Relationship between self-esteem and academic engagement among public secondary school students in Anambra state, Nigeria

Abstract

This study examined the relationship between self-esteem and academic engagement among public secondary school students in Anambra State, Nigeria. The specific purpose of the study was to examine the relationship between self-worth, self-competence, self-acceptance and academic engagement among public secondary school students in Anambra State. Three research questions and three null hypotheses guided the study. The research was anchored on Ryan and Deci Self-Determination Theory (2000), which emphasized the intrinsic and extrinsic factors that motivate individuals. Correlational survey research design was adopted, with a target population of 19,080 senior secondary school students (SSII) in public secondary schools in Anambra State. A sample of 540 respondents was selected using a combination of stratified and simple random sampling techniques. Data were collected through a structured questionnaire titled Self-Esteem Questionnaire (SEQ) and the Academic Engagement Questionnaire (AEQ). The reliability of the instrument was determined using the Cronbach Alpha technique, yielding average coefficients of 0.89 and 0.92 for SEQ and AEQ respectively, indicating strong reliability. The Pearson Product Moment Correlation Coefficient (r) was used to answer the research question, while the hypotheses were tested at 0.05 significance level using Pearson’s r. Findings revealed that there is a positive and statistically significant relationship between self-worth, self-competence, self-acceptance and academic engagement among public secondary school students in Anambra State. The study concluded that students with higher levels of self-worth, self-competence and self-acceptance are more motivated, persistent and actively involved in academic tasks. Based on the findings, the study recommended that to enhance academic engagement, school administrators and teachers should recognize students’ achievements, implement students’-centred instructional strategies and integrate social-emotional learning to promote self-worth, competence and acceptance