Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a comprehensive review of related literature and studies, delving into the
interconnectedness between emotional factors, self-esteem, and academic challenges. The
discussions encompass both global and local perspectives, ensuring a well-rounded
understanding of the topic.
Related Literature
Self-Esteem and Its Role in Academic Success
Self-esteem is a critical psychological construct that influences various aspects of an individual’s
life, including academic performance. Rosenberg (1965) defined self-esteem as one’s overall
sense of self-worth or personal value. High self-esteem fosters confidence and motivation, which
are essential for academic success. Conversely, low self-esteem is associated with anxiety, fear
of failure, and poor academic outcomes (Baumeister et al., 2003).
In educational settings, students with high self-esteem are often more engaged in classroom
activities, exhibit greater persistence in the face of challenges, and achieve higher academic
outcomes. According to Marsh and Craven (2006), self-esteem contributes to the development of
positive attitudes towards learning, which in turn enhances performance. Conversely, students
with low self-esteem may avoid participation due to fear of judgment or failure, further
perpetuating a cycle of underachievement.
Branden (1994) emphasized the dual components of self-esteem: self-efficacy and self-respect.
Self-efficacy refers to the belief in one’s abilities to achieve goals, while self-respect reflects the
sense of being deserving of happiness and success. These elements are crucial for students as
they navigate academic and social challenges. Educators play a pivotal role in fostering these
traits by creating supportive environments that encourage self-expression and acknowledge
individual achievements.
Emotional Factors and Academic Performance
Emotional factors, such as stress, anxiety, and emotional regulation, significantly affect
academic performance. Zeidner (2007) argued that students with poor emotional regulation often
struggle to manage academic stress, leading to lower performance and diminished self-esteem.
Emotional intelligence, which involves recognizing and managing emotions, has been linked to
better academic outcomes (Goleman, 1995).
Students with higher emotional intelligence are better equipped to handle academic pressures,
maintain focus, and establish effective coping strategies. For example, Salovey and Mayer
(1990) found that emotionally intelligent students are more likely to achieve academic success
due to their ability to manage stress and build positive relationships with peers and instructors.
These findings highlight the importance of integrating emotional intelligence training into
educational curricula to support students’ overall well-being and performance.
Suldo and Shaunessy (2008) highlighted the role of positive emotions in enhancing students’
engagement and resilience. They found that students who maintain a positive outlook are more
likely to overcome academic challenges and maintain high self-esteem. On the contrary, negative
emotions, such as fear and self-doubt, create barriers to learning and hinder academic progress.
Educators and counselors can mitigate these effects by providing emotional support and fostering
environments that promote mental health.
Financial Factors and Self-Esteem
Financial stability is another significant factor influencing students’ self-esteem and academic
performance. Jensen (2009) noted that financial difficulties often lead to limited access to
educational resources, increased stress, and lower self-esteem. Students from low-income
families may experience feelings of inadequacy, which can adversely affect their academic
performance.
Economic challenges frequently place students in situations where they must balance academic
responsibilities with part-time jobs or financial stress, which can detract from their focus and
energy. According to Sirin (2005), financial instability correlates with decreased academic
motivation and engagement, further exacerbating feelings of self-doubt and inadequacy.
Providing equitable access to resources and financial aid programs can alleviate these pressures
and support students’ academic pursuits.
Becker and Luthar (2002) observed that financial stress exacerbates emotional and academic
challenges, particularly among students with low self-esteem. However, interventions, such as
scholarships and financial aid, can mitigate these effects, enabling students to focus on their
studies and build confidence. These findings underscore the need for policies that address the
financial barriers to education to foster an equitable learning environment.
Parental Involvement and Emotional Support
Parental involvement plays a pivotal role in shaping students’ self-esteem and academic success.
Epstein (1995) emphasized that active parental engagement fosters a supportive learning
environment, enhancing students’ confidence and motivation. Jeynes (2007) further supported
this, noting that students with supportive parents are more likely to excel academically and
maintain high self-esteem.
Parents who actively participate in their children’s education provide emotional stability and
reinforce positive behaviors. Grolnick and Ryan (1989) noted that such involvement helps
children develop resilience and a strong sense of self-worth, which are critical for academic
success. Conversely, parental neglect or excessive pressure can lead to feelings of inadequacy
and stress, adversely affecting self-esteem and academic outcomes.
In addition to emotional support, parental involvement in decision-making processes regarding
education fosters a sense of autonomy and self-efficacy in students. According to Fan and Chen
(2001), the quality of parental involvement—rather than the quantity—has a more significant
impact on students’ academic achievements and self-esteem, highlighting the importance of
meaningful and supportive engagement.
Gender Differences in Self-Esteem and Academic Challenges
Gender differences in self-esteem and academic performance have been widely studied. Robins
and Trzesniewski (2005) found that females generally report lower self-esteem than males,
potentially due to societal expectations and pressures. However, females often exhibit greater
academic effort and perseverance, particularly in higher education (Calandria et al., 2021).
Research indicates that gender stereotypes and societal norms influence how males and females
perceive and respond to academic challenges. For instance, females may internalize failures
more intensely, which can impact their confidence and self-esteem (Kling et al., 1999). On the
other hand, males often attribute academic difficulties to external factors, which may shield them
from similar declines in self-esteem.
Understanding these gender differences is essential for developing tailored interventions to
support students. Programs that encourage self-reflection, challenge stereotypes, and foster
inclusive environments can help bridge the gap and promote equity in educational settings.
Additionally, empowering students through mentorship and role modeling can positively
influence self-esteem and academic engagement across genders.
Cultural Influences on Self-Esteem
Cultural factors significantly shape self-esteem and academic attitudes. Collectivist cultures,
such as those in many Asian countries, emphasize group harmony and societal expectations,
which can lead to higher academic pressure and lower self-esteem among students (Heine et al.,
1999). In contrast, individualistic cultures prioritize personal achievement and self-expression,
fostering higher self-esteem but sometimes at the expense of academic rigor.
In multicultural societies, students may experience conflicting cultural expectations that impact
their self-perception and academic performance. For example, Yu et al. (2022) found that rural
students in China faced unique challenges related to cultural and socioeconomic factors,
resulting in lower self-esteem and academic outcomes compared to their urban counterparts.
Addressing these disparities requires culturally sensitive approaches that consider students’
diverse backgrounds.
Culturally relevant pedagogy and inclusive practices in education can enhance students’ self-
esteem and academic success. Ladson-Billings (1995) argued that culturally responsive teaching
not only validates students’ identities but also engages them more deeply in the learning process,
ultimately boosting their confidence and performance.
Related Studies
Foreign Studies
Yu et al. (2022) examined the relationship between self-esteem and academic performance
among rural students in China, revealing a significant correlation. The study emphasized the
importance of social support and self-confidence in academic success. Similarly, Murad (2020)
explored the link between social anxiety and self-esteem among university students in Jordan,
finding that higher self-esteem correlated with lower anxiety levels and better academic
performance.
Research by Bhatt and Bahadur (2018) highlighted the role of self-esteem in enhancing self-
efficacy and motivation among college students. Their findings suggested that students with high
self-esteem are more likely to set and achieve ambitious academic goals. The study also
recommended institutional support systems to foster a sense of belonging and reduce barriers to
academic success.
Shamma (2015) conducted a study on social anxiety and its relationship to self-esteem among
Syrian students. The findings revealed a negative correlation between these variables,
underscoring the importance of addressing social fears to improve self-worth and academic
engagement. The study recommended integrating emotional and social skills training into
educational programs to mitigate anxiety and build resilience.
Local Studies
Moneva et al. (2020) investigated the relationship between parental involvement and self-esteem
among Filipino students. Their findings indicated that supportive parental engagement positively
influenced self-esteem and academic performance. Suan and Magallanes (2020) further
examined the impact of belongingness and self-esteem on high school students, emphasizing the
role of emotional and social connections in fostering academic success.
A study by Calandria et al. (2021) explored gender differences in self-esteem and academic
effort among Filipino students. The research revealed that female college students exhibited
higher levels of academic effort despite reporting lower self-esteem. These findings underscore
the need for gender-specific support strategies to enhance educational outcomes.
Additionally, Moneva et al. (2019) examined the role of socioeconomic factors in shaping
students’ self-esteem. The study concluded that while parental occupation did not directly affect
self-esteem, emotional support and validation were critical determinants of students’ confidence
and academic motivation. These findings highlight the importance of fostering positive family
dynamics to promote student success.
Synthesis of Related Literature and Studies
The reviewed literature and studies underscore the complex interplay between self-esteem,
emotional factors, and academic challenges. Emotional well-being and self-esteem are critical
determinants of academic success, influenced by factors such as financial stability, parental
involvement, and cultural norms. These findings highlight the need for holistic interventions that
address the multifaceted nature of students’ experiences, ensuring that they receive the support
necessary to thrive academically and emotionally.
This synthesis provides a strong foundation for the present study, which seeks to explore the
academic challenges faced by Bachelor of Secondary Education students with low self-esteem at
Mindanao State University-Lanao National College of Arts and Trades. By examining the
interrelations among emotional, financial, and parental factors, the study aims to contribute
valuable insights to the field of educational psychology and student support services.
Orth, U., Robins, R. W., & Widaman, K. F. (2012).
Life-span development of self-esteem and its effects on academic performance.
This longitudinal study explores how self-esteem develops over time and its direct influence on
academic achievement, showing that higher self-esteem correlates with better academic outcomes.
Pajares, F., & Schunk, D. H. (2001).
Self-beliefs and school success: Self-efficacy, self-concept, and school achievement.
This study focuses on the interplay between self-beliefs, self-esteem, and academic performance,
showing that students with high self-esteem are more motivated and engaged.
Marsh, H. W., & Craven, R. G. (2006).
Reciprocal effects of self-concept and academic achievement: A meta-analysis of longitudinal studies.
This meta-analysis demonstrates the bidirectional relationship between self-esteem and academic
success, confirming that improvements in one area often lead to gains in the other.
Ryan, R. M., & Deci, E. L. (2000).
Self-determination theory and the facilitation of intrinsic motivation, social development, and
well-being.
This study highlights how self-esteem, when nurtured through autonomy-supportive
environments, leads to better academic outcomes.
Eccles, J. S., & Roeser, R. W. (2009).
Schools, academic motivation, and stage-environment fit.
This study emphasizes the role of school environments in shaping students’ self-esteem and
motivation, which in turn affect academic performance
Incorporation Plan
Chapter 2: These studies can be summarized under subsections like Emotional Factors
and Self-Esteem, Self-Esteem and Academic Achievement, or Parental Involvement and
Student Success.
Chapter 4: Use these studies to strengthen discussions on the role of self-esteem in
academic challenges and highlight findings from your research in light of these studies.