RRL Chapter 1

The American Psychological Association emphasizes that self-esteem and perceived competence are crucial for students to take

risks in their learning and to recover after facing failure or adversity. Low self-esteem can hinder a student's willingness to

engage in challenging academic tasks, potentially affecting their overall academic performance.

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A study conducted by Rockman et al. (2022) explored the experiences of working-class postgraduate students who balance full-

time employment with their studies. The research highlighted the severe financial challenges and psychological burnout these

students often face, which can impair their ability to perform optimally in both their careers and academics. The study

underscores the importance of understanding these perceptions to provide better support for such students.

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For many people, work is a central life domain. Adolescents and young adults often think about their choice of occupation and

put much effort into getting a job that suits them. Once individuals have a job, they spend a large part of their waking hours

working

(e.g., U.S. Bureau of Labor Statistics, 2019).

Positive work experiences, such as job satisfaction and a supportive work environment, contribute to increases in self-esteem

over time. Similarly, individuals with higher self-esteem tend to experience better work outcomes, including greater job

satisfaction, performance, and opportunities for career development. This highlights the reciprocal relationship between self-

esteem and work experiences, emphasizing their mutual influence (Donnellan, M. B., & Trzesniewski, K. H. (2021).

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Robotham (2016) discusses the challenges faced by working students and their coping mechanisms. The study found that

students with effective time management and social support reported higher levels of self-esteem.

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Santos et al. (2018) explored how family and peer support positively influence the self-esteem of working students. The study

emphasized the importance of emotional support systems for maintaining a healthy self-concept while juggling multiple roles.

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"Research Review Shows Self-Esteem Has Long-Term Benefits" (2021) "High self-esteem has been consistently linked with

greater academic achievement, stronger social relationships, and improved mental health over the long term, showing the

enduring impact of self-worth." Author: UC Davis

Relationship Between Self-Esteem and Academic Performance: "In other words, the effects of low self-esteem on academic

performance often appear as subpar grades; whereas, high self-esteem can result in higher grades." (Peace College, 2025) 1

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"...results showed that students with higher self- esteem perform better in their academic (p< 0.0005, r=0.32)..." (EJ1083788,

2015)2

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"This study perceived that there is significant positive relationship between self-esteem level and academic performance of the

undergraduates." (Souta Anjali et al., 2024)3

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"Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to academic

performance." (PMC10136102, 2023)4

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Self-Esteem and Stress: "Undergraduate students who base their self-worth on academic performance may study harder and

longer, but they often experience more stress." (Peace College, 2025)1

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As a basic psychological structure, self-esteem can serve as a motivator for academic engagement (Lim and Lee, 2017).

Expectancy-value theory suggests that individuals’ positive self-evaluation can predict academic outcomes, such as academic

engagement (Fang, 2016). A study by Sirin and Rogers-Sirin (2015) showed that self-esteem affected the fields related to

academic engagement, and that there was a significant positive correlation between self-esteem and academic engagement. The

research data of Filippello et al. (2019) found that self-esteem can predict a person’s level of academic engagement. Thus, we

propose the following hypothesis:

Adolescents with high levels of self-esteem tend to experience positive self-experiences (Peng et al., 2019), high-quality

interpersonal relationships (Cameron and Granger, 2019), and better physical and mental health (Li et al., 2010)

Researchers have explored the psychological factors (other than classroom teaching and learning methods) that affect academic

performance, and this scholarship has concluded that academic engagement can effectively predict students’ current academic

performance (Hershberger and Jones, 2018) and also influence their future functional growth (Fredricks et al., 2016).

Theory suggests that people’s work experiences influence their self-esteem and, vice versa, that self-esteem influences work

experiences

For many people, work is a central life domain. Adolescents and young adults often think about their choice of occupation and

put much effort into getting a job that suits them. Once individuals have a job, they spend a large part of their waking hours

working (e.g., U.S. Bureau of Labor Statistics, 2019). Moreover, people often seek to improve their work life, sometimes by

switching employers, career tracks, or vocational fields. Because much time and effort is spent for the job, the work domain is

closely linked to people’s self-concept and identity (e.g., Ashforth & Mael, 1989; Van Knippenberg & Hogg, 2018).
Positive work experiences, such as job satisfaction and a supportive work environment, contribute to increases in self-esteem

over time. Similarly, individuals with higher self-esteem tend to experience better work outcomes, including greater job

satisfaction, performance, and opportunities for career development. This highlights the reciprocal relationship between self-

esteem and work experiences, emphasizing their mutual influence (Donnellan, M. B., & Trzesniewski, K. H. (2021). Work

experiences and self-esteem development: A meta-analysis of longitudinal studies. European Journal of Personality.

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A 2024 study by Rufino et al. examined the relationship between financial behavior and financial well-being among working

students at Tarlac State University. The research highlighted that positive financial behaviors, such as effective budgeting and

prudent spending, significantly enhance financial well-being. Moreover, financial literacy was found to moderate this

relationship, suggesting that students with higher financial knowledge are better equipped to manage their finances, leading to

improved self-esteem and overall well-being.

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"As a basic psychological structure, self-esteem can serve as a motivator for academic engagement. Expectancy-value theory

suggests that individuals’ positive self-evaluation can predict academic outcomes, such as academic engagement" (Lim and Lee,

2017).

"Studies have shown that students’ self-esteem is an important factor in their academic engagement and success...Students with

high self-esteem tend to have higher academic engagement and self-efficacy, which can lead to better academic performance"

(Acosta-Gonzaga, 2023; Zhao et al., 2021; Roomi et al., 2022).

Ability and self-esteem cooperate in direct and indirect ways to effect long-term accomplishment, adventuresome, and,

ultimately, life successes because with self-esteem we build confidence and by that, we determine our goal" (Source doesn't

specify author/date, but the study is from 2015).

cognitive dimensions of human beings, ultimately affecting life satisfaction and happiness" (Funk et al., 2022).

"Self-esteem appears vital to our mental and physical wellbeing...Research has confirmed that it improves performance in

particular domains such as in education and, more generally, positively impacts our physical and psychological health and social

acceptance" (Jordan et al., 2017).

Low Self-Esteem and Negative Outcomes: "Conversely, low self-esteem can be associated with negative outcomes such as

anxiety, depression, and poor academic performance...Low self-esteem can also be a causal factor in depression, anxiety, eating

disorders, delinquency, and school problems" (Moloud et al., 2022).

"Financial independence and academic achievement for young populations may be considered as key aspects in the transition to

adulthood. After controlling the effects of program quality, and the student's previous academic abilities and socio-economic

conditions, results showed that students with scholarships had higher scores than financially dependent students (those who had

student loans) and financially independent students (those who self-funded their studies or who worked during the week) who

had low scores in the national standardized academic achievement test. But what happened to youngsters who must combine their

university studies with work against those who continue being economically dependent during this stage? Will living this

experience accelerate their autonomy, positively affecting variables such as academic performance, when assuming their studies

with increased responsibility? Is it necessary and desirable to prolong adolescence dependence in emergent adulthood (Carlson,

2014) in terms of making optimal use of the university experience?" Authors: Mónica Patricia Borjas, Carmen Ricardo, Elsa

Lucia Escalante-Barrios, Jorge Valencia, and José Luis Aparicio (Year: 2020)

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Among the advantages the work may generate is recognizing the self-confidence (Bradley, 2006), specifically the leadership

(Salisbury et al., 2012). At the same time, the leadership is associated to the autonomy, which improves the general academic

performance (Deng et al., 2020). Salisbury et al. (2012) state that the work may generate positive effects on autonomy

development. They mention the benefits for the development of confidence and self-sufficiency when working during the studies.

However, they assert that excessive work may limit students’ participation in co-curricular activities and peer interaction."
Authors: Mónica Patricia Borjas, Carmen Ricardo, Elsa Lucia Escalante-Barrios, Jorge Valencia, and José Luis Aparicio

(Year: 2020)

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"This dynamic reflects deeper socio-economic issues, particularly financial instability, that force many young students to juggle

both education and employment." (Bea Lim 2024)

"Many organizations, both governmental and non-governmental, provide scholarships, grants, and financial aid specifically for

working students. These funds can significantly reduce the financial burden and allow students to focus more on their studies."

"Educational institutions are increasingly offering flexible learning options, such as evening classes, online courses, and modular

systems. These alternatives allow students to balance work and study more efficiently."

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"Students' financial stress is associated with higher self-reported mental health needs." ( Xiao et al., 2023)

"Financial stress has a substantial negative impact on the mental health and well-being of college students." ( Xiao et al., 2023)

Experiences of Working While Studying: "Eight out of ten (77%) understudies are now working part-time to help them with

their financial needs in school." ( Madriaga, 2024)