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A Liner Regression model used to determine the connection between the dependent with the independent variable i.e. Student academic Results (CGPA) and their self-esteem.

Descriptive Statistics

Mean, Standard Deviation, minimum and maximum ranges of Academic Results + RGSE +CSW

The mean and standard deviation of three main variables are shown in Table 3, Contingencies of self-worth scale had (M=26.34, SD=2.413), Rosenberg's (M=32, SD=3.586) and Academic Results (M=2.478, SD=.743). The collected research data from university students reported in minimum range of CSW (19.60-to-30.40), according to the Likert scale of CSW the highest one can score could make 35. The maximum score of Rosenberg self-esteem could be 50, the research participants score minimum 25 to maximum 37, after discarded 10 participants data at this stage the research also omit the data of one student whose CGPA is 0.00, therefore the (N=89) for academic result had shown with highest CGPA of 3.74 to the lowest of 0.18.

CHAPTER FIVE: DISCUSSION

The research carried the tools of self-esteem measures university students with their academic performance, using Rosenberg's global self-esteem scale to check overall self-esteem of each student simultaneously measuring CSW on seven factors to clear the main domains where mostly students base their self-esteem. Many research findings provided for the support of the hypothesis of this research that self-esteem and student's academic performance had positive and significant relationship with each other however; this research fails to provide the evidence of such kind of relationship.

(Crocker, et al., 2003) developed the contingencies of self-worth scale. It had seven factors that mostly involved in increasing the self-esteem of anybody. Coinciding with other research findings the research had very different results, this is all because of participants responses, the sample of students response showed that they did not based their self-esteem on any of the domains of CSW except virtue. In fact the domains which the research tested (academic competence, approval from others, God's Love) had negative relationship, i.e. the more the students have academic competence and approval from others or God's love the lower they perform in their academics. Whereas virtue had a significance relationship of students, academic performances with the virtue they have by investing their self-esteem on it. The research has strong support on this theory for people who invest their self-esteem on the factors that are controllable and internal; they tend to have high self-esteem (Crocker & Wolfe, 2001; James, 1890).

(Crocker & Wolfe, 2001) claimed that people who depend on those domain variables which require other response like approval from others, family support and appearance. these factors are out of control of one's self, and hard to meets the need of self-esteem through these domains because these domain contingents are on a great extends outside one's control and therefore hard to satisfy and accomplished the healthier level of 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。