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tting with the cooperation of class teachers in the beginning of class and these papers collected back in the break from the students. The researcher briefly instructed students about the importance of the first part of questionnaire, which carried demographic question. Nevertheless initially the questionnaire had filled out 100 respondents out of which some responds missed the important questions, like registration no. level of study and programs they were studying; the research discarded some participants data as their response were suspicion regarding providing ID no. level and program of study.

Respondents who Participants within class environment or outside both were briefly address the research variables, more importantly their CGPA that is sometimes student put in confidential information told about that their CGPA collected from examination department and will be stay in confidential mode. Those participants who participant outside the class were first noted their contact numbers and decided time to return back the filled questionnaire; they bring their questionnaire on next day or week with complete questionnaire filled.

CHAPTER FOUR: RESULTS

Linear regression Analysis for test of relationship between Academic Performance = RGSE X CSW

a. Dependent Variable: Academic Result

Table no. 1 shows the Beta effect on academic results, which is dependent variable, global self-esteem have .056% effects on students academic performance and CSW had .028% impact on students academic results. According to the hypothesis student academic performance was dependent on their self-esteem; here p < 0.001 nevertheless the table shows global self-esteem have p >= .012 there is no significant relationship of student's academic results with their self-esteem and CSW had p > = 0.009 in their self-worth.

The first question which study carried out about the student's academic performance has any relationship with their self-esteem and contingencies of their self-worth. The research hypothesized those students academic performance is depended of their self-esteem.

The structural Education Model of the research was Academic Performance = Rosenberg Global self-esteem + CSW. According to this, table and finding the research are rejecting that Iqra University Students have any relationship of their academic results with their self-esteem. The data which research had for the research have both types of students who perform higher and lower side of CGPA. Table no.1 shows CGPA lower reporting was .18 and higher recorded was 3.74, the interesting part the research found in this study that almost all students have reasonably good and healthier self-esteem, no matter they performed poor in their studies. These findings had publicized that IU students had no relationship with their self-esteem to their academics. Results had shows that student with higher self-esteem had both type of performances i.e. low and high GPA. Because self esteem is unstable and vulnerable when people experience positive and negative events in domains of contingency (Crocker, et al., 2002; Crocker & Wolfe, 2001), the study reveals that no matt本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。