The Effects of Lack of Self-Confidence in the Academic Performance

of Grade 10 Students in Bolbok National High School S.Y. 2017-2018

A Research Paper Presented to

Mr. Ariel Abel

In Partial Fulfillment of Requirement in English 10

Crisostomo, Bert Lawrence

Gonzaga, Roxel

Magpantay, Kyle Joseph

Canubas, Hazel

Pelagio, Aecel

Pilapil, Aizel

March 2018
 APPROVAL SHEET

This thesis entitled “The Effects of Lack of Self-Confidence in the Academic

Performance of Grade 10 Students in Bolbok National High School S.Y.

2017-2018”

prepared and submitted by

Crisostomo, Bert Lawrence

Gonzaga, Roxel

Magpantay, Kyle Joseph

Canubas, Hazel

Pelagio, Aecel

Pilapil, Aizel

has been approved and accepted as partial fulfillment of the requirements for

English 10.

MR. ARIEL L. ABEL

ENGLISH TEACHER
 Acknowledgement

Preparing and completing a research paper is a serious and challenging task

to anyone. Despite of the pressure, we assured that this research paper will be

successful and presented with our full effort. We certainly tried our best to make

We would like to express our deepest gratitude for Mr Ariel Abel, our subject

teacher who patiently helped us and answered our questions regarding to our

topic.

To our families, who supported us all throughout the conduction of our

study; to our classmates who cheered for us when we felt down due to stress

and pressure; to the students of Grade 10 who answered our survey

questionnaires that really helped us to find the answers in our research.

To the Almighty God who never left our sides and lighted up our minds to

finish this research paper, we the researchers affectionately dedicate this study

which has been to us a labor of love, to you. All of your advice and cooperation

made our research paper possible and successful.

 Table of Contents

TITLE PAGE……………………………………………………………………………

APPROVALSHEET…………………………………………………………………..

ACKNOWLEDGEMENT……………………………………………………………...

TABLE OF CONTENTS……………………………………………………………….

LIST OF TABLES………………………………………………………………………

CHAPTER

I. THE PROBLEM

Introduction……………………………………………………………

Background of the Study…………………………………………….

Statement of the Problem…………………………………………...

Objectives……………………………………………………………..

Significance of the Study…………………………………………….

Scope and Delimitation of Study……………………………………..

Definition of Terms…………………………………………………….

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
Local………………………………………………………………..
Foreign…………………………………………………………………..

Related Studies
Local………………………………………………………………..
Foreign…………………………………………………………………..
III. RESEARCH METHODOLOGY

Research Method………………………………………………………

Respondents of the Study…………………………………………….

Research Instrument…………………………………………………...

Validation of the Instrument……………………………………………

Data Gathering Procedure……………………………………….……

Statistical Treatment of Data…………………………………….……

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

V. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATION

Summary………………………………………………………………

Findings………………………………………………………….…….

Conclusions……………………………………………………………

Recommendation………………………………………………….….
 LIST OF TABLES

TABLE

1.0 Extent of student-respondents Lack of Confidence at School

2.0 Extent of student-respondents Lack of Confidence at School

as perceive by their teachers

 CHAPTER I

THE PROBLEM

This chapter provides the introduction, statement of the problem, its

background, and significance, objectives, definitions of terms, scope and

limitations of the study.

Introduction

Academic performance and achievement plays an important role in the

life of an individual. In educational life an academic achievement is highly valued.

The parents and the teacher expect that the achievement of the student should

be the highest. Academic performance can represent a variety of learning

outcomes such as knowledge, understanding, attitude, intelligence, skills and

application. On the basis of the achievement as high achiever or low achiever.

Good or high academic achievement tends to help in both improving the

personality of the students and also their recognition by parents, peer groups,

teachers, neighbors and society at large. It boosts their morale and develops

feeling in them that they are useful in the family, school and society.

The achievement of the child depends upon the main factors namely

child's interest, motivation, conceptual learning, understanding in class,

adjustment, school environment, home environment and reading interest and

motivation in the subject that they study, the devices and methods adopted by

teachers in class, family set up, self-confidence and study habits. But we must

know that confidence is always crucial for one's success. Many people can be
more confident, most parents can manage to make their children feel more

confident by praising them. But as a matter of fact, a lot people feel that they are

not confident enough. They come out with different results, at time,

complementing each other but at times contradicting each other. Confidence is a

feeling that makes one think that he or she is capable of doing something with

ease and calmness. It makes an individual optimistic and pleased with

himself/herself. But confidence is not the feeling where one can think he is

superior to others. Self-confidence is central to good psychological adjustment,

personal happiness and effective functioning in children and adults.

Children with high self-confidence can easily communicate can easily

communicate with others, dared to express their opinion, and not easily

influenced by others. On the other hand, children who do not have enough self-

confidence remain in doubt, don’t dare to give their opinion, are easily influenced

by others and not even dare to try new things. Such children who lack confidence

are more likely to give up while facing difficulties.

Confidence is the ability to take appropriate and effective action in any

situation, however challenging it appears to you or others, (Burton & Platts,

2006).Genuine self-confidence is the forerunner of achievement. Self-confidence

integrates the powers of mind and body and focuses them towards the goal. Only

such a concentrated energy can reach the goal. Self-confidence is the first step

to progress, development, achievement and success.

Ziegler et al. (2000) indicated that girls already expressed significantly

lower levels of self-confidence regarding chemistry than the boys. Huang et al.

(2001) reported that perceived respect from professors as the strongest

determinant of female academic self-confidence whereas the perceived quality of

teaching is the strongest predictor among male students.

Purwar (2002) investigated the self-confidence, intelligence & level of

aspirations among urban and rural schedule caste boys and girls. The results

revealed that self-confidence is positively correlated. The students in the higher

grade levels tended to check fewer skilled competencies than did the students in

the lower grades. Aggarwal and Mishra (2005) found that rejection, demand,

symbolic reward love and object reward affects the self-confidence of students

significantly.

Many researches have been conducted regarding self-confidence and

academic achievement of school students. This fact encourages and led the

investigator to make an attempt to study academic achievement in relation to

their self-confidence.

Background of the Study

Today’s self-confidence as one of the influential factor which affects

student’s academic performance has received increasing attention. It has been

declared that high self-confidence can lead to high academic achievement. The

Self-confidence can be referred as person's global judgments of competency

regarding one's self-worth (Harter, 1988). This construct emerges when children

compare their self-evaluation with actual performance on a variety of tasks.

Moreover, this comparison between the perceived self and the ideal self is very

crucial especially during adolescence because adolescents encounter with

diversified job of developing and challenges of their own age. Hence,

development of self-confidence is considered as one of the most important

developmental processes of adolescence (Sirin and Rogers-Sirin, 2004).

In general, high self-confidence help individuals to view themselves as

active and capable persons to promote changes through effort and set higher

goals which cause learning new things. Interestingly, numerous researchers

have demonstrated that the best way to improve student achievement is to

increase their self-confidence (Rubie et al., 2004). Research has also

documented that high self-confidence plays an important role in academic

achievement, social and personal responsibility (Redenbach, 1991). Those who

have higher academic achievement tend to feel more confident in contrast those

who lack confidence in themselves achieve less.

Additionally, gender is the important factor which influence on the

growth, emerges and demonstration of self-esteem. Numerous differences have

been found between males and females in their level of self-esteem during

adolescence because they tend to adapt to gender stereotypes. Specifically,

male self-confidence are thought to be more impressed by goals characterized

by independence and autonomy, while self-confidence in female is more

influenced by goals related to interdependence and sensitivity (Cross and Slater,

1995). The difference in self-confidence can lead to difference in academic

achievement between boys and girls. It has been revealed that girls do better in

school, get higher grades and can graduate from high school at a higher level

than boys (Jacob, 2002).

Previous study showed the other influential factors in academic

achievement (Kara and Kahraman, 2008). However, the present study revealed
the important role of self-confidence in academic achievement. In other words,

the present study aimed to investigate the relationship between self-confidence

and academic achievement as well as gain insight into the differences in self-

confidence and academic achievement between boys and girls. This study

endeavored to provide information for educators, counselors and teachers to

apply strategies to prevent imbalance in academic achievement and self-

confidence between male and female students in the classroom.

Self-confidence refers to a degree to which a person values himself or

herself, the summation based on conscious self-evaluative thoughts and feelings

or in short, as a global emotional placement of self. It can be either positive (high

self-esteem) leads to greater happiness or negative (low self-esteem) or self-

doubt, potentially leads to depression (Baumeister et al, 2003). According to

Aryana (2010), students with high academic achievement tend to feel more

confident in contrast to those who lack confidence in them achieves less.

There had been many studies on this self-confidence and academic

achievement relationship has been carried out previously but the topic remains

debatable and inconclusive (Naderi 2009). Though it is identified as a crucial

factor in affecting student’s academic achievement has been singled out (Aryana

2010); there are other potential influential factors such as gender (Dixon &

Kurpius 2008; Teoh & Nur Afiqah 2010; Pritchard 2010), body image (Tyler 2006)

and stress level (Hughes, Priskell & Sales 1996; Agolla & Ongori, 2009).

According to a meta-analysis done by Gentile et al. (2009), self-confidence

differences between men and women in academic show no significant gender

differences.
The positive self-image will contribute to the person's self-confidence, which

include body satisfaction and Body Mass Index (BMI). Numerous studies found

that women with higher Body Mass Index (BMI) scores had a lower self-esteem

and judged their own bodies more critically than those with a low body image

score (Ackard et al 2003; Forrest & Stuhldreher 2007; Weaver & Byers 2006).

The major causes of stress among students includes academic workload,

inadequate resources, low motivation and poor academic performance,

overcrowded lecture halls, and uncertainty of getting jobs after graduation from

the university however Espenshade et al. (2005) reported that stress has a

negative but insignificant association with cumulated grade and no relationship

with college credits. Self-confidence affects the thinking process, emotions,

desires, values and goals in a person (Sandra 2009), developed when the

acceptance of others and their personal and group contributions are recognized

and applauded, especially in a multi-culturally diverse world, it is a key ingredient

that affects the level of proficiency in all fields of endeavor (Redenback 1991).

The core idea of Self-confidence Theory is that everyone feels that they

has an intrinsic “value” and always try to improve that value. Self-confidence can

be increased by praise and be built when the rewards in the form of praise are

given for real achievement. In addition, self-confidence can also be developed by

achieving great successes and it can be maintained by avoiding failures.

One of the most important human traits to achieve objectives is self-

confidence. 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 self-worth. The purposes of self-confidence are to feel and imagine
that people nurtured in their mind over time about their self. In simple words, self-

confidence is self-assessment; this perception and evaluation can be positive or

negative and pleasant or unpleasant. Children with high self-confidence, usually

feel good about themselves and better able to resolve their conflicts with other

children and are resistant to deal with problems, troubles and failures.

These children often smiling and optimistic, rational and positive self-

concept and enjoy life. In contrast, children with low self-confidence are often

faced with difficulties and frustrations and they are experiencing anxiety. This

group of children usually has problems in conflict resolution and conflict with

other peers; they constantly self-critical thoughts make their own persecution.

(Salahshour, 2000) Because children can enjoy the maximum potential mental

capacity and capabilities, should benefit positive attitudes of other people and the

environment. Teens who are undoubtedly has considerable self-confidence than

their peers in similar circumstances, show higher achievement and superior

performance and also the most important traits in them are divergent thinking

and creativity, self-confidence and high self-confidence.

Therefore, raising self-confidence in children and adolescents is the most

important tasks for parents and teachers and important role in this regard

responsible behavior patterns.

Statement of the Problem

The study entitled “The Effects of Lack of Self Confidence in the

Academic Performance of Grade 10 Students in Bolbok National High

School S.Y. 2017-2018” will be conducted to find the significant effects of self

confidence in the academic performance of the students . This study aims to

answer the following questions.

1. What is the extent of student-respondents lack of confidence at school?

2. What is the extent of student-respondents lack of confidence at school as

perceive by their teachers?

3. Is there a significant difference between the perception of the students-

respondents and their teachers?

4. What is the general average of the student-respondents in

First Quarter Second Quarter Third Quarter

75

76-80

81-85

86-90

91-95

96-100

5. What plan of activities can be done to improve the level of self-confidence

of the students?
Objectives

1. The study aims to determine the effects of lack of self-confidence on the

academic performance of the Grade 10 students in Bolbok National High School

S.Y. 2017-2018.

2. The study aims to analyze the extent of student-respondents lack of

confidence at school; and

3. The study aims to analyze the extent of student-respondents lack of

confidence at school as perceive by their teachers.

Scope and Delimitation of the Study

This study focuses only on the effects of lack of self-confidence in the

academic performance of Grade 10 students in Bolbok National High School.

This research aims to widen our understanding, knowledge and our different

insights about this study. This research study includes 100 Grade 10 students in

Bolbok National High School.

The researchers will conduct the study through survey. The respondents

will be given questioners to answer. The research will start in February 2018 and

will end in March 2018

Significance of the Study

The study entitled “The Effects of Lack of Self Confidence in the

Academic Performance of Grade 10 Students in Bolbok National High

School S.Y. 2017-2018” will be conducted by the following beneficiaries.

Students- The results will help the students engage with their performance in

school and on how they will handle their academics that deals with self-

confidence. At the end of the study it will give the students some knowledge

about the effects of having lack of self-confidence on their academic

performance.

Teachers- The given data would guide the teachers on what to do with the

students’ self-confidence and its performance. The teachers would be able to

understand on how help them.

Parents- Like the teachers, the parents too will understand on how they will

interact with their children’s academic performance on school through the given

data. The given data would help them formulate some effective measures to help

their children’s. The findings would also help them learn the actions of their

children having not enough self-confidence.

Future Researchers- This study will help them in knowing more about self-

confidence and its effects on students’ academic performance. It will serve as a

guide for them to gain more knowledge about the said topic.

Researchers- At the end of the study, the researchers will have a deeper

knowledge about the said topic. They will know how self-confidence works in

every student’s performance in school.

School- The research will help a school know the different strategies and other

alternative ways in enhancing a student’s academic performance.

School Guidance- The given information will help them handle the students and

their performances. They will be able to know how self-confidence can affect

their children’s performance in school.

Definition of Terms

Academic Performance- is the extent to which a student, teacher or institution

has achieved their short or long-term educational goals.

Self-confidence- a feeling of trust in one's abilities, qualities, and judgment.

Lack of confidence- and feeling badly about oneself. People with low self-

esteem often feel unlovable, awkward, or incompetent.

Academic Achievement- refers to the level of schooling you have successfully

completed and the ability to attain success in your studies.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature (Local Studies)

Self-Confidence

Man experience desire for self-confidence as an urgent imperative, as a

basic need. Self-confidence has two interrelated aspects: it entails a sense of a

personal worth. It is the integrated sum of self-confidence and self-respect. It is

the conviction that one is competent to live and worthy of living. Man’s search for

self-confidence is inherent in his nature. Self-confidence is an integral part of

emotional well-being. It is largely the individual’s reaction to their people’s

reaction or opinions of himself. Self-confidence pertains to a man’s conviction of

his fundamental efficacy and worth. There are also some factors affecting self-

confidence, the following are; the attitudes of adults toward the growing infant

and child, some emotional disastrous experience of the individual which can be

considered as a threat to self which affects his stability, the status of the group to

which a person’s belong and the individual’s role and status in the group.

Santrock (2003) defined self-confidence as the global evaluative

dimension of the self. It is also referred to as self-worth or self-image. Self-

confidence is the central basis upon which humans build their lives. Since

humans are inherently social beings, the way they feel about themselves affect

how they relate to other people around them and to every aspect of life. (De

Castro et al. 2006)

 Interest in the self-led to the belief that self-led to the belief that self-

confidence is important aspect of personality. Self-confidence is the evaluative

and affective dimension of self-concept. Self-confidence is also referred to as

self-worth.

A topic of considerable interest is what can be done to increase the self-

esteem of individuals with low self-esteem. Researchers have found that four,

main strategies to help to improve self-confidence: (1) identifying the causes of

self-confidence (2) experiencing emotional support and approval (3) achieving,

and (4) coping. The emphasis on experiencing emotional support and approval

meshes with Carl Roger’s emphasis on unconditional positive regard that we

discussed earlier in this chapter. Some psychologists argue that the most

effective ways to improve self-confidence are to improve the person’s

achievement and coping skills. Rogers believe that where a person’s

achievement and coping skills improve, the individual’s self-confidence is likely to

follow suit.

Schneider, JA. DO (2006) discussed that self-confidence is all about how

much people value themselves, the pride they feel in themselves, and how

worthwhile they feel. Self-confidence is important because feeling good about

yourself can affect how you act. A person who has self-confidence will make

friend easily, is more in control of his or her behavior, and will enjoy life more.

(Lorrigie et al. 2008)

Defining Self-confidence

Self-confidence can be defined as how favorably someone evaluates

himself or herself Baumeister, 2008). From the perspective of humanistic

psychologists (Leary 1999, Leary 2000), self-confidence is the relationship

between one’s real self and one’s ideal self, feeding off of favorable behaviors.

Other theorists propose that having a high self-confidence motivates people to

achieve their goals because self-confidence is subjective to the adequacy with

which one acts, with high self-confidence leading to further (Leary 1999)

Level of Self-confidence

Both high and low self-confidence people pursue self-confidence,

especially following threats to the self-concept, but they do so in different ways

(Blaine&Crocker,1993). High self-confidence people have more positive self-

views and are more certain of them (Blaine&Crocker,1993); consequently, they

are less concerned with avoiding failure in domains of contingency and more

likely to adopt approach goals with regard to self-confidence

(Power&Crocker,2002), self-enhance directly (e.g., by evaluating their own

creations positively) (Brown,Collins&Schimidt,1998) and respond to threats by

emphasizing their abilities, dismissing negative feedback, seeking competency

feedback, and becoming more independent (Blaine&Crocker,1993);

Vohs&Heather,2001).

In sum, high self-confidence people typically pursue self-confidence

through dominance and competence. In contrast, low self-esteem people have

relatively negative self-concepts and are less certain of their self-views

(Blaine&Crocker,1993); consequently, they are more concerned with avoiding

failure in domains of contingency, more likely to adopt avoidance or prevention

self-confidence goals, self-enhance indirectly (e.g. by evaluating their group’s

creations positively) (Brown et al .,1998), accept negative feedback (Brockner,

1984), and respond to threat by focusing on their social procrastinating, which

may allow them to persist (Rhodewalt&Sorrow, 2003). When incremental

theorists have staked their self-worth on a domain, they believe that improvement

is possible, and should persist rather than disengage (Dweck, 2000).

As a result, whereas contingent incremental theorists may be

perfectionist, and experience greater stress and time pressure. The interaction

between self-theories about whether abilities can change, contingent self-worth,

and global self-esteem may predict how people react when they confront

difficulty, and the costs of those reactions.

Low Self-confidence (Foreign Studies)

Self-confidence should be viewed as a continuum, and can be high,

medium or low, and is often quantified as a number in empirical research. When

considering self-confidence it is important to note that both high and low levels

can be emotionally and socially harmful for the individual. Indeed it is thought an

optimum level of self-esteem lies in the middle of the continuum. Individuals

operating within this range are thought to be more socially dominant within

relationships.

Research has shown key differences between individuals with high and

low self-confidence. For example, people with high self-confidence focus on

growth and improvement, whereas people with low self-confidence focus on not

making mistakes in life. Low self-confidence has been shown to be correlated

with a number of negative outcomes, such as depression (Silverstone & Salsali,

2003). Rosenberg and Owen (2001) offer the following description of low self-
confidence people based on empirical research. People with low self-confidence

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 (p. 409). Furthermore, low self-confidence individuals tend

to be pessimistic towards people and groups within society.

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

describe students with low self-confidence. Over 1000 words were used and the

most common are listed below:

1. Withdrawn/shy/quiet

2. Insecure

3. Underachieving

4. Negative (attitude)

5. Unhappy

6. Socially inept

7. Angry/hostile

8. Unmotivated

9. Depressed

10. Dependent/follower
Related Studies (Local Studies)

Theory of Self-confidence

Many early theories suggested that self-confidence is a basic human

need or motivation. For example, included self-confidence in his hierarchy of

needs. He described two different forms of confidence: the need for respect from

others and the need for self-respect, or inner self-confidence. Respect from

others entails recognition, acceptance, status, and appreciation and was believed

to more fragile and easily lost than inner self-confidence. According to Maslow,

without the fulfillment of the self-confidence need, individuals will be driven to

seek it and unable to grow and obtain self-actualization.

Modern theories of self-confidence explore the reasons why humans

are motivated to maintain a high regard for them. Sociometer theory maintains

that self-confidence evolve to check once level of status and acceptance in ones’

social group. According to terror management theory, self-confidence serves a

protective function and reduces anxiety about life and death.

Sociometer Theory

Sociometer theory was developed by Mark Leary and his colleagues

(1999) in order to explain the functions of self-confidence. Self-confidence is

often over attributed and misperceived in society as the driving force behind

many behaviors. They proposed, however, that self-confidence evolve to monitor

ones social acceptance and are used as a gauge for avoiding social and

devaluation and rejection.

 Leary (1999) proposes that self-confidence is a gauge that monitors

interactions between people and sends signals to the person to keep them in

check with how socially acceptable their behaviors are. This theory is based on

the notion that all humans have an inherent desire to have the interpersonal

relationships has been developing since the beginning of the human species,

since those groups had the best survival and highest chances of reproducing.

People have evolved to have a psychological gauge for sensing signals from

these interactions concerting how well their behaviors are integrating then into

society and how much they are being accepted or rejected (Anthony 2007, Leary

2003).

The value of a person’s relationships is often derived from other’s

reactions to the individual and this has a great influence on the sociometer, which

is sensitive to the slightest change in those perceptions. When a person’s

behaviors are causing a decrease n their evaluation as an individual, the

sociometer signals them to become aware of this threat to their acceptance in

society, driving them to address the issue.

According to Leary (1999), there are two distinctions commonly made in

self-confidence: state self-confidence and trait self-confidence. State self-

confidence refers to the fluctuation in a person’s feelings about themselves as a

result of how they perceive others are currently valuing their relationship. Self-

confidence is raised or lowered based on positive or negative feedback.

 Related Studies (Foreign Studies)

Psychology and Self-Esteem: The 6 Categories of Self-Esteem

There are a variety of categories of self-esteem, which include:

1. Global self-esteem: refers to the overall aggregated opinion of oneself at any one

time, on a scale between negative and positive (Harter, 1993, p.88 as cited in

Kling et al., 1999).

2. Domain specific: relates to one’s self-esteem in regard of a particular area, such

as sport.

3. Trait self-esteem: described as an individual’s accumulated lifelong perception of

social inclusion and exclusion (Leary, Tambor, Terdal & Downs, 1995).

4. State self-esteem: a perception of changes in one’s level of social inclusion,

given a particular setting.

5. Stable : as compared to unstable and narcissistic self-esteem, with the latter two

eliciting stronger emotional reactions to ego threats

6. True or authentic: high self-esteem that is stable

William James: Formula for Self-Esteem

William James is repeatedly referred to as the creator of the self-esteem

movement (Hewitt, 2005; Kling et al., 1999; Leary et al., 1995; Seligman, 1996)

and given his “elementary endowment of human nature,” (as cited in Leary et

al.,1995, p.518) one might hypothesis that it has existed since the birth of

mankind.

James’s (1890 as cited in Seligman, 1996, p.30) original formula of self-

esteem appears to be well respected:

 The two elements, feeling good about ourselves (pretensions) and how well we

actually do (success), are inextricably linked; we can feel better about ourselves

by succeeding in the world but also by varying the levels of our hopes and

expectations.

Stanley Coppersmith’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

coppersmith’s (1967 as cited in Seligman, 1996, p.32) 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.

3 Theories on the Function of Self-Esteem

The theories on the function of self-esteem converge on the theme that

self-esteem is not pursued for its own sake but instead serves a more significant

function.

Self-Determination Theory

Self-Determination Theory (SDT) states that man is born with an

intrinsic motivation to explore, absorb and master his surroundings and that true

high self-esteem (Deci & Ryan, 1995 as cited in Ryan & Deci, 2004) is reported

when the basic psychological nutrients, or needs, of life (relatedness,

competency and autonomy) are in balance (Ryan & Deci, 2004; Reis, Sheldon,

Gable, Roscoe, & Ryan, 2000 as cited in Ryan & Deci, 2004).

When social conditions provide support and opportunity to fulfil these

basic needs, personal growth, vitality and well-being are enhanced (Chirkou,

Ryan, Kim, & Kaplan, 2003; La Guardia, Ryan, Couchman, & Deci, 2000 as cited

in Ryan & Deci, 2004). Relatedness was an addition to the original theory to

account for people’s inherent ability to make meaning and connect with others

through the internalization of cultural practices and values (Ryan & Deci, 2004).

Terror Management Theory

This internalization of cultural values is also a key factor in Terror

Management Theory (TMT) in which self-esteem is seen as a culturally based

construction derived from integrating specific contingencies valued by society

into ones’ own ‘worldview’.

 TMT paints a somewhat morbid picture—high self-esteem promotes

positive affect and personal growth, psychological well-being and coping as a

buffer against anxiety in the knowledge of our eventual certain death, and

reduces defensive anxiety related behavior. Some researchers propose an

integration of Attachment Theory and Terror Management Theory (Mikulincer,

Florian, & Hirschberger, 2003 as cited in Pyszczynski et al., 2004).

Terror Management Theory and Attachment Theory

Attachment Theory proposes that the chances of survival are improved

by way of a child’s strong attachment to their caregiver. Children are classified

according to the Strange Situation Test as either avoidant, ambivalent or

securely attached. Securely attached children accounted for 70% of those tested;

these children look to maintain contact with their caregiver and although sad to

see them leave, are typically happy when they return, which indicates a

supportive and affectionate relationship with their caregiver and intriguingly

coincides with the Western World’s view of being happier and having more self-

esteem than the population average!

An integration of TMT and Attachment Theory hypothesizes that self-

confidence develops as a child realizes that anxiety reduces as its needs are met

by the caregiver, resulting in the evolution of their ‘worldview’ and the inextricable

correlation between self-esteem and good relationships (Mikulincer, Florian, &

Hirschberger, 2003 as cited in Pyszczynski et al., 2004). When self-esteem is

weak, this underlying anxiety can instigate defensive behavior to threats in

contingent domains.
 Convincing people that an afterlife awaits them also eliminates the effect

of mortality salience on self-esteem striving (Pyszczynski et al., 2004). The

efficacy of these ‘reminders’ goes unchallenged in TMT as the pursuit of high

self-esteem protects against death anxiety even when not consciously aware of it

(Pyszczynski et al., 2004).

I find this particularly difficult to accept, especially given the graphic

depictions of death and threats of painful electric shocks and in light of the

authors’ statement later in the same report that “manipulated” raised self-esteem

is more consistent in eliminating defensiveness to threats.

Terror Management Theory and Self-Determination Theory

Ryan & Deci (2004) found TMT theoretically incoherent in accepting the

avoidance of death anxiety as a typical motivation towards growth, integration

and connectedness, as opposed to the natural intrinsic motivation of humans to

engage in life because they are healthy and alive. SDT finds it a paradox that

some individuals welcome death in an authentically aware and stable manner,

without anxiety or fear, but surely this is exactly what TMT posits; that high self-

esteem acts as a buffer against death anxiety?

At the other end of the lifespan, SDT counters that intrinsic motivation

appears in childhood before any awareness of death and in the evolution of life,

before language and existential self-consciousness had developed in organized

culture.
 CHAPTER III

RESEARCH METHODOLOGY

Research Method

This study employed a descriptive method of research since it aimed to

provide a quantitative description among the effect of self-confidence to the

academic performance of Grade 10 students in Bolbok National High School S.Y.

2017 -2018. This method was used since the study involves gathering of data

through the use of surveys and the explanation of relationship between the two

variables.

Respondents of the Study

The expected target population of this study is defined to include all

Grade 10 students from Bolbok National High School. The respondents of this

study involve 100 students from Grade 10 students with the total of 100 students.

And 10 Grade 10 teachers from Bolbok National Highschool.

The table below presents a record of a number of Grade 10 students from

Bolbok National High School.

Grade 10 Number of Respondents

Faith 15

Courage 15

Peace 15

Hope 15
 Love 15

Charity 15

Generosity 10

Total= 100 students

The table below presents a record of a number of Grade 10 teachers from

Bolbok National High School.

Grade 10 Teachers Number of Respondents

Sir Edrick M. Cosme 10

Maam Bonna Rizza Lajara 10

Maam Gina Rosita 10

Maam Liezel Rodelas 10

Maam Aileen De Guzman 10

Sir Miguel De Silva 10

Maam Jehnille De Luna 10

Maam Grace Piansay 10

Maam Reschelle Manalo 10

Sir Marlon Umali 10

Total= 100 students

In addition, the Grade 10 students and teachers from Bolbok National

High School are appropriate for this study because they are in the best position

to answer the research question of the study.

Research Instrument

The instrument used was a researcher-made questionnaire to gather

the needed data. For effective data collection, survey and questionnaire checklist

were used. The 7 sections of Grade 10 of Bolbok National High School were

given set of questions to be answered. The aim of the questionnaire is to

determine the effects of lack of self confidence in the academic performance of

Grade 10 students.

The questions/statements laid down are about how they handle things

that deals with their self-confidence will be answered in the form of a checklist.

The questionnaire is composed of 2 parts. The first part is the student's profile:

name, gender, grade and section. While the second part is composed of the

questions to be answered.

Validation of the Instrument

The instrument used is a perception one. It was first submitted for the

evaluation to the research paper adviser.

Data Gathering Procedure

As the 4th Quarter starts, so as a part of our requirements, we are

required to do a research about our desired topic. We discussed our different

ideas and come up with the topic, “Effects of Lack of Self-confidence on the

Academic Performance of Grade 10 Students in Bolbok National High School

S.Y. 2017-2018. We asked our teacher for her approval for our topic. As our

teacher approved our topic, we decided to do our introduction and the other

variables related to our topic.

 We started to collect data and information through different related

literature. Most of our information is from websites, books, and other research

from different school like De La Salle Lipa.

Before our group distributes the questionnaires to the Grade 10 students,

we went first to their advisers to asked for their consent for the said research. We

asked 10-15 students per section of Grade 10 students, to answer the

questionnaires. After giving their consent for the students, they started to answer

it. We patiently waited for our respondents to answer the questionnaires. We

finished the survey. Our subject teacher helped us to analyze and interpret the

data that we gathered.

Statistical Treatment of Data

The answer sheets were retrieved and tallied according to the variables of the

study. The data obtained were presented in tabulated form, analyzed and

interpreted using the following statistical techniques and procedures.

1. Frequency Distribution. This procedure was used to present data in an

accurate and organized way, with with corresponding rows and columns

for each specified class or category.

Ferguson and Takane (in Abel, 2011) emphasized the use of frequency

distribution as an effective method of presenting statistical data by

systematic arrangement of classes or categories in rows and columns

thereby resulting into tabulated data.

2. Weighted Mean. This method was employed to interpret the data

obtained from the respondents’ perception of the questionnaire items on

the major topics and concerns of the study.

 The formula used for this statistical tool is as follows:

∑ 𝑓𝑖𝑤𝑖
𝑊. 𝑀. =
𝑁

Where WF = the weighted mean

∑ = summation symbol

f1= frequency of each option

wi= assigned weight

/= operation symbol for division

N= number of respondents

In analyzing and interpreting the responses given by the respondents,

the researchers set the assigned weight for each option and the scale which

determine the aggregate responses as follows:

Weight Scale/Range Description

5 4.21-5.00 Very Great Extent
4 3.41-4.20 Great Extent
3 2.61-3.40 Moderate Extent
2 1.81-2.60 Little Extent
1 1.00-1.80 Very Little Extent
 The formula followed for computing the scale intervals as follow:

𝑈𝐿 − 𝐿𝐿
𝑆𝐼 =
𝑁
Where: SI = Scale Interval

UL = Upper Limit

LL = Lower Limit ( in reference to assigned weights)

N = Total number of assigned weights

3. T-Test This statistics was employed to test the hypothesis of

differences involving two variables, the perception of the teachers and the

perception of the students. The formula of which is given below:

𝑥̅ 1 −𝑥̅ 2
𝑡= 𝑁1 𝑆 2 +𝑁2 𝑆 2 1
√ 1 2 ( + 1 )
𝑁1 +𝑁2 −2 𝑁1 𝑁2

Where: 𝑥̅1 = mean of the perception of the teachers

𝑥̅2 = mean of the perception of the students

𝑁1 = number of the teachers

𝑁2 = number of students

𝑆12 = Standard Deviation of the Perception of Teachers

𝑆 22 = Standard Deviation of the Perception of Students

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data in tabular forms supported with verbal

interpretations.

Table 1.0 answer the first specific question of the study.

1. What is the extent of student-respondents lack of confidence at school?

2. Table 1.0 presents the extent of student-respondents who are lacking of

self-confidence .

The item regarding having lack of self-confidence got the highest

weighted mean of 3.85 for a verbal interpretation of Great Extent. The item

about lack of self-confidence had a weighted mean of 3.85 for a verbal

interpretation of Great Extent and ranked 2 . Gathering a weighted mean of 3.58

and a verbal interpretation of Great Extent, the item regarding on Lack Of Self-

Confidence as it was gradually affecting the academic status ranked 3. The

item that ranked 4 on weighted mean of 3.45 with a verbal interpretation of Great

Extent was about pleasure of having lack of self-confidence. There were two

items which both had a weighted mean of 3.22 for a rank of 5.5. They feel

mentally block ; and feel disappointed everytime their classmate answers

the questions of their teacher which they previously know. These items

were given the same verbal interpretation of Moderate Extent. A verbal

interpretation of Moderate Extent was given to the item regarding on refusing

to be the reporter in the group for having a weighted mean of 3.14 and it

ranked 7. Regarding on students hate to have all the attentions during

recitation, it took a weighted mean of 3.11 and a verbal interpretation of

Moderate Extent that rank it to 8th place. With a rank of 9, the item regarding

stammering of the students when speaking in front of his/her classmates

set a weighted mean of 3.02 for which evaluated a verbal interpretation of

Moderate Extent. The item regarding on hiding at the backof his/her tall

classmates during recitation had a weighted mean of 3.01 for a verbal

interpretation of Moderate Extent and ranked 10. For having a weighted mean of

3 the item regarding on not participating in group activities because he/she

is not confident to share his/her ideas or thoughts set its verbal interpretation

into Moderate Extent and ranked 11. For a verbal interpretation of Moderate

Extent, the items regarding on not raising his/her hand because he/she is not

confident to his/her answer gained 2.99 as its weighted mean and ranked 12.

The item regarding on students don’t feel confident to speak or discuss

something in front of their classmates obtained the weighted mean of 2.96

for a verbal interpretation of Moderate Extent. Ranked 13. Moreover, the item

based on students are not confident to join in any group discussion write

down the weighted mean which is 2.92 and ranked 14. It fixed its verbal

interpretation into Moderate Extent. Standing at the rank of 15, the item

regarding on always sitting at the back when his/her teacher is giving

recitation built up a weighted mean of 2.84 and a verbal interpretation of

Moderate Extent. For the item regarding on student thinks that his/her

classmate will laugh at his/her if his/her answer is wrong, it had been given a

weighted mean of 2.74 for a verbal interpretation of Moderate Extent and ranked
16. The item regarding of feeling uncomfortable when his/her teacher is

looking at his/her during discussion has a weighted mean of 2.73 and ranked

17. The item that ranks the lowest and was virtually interpreted as Moderate

Extent for obtaining a weighted mean of 2.9 was regarding on students usually

don’t raise their hand but he/she know the answer to his/her teacher.

The Overall Mean established a weighted mean of 3.11 which were

given the verbal interpretation of Moderate Extent. The students seem to be

lacking of self- confidence.

Table 1.0

Extent of student-respondents Lack of Confidence at School

Statements Weighted Rank V.I.

Mean
1.1 I feel shy when answering my teacher’s
questions during class discussion. 3.85 1 GE

1.2 I feel mentally block everytime my

teachers giving a surprise recitation. 3.22 5.5 ME

1.3 I usually blush when I am speaking in

front of many people. 3.58 2 GE

1.4 I usually don’t raise my hand during class

interaction. 3.45 3 GE

1.5 I feel disappointed everytime my

classmate can answer the question of my 3.22 5.5 ME
teacher which I previously know.
1.6 I usually don’t raise my hand but I know
the answer to my teacher’s question. 2.9 18 ME

1.7 I am avoiding any contacts to my teacher

during recitation. 3.12 7.5 ME

1.8 I am always sitting at the back when my

teacher is giving a recitation. 2.84 15 ME
1.9 I am always hiding at the back of my tall
classmates so my teacher didn’t recognize 3.01 10 ME
me.
1.10 I usually stammering when I speak in
front of my classmates. 3.02 9 ME

1.11 I feel uncomfortable when my teacher is

looking at me during discussion. 2.73 17 ME

1.12 I am not confident to join in debate of

my classmates about particular topics. 3.12 7.5 ME

1.13 I usually don’t raise my hand because I

am not confident to my answer. 2.99 12 ME

1.14 I usually think that my classmate will

laugh at me if my answer is not correct. 2.74 16 ME

1.15 I feel nervous when I am answering the

question of my teacher. 3.23 4.5 ME

1.16 I am not confident to join any group

discussion. 2.92 14 ME

1.17 I always refuse if I am assigned as a

reporter in our group activity. 3.14 6 ME

1.18 I don’t feel confident to speak or discuss

something in front of my classmate. 2.96 13 ME

1.19 I usually don’t participate in group

activities because I am not confident to share 3 11 ME
my ideas/thoughts
1.20 I usually hate to have all of their
attention during recitation because I feel 3.11 8 ME
pressured and forgot my number.

Overall Mean 3.11 ME

Legend: VGE = Very Great Extent LE = Little Extent

GE = Great Extent VLE = Very Little
Extent
ME = Moderate Extent
Table 2.0 answer the first specific question of the study.

1. What is the extent of student-respondents lack of confidence at school as

perceive by their teachers?

2 Table 2.0 presents the extent of student-respondents who are lacking of

self-confidence at school as perceive by their teachers?

The item regarding having lack of self-confidence got the highest

weighted mean of 3.69 for a verbal interpretation of Great Extent. The item

about lack of self-confidence had a weighted mean of 3.61 for a verbal

interpretation of Great Extent and ranked 2 . Gathering a weighted mean of 3.57

and a verbal interpretation of Great Extent, the item regarding on Lack Of Self-

Confidence as it was gradually affecting the academic status ranked 3. The

item that ranked 4 on weighted mean of 3.52 with a verbal interpretation of Great

Extent was about pleasure of having lack of self-confidence. There were two

items which both had a weighted mean of 3.5 for a rank of 5. The students are

always hiding at the back of their tall classmates so that I can’t recognize

them.. These items were given the same verbal interpretation of Great Extent. A

verbal interpretation of Great Extent was given to the item regarding on feeling

disappointed every time their classmate answer the question that I give

which he/she previously known for having a weighted mean of 3.45 and it

ranked 7. Regarding on students feel shy when answering my questions

during a class discussion, it took a weighted mean of 3.4 and a verbal

interpretation of Moderate Extent that rank it to 8.5. The item regarding feel
uncomfortable when I look him/her during discussion had a weighted mean

of 3.39 for a verbal interpretation of Moderate Extent and ranked 10. For having

a weighted mean of 3.38 the item regarding on students always refuse if

his/her assigned as a reporter in their group activity set its verbal

interpretation into Moderate Extent and ranked 11. For a verbal interpretation of

Moderate Extent, the items regarding on students feel nervous when

answering the question of mine gained 3.35 as its weighted mean and ranked

12. The item regarding on students are not confident to join any group

discussion obtained the weighted mean of 3.32 for a verbal interpretation of

Moderate Extent. Ranked 13. Moreover, the item based on students usually

didn’t raise their hand during my class interaction write down the weighted

mean which is 3.21 and ranked 14. It fixed its verbal interpretation into Moderate

Extent. Standing at the rank of 15.5 built up a weighted mean of 3.18 and a

verbal interpretation of Moderate Extent. For the item regarding on students

didn't feel confident to speak/discuss something in front of their

classmates, it had been given a weighted mean of 3.14 for a verbal

interpretation of Moderate Extent and ranked 17. The item regarding students

are avoiding any eye contact to me during recitation has a weighted mean of

3.12 and ranked 18. The item that ranks the lowest and was virtually interpreted

as Moderate Extent for obtaining a weighted mean of 2.9 was regarding on

students usually didn’t raise their hand but he/she know the answer to my

question.

The Overall Mean established a weighted mean of 3.33 which were

given the verbal interpretation of Moderate Extent. The students seem to be

lacking of self- confidence.

 Table 2.0

Extent of student-respondents Lack of Confidence at School as perceive by

their teachers

Statements Weighted Rank V.I.

Mean
2.1 Students feel shy when answering my
questions during a class discussion. 3.4 8.5 ME

2.2 Students feel mentally block everytime

when I give a surprise recitation. 3.48 6 GE

2.3 Students usually blush when they are

speaking in front of many people. 3.69 1 GE

2.4 Students usually didn’t raise their hand

during my class interaction. 3.21 14 ME

2.5 Students feel disappointed everytime

their classmate answer the question that I 3.45 7 GE
give which he/she previously know.
2.6 Students usually didn’t raise their hand
but he/she know the answer to my question. 2.9 20 ME

2.7 Students are avoiding any eye contact to

me during recitation. 3.12 18 ME

2.8 Students are always sitting at the back

when I giving a recitation. 2.84 19 ME

2.9 Students are always hiding at the back of

their tall classmates so that I can’t recognize 3.5 5 GE
them.
2.10 Students usually stammer when he/she
speak in front of their classmates. 3.57 3 GE

2.11 Students feel uncomfortable when I look

him/her during discussion. 3.39 10 ME
2.12 Students are not confident to join in
debate of their classmates about particular 3.18 15.5 ME
topics.
2.13 Students usually didn't raise their hand
because he/she is not confident to his/her 3.4 8.5 ME
answers.
2.14 Students usually think that their
classmates will laugh at them 3.61 2 GE
2.15.Students feel nervous when answering
the question of mine. 3.35 12 ME

2.16 Students are not confident to join any

group discussion 3.32 13 ME

2.17 Students always refuse if his/her

assigned as a reporter in their group activity. 3.38 11 ME

2.18 Students didn't feel confident to

speak/discuss something in front of their 3.14 17 ME
classmates.
2.19 Students usually didn't participate in
group activities because he/she is not 3.18 15.5 ME
confident to share his/her ideas/thoughts.
2.20 Students usually hate to have all of the
others attention during recitation because 3.52 4 GE
he/she feel pressured and forgot his/her
answers.

Overall Mean 3.33 ME

Legend: VGE = Very Great Extent LE = Little Extent

GE = Great Extent VLE = Very Little
Extent
ME = Moderate Extent
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This final chapter consists of the summary of the significant portion of the

summary arrived at and drawn from the findings, the conclusion made based on

the findings and the recommendations offered by the researchers.

Summary

The study aimed to identify the effects of lack of self-confidence in

academic performance of Grade 10 students in Bolbok National High School S.Y.
2017-2018.

Specifically, answers to the following questions were sought:

1. What is the extent of student-respondents lack of confidence at school?

2. What is the extent of student-respondents lack of confidence at school as

perceive by their teachers?

3. Is there a significant difference between the perception of the students-

respondents and their teachers?

To find answers to the foregoing questions, the researcher utilized the

descriptive method of research with the questionnaire as the primary data-

gathering instrument supported by unstructured interview. One hundred students

And 10 teachers from Grade 10 in Bolbok National High School. The data

gathered from the validated questionnaire were analyzed and interpreted with the

use of the following statistical procedures; Frequency Distribution and Weighted

Mean.
Findings

Based on the data gathered and analyzed, the following were the findings

of the study:

1. On the extent of student-respondents lack of confidence at school.

The item regarding students feel shy when answering their

teacher’s questions during class discussion got the highest weighted

mean of 3.85 for a verbal interpretation of Great Extent.

2. On the extent of student-respondents lack of confidence at school as

perceive by their teachers

The item regarding Students usually blush when they are speaking

in front of many people got the highest weighted mean of 3.69 for a

verbal interpretation of Great Extent.

Conclusions

Based on the findings derived from the data gathered, analyzed and

interpreted, the following conclusions were drawn.

1. Based on student-respondents, most of the high school students in every

grade10 level are lacking in self- confidence and feel shy around their

classroom during discussion and recitation because they are afraid to

express and show who they really are.

 2. Based on the student-respondents, only few of the grade 10 students of

Bolbok National High School is confident and willing to give and share

their ideas inside the classroom during discussion and recitation.

3. Based on student-respondents’ lacking of self- confidence are

somewhat affecting their academic status that makes some students

have their grades to get lower.

Recommendations

Reflected on the foregoing findings and conclusions, the researcher sets

the following recommendations:

1. Students should often have participation points (or bonus points), so

beyond just attending, make an effort to be involved in the class

discussions.

2. Don’t feel shy to get help from others. If you do not understand your

homework, it's a good idea to write down any questions that you need to

know and ask your teacher after politely. Join extra classes too it will help

you get better grades fast.

3. Listen and Participate in Class. A trait that is consistent in people who get

good grades is that they pay attention in class. You may think that you

can just space out in class, study hard later, and ace the test.

4. A more thorough discussion and giving of more practice exercises to

students should be done by the teachers so that students can start to

express themselves and start to build their confidence to address their

preparation for their future professions.

5. The school administration should create some activities that can boost

student confidence like team building in school.

The teacher is playing an important role in building their students self-

confidence they should;

6. Offer praise and acknowledge students’ accomplishments, both in private

and in front of their classmates. Always start with a positive statement,

and then you can add on by referring to what they need to work on.

7. Try not to correct every single thing the student says wrong. Do not

interrupt the student when they are talking to correct them -- this will harm

their confidence, not boost it.

8. Set attainable goals from the start of the year. This is a surefire way for

students to see how much they have grown.

9. Give students the opportunity to choose what they learn -- this will help

them build their self-worth. Try a learning menu or choice board where

students get to choose which activities they want to learn about.

10. Be sure to always express a positive attitude to all of your students. This

will show them that you are on their side, and that they are worth your

attention.

11. Create opportunities for students to succeed by building on their

strengths. If a student knows a lot of information about something, ask

them to tell you about it. “I am unfamiliar with how the new gaming

system works, can you please explain it to me?” Asking students for their

help is a great confidence boost to their ego.

12. Encourage students to do better than they did before. For example, if

Brady got a B on his science test, encourage him to get an A this time. It’s

important for students to compete against themselves not their

classmates.

13. Keep a log of how well all students are doing, and what they are good at

and what they need to work on. This careful monitoring will help you catch

problems as they arise.

 BIBLIOGRAPHY

A. Books

Sanrock (2003).
https://books.google.com/books/about/Child_Development.html?id=8jIUAQAAMAAJ

. (De Castro et al. 2006)

http://gross.ece.illinois.edu/files/2015/03/respond1.pdf

Schneider, JA. DO (2006)

https://www.ncbi.nlm.nih.gov/pubmed/16974109

(Lorrigie et al. 2008)

http://studylib.net/doc/8303386/--de-la-salle-lipa

Baumeister, 2008)

http://journals.sagepub.com/doi/abs/10.1111/j.1745-6916.2008.00057.x

(Leary 1999, Leary 2000),

http://journals.sagepub.com/doi/abs/10.1111/1467-8721.00008

(Blaine&Crocker,1993).

https://www.researchgate.net/publication/224012580_Self-Esteem_and_Self-
Serving_Biases_in_Reactions_to_Positive_and_Negative_Events_An_Integrativ
e_Review

(Power&Crocker,2002),

https://motamem.org/wp-content/uploads/2016/07/The-Costly-Persuit-of-Self-
Esteem-Crocker-and-Park.pdf
(Brown,Collins &Schimidt,1998)

https://aimos.ugm.ac.id/comparison/index?page=82&sort=-tester_id

Vohs&Heather,2001).

https://www.researchgate.net/publication/200008892_Contingencies_of_Self-

Worth_and_Self-Validation_Goals_Implications_for_Close_Relationships

(Brown et al .,1998)

https://www.yeastgenome.org/reference/S000118224

(Brockner, 1984)

https://academic.oup.com/jcr/article/11/1/611/1822773/Organizational-

Fundraising-Further-Evidence-on-the

(Rhodewalt&Sorrow, 2003)

https://books.google.com.ph/books?id=OeF4AgAAQBAJ&pg=PT91&lpg=PT91&d

q=(Rhodewalt%26Sorrow,+2003)&source=bl&ots=zldfxQMNEf&sig=2ek3H075-

1AA6DlLXoNtZ2NxjZA&hl=en&sa=X&ved=0ahUKEwjTrouSnonaAhWKn5QKHaX

GBtYQ6AEIKDAA

(Dweck, 2000)

https://books.google.com/books/about/Self_theories.html?id=P0Mccblm6eUC

(Silverstone & Salsali, 2003)

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC151271/
Rosenberg and Owen (2001)

https://www.simplypsychology.org/self-esteem.html

Guindon (2002)

http://onlinelibrary.wiley.com/doi/10.1002/j.1556-6678.2002.tb00184.x/abstract

B. Unpublished Materials

Baumeister, R.F., Masicampo, E.J., DeWall, C.N. (2006). Prosocial benefits

of feeling free: Inducing disbelief in free will increases aggression and
reduces helpfulness. Manuscript submitted for publication.

Rhodewalt, F., & Sorrow, D. L. (2003). Interpersonal self-regulation: Lessons

from the study of narcissism. In M. R. Leary & J. P. Tangney (Eds.), Handbook of
self and identity (pp. 519-535).

McCarthy E, Tarrier N, Gregg L. The nature and timing of seasonal affective

symptoms and the influence of self-esteem and social support: a longitudinal
prospective study. Psychol Med. 2002;32:1425–1434. [PubMed]
 Bolbok National High School

Bolbok, Lipa City

Dear Respondents,

The undersigned are currently working on a research entitled “The

Effects of Lack of Self Confidence in the Academic Performance of Grade

10 Students in Bolbok National High School S.Y. 2017-2018” . In this regard,

we are asking your cooperation by giving your most honest answer on the

following survey questionnaire; rest assured that the data we can gather will be

treated with utmost confidentiality.

Thank you so much.

Respectfully yours,

Crisostomo, Bert Lawrence

Gonzaga, Roxel

Magpantay, Kyle Joseph

Canubas, Hazel

Pelagio, Aecel

Pilapil, Aizel

Survey Questionnaire

Name: Gender: F/M Section:

Direction: Put a check on the box that best suits your answer.

VGE- Very Great Extent GE- Great Extent ME- Moderately Extent LE- Less
Extent VLE- Very Less Extent

Statements VGE GE ME LE VLE

1.1 I feel shy when answering my teachers

questions during class discussion.
1.2 I feel mentally block everytime my
teachers giving a surprise recitation.
1.3 I usually blush when I am speaking in front
of many people.
1.4 I usually don’t raise my hand during class
interaction.
1.5 I feel disappointed everytime my
classmate can answer the question of my
teacher which I previously know.
1.6 I usually don’t raise my hand but I know
the answer to my teachers question.
1.7 I am avoiding any contacts to my teacher
during recitation.
1.8 I am always sitting at the back when my
teacher is giving a recitation.
1.9 I am always hiding at the back of my tall
classmates so my teacher didn’t recognize
me.
1.10 I usually stammering when I speak in
front of my classmates.
1.11 I feel uncomfortable when my teacher is
looking at me during discussion.
1.12 I am not confident to join in debate of my
classmates about particular topics.
1.13 I usually don’t raise my hand because I
am not confident to my answer.
1.14 I usually think that my classmate will
laugh at me if my answer is not correct.
1.15 I feel nervous when I am answering the
question of my teacher.
1.16 I am not confident to join any group
discussion.
1.17 I always refuse if I am assigned as a
reporter in our group activity.
1.18 I don’t feel confident to speak or discuss
something in front of my classmate.
1.19 I usually don’t participate in group
activities because I am not confident to share
my ideas/thoughts
1.20 I usually hate to have all of their attention
during recitation because I feel pressured and
forgot my number.

Final Grades In
First Grading
Second Grading
Third Grading
 Bolbok National High School

Bolbok, Lipa City

Dear Respondents,

The undersigned are currently working on a research entitled “The

Effects of Lack of Self Confidence in the Academic Performance of Grade

10 Students in Bolbok National High School S.Y. 2017-2018” . In this regard,

we are asking your cooperation by giving your most honest answer on the

following survey questionnaire; rest assured that the data we can gather will be

treated with utmost confidentiality.

Thank you so much.

Respectfully yours,

Crisostomo, Bert Lawrence

Gonzaga, Roxel

Magpantay, Kyle Joseph

Canubas, Hazel

Pelagio, Aecel

Pilapil, Aizel

Survey Questionnaire

Name: (optional) Gender: F/M

Direction: Put a check on the box that best suits your answer.

VGE- Very Great Extent GE- Great Extent ME- Moderately Extent LE- Less
Extent VLE- Very Less Extent

Statements VGE GE ME LE VLE

2.1 Students feel shy when answering my

questions during a class discussion.
2.2 Students feel mentally block everytime
when I give a surprise recitation.
2.3 Students usually blush when they are
speaking in front of many people.
2.4 Students usually didn’t raise their hand
during my class interaction.
2.5 Students feel disappointed everytime their
classmate answer the question that I give
which he/she previously know.
2.6 Students usually didn’t raise their hand but
he/she know the answer to my question.
2.7 Students are avoiding any eye contact to
me during recitation.
2.8 Students are always sitting at the back
when I givinga recitation.
2.9 Students are always hiding at the back of
their tall classmates so that I can’t recognize
them.
2.10 Students usually stammer when he/she
speak in front of their classmates.
2.11 Students feel uncomfortable when I look
him/her during discussion.
2.12 Students are not confident to join in
debate of their classmates about particular
topics.
2.13 Students usually didn't raise their hand
because he/she is not confident to his/her
answers.
2.14 Students usually think that their
classmates will laugh at them
2.15.Students feel nervous when answering
the question of mine.
2.16 Students are not confident to join any
group discussion
2.17 Students always refuse if his/her
assigned as a reporter in their group activity.
2.18 Students didn't feel confident to
speak/discuss something in front of their
classmates.
2.19 Students usually didn't participate in
group activities because he/she is not
confident to share his/her ideas/thoughts.
2.20 Students usually hate to have all of the
others attention during recitation because
he/she feel pressured and forgot his/her
answer.

Thank you so much for your cooperation!