The Relationship of Selfesteem and Studying Approaches with Academic Achievement of University Students

Background & Objective: Identification of the role of factors such as selfesteem and studying approaches in academic achievement could lead to improved educational programming and reinforced teaching output This study was performed to determine the relationship of academic achievement with selfesteem and approaches to studying among university students   Methods: This descriptive correlational study was conducted on ۱۴۷ nursing and midwifery students of Ahvaz Jundishapur University of Medical Sciences Iran in ۲۰۱۲ The mean of grade point average (GPA) during the past semester was considered as the index for academic achievement Data collection was performed using the approaches and study skills inventory for students (ASSIST) and the Rosenberg selfesteem scale (RSES) Data were analyzed using independent sample ttest and the Pearson correlation coefficient and the SPSS statistical software   Results: The mean selfesteem score of university students was ۳۷۴۵ (from a maximum of ۵۰) and its correlation with academic achievement was ۰۱۶۶ (P = ۰۰۴۶) The mean score of the surface approach to studying was ۵۳۴۰ (from a maximum of ۸۰) and its correlation with academic achievement was ۰۴۳۲ (P = ۰۰۰۱) The mean score of the deep approach to studying was ۵۳۴۰ (from a maximum of ۸۰) and its correlation with academic achievement was ۰۴۳۲ (P = ۰۵۹۲)   Conclusion: Studying approaches and selfesteem can have an important role in the academic achievement of university students Thus it may be possible to promote the academic achievement of students by improving their selfesteem and guiding them to use appropriate approaches to studying

کلیدواژه ها:

Self ، esteem ، Studying approaches ، Academic achievement ، Nursing and midwifery students