RRL

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.

[Link]

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.

[Link]

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).

[Link]

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.

[Link]

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.

[Link]
 "The Importance of Self-Esteem for Student Success" (2022)

 Example Statement: "Students who possess a high level of self-esteem are more likely to experience academic success
and to maintain resilience in the face of challenges, as they believe in their ability to succeed."

 Author: Tiger Campus

 "Nurturing Student Self-Esteem for Success" (2022)

 Example Statement: "Self-esteem is a critical factor in a student's development, influencing both their emotional well-
being and their academic engagement, leading to better performance in school and later career prospects."

 Author: Graduate Program

 "The Relation Between Self-Esteem and Productivity: An Analysis in the Workplace" (2022)

 Example Statement: "High self-esteem positively influences productivity by fostering a greater sense of self-worth and
motivation, which improves workplace engagement and overall performance."

 Author: Not specified

 "Research Review Shows Self-Esteem Has Long-Term Benefits" (2021)

 Example Statement: "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

1. 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

 Link: [Link]

 "...results showed that students with higher self- esteem perform better in their academic (p< 0.0005, r=0.32)..."
(EJ1083788, 2015)2

 Link: [Link]

 "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

 Link: [Link]

 "Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to
academic performance." (PMC10136102, 2023)4

Link: [Link]

2. 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

 Link: [Link]
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. [Link]

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. [Link]
"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).

"Self-esteem has been identified as a crucial psychological phenomenon that significantly impacts various
emotional and 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

 Link: [Link]

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 [1, 2]
 Link: [Link] 1

"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."
[Link]
  "A positive relationship exists between financial self-efficacy and financial productivity." ( Xiao
et al., 2023)
 "Higher financial self-efficacy has been linked to lower overall stress in college students." ( Xiao
et al., 2023)
 "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)
4. 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)