STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
Quantifying the Connection between Student’s Self-Esteem and General Belonging of
Senior High Students in John J. Russell Memorial High School
Proponents:
Sheena Grace V. Bagasin
Jamby A. Balicao
Celina Rae O. San Pedro
Science Technology Engineering Mathematics
1
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
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Table of Contents
Title Page
1
Table of Contents
2
List of Appendices
3
Acknowledgement
5
Biographical Sketch
6
Abstract
9
Introduction
10
Review of Related Literature and Studies
12
Conceptual Framework
14
Research Questions
15
Hypothesis
16
Significance of the Study
16
Scope and Limitations
16
Methodology
17
Type of Research
17
Respondents
17
Sampling Method
18
Sources of Data
18
Instrument/s
19
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
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Data Collection Procedure
19
Ethical Considerations
20
Data Analysis
20
Results and Discussion
21
Descriptive analysis of demographic profile of the students
21
Descriptive analysis of Student Academic Self-esteeem
22
Descriptive analysis of General Belongingness of students
25
Correlational analysis between Student academic Self-Esteem and General
Belongingness
26
Summary of Findings, Conclusion, and Recommendation
27
Findings
27
Conclusions
27
Recommendations
28
References
30
Appendices
32
Learning Styles Questionnaire
33
Timetable/Gantt Chart
36
Approved Letter of Endorsement
38
Approve Letter of Consent
39
Approved Letter of Outline
40
Approved English Critique Certification
41
Absence of Conflict of Interest
42
Declaration of Anti-plagiarism
43
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
Curriculum Vitae
4
44
List of Tables
Table
Title
Page
1
Population of respondents
18
2
Demographic Profile: Sex
21
3
Demographic Profile: Grade Level
21
4
Student Academic Self-esteem
22
5
General Belongingness
23
6
Correlation of Student Academic self-esteem and General
Belongingness
26
List of Figures
Figure
1
Title
Conceptual Framework of the Study
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
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Acknowledgement
For their invaluable contributions to the completion of this research project titled
"Quantifying the Connection between Student’s Self-Esteem and General Belonging of Senior
High School students in John J. Russell Memorial High School," the researchers would like to
sincerely thank and appreciate the following people:
First and foremost, the researchers want to express their heartfelt gratitude to Mrs. Sherry
Ann Abugao. Rivera, their respected Research and English Critique Adviser. Her advice,
expertise, and unwavering support throughout the research process were instrumental in shaping
the direction and quality of this study. Her insightful suggestions and constructive criticism were
extremely helpful in improving the research methodology and outlining the final manuscript.
Additionally, the researchers would like to express their sincere gratitude to Dr. Bryan D.C.
Gabriel. He provided the researchers with invaluable guidance and insights into the complexities
of the research process thanks to his broad knowledge and expertise in the field of research. The
researchers have consistently been inspired by his dedication and commitment to the pursuit of
knowledge. The researchers would also like to thank the distinguished panelists, Mr. Limuel
Hernandez, and Mrs. Sherry Ann A. Rivera. Their insightful feedback and critical assessment of
the research proposal and final manuscript greatly improved the study's quality and credibility.
The researchers sincerely appreciate their time, knowledge, and thoughtful contributions, which
significantly improved the overall quality of this study. The researchers want to thank their
friends and family for their unwavering support and encouragement. Their understanding,
patience, and motivation provided the researchers with the foundation they needed to persevere
during difficult times and to celebrate achievements. Finally, the researchers wanted to express
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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their sincere gratitude to their beloved God Almighty, whose blessings and divine guidance have
served as a never-ending source of inspiration and courage throughout this research journey.
Biographical Sketch
Sheena Grace V. Bagasin, a Filipino female, is born on October 25, 2005, in San Miguel,
Bulacan. She is currently 17 years old and single. Sheena is a Methodist and follows the religious
beliefs associated with the denomination. She is the daughter of Irene V. Bagasin and Jackson I.
Bagasin.
During her elementary years, Sheena's achievements are not specified. However, it is
evident that she transitioned to junior high school with exceptional academic performance.
Throughout her junior high education, she consistently received honors for her outstanding
academic achievements. She was awarded with honors from 2017 to 2022, showcasing her
consistent dedication to academic excellence.
Sheena is a graduating student from John J. Russell Memorial High School in Sibul
Springs, San Miguel, Bulacan. Her pursuit of knowledge and commitment to her education have
brought her to this milestone. As she approaches the end of her senior high school journey,
Sheena looks forward to the next chapter of her academic and personal growth.
With her track record of academic excellence and dedication, Sheena Grace V. Bagasin is
a driven and accomplished student who consistently strives for success in her studies. As she
continues her educational journey, she is poised to make a positive impact in her chosen field and
contribute to society.
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Biographical Sketch
Jamby A. Balicao is born on October 01, 2004, in Bunot, Mt. Province. She is currently
18 years old and single. She is a devout Catholic and hails from a family with her mother,
Jonalyn A. Balicao, and her father, Domenguez A. Balicao.
In her elementary years, she showcased her exceptional talents and academic abilities.
She received the Athlete of the Year award in 2017 and consistently achieved academic honors.
Additionally, she was recognized for her outstanding skills in News Writing, earning an
Achieving Award in 2017.
During her junior high school education, Jamby continued to excel academically and
athletically. She was awarded Athlete of the Year in both 2019 and 2020, highlighting her
dedication and talent in sports. She also maintained her outstanding academic performance,
earning honors in 2019, 2020, and 2021.
In 2021, Jamby graduated with honors from Kalinga State University, showcasing her
commitment to academic excellence. Currently, she is a senior high school student at John J.
Russell Memorial High School in Sibul Springs, San Miguel, Bulacan.
Throughout her educational journey, Jamby has consistently demonstrated her passion for
sports, academic achievements, and commitment to personal growth. With her strong work ethic
and determination, she is poised to achieve even greater accomplishments in the future.
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Biographical Sketch
Celina Rae O. San Pedro, a Filipino national, is born on January 4, 2005, at Manila
Hospital in the city of Manila. She is currently 18 years old and single. Celina practices the
Catholic faith and is a devout Catholic. Her mother's name is Celina G. Oserin, while her father's
name is Reynaldo N. San Pedro.
During her elementary years, Celina achieved the notable recognition of being named
Athlete of the Year in 2017, showcasing her dedication and talent in sports.
In her junior high school years, Celina continued to excel academically, earning the
distinction of graduating with honors for five consecutive years, from 2017 to 2021. This
consistent academic achievement reflects her strong work ethic and commitment to her studies.
Currently, Celina is a senior high school student attending John J. Russell Memorial High
School in Sibul Springs, San Miguel, Bulacan. She is expected to graduate from high school
soon, marking another milestone in her educational journey.
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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Abstract
Self-esteem can have a significant impact on an individual's life. They can lose many
opportunities that will come to them. Self-esteem has a great contribution to students' academic
performance, including their activities or even communication with their peers, teachers, and
other folks. As the researchers observed, students with low self-esteem can have a poor sense of
belonging, which can cause them to have poor academic performance. According to Maslow’s
hierarchy of needs, esteem is one of the most essential needs for people in the world. A person's
perceptions of their own value and worth are referred to as self-esteem. It also has to do with the
emotions that people feel because of their perceptions of their value or unworthiness. Self-esteem
is crucial since it has a big impact on people's decisions and choices.
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Quantifying the Connection between Student’s Self-Esteem and General Belonging of
Senior High Students in John J. Russell Memorial High School
Introduction
Self-esteem can have a significant impact on an individual's life. They can’t lose the
many opportunities that will come to them. Self-esteem has a great contribution to students'
academic performance, including their activities or even communication with their peers,
teachers, and other folks. As the researchers observed, students with low self-esteem can have a
poor sense of belonging, which can cause them to have poor academic performance. Most of the
time, students feel embarrassed or have a hard time sharing their own knowledge, thoughts, and
ideas.
According to Maslow’s hierarchy of needs, esteem is one of the most essential needs for
the people in the world. A person's perceptions of their own value and worth are referred to as
self-esteem. It also has to do with the emotions that people feel because of their perceptions of
their value or unworthiness. Self-esteem is crucial since it has a big impact on people's decisions
and choices.
Gordon Allport (2012) proposed that the growth of awareness of oneself proceeds along
developmental and learning lines. He identified seven different aspects of selfhood. Self-esteem
is the third developmental stage of the proprium. It is the feeling of pride that results when the
child accomplishes things because of his or her success in mastering tasks.
Coopersmith (2020) cited evidence supporting the importance of self-esteem. He
concluded that people with feelings of inadequacy and unworthiness see themselves as inferior
and are unable to generate inner resources to improve their situation. A feeling of inferiority may
result if it does not meet personal aspirations. In his Antecedents of Self, he suggested four
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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factors that contribute to the development of self-esteem. These are: the values that the child
perceives to have towards the self; the child’s experience with success and his individual
definitions of success or failure; as well as the child’s style of dealing with negative feedback or
criticism.
The humanistic movement of 1950 and the self-movement postulated by Carl Rogers and
others in the 1960s and 1970s brought in the self enhancement view of academics, seeing
students' self-esteem as the primary cause of academic achievement. Wickline (2014), Bednar,
and Peterson (2022) postulated that each person constructs his or her own unique view of reality.
They further linked low self-esteem with drug abuse, anti-social behavior, teenage pregnancies,
and poor grades.
The researcher also aimed to investigate the relationship between self-esteem and
qualities like competence, confidence, goal-directedness, and self-efficacy, as well as the impact
these factors have on academic achievement. Additionally, the researcher was interested in
learning how social issues like drug usage, subpar performance, and antisocial behavior relate to
one's sense of self. Finally, the researcher wanted to know how the academic achievement of
senior high school students at John J. Russell Memorial High School related to feelings of
unworthiness, despair, doubt, personality maladjustment, and deviant behavior.
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Review of Related Literature and Studies
Self-Esteem
For students, confidence is one of the reasons for their growth or development of personality and
skills. Having a great and active personality can have a great effect on their academic
performance. When someone has high self-esteem, it leads to great happiness, but when someone
has low self-esteem, self-doubt will also be involved, which can potentially result in depression
(Baumeister et al., 2012). According to (Sandra 2012), a person's self-esteem affects their
thinking process, emotions, values, and goals. Self-esteem is the set of characteristics, qualities,
deficiencies, capacities, and limitations that a person has, wherein the individual determines
himself and his own characteristics (Marsh & Seeshing, 217). Looking at studies like other
reports, individual self-esteem proves that it is associated with the academic performance of a
learner (Castor, 2019). In addition, academic self-efficacy is how an individual knows their
capability in performing the given task (Bong & Skaalvik, 2013). In fact, studies show that a
student has high self-efficacy when they believe that they have the confidence to keep their
learning activities in order and take difficult subjects easily (Bandura, 2020; Schunk, 2017;
Zimmerman, 1013).
According to the Self-esteem Theory of Rosenberg (2019), having knowledge can
influence the learners’ psychological characteristics, such as self-esteem. Self-efficacy is an
important topic in psychology because of the role it plays in actual behavior and because it is
frequently discussed across a variety of fields and psychological sciences. The development of
students' self-efficacy and the discovery of its influencing factors will have an impact on their
academic achievement. The degree to which one believes they can complete activities and
achieve their goals determines how strong their sense of self-efficacy is (Ormrod, 2015).
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General Belonging
Research emphasizes that the school plays a powerful role in the academic achievement
of a student through a sense of belonging and promotes a good attitude through their education
(Allen & Bowles, 2012; Ma, 2013). Furthermore, the study of Abbas Abdollahi and Amity
Noltemeyer (2016) contained a variable that is a sense of self-belonging to school, which reveals
the relationship between the sense of belonging and academic achievement is significant. A
sense of belonging is defined with regards to what the students personally feel: being accepted,
appreciated, respected, included, and safe in the school or the learner’s environment (Goodenow
& Grady, 2013).
Self-concept, self-esteem, and self-efficacy are important for students' behavior and
academic achievement. This study aimed to determine the students’ academic achievements and
self-concept, self-esteem, and self-efficacy. Results showed that self-concept, self-esteem, and
self-efficacy did not significantly affect senior high school students’ academic performance
(Jhoselle Tus, 2020). Teachers and parents should keep an eye on their kids and come up with
additional programs to maximize the learning experience.
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Conceptual Framework
This conceptual framework highlights the significance of self-esteem and general
belonging in relation to JJRMHS senior high school students. By quantifying and understanding
these factors, educators, administrations, and policymakers can develop targeted inventions,
programs, and support systems to foster positive self-esteem, promote a sense of belonging, and
enhance overall student academic success.
IV
DV
Student Academic SelfEsteem .
General Belongingness
Figure 1. Conceptual Framework of the Study
The goal of this conceptual framework is to investigate the relationship between a
student's self-esteem, general belonging, and academic success in the context of senior high
school education at JJRMHS. Understanding the elements that contribute to the performance of
senior high school students is essential for designing effective educational techniques and
support systems. This paradigm tries to provide insights into how these qualities might be
quantified and used to improve students’ outcomes by exploring the connection between
academic self-esteem and general belonging.
In the study of Ümmet (2015), where they studied the relationship between satisfaction
and the psychological needs of the students, they found that the satisfaction and relatedness need
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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of the students significantly predicted their self-esteem. In addition, a high level of belonging
relates to low levels of loneliness, low negative effects, high self-esteem, and high life
satisfaction, as Duru (2015) stated.
Self-esteem is an individual's overall evaluation and perception of their self-worth and
capabilities. It can influence motivation, resilience, and academic engagement. Self-perception is
how students perceive themselves academically, their strengths, and their weaknesses. Academic
identity is how students identify in relation to their academic pursuits and achievements. General
belonging is a student's sense of connection, acceptance, and integration within their educational
environment.
Belongingness is one of the basic needs that humans need to maintain their identity. It is
important because it can have a positive effect on their self-esteem. It refers to a person's need to
affiliate with others to be accepted by one circle of group to feel his or her acceptance. A sense of
belonging is also the foundation for building one's personality, and it is related to self-esteem
because they both need support from others.
Research Questions
Specifically, it aims to answer the following questions:
1.
How may the profile affect the self-esteem of the students in terms of:
1.1 Sex
1.2 Grade Level
2.
How may the self-esteem of the students be described?
3.
How may the general belonging of the students be described?
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
4.
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Is there a significant relationship between the students’ self-esteem and their
general sense of belonging?
Hypothesis
This study will be guided and tested by the following hypothesis:
1. There is no significant relationship between the self-esteem and general belonging of the
students at John J. Russell Memorial High School.
Significance of the Study
The researchers believe that this study will not only yield data that will be helpful to
them, but more so to the following groups of people:
Students. The students will be aware of the signs of low self-esteem. Once they know
about it, they will help their co-students boost their self-esteem, especially themselves.
Teachers. They are the students second parents. They can guide the students when they
are at school. They will guide or help them and find ways for them to gain confidence.
Parent/Guardian. They are the ones guiding their kids at home. They can do some
practices and exercises for the kids to help them maintain and gain self-esteem. They can educate
them about emotional intelligence.
Future Researchers. This study can help them gather useful ideas to use for their future
research studies involving sense of belongingness and self-esteem.
Scope and Limitations
This study aims to quantify the connection between students’ self-esteem and general
belonging of senior high students in John J. Russell Memorial High School.
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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The assessment of this study will be conducted in the second semester of the school year
2022-2023. This study will utilize the descriptive quantitative and descriptive correlational
research designs. The respondents of the study will be the senior high school students of John J.
Russell Memorial High School, and they will be selected using stratified random sampling
techniques with a 5% margin of error and a 95% confidence level. Also, this will be utilized
using descriptive and inferential statistical treatments.
Definition of Terms
The following terms are further defined either operationally or conceptually:
General Belonging. Feeling cherished in such a way that someone believes the organization
values people for who they are.
Quantifying. Describe or quantify the amount of.
Self-Esteem. What we think of and value about ourselves.
Methodology
Type of Research
This study will utilize the descriptive quantitative type of research, specifically
descriptive evaluation, and descriptive correlational quantitative research. A descriptive
evaluation will be used to describe the senior high school students’ demographic profile in terms
of sex, their grade level, their self-esteem, and their general belonging. A descriptive,
correlational, quantitative type of research will be utilized to determine the significant
relationship between the students’ self-esteem and their general belonging.
Respondents
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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The respondents of this study will be the senior high school students of John J. Russell
Memorial High School, located in Barangay Sibul Springs, Springs, San Miguel, Bulacan.
Respondents are heterogeneous in terms of sex and grade level.
Sampling Method
The stratified random sampling technique will be used to select the research respondents.
The senior high school students of John J. Russell Memorial High School are the chosen subjects
of this study. The grade 11 population is composed of 479 students, while in grade 12 there are
415 students, so the total population of senior high will be 894 students. In selecting the
respondents, the total population of senior high school students will be calculated based on the
SS formula to get the appropriate sample sizes for each section per grade level.
Grade and Strand
GRADE 11
STEM
ABM
HUMMS A
HUMMS B
GAS A
GAS B
GAS C
GAS D
GRADE 12
STEM
ABM
HUMMS
GAS A
GAS B
GAS C
GAS D
Population size
479
Sample Size
148
54
50
63
61
58
65
64
64
415
17
15
19
19
18
20
20
20
128
40
47
57
66
68
67
70
T=894
12
14
18
20
21
21
21
T=276
Table 1: Population of Respondents (using Slovin’s Formula)
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Sources of Data
The sources of data will come from the existing records, journals, and studies that are
related to the students’ self-esteem and general belonging. Also, to gather the data that is needed
for this study, the Student Academic Self-Esteem questionnaire by ** and the General Belonging
Scale questionnaire by G. Malone and P. Pillow.
Instrument/s
The instruments used to collect data were questionnaires. To be more specific, the
researchers used the Student Academic Self-Esteem and General Belonging Scale by G. Malone
and D. Pillow. Students’ academic self-esteem is measured using a 10-type survey questionnaire,
which provides the students level of self-esteem. It will be a Likert-scale type of questionnaire.
In this survey form, the students will choose among the levels of scale provided in the study: 1
(never), 2 (rarely), 3 (sometimes), and 4 (always), depending on every statement in the surveytype questionnaire. Internal Cronbach alpha range of 0.87. The students’ general belonging scale
is composed of a 12-item type of survey questionnaire that provides their sense of belongingness.
It will be a Likert-scale type of questionnaire. In this survey form, students will choose among
the levels of scale provided in the study: 1 (strongly disagree), 2 (disagree), 3 (neither), 4 (agree),
and 5 (strongly agree). Internal Cronbach alpha ranges from 0.68 to 0.82.
Data Collection Procedure
A step-by-step procedure will be considered in the conduct of this study to determine the
significant relationship between the students' self-esteem and their general belongingness. The
researcher will submit a letter of request to the school principal to get the permission needed to
conduct and disseminate the survey questionnaire to the study's respondents, which are the
Senior High School students at John J. Russell Memorial High School, School Year 2022-2023.
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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The researchers will then distribute the questionnaire, and the respondents will be given enough
time to answer all the questions. After retrieving the survey questionnaire, the results will be
tallied and calculated based on the statistical treatment that will be used.
Ethical Considerations
Prior to the conduct of the study, the researcher will have to obtain permission from the
school principal; once approved, the project will then be performed. Consent and Assent letters
should also be obtained because, even though the study does not contain any sensitive
information, the subjects will all be minors. When collecting consent for the study, the researcher
will not force the participants to sign the informed consent form. Participation in the study will
be voluntary, and the researcher will state in the permission form instructions that students will
have the option of participating or not. Prior to the study's implementation, the participants will
be informed of the study's purpose.
Data Analysis
After gathering the needed data, appropriate statistical tools will be used to interpret the
findings of the study.
Descriptive statistics such as frequency and percentage will be employed to describe the
students’ demographic profile in terms of sex and grade level. The mean and standard deviation
will be utilized to determine the level of self-esteem and general belongingness of students.
Inferential statistics such as Pearson Correlation will be utilized to test the hypothesis.
Also, to discover the significant relationship between the students' self-esteem and their general
belonging.
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RESULTS AND DISCUSSION
The goal of this study is to determine the significant relationship between the students’
self-esteem and their general sense of belonging. The following outline presents the results of the
analysis.
1. How may the demographic profile of student be described in terms of:
Table 2
Demographic Profile: Sex
Sex
Frequency
Percent
Male
116
42
Female
160
58
Total
276
100
According to the data from Table 1, the result of the demographic profile of senior
high school student shows that the percentage of male respondents is 42%, while the
percentage of female respondents is 58%, for a total of 100%.
Table 3
Demographic Profile: Grade Level
Grade Level
Frequency
Percent
Grade 11
148
53.6
Grade 12
128
46.4
Total
276
100
Table 2 shows that most respondents are in grade 11, with a percentage of 65.6
percent.
2. How may the self-esteem of the students be described?
Table 4
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Student Academic Self-Esteem
S
M
SD
VD
1. Learning activities in school is
fun.
3.24
.734
ST
2. I have strong academic
capabilities.
2.87
.775
ST
3. I do academic preparation for
examinations in advance.
2.74
.859
ST
4. I feel good when I am in a class
learning.
3.19
.805
ST
5. I feel good about myself when I
attain good academic grades.
3.29
.811
A
6. I enjoy spending many hours
on academic homework.
2.80
.870
7. I try hard to solve an academic
problem until I make it.
3.05
.771
ST
8. I would rather spend most of
my time reading as opposed to
other activities.
2.58
.807
ST
9. I voluntarily answer questions
(without being called) in class.
2.70
.830
ST
10. In class, I choose a position
which is most visible to the
teacher.
2.61
.882
ST
TOTAL AVERAGE:
2.907
ST
ST
Legend: Rating Scale Verbal Description
3.25 – 4.00 Always (A)
2.50 – 3.24
Sometimes (ST)
1.75 – 2.49
Slightly (SL)
1.00 – 1.74 Not at all (NA)
Table 2 shows the descriptive analysis of the Students’ Academic Self-Esteem. As shown
in the table, students’ responses on the frequency level of their satisfaction with their self-esteem
have the highest and lowest mean responses. Accordingly, item number 5 obtained the highest
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
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23
mean responses of 3.29 with the verbal interpretation of "Always", where the students "feel good
about themselves when they attain good academic grades," while item number 10 attained the
lowest mean responses of 2.61 with the verbal interpretation of "Sometimes", where the students
"are in class, they choose a position that is most visible to the teacher."
In accordance with the study of Addero Wilson Ogot, Chepchieng Micah, and Kariuki Mary
(2020) where the correlation mean was 2.17, the standard deviation was 0.935. The result of the
mean score shows that there was a moderate level of academic self-esteem due to a value of 2.17
in a range of 0-4. The values are greater than 1.5 but less than 2.5, where the mid-point range is
2.0. Among the students rating the various statements on academic self-esteem, it reveals that
"the students felt good about themselves when they attained good academic grades," and the
lowest and most poorly rated was "that students would rather spend most of their time reading as
opposed to other activities.
The results implied that the senior high school student-respondents have a "high" to "very high"
level of satisfaction with their academic Self-Esteem at the senior high school level.
3. How may the general belongings of the students be described?
Table 5
General Belonging
S
M
SD
VD
1. When I am with other people, I feel
included
3.56
.987
A
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2. I have close bonds with family and
friends
3.90
.956
A
3. I feel accepted by others
3.57
.972
A
4. I have a sense of belonging
3.45
1.035
A
5. I have a place at the table with
others
3.41
1.075
A
6. I feel connected with others
3.50
1.034
A
7. I feel like an outsider
3.17
1.187
N
8. I feel as if people do not care about
me
2.96
1.198
N
9. Because I do not belong, I feel
distant during the holiday season
2.95
1.091
N
10. I feel isolated from the rest of the
world
3.15
1.136
N
11. When I am with other people, I
feel like stranger
3.12
1.209
N
12. Friends and family do not involve
me in their plans
3.41
1.252
A
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
TOTAL AVERAGE
3.34
25
N
Legend: Rating Scale Verbal Description
4.21 - 5.00
Strongly Agree
1.81 - 2.60
Disagree
3.41 - 4.20
Agree
1.00 - 1.80
Strongly Disagree
2.61 - 3.40
Neither
According to Table 3, the descriptive analysis of the General feeling of belonging shows
that, as shown in the table, students’ responses on the frequency level of their satisfaction with
their general feeling of belonging have the highest and lowest mean responses. Accordingly, item
number 2 obtained the highest mean responses of 3.90 with the verbal interpretation of "Agree",
where the students "have close bonds with family and friends," while item number 9 attained the
lowest mean responses of 2.95 with the verbal interpretation of "Neither", where the students
"feel distant during the holiday season because they do not belong." In addition, other studies
specifically measuring belongingness among Spanish adults (Irene Checa & Ursula Oberst.
2021) have found in their descriptive data that is translated from Spanish to English. The highest
mean rated in the statements from the General Belongingness Scale is "They have close bonds
with family and friends" with a 5.75 mean, and 4.23 with the lowest mean rated, "They have a
sense of belonging".
The results implied that the senior high school student-respondents have a "high" to "very
high" level of agreement with the General Belonging at the senior high school level.
Is there a significant relationship between the students’ self-esteem and their general sense
of belonging?
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
26
Table 6
GENERAL
BELONGING
Pearson
Significance (2-
Correlation Value
tailed)
.276**
.000
.276**
.000
STUDENT
ACADEMIC
SELF-ESTEEM
Interpretation
Decision
Highly
Reject the Null
Significant
Hypothesis
Highly
Reject the Null
Significant
Hypothesis
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4 presents the relationship between General Belongingness and Student
Academic Self-Esteem. Accordingly, Pearson’s R-moment correlation is applied if general
belonging and Student Academic Self-esteem significantly affect each other.
After the analysis, it was found out that General Belonging does significantly influence
Student Academic Self-Esteem (Pearson Correlation value =.284) and the p-value (.000) is less
than the alpha value (0.005). Additionally, the analysis showed a significant correlation between
General Belongingness and Student Academic Self-esteem; therefore, do not reject the null
hypothesis.
Accordingly, item number 2 obtained the highest mean responses of 3.90 with the verbal
interpretation of "Agree", where the students "have close bonds with family and friends," while
item number 9 attained the lowest mean responses of 2.95 with the verbal interpretation of
"Neither", where the students "feel distant during the holiday season because they do not
belong."
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
27
Summary of Findings, Conclusion, and Recommendation
Findings
This study aims to identify the connection between students’ self-esteem and general
belonging of senior high students in John J. Russell Memorial High School.
Accordingly, item number 5 obtained the highest mean responses of 3.29 with the verbal
interpretation of "Always", where the students "feel good about themselves when they attain
good academic grades," while item number 10 attained the lowest mean responses of 2.61 with
the verbal interpretation of "Sometimes", where the students "are in class, they choose a position
that is most visible to the teacher."
Accordingly, item number 2 obtained the highest mean responses of 3.90 with the verbal
interpretation of "Agree", where the students "have close bonds with family and friends," while
item number 9 attained the lowest mean responses of 2.95 with the verbal interpretation of
"Neither", where the students "feel distant during the holiday season because they do not
belong."
This study provides information about the connection between students’ self-esteem and
their general sense of belonging. As can be seen, our null hypothesis is not true, which leads to
the fact that there is a highly significant relationship between students’ academic self-esteem and
their sense of belonging.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. Positive correlations appeared on both variables, which are the students’ academic selfesteem and General belonging.
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
28
2. It is important to focus on students’ academic self-esteem and general belonging since
there is a correlation between the two that can affect other variables that are in Maslow's
hierarchy of needs, where self-esteem and general belonging are also located. By paying
attention to this, students will be able to be more attentive, which will improve their
academic achievement.
Recommendation
The following suggestions were made in light of the study's results and conclusions: Here
are the following recommendations made by the researchers for students, teachers, and parents or
guardians, and especially for future researchers:
1. For the students, they should work first on communicating with other people.
Practicing how to socialize with people is the number one step to improving their selfesteem and feeling that they belong to the environment wherever they are.
2. For the teachers, they can help their students in the school if they notice that one of
them is not socializing like the others do. They can be their guide in improving and
growing themselves to be better.
3. Parents or guardians should always check on or monitor their children. They should be
the ones to make their children feel that they are not alone and that they belong in their
own house.
4. For future researchers, this study is highly recommended to them. This may serve as
their reference material or guide for those who want to conduct the same study related to
the self-esteem and belongingness of senior high school students. They may add other
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
29
relevant information that will help them improve their study of students’ self-esteem and
belongingness.
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
30
References
Allen, K., Kern, M., Rozek, C., Mclnerney, D., Slavich, G. (2021) Belonging: a review of
conceptual issues, an integrative framework, and directions for future research,
Australian Journal of Psychology, 73:1, 87-102, DOI: 10.1080/00049530.2021.1883409
Checa, I., & Oberst, U. (2021). undefined. Current Psychology, 41(12), 8490-8498.
doi:10.1007/s12144-020-01279-x
Ghazvini, S. D. (2011). Relationships between academic self-concept and academic
performance in high school students. Procedia - Social and Behavioral Sciences, 15,
1034-1039. doi:10.1016/j.sbspro.2011.03.235
Halse, C. (2018). Theories and Theorising of Belonging. In: Halse, C. (eds) Interrogating
Belonging for Young People in Schools. Palgrave Macmillan, Cham. doi: 10.1007/978-3319-75217-4_1
Influence of self-esteem on students’ academic performance in secondary schools in Tharaka
Nithi County, Kenya. (2019). Journal of Education and Practice. doi:10.7176/jep/10-218
Ogot, A. W., Chepchieng, M., Kariuki, M. (2020) Students’ Academic Self-Esteem and
Academic Achievement Relationships in Public Secondary Schools in Nakuru County,
Kenya. Journal of Education and Practice. Vol.11, No.24, 2020, doi: 10.7176/JEP/11-2418
Rosli, Y., Othman, H., Ishak, I., Lubis, S. H., Saat, N. Z., & Omar, B. (2012). Self-esteem and
academic performance relationship amongst the second year undergraduate students of
Universiti Kebangsaan Malaysia, Kuala Lumpur campus. Procedia - Social and
Behavioral Sciences, 60, 582-589. doi:10.1016/j.sbspro.2012.09.426
Sarigoz, O. (2012). Assessment of the High School Students' Critical Thinking Skills. Procedia
- Social and Behavioral Sciences, 46, 5315-5319. doi:10.1016/j.sbspro.2012.06.430
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31
Students’ academic self-esteem and academic achievement relationships in public secondary
schools in Nakuru County, Kenya. (2020). Journal of Education and Practice.
doi:10.7176/jep/11-24-18
Strudwicke, L. (2000). Sense of Belonging and Self-Esteem : What are the Implications for
Educational Outcomes of Secondary School Students? : A Literature Review.
https://ro.ecu.edu.au/theses_hons/867
Syeda Shahida Batool, Sumaira Khursheed, & Hira Jahangir (2017). Academic procrastination as
a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan
Journal of Psychological Research, 2017, Vol. 32, No. 1, 195-211.
Wang, C. W., & Neihart, M. (2015). Academic self-concept and academic self-efficacy: Selfbeliefs enable academic achievement of twice-exceptional students. Roeper Review,
37(2), 63-73. doi:10.1080/02783193.2015.1008660
Wang, Y., & Wang, L. (2016). Self-construal and creativity: The moderator effect of self-esteem.
Personality and Individual Differences, 99, 184-189. doi:10.1016/j.paid.2016.04.086
Zeigler-Hill, V., & Shackelford, T. K. (Eds.). (2020). Encyclopedia of Personality and
Individual Differences. doi:10.1007/978-3-319-24612-3
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
APPENDICES
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
32
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
33
Appendix A
Student Academic Self-Esteem
Name:
Grade & Section:
Strand:
1. Indicate your sex with a tick (/ )
( ) Male
( ) Female
2.
Indicate with a tick (/ ) your age in years
( ) 16 years and below
( ) 17 years
( ) 18 years and above
Instructions: Kindly put a tick ( / ) whether you do the statements (1) never, (2) rarely, (3)
sometimes, (4) always.
Statements
1. Learning activities in school is fun.
2. I have strong academic capabilities.
3. I do academic preparation for examinations in advance.
4. I feel good when I am in a class learning.
5. I feel good about myself when I attain good academic grades.
6. I enjoy spending many hours on academic homework.
7. I try hard to solve an academic problem until I make it.
8. I would rather spend most of my time reading as opposed to other activities.
9. I voluntarily answer questions (without being called) in class.
10. In class, I choose a position which is most visible to the teacher.
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
N R S A
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
34
Appendix B
General Belonging Scale
Instructions: Below is a list of statements dealing with your sense of belonging about yourself.
Check (/) If you (5) Strongly agree, (4) Agree, (3) Neither (2) Disagree, (1) Strongly disagree.
5
Statements
4
1. When I am with other people, I feel included
2. I have close bonds with family and friends
3. I feel accepted by others
4. I have a sense of belonging
5. I have a place at the table with others
6. I feel connected with others
7. I feel like an outsider
8. I feel as if people do not care about me
9. Because I do not belong, I feel distant during the holiday
season
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
3
2
1
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
10. I feel isolated from the rest of the world
11. When I am with other people, I feel like stranger
12. Friends and family do not involve me in their plans
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
35
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
36
Timetable/Gantt Chart
Objective
Research
Target
Date/Time
Activity
Person
Expected
Involved
Outcome
Frame
To provide research
topics for the
student’s academic
performances
Research title
proposal
February 15,
2023
Researchers
Approve one
topic in 3
proposed
research topics
To secure the target
schedule for research
defense proposal
Research defense
proposal
February 2728, 2023
Researchers and
the panel
Secured the
specific time
and date for the
research defense
To orient student
participant on the
conduct of the study
Conducting
orientation to the
student
participants
1st week of
March,
2023,vb \
Researcher and
studentparticipants
Well informed
student
participants on
how the study
will be
conducted
To distribute the
research
questionnaire to the
student respondents
Distribution of
research
questionnaires
1st week of
March, 2023
Researcher and
studentparticipants
Answered
survey
questionnaires
To retrieve the
survey
questionnaires
Retrieval of survey
questionnaires
1st week of
March,
Researcher and
studentparticipants
Gathered data
2023
To interpret the result
of data gathered
Interpretation of
data gathered
1st week of
April-2023
Researchers
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
To present the whole
research study.
Final research
defense
To pass the final
revised manuscript of
research study.
Deadline of Final
manuscript
37
2nd weekLast week of
April
Researchers
May 1-5,
2023
Researchers
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
Research
defended
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
38
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
39
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
40
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
Appendix D
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
41
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
42
Appendix E
DECLARATION OF ABSENCE OF CONFLICT INTEREST
1. We, Sheena Grace V. Bagasin, Jamby A. Balicao, and Celina Rae O. San Pedro,
understand that conflict of interest refers to situations in which financial or other personal
considerations may compromise my judgment in evaluating, conducting, or reporting
research.
2. We hereby declare that I do not have any personal conflict of interest that may arise from
the application and submission of my research proposal. We understand that my research
proposal may be returned to me if found out that there is a conflict of interest during the
initial is screening as per Research Management Guidelines (DepEd Order No. 16 s.
2017).
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.
4. I understand that I may be held accountable by the Department of Education and Policy
Research Program (PRP) Fund (formerly Basic education Research Fund) for any
conflict of interest which I have intentionally concealed.
PROPONENT: ___________________ _____
PRINTED NAME: ________________________
SIGNATURE: ___________________________
DATE: ___________________________________
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
43
Appendix F
Enclosure No. 2 to Regional Memorandum No. 57 s. 2018
DECLARATION OF ANTI-PLAGIARISM
1. We, Sheena Grace V. Bagasin, Jamby A. Balicao, and Celina Rae O. San Pedro,
understand that plagiarism is the act of taking and using another’s ideas and works and passing
them off as one’s own. This includes explicitly copying the whole work of another person and/or
using some parts of their work without proper acknowledgment and referencing.
2. We hereby attest to the originality of this research proposal and have cited properly all the
references used. I further commit that all deliverables and the final research study emanating
from this proposal shall be of original content. I shall use appropriate citations in referencing
other works from various sources.
3. We understand that violation of this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and Policy
Research Program (PRP) Fund (formerly Basic Education Research Fund).
PROPONENT: ____________________ _____
PRINTED NAME: ________________________
SIGNATURE: ___________________________
DATE: ___________________________________
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
Appendix G
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
44
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
CURRICULUM VITAE
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
45
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
46
STUDENT’S SELF-ESTEEM AND GENERAL BELONGING
JOHN J. RUSSELL MEMORIAL HIGH SCHOOL
47