness or low self – esteem. Some

students are good in socializing and collaborating but if talking in front they are afraid and

often feel anxiety. Socialization and collaboration is good solution to low self – esteem but

it is not enough to overcome shyness or low self – esteem. A person with low self – esteem

should trust or believe in his/herself in able for them to boost their confidence and increase

their self – esteem and stand in front of many people without any doubt. Don’t imitate other

person, be you!

Teachers hold lower expectations for shy students. Not only do they believe that

shy students cannot obtain high grades, many teachers hold stereotypes that shy children

have inferior cognitive abilities. They expect shy students to lack the skills necessary for
performing well in the classroom (Hughes & Coplan, 2010). Relationships are significant

resources for young children. From the attachment perspective, teacher–child relationships

reflect the quality of children’s emotional connection with teachers. Researchers have

agreed that the quality of young children’s relationships with teachers predicts social and

academic success (Hamre & Pianta, 2001). Positive teacher– child relationships serve as a

protective factor for shy children, allowing them to develop and practice effective social

skills. Positive teacher–child relationships provide social support systems that promote

positive perceptions of school among children in general (Arbeau, Coplan & Weeks, 2010).

Negative teacher–child relationships characterized by high dependency and conflict appear

to function as risk factor in children’s school success. Children with negative teacher–child

relationships are more likely to avoid school, report loneliness and display low levels of

academic and social competence (Birch & Ladd, 1997). Greater knowledge of how

teachers perceive these relationships and support shy children is needed.

Self – esteem can affect students’ abilities to make and keep friends which can have

an impact on educational achievement due to behavioral problems. Due to the natural

tendencies that children have to compare themselves with others. Those with

exceptionalities may have low self – esteem from lack of success in school, sports and

friendships (Lyons, 2012). Motivation to learn can be intrinsic or extrinsic in nature

depending on the student or circumstance. A difficult decision for teachers to make is

whether or not to use rewards for classroom behavior management (Witzel & Mercer,

2008).

The term self – esteem means “reverence for self”. The “self” pertains to values,

beliefs, and attitudes that we hold about ourselves. Having a strong will and self –
confidence, decision – making power and originality, creativity, sanity, and mental health

is directly related to self – esteem, and sense of his/her value or worth or the extent to which

a person values, approves or appreciates prizes, or likes him/herself (IJHSP, 2018).

Researchers have defined 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. Since learning involves acquiring information and

encourage them to take new challenge handle critics easily (Boumeister & May, 2003).

Rosenberg and Owen (2001) offer the following description of low self – esteem

people based on empirical research. People with low self – esteem are more troubled by

failure and tend to exaggerate events as being negative. For example, they often interpret

non – critical comments as critical. They are more likely to experience social anxiety and

low levels of interpersonal confidence. This in turn makes social interaction with others

difficult as they feel awkward, shy, conspicuous and unable to adequately express

themselves when interacting with others. Furthermore, low self – esteem individuals tend

to be pessimistic towards people and groups within society. Research has also shown that

low self – esteem has to link to an increased risk of teenage pregnancy.

Guindon (2002) asked school counselors to list five characteristics that best

describe students with low self – esteem over 1000 words were used and the most common

are listed below:

1. Withdraw/shy/quiet 9. Depressed

2. Insecure 10. Dependent/follower

3. Underachieving 11. Poor self - image

 4. Negative (attitude) 12. Non – risk taker

5. Unhappy 13. Lack of self confidence

6. Socially inept 14. Poor communication

7. Angry/hostile 15. Acts out

8. Unmotivated

Contingencies of self – worth also shape long term and short term goal people want

to prove that they are a success, not a failure, in domains of contingent self – worth because

they would mean they are worth and valuable in other words they have self – validation

goals in these domain (Cracker & Park, 2004) people not only need to be recognized by

other but it is also on inner satisfaction through which people want to have a feeling of self

– acceptance about their worth and value. Here some famous people who had encountered

low self – esteem that prove themselves that low self – esteem is not a hindrance to success

by Ahsan S. (2017). Abraham Lincoln, one of the most iconic presidents of the United

States, has long been considered an imposing character in history. But Lincoln was also

known for being the strong, silent type who never felt particularly comfortable around

others-even as the leader of the country. According to Charles Francis Adams Jr., grandson

of President John Quincy Adams, “He seemed shy to a degree, and very awkward in

manner; as if he felt out of place, and has a realizing sense that properly that positions

should be reversed.” Elton John, one of the loudest personalities and styles in music, also

happens to be a subdued man underneath. Rufus Wainwright, a close friend, once told Q

Magazine, “I don’t think people are aware of how shy he is. He’s a bit like the Wizard of

Oz. On the other hand, there’s a big pomp and circumstance, but really beneath it all there’s
this very sweet little guy who’s constantly feeling very insignificant, which is ironic of

course. What I’m saying is, he’s quite shy”.

Creative Non – Fiction is one of the major subject of HUMSS strand and this

subject focuses on reporting and public speaking. A HUMSS student should have an

adequate confidence in order for them to cope up in this subject. We observe that some

HUMSS student are failing in this subject and having low self – esteem. Significantly, this

study will help the HUMSS students to have more confidence in their performances and

their academic achievements. Also, this research will help students with low self – esteem

to polish their skill in public speaking with confidence. It can also help HUMSS student to

cope up with other students and have communication with them and having communication

with others can help them be their selves.

Statement of the Problem

This study intends to disclose the reasons behind those students with low self –

esteem of HUMSS 11 students. Moreover, it aims to answer the question that follows:

1. What are the reasons in having low self – esteem of students in Creative Non – Fiction?

2. What are the possible solutions in overcoming low self – esteem?

Scope and Delimitation

The aim of the study is to help those students who have low self – esteem on the

subject Creative Non – Fiction.

The respondents of the research will be every individual of HUMSS 11 at Loo

National High School, school year 2019 – 2020. This study covers the solution of having
low self – esteem in the subject Creative Non – Fiction. This study would assist those

students who are having low self – esteem. Also, it will help the students with low self –

esteem in having a positive outlook and be more active in their academic performance.

Conceptual Framework

The research’s focus is to find the link between low self – esteem and the

performance of students in Creative Non – Fiction. To determine the passive equations of

having low self – esteem of students in Creative Non – Fiction. It will be measured through

the respondent’s participation and observation. The respondents will be Grade 11 HUMSS

students.

Dependent Variable Independent Variable

Low Self – Esteem Academic Performance

Intervening Variable

Creative Non – Fiction

 Input Process Output

Be You! A The researchers will

Solution to Low use unstructured
Self - Esteem of questionnaires to
Students in gather data which
Creative Non - were analyzed and
Fiction interpreted with the
use of statistics.
The researchers will
use to measure the
respondents:
*Participation
*Observation

It is expected that the solution that the solution that the respondents will give would

be effective and help the students to have high performance in Creative Non – Fiction. Self

– esteem is an essential component of the self and has its impact on aspects of human life.

As school achievement and development have vital roles in shaping individuals and

determining their future careers enhancing self – esteem in pupils’ during their growth

stages from infancy to adulthood has a remarkable role in improving the real life

achievement (Kalouti – Mekky, 2012). According to Merriam Webster Dictionary, self –

esteem is a feeling of having respect for yourself and your abilities. In psychology, the term

self – esteem is used to describe a person’s overall sense of self – worth or personal value.

In other words, how much you appreciate and like yourself. Self – esteem is often seen as
a personality trait, which means that it tends to be stable and enduring. Self – esteem is an

individual’s subjective evaluation of their own worth. Smith and Mackie (2007) defined it

by saying, “The self – concept is what we think about the self; self – esteem, is the positive

or negative evaluations of the self, as in how we feel about it”.

According to William James theory, he used a simple formula to define self –

esteem, stating that self – esteem equals success divided by our pretentions. Pretentions, in

this case, refer to our goals, values, and what we believe about our potential. So, if our

actual achievements are low and our believed potential and goals are high, we see ourselves

as failures. Conversely, and you can probably remember an experience like this, if your

success exceeds your expectations, you feel great about yourself, and your self – esteem

rises.

According to Stanley Coopersmith’s Self – Esteem Theory, contemporary belief is

that self – esteem is routed in early childhood with a foundation of trust, unconditional love

and security, impacted on as life progresses by a combination of positive and negative

evaluations. Stanley Coopresmith’s (1967 as cited by Nayler, 2010) self – evaluation scale

measured self – esteem in children and then assessed the parent’s child rearing practices

for those children with high self – esteem and concluded that the origins of higher self –

esteem lay in clear rules and limits enforced by the parents.

Significance of the Study

1. School Administrators. This study will guide the school administrators to conduct a

seminar to teachers and improve their strategy in teaching students with low self – esteem.
2. Teachers. This study will give teachers an idea on how to help students with low self –

esteem to higher their self – esteem. Teachers will also improve their strategy in teaching

in able for the students with low self – esteem to cope up in their discussions.

3. Parents. This study will help the parents to motivate their children with low self – esteem

and encourage them to have a good academic performance.

4. Students. This will help students with low self – esteem in Creative Non – Fiction by

giving them tips, solutions and motivations to increase their self – esteem. This will help

students with low self – esteem not to lower themselves but to be proud of who they are.

5. Future Researchers. This study will give the future researchers an idea about self –

esteem and continue to study about this problem on students. This study will give them

idea that low self – esteem can be a problem on their academic achievement.