Study of Self-esteem and Academic Performance in Life and Earth Sciences among Students in Middle School (Marrakesh, Morocco)

Abstract

This study examined the relationship between self-esteem and academic performance in Life and Earth Sciences among middle school students in the Marrakesh region of Morocco. A quantitative cross-sectional study was conducted with 120 students aged 12 to 16 years from a rural middle school. Self-esteem was assessed using the 18-item Toulouse Self-Esteem Scale, which measures three dimensions: socio-emotional self-esteem, academic self-esteem and physical self-esteem. Academic performance was determined from students’ average grades in Life and Earth Sciences, using ten out of twenty as the threshold for good performance. The results showed that 71.66% of students had positive self-esteem, whereas 28.33% had negative self-esteem. Good academic performance was observed in 62.50% of students, while 37.50% showed poor academic performance. Students with positive self-esteem were more frequently represented among those with good academic performance, whereas students with negative self-esteem were more frequently represented among those with poor performance. The chi-square analysis indicated a statistically significant association between self-esteem and academic performance. However, the relationship should be interpreted cautiously because the study was limited to one school, used a relatively small sample and followed a cross-sectional design. Overall, the findings suggest that self-esteem is a relevant factor in understanding academic performance in Life and Earth Sciences, alongside other personal, family and school-related factors.