The relationship among self-esteem, intelligence, and academic achievement<p>Benlik saygısı, zekâ ve akademik başarı ilişkisi
Keywords:
Self-esteem, intelligence, academic achievement, Benlik Saygısı, Zekâ, Akademik BaşarıAbstract
Self-esteem begins to develop at early ages and has relationship with various other variables. In this research, the relationship of self-esteem with intelligence and academic achievement was examined. The study group included 127 middle school students at adolescence. The students’ scores on the Rosenberg Self-Esteem Scale and the Raven Standard Progressive Matrices Plus Test as well as their general point average (GPA) scores were used. It was found no statistically significant relationship between self-esteem and intelligence. In addition, although there was a statistically significant relationship between intelligence and academic achievement, the relationship between self-esteem and academic achievement was not statistically significant. Besides, self-esteem did not differentiated by students’ levels of intelligence. However, students’ self-esteem scores differentiated by their levels of achievement. Results of the study provided inferences and some suggestions to educators and parents.
Özet
Erken gelişim dönemlerinden itibaren oluşmaya başlayan benlik saygısı, farklı değişkenlerle ilişkilidir. Bu araştırmada, benlik saygısı ile zekâ ve akademik başarı arasındaki ilişki incelenmiştir. Ergenlik dönemindeki 127 öğrenciyle yapılan bu araştırmada, verilerin toplanması için Rosenberg Benlik Saygısı Ölçeği, Raven Standart Progresif Matrisler Plus Testi ve öğrencilerin akademik not ortalamaları kullanılmıştır. Araştırma sonucunda, benlik saygısı ve zekâ arasında anlamlı bir ilişkiye rastlanmamıştır. Bunun yanında, zekâ ve akademik başarı arasında yüksek bir ilişki bulunmasına rağmen, benlik saygısı ve akademik başarı arasındaki ilişkinin anlamlı olmadığı ortaya çıkmıştır. Ayrıca benlik saygısı, öğrencilerin zekâ düzeylerine göre de farklılaşmamaktadır. Fakat farklı akademik başarıya sahip öğrenci gruplarında benlik saygısının farklılaştığı görülmüştür. Elde edilen sonuçlar eğitimciler ve ebeveynler için önemli eğitimsel çıkarımlar ortaya koymuştur.
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