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Bangladesh Journal of Psychology, 2018, 21, 81-92 81

Role of Self-esteem and Study Habit on Academic

Achievement of University Students
Oli Ahmed1, Muhammad Alamgir Hossain2,
and Muhammad Shohel Rana3

The present study investigated the role of self-esteem and study habit on
academic achievement as there were contradictions about the role of these
both factors on academic achievement. The Rosenberg Self-esteem Scale
(Rosenberg, 1979) and the Study Habits Questionnaire (Thomas, Omotoke,
& Ademola, 2016) along with personal information form were administered
on a multistage sample of 128 students of University of Chittagong in
Bangladesh. Students’ honors final year results were considered as their
academic achievement. The results of Pearson’s product moment correlations
showed that both self-esteem and study habit were positively correlated with
academic achievement. On the other hand, partial correlation analysis showed
that only study habit was significantly correlated with academic achievement.
Furthermore, the mediation analysis indicated that self-esteem had no direct
significant effect on academic achievement but study habit influenced the
academic achievement. In conclusion, the study findings also suggested that
mean differences in self-esteem by gender boys had higher self-esteem than
girls.
Keywords: self-esteem, study habit, academic achievement, gender
Academic achievement is used as a standard to the quality of education which is
one of the prime indicators to evaluate the education (Chapman & Adams, 2002).
It is the degree of academic learning outcomes by students that indicates the extent
to which one has accomplished the desired goals those are the focus of activities in
instructional environments. It is used to measure the stated goals of students,
teachers, or institutions. It is not only indicator to the effectiveness of the program
but also a major determinant for the future of students and a nation also. Academic
achievement covers wide range of educational outcomes, so definition depends on
the indicators which are used to measure it. All criteria of academic achievement

1
Lecturer, Department of Psychology, University of Chittagong, Bangladesh
2
Assisstant Professor, Department of Psychology, University of Chittagong, Bangladesh
3
Assisstant Professor, Department of Psychology, University of Dhaka, Bangladesh
Corresponding Author:
Oli Ahmed, Lecturer, Department of Psychology, University of Chittagong, Chittagong -4331,
Bangladesh. Email: oliahmed_polash131@[Link]

1
82 Ahmed, Hossain & Rana

represent the intellectual capacity of a person. A common criterion for academic

achievement is performance on educational achievement tests or grades. This
performance or grade is generally used to determine how well one is able to
assimilate, retain, recall, and communicate one’s knowledge that has learnt (Audu,
Jekwu, & Pur, 2016). Academic achievement has become a phenomenon of interest
to all because excellent grade of students is always expected. Over the years,
psychologists, researchers, teachers, administrators have tried to reveal the non-
cognitive factors those influence students’ academic achievement. The non-
cognitive factors are included self-esteem of the students, their study habit etc.
The self-esteem, one of the influential factors those have effect on students’
academic achievement, has received increasing attention in education research in
present days (Aryana, 2010). It can be referred as one’s subjective judgment of
competency regarding one’s self-worth. It is a set of attitudes and beliefs through
which we positively or negatively evaluate ourselves. On a long term, such
evaluation may influence the development of cognitive and affective traits (Anastasi
& Urbina, 1997). It is internal belief that every person possesses to make of his
ability to face, understand, and solve challenges of life to achieve happiness which
is the sum of self-confidence and [Link] academic level, self-esteem can
be defined as evaluative appraisal of experience of being capable to meet academic
challenges (Olanrewaju & Joseph, 2014). It is a student’s view about how he
compares his academic ability with other students. Past studies suggested significant
relationship between students’ self-esteem and their academic achievement (Aryana,
2010; Colquhoun & Bourne, 2012; Das, & Pattanaik, 2013; Diseth, Meland, &
Breidablik, 2014; Olanrewaju & Joseph, 2014; Arshad, Zaidi, & Mahmood, 2015;
Audu et al., 2016). In their study Alves-Martins, Peixoto, Gouveia-Pereira, Amaral,
and Pedro (2010) found significant differences between the successful and
unsuccessful seventh grade students’ self-esteem. They also found that students with
low levels of academic achievement attribute less importance to school-related areas
and reveal less favorable attitudes towards school. Giofrè, Borella, and Mammarella
(2017) found that self-esteem mediated by intelligence to influence the academic
achievement. However, very few studies have conducted to examine the direct effect
of self-esteem while controlling other variables (Giofrè et al., 2017).Some studies
suggested self-esteem not significantly influences academic achievement (Demo &
Parker, 1987; Baumeister, Campbell, Krueger, &Vohs, 2003). Studies also suggested
gender differences in self-esteem as boys have higher self-esteem (Brutsaert, 1990;
Kling, Hyde, Showers, & Bruswell, 1999; Quatman & Watson, 2001, Diseth et al.,
2014; Arshad et al., 2015).

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Bangladesh Journal of Psychology 83

Study habit is a skill that facilitates students’ learning. It is one of the most
important topics in the educational research (Sherafat & Murthy, 2016).It is the
learning tendencies to which students engage in regular acts of studying. It can be
defined as the ways and manners students plan their private academic reading
outside lecture hours for mastering a particular subject or topic. It is the students’
way of study whether systematic, efficient, or inefficient. Every student has a study
habit that might be either proper or good study habit or improper or bad study habit
in terms of obtaining good grades. Study habit can be assessing through inventories,
reports, examinations, rating scales etc. Past studies suggested significant
relationship between study habit academic achievement (Ch, 2006; Crede & Kuncel,
2008; Oluwatimilehin & Owoyele, 2012; Kumari & Chamundeswari, 2015; Siahi
& Maiyo, 2015; Sherafat & Murthy, 2016; Thomas, Omotoke, & Ademola, 2016).
Poor time management approach to studying and increase usage of the surface
learning strategies associated with poor academic performance (Bickerdike,
O’Deasmhunaigh, O’Flynn,& O’Tuathaigh, 2016). However, some studies also
indicated that study habit had no significant correlation with academic achievement
(Nouhi, Shakoori, & Nakhei, 2008; Lawrence, 2014). Chilca (2017) found no
significant relationship between self-esteem and academic achievement but no study
habit significantly influenced academic achievement.
The quality of education, in present education system, is most commonly
uttered topic in the table of discussion in our country. Every year though a large
number of students have passed in public examinations, but quality of education is
always questionable to the experts. Specially, it gets much attention for discussion
during admission tests in public universities for enrolling in higher studies. As
ensuring quality of education at all levels is one of the prime missions of the Vision
2021 of the present government of Bangladesh, we must have to develop some
innovative strategies for improving the quality of education in our country. From
students’ side there must also be some important steps which will form the basis
for improvement in their academic achievement. Their needs, requirements,
capabilities, and their studying pattern ignored most of the time as they are forced
to learn the study materials by same method by same person in same environment.
For guardians and teachers, it is not only important to recognize diversities in
students, but also it is expected that they will value their self-concept, self-esteem
and study habit. Our educational institutions along with guardians, and policy
makers should take into account the basic human differences in their studying,
thinking about oneself etc. As existing literature suggested contradictory findings
related to role of self-esteem and study habit on academic achievement and a very
few studies investigated whether the self-esteem directly or indirectly influenced

3
84 Role of Self-esteem and Study Habit on Academic Achievement

academic achievement, in the present study we tried to investigate the role of self-
esteem and study habit on the Bangladeshi university students’ academic
achievement. The main objective of our present study was to investigate the
relationship among self-esteem, study habit, and academic achievement.
The specific objectives of the present study were –
(i) to investigate whether self-esteem and study habit directly or indirectly
influenced academic achievement;
(ii) to find out mean differences between male and female students regarding self-
esteem, study habit, and academic achievement;
(iii) to find out mean differences between residential and non-residential students
regarding self-esteem, study habit, and academic achievement.

Method
Participants
The population of the present study was the university students of Bangladesh.
From this population, 128 Chittagong University students from arts, social science,
and business studies faculty were selected as a sample following multi-stages
sampling technique. At first stage, among 38 public universities in Bangladesh the
Chittagong University was selected on the basis of convenience. In next stage,
among 8 faculties, 3 faculties (Arts Faculty, Social Science Faculty, and Business
Studies Faculty) were selected randomly. From these selected faculties, respondents
were selected through a criterion that was respondents must have their last year
academic results. For that criterion, we excluded 1st year students. In this stage, 128
respondents were selected purposively. Their age mean was23.58 years with
standard deviation 1.84 years and monthly family income mean was BDT42718.69
with standard deviation BDT54627.52. Respondents’ distribution in gender, year,
residence type, family type by their corresponding faculty is presented in Table 1.

Measures
The translated Bangla version (Uddin, 2017) of the Rosenberg Self-esteem Scale
(RSES; Rosenberg, 1979) and the translated Bangla version (Ahmed & Hossain,
2017) of the Study Habit Questionnaire (SHQ; Thomas et al., 2016) were used to
collect information about self-esteem and study habit. The RSES is 10 items measure
that measures global self-worth by measuring both positive and negative feelings
about the self. All items are answered using a 4-point Likert type scale (0 = strongly
disagree to 3 = strongly agree). Among 10 items, five positively worded and five

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Bangladesh Journal of Psychology 85

Table 1. Respondents’ distribution in gender, year, residence type, family type by their
corresponding faculty
Faculty Gender Year Residence Family
Male Female 2nd 3rd 4th Mast Resi Non- Type
ers dent resident Single Joint
Arts 39 33 0 20 52 0 17 55 61 11
BBA 13 7 13 0 0 7 9 11 17 3
SS 22 14 0 0 0 36 9 27 30 6
Total 74 54 13 20 52 43 35 93 108 20

negatively worded. The scale ranges from 0-30. Scores between 15 and 25 are within
normal range; scores below 15 suggest low self-esteem. Higher values represent
higher level of self-esteem. The Cronbach’s Alpha reliability coefficient in the present
study was 0.803. The SHQ contained 12 items with a four-point Likert-type scale of
Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). Higher score
in SHQ indicated good study habit of respondents. The Cronbach’s Alpha reliability
coefficient of SHQ in original study was .81 and in the present study was
.[Link]’last year results were taken as their academic results.

Procedure
The aforesaid measures were administered on the study sample in classroom
settings. They were informed about the purpose and importance of the study and
necessary rapport was established with them. Respondents were given written
instructions along with the questionnaire. They were asked to read the items of the
questionnaire very carefully and also instructed to express their opinion by putting
tick (√) mark on the appropriate response boxes those were best expression of their
feelings. They were also requested not to omit any item in the questionnaire and
also told that there was no right or wrong answer. They were assured that the
information collected from them would be strictly confidential and would be used
for only research purposes. After completing their task, they were thanked for their
cordial cooperation.
Results
The collected data were analyzed by descriptive statistics in order to know the
mean and standard deviation of respondents in self-esteem, study habit, and
academic achievement. The obtained results of the analysis were presented in the
following way.

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86 Ahmed, Hossain & Rana

As shown in the Table 2, self-esteem mean was 18.77 with standard deviation
5.63, study habit mean was 27.73 with standard deviation 6.29, and academic
achievement mean was 3.17 with standard deviation .33.
Table 2. Mean and standard deviation of respondents’ self-esteem, study habit, and
academic achievement
Variables Mean Standard Deviation
Self-esteem 18.77 5.63
Study Habit 27.73 6.29
Academic Achievement 3.17 0.33

Again, for investigating the relationship among self-esteem, study habit and
academic achievement, the data were subjected to the ‘Pearson’s Product Moment
Correlation Co-efficient’. The results were presented in the following table.

Table 3. Correlation matrix of self-esteem, study habit and academic achievement

Variables Self-esteem Study Habit
Study Habit 0.403**
Academic Achievement 0.201* 0.271**
*p<.05, **p<.01

Table 3 showed that self-esteem was significantly correlated with study habit
(r=.403, p<.01), and academic achievement (r=.201, p<.05). It also showed that
study habit was significantly correlated with academic achievement (r= .271,
p<.01).
Furthermore, partial correlation coefficient was calculated for investigating the
independent effect of self-esteem and study habit on academic achievement, which
was presented as follows:
Table 4 revealed that the partial correlation between self-esteem and academic
achievement controlling study habit was not significantly correlated with academic
achievement (r=.104). But, partial correlation between study habit and academic

Table 4. Partial correlation coefficient among self-esteem, study habit, and academic
achievement
Controlling Independent and dependent Correlation
variable variable coefficient
Study habit Self-esteem and academic achievement .104
Self-esteem Study habit and academic achievement .212**
**p<.01

6
Bangladesh Journal of Psychology 87

achievement controlling self-esteem indicated that study habit was significantly

correlated with academic achievement (r=.212, p <.01).
Was it possible to test whether self-esteem was mediated by study habit or not?
To answer this question, mediation analysis was administered through regression
analysis and the obtained result was presented in following table.
Table 5. Mediation analysis results of self-esteem (SE), study habit (SH), and academic
achievement (AA)
Model Unstandardized Standardized
Coefficient Coefficient t-value
D. V. I. V. B SE ß
1 SH SE .450 .091 .403 4.939**
2 AA SE .120 .005 .201 2.303*
3 AA SE .006 .005 .110 1.172
SH .012 .005 .227 2.423**
*p<0.05, **p<0.01

As shown in the Table 5, the first model revealed that self-esteem (independent
variable) significantly influenced the study habit (mediator variable) (ß=.403,
p<.001), the second model indicated that self-esteem (independent variable)
significantly influenced the academic achievement (dependent variable) (ß=.201,
p<.05) and the third model showed that academic achievement was not significantly
influenced by self-esteem, but study habit significantly influenced the academic
achievement (ß=.227, p<.01).Results of the mediation analysis presented through
a triangular model which was presented in the following figure.
Findings shown in the Figure 1 revealed that direct effect of self-esteem on
academic achievement was not significant. But effect of study habit on academic

**p<.01
Figure 1. Model summary of the effect of self-esteem and study habit on academic achievement

7
88 Role of Self-esteem and Study Habit on Academic Achievement

achievement was significant. This suggested that self-esteem fully mediated by

study habit to influence the academic achievement.

Table 6. Mean differences in self-esteem, study habit, and academic achievement by gender
Variables Male Female
df t-value
n M SD n M SD
Self-esteem 74 19.82 5.69 54 17.33 5.27 126 2.523*
Study Habit 74 27.88 6.23 54 27.52 6.40 126 .319
Academic Achievement 74 3.13 .36 54 3.22 .28 126 -1.340
*p<.05

On the other hand, the ‘independent sample t-test’ was administered to see the
differences between male and female students in self-esteem, study habit and
academic achievement. Obtained results were as follows:
Table 6 showed that the differences between male and female regarding self-
esteem were found to be significant (t-value=-2.523, p<.05), but not for study habit
and academic achievement.
Further again, the differences between residential and non-residential students
regarding self-esteem, study habit, and academic achievement were found by
administering ‘independent sample t-test’ which were shown in the following table.
Table 7. Mean differences in self-esteem, study habit, and academic achievement by
residence
ariables Residential Non-residential
df t-value
n M SD n M SD
Self-esteem 36 19.19 7.33 92 18.61 4.85 126 .528
Study Habit 36 28.53 7.28 92 27.41 5.87 126 .196
Academic Achievement 36 3.13 .44 92 3.18 .27 126 .039

As shown in the Table 7, no significant differences between residential and non-

residential students regarding self-esteem, study habit and academic achievement
were found.
Discussion
The present study was conducted to investigate the relationship among self-
esteem, study habit, and academic achievement of university students and also
investigated whether directly or indirectly self-esteem and study habit influenced

8
Bangladesh Journal of Psychology 89

on academic achievement. The correlation metrics from Table 3 indicated that both
self-esteem and study habit significantly correlated with academic achievement.
The finding that stated significant correlation between self-esteem and academic
achievement was consistent with some previous studies (Aryana, 2010; Colquhoun
& Bourne, 2012; Das & Pattanaik, 2013; Diseth et al., 2014; Olanrewaju & Joseph,
2014; Priyadharshini & Relton, 2014; Arshad et al., 2015; Audu et al., 2016). Past
findings also consistent with the finding that indicated significant correlation
between study habit and academic achievement was also consistent with some
previous studies (Ch, 2006; Crede & Kuncel, 2008; Oluwatimilehin & Owoyele,
2012; Kumari & Chamundeswari, 2015; Siahi & Maiyo, 2015; Sherafat & Murthy,
2016; Thomas et al., 2016). In their study, Bickerdike et al.(2016) recommended
that effort management and organized studying should be promoted to optimize
academic performance. They suggested to control other factors that lead to poor
study habit i.e. excessive use of social networking in order facilitate academic
achievement.
However, partial correlations from Table4 indicated that self-esteem was not
significantly correlated with academic achievement while controlling the effect of
study habit. But, study habit was significantly correlated with academic achievement
while controlling self-esteem. Findings from Table 5 revealed that self-esteem had
no direct effect on the academic achievement and it was mediated by study habit.
A mediator variable causes the mediation in the independent and dependent
variables. A variable may be said to function as a mediator variable to the extent
that it accounts for the relation between the predictor and the criterion variable. It
explains how external physical events affect the internal psychological significance
(Baron & Kenny, 1986). According Baron and Kenny (1986), “a variable function
as a mediator when it meets the following conditions: (i) variations in levels of the
independent variable significantly account for variations in the presumed mediator,
(ii) variations in the mediator significantly account for variations in the dependent
variable, and (iii) a previously significant relation between the independent and
dependent variables is no longer significant”. Results from Table 5 and Figure 1
indicated that self-esteem was only accounted for significant variation in study habit,
but not in academic achievement. Study habit was accounted for variation in
academic achievement. These findings suggested that self-esteem had indirect effect
on academic achievement and this indirect effect was mediated by student’s study
habit. This finding was fully supported by past studies (Spinath, Spinath, Harlaar,
& Polmin, 2006 as cited in Giofrè et al., 2017; Chilca, 2017; Giofrè et al., 2017).
Findings from Table 6 indicated significant gender differences in self-esteem
where boys had higher self-esteem than girls. This finding is consistent with some

9
90 Ahmed, Hossain & Rana

previous findings (Brutsaert, 1990; Kling, Hyde, Showers, & Bruswell, 1999;
Quatman & Watson, 2001, Diseth et al., 2014; Arshad et al., 2015). Gender
differences in self-esteem are issues of contradiction among researchers. In their
study, Colquhoun and Bourne (2012) found that girls had more self-esteem than
boys. However, some studies found no gender differences in self-esteem (Aryana,
2010; Audu et al., 2016). One cause of the present findings is due to culture that is
independent status that boys of university level have than girls. This status makes
boys more social and strong than girls.
The present study findings may help to achieve higher grade in examinations
through intervening self-esteem and study habit of students. The findings may also
help to improve students’ quality of education. Beyond these, the present study has
some limitations, especially, the participants were not selected from wide
geographical areas of the country and they were selected from only one public
university. So, further studies will be needed to explore the role of self-esteem and
study habit on academic achievement.

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