Volume 11 : Issue 11.4 (2024)

Association of Self Esteem of Socially Disadvantaged Secondary School Students of Bathinda with their Achievement Motivation

According to Right to Education Act 2009, education is the right of every child of age group of six to fourteen years. Since Independence, India have faced so many challenges for ensuring education for every child through various union governments committee and commissions. The Scheduled Caste (SC) and Scheduled Tribe (ST) people of India are faces lots of problems like educationally, mentally, socially and culturally backwardness along with caste discrimination and education is the only weapon that can be used to uplift them. Inspire of many hurdles in their life, there is a need to study their self-esteem while living in such an environment where discrimination prevails. The main objective of the present paper is to study the Association of self-esteem of socially disadvantaged secondary school students of Bathinda, India with their achievement motivation. The study was conducted on the socially disadvantaged students of Bathinda, Punjab, India.

Socially Disadvantaged, Scheduled Caste, Scheduled Tribe, Self Esteem, Achievement Motivation

Adam, (2012). Relationship among Achievement Motivation, Self Esteem, Locus of control and Academic Achievement among Nigerian University student. The Nigerian Journal of Guidance and Counseling. Vol. 9. (2). Pp. 80-97. Acharya, J. (2011). Achievement motivation as a Function of Gender, Economic Background and caste Differences in College Students. Journal of the Academy of Applied Psychology, Volume 38, No.3, Pp. 225-22-232. Ankomah, Y., Koomson, J., Bosu, R. &Oduro, G.K.T. (2005). Implementing Quality Education in Low Income Countries. University of Cape Coast-Ghana. Institute for Education Planning and Administration. P.14. Awan, (2011). A study of Factors Affecting Achievement Motivation. In M. Buch. Sixth Survey of Research in Education, (P. 220) New Delhi. Barnabas (2013). A study of the Self-esteem of Adolescent Girls and Identification with Parents. In M. B. Buch (Ed). Sixth Survey of Research of Academic Goals. Broussard (2002). Self-esteem and Academic Achievement of Adolescents, Journal of the Indian Academy of Applied Psychology. Vol.38, Special issue, Pp., 38-40. Denhardt, R.B., Denhardt, J.V., &Venu, M.P. (2008) Managing Human Behavior in Public and Nonprofit Organizations. Sage Publication, Inc. Journal of Personality and Social Psychology, 47, 944-952. Deshmukh, (2000). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 58 (3), 526-530. Maple, (2001). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics. Journal of Counselling Psychology. Muyuri, (2003). A multi-dimensional, hierarchical model of self-concept: theoretical and empirical justification. Educational Psychology Review. 3:87-147. Murphy, (2000). A multi-facetd academic self-concept: its hierarchical structure and its relation to academic achievement. Journal of Educational psychology. Sharma, (2009). Explaining paradoxical relations between academic self-concepts and achievements: Journal of Educational Psychology.