SOCIO-ECONOMIC STATUS, SELF-ESTEEM AND ACADEMIC PERFORMANCE OF

THE LEARNERS IN A DISTANCE LEARNING

Chapter 1

INTRODUCTION

The Problem and Its Background

From one day to the next, teachers around the world have found themselves

managing virtual classrooms, communicating with their students over social media

platforms and learning by doing as they provide education from a distance to over

hundreds of students affected by school closures due to the Covid-19 pandemic. Now, the

Department of Education urges schools to still continue education through a distance

learning approach such as using virtual or modular approach. However, a foregoing

debate is on equality of learners to adopt this kind of learning platform, considering that

majority of the learners belongs to below average socio-economic status.

A country’s development is explained by many factors such as economic, social, political,

cultural, and technological and many others. Among these factors, the education level of a

country’s population is considered very crucial as it is generally believed that the basis for any

true development must commence with the development of human resources.

Socio-economic status is an economic and sociological combined total measure of a

person's work experience and of an individual's or family’s economic and social position relative

to others, based on income and education, and occupation. When analyzing a family’s social

economic status, the household income, earners’ education and occupation are examined, as well

as combined income, versus an individual, when their own attributes are assessed.
 Socio-economic status is typically broken into three categories, high, middle, and low to

describe the three areas a family or an individual may fall into when placing a family or

individual into one of these categories, any or all of the three variables-income, education, and

occupation can be assessed. Additionally, low income and little education have shown to be

strong predictors of a range of physical and mental health problems due to environmental

conditions may be the entire cause of that person’s social predicament to begin with.

Moreover, it is generally believed that level of socio-economic of learners tend to affect

self-esteem. Thus, there are many benefits to having a positive view of the self. Those who have

high self-esteem are presumed to be psychologically happy and healthy (Branden, 2009; Bailey

& Bankston, 2008), whereas those with low self-esteem are believed to be psychologically

distressed and perhaps even depressed (Cast & Burke, 2013). Self-esteem is vital for

psychological health is evident in the popular media and in educational policy. Indeed, some

educators have changed course curricula in their attempts to instill children with high self-

esteem, even to the point that in some states students are promoted to a higher grade even when

they have failed to master the material from the previous grade.

As observed by the researcher, learners with higher socio-economic status tend to have

higher self-esteem and academic performance. Many researches have correlated self-esteem and

academic performance of learners. Thus, the researcher is motivated to conduct a study to

determine the relationship of learners’ socio-economic status and self-esteem to the learners’

academic performance.

Statement of the Problem

 The study aims to determine the socio-economic status, self-esteem and academic

performance of learners of ____ Elementary School, ____, Cagayan for the school year 2020-

2021.

Specifically, this study seeks to answer the following specific questions:

1. What is the socio-demographic profile of the respondents as to:

a. Age

b. Sex

c. Family size

d. Sibling order

e. Religion

f. Ethnicity

g. Educational attainment of parents

2. What is the economic status of the learners in terms of:

a. Occupation of parents

b. Other sources of income

c. Gross monthly household income

3. What is the level of self-esteem of the learners?

4. What is the academic performance of learners during the first grading period?

5. Is there a relationship between academic performance of learners and their:

a. Socio-demographic profile

b. Economic status

c. Level of self-esteem
Research Hypothesis

The study will test the hypothesis that there is no relationship between the academic

performance of learners and their socio-demographic profile, economic status and level of self-

esteem.

Conceptual Framework

Research indicates that children from low-SES households and communities develop

academic skills more slowly compared to children from higher SES groups (Morgan, et. al.,

2009). Inadequate education and increased dropout rates affect children’s academic achievement,

perpetuating the low-SES status of the community. Improving school systems and early

intervention programs may help to reduce these risk factors, and thus increased research on the

correlation between SES and education is essential.

Self-esteem is another influential factor which affect learners’ academic achievement and

this has received increasing attention. It has been declared that high self-esteem can lead to high

academic achievement. In general, high self-esteem help individuals to view themselves as active

and capable persons to promote changes through effort and set higher goals which cause learning

new things. Interestingly, numerous researchers have demonstrated that the best way to improve

learners’ achievement is to increase their self-esteem (Rubie, et. al., 2004). Research has also

documented that high self-esteem plays an important role in academic achievement, social and

personal responsibility (Ballad, 2016). Those who have higher academic achievement tend to

feel more confident in contrast to those who lack confidence in themselves achieve less.

Figure 1 shows the relationship between the independent and dependent variables. The

research paradigm depicts that socio-demographic profile of the respondents measured in terms
 of their age, sex, family size, sibling order, religion, ethnicity, and education of parents as well as

their economic status indicated by the learners’ occupation of parents, other sources of income,

and gross monthly household income are suspected to relate with the pupil’s academic

performance. Moreover, the level of self-esteem of the learners may also be suspected to relate

with their academic performance.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-demographic Profile
 Age
 Sex
 Family size
 Sibling order
 Religion
 Ethnicity
 Educational Attainment of
parents
Academic Performance
Economic Status
 Occupation of parents
 Other sources of income
 Gross monthly household income

Self-esteem

Figure 1. Paradigm showing the relationship between the independent and the dependent
variables

Significance of the Study

To the Officials of the Department of education, particularly, ____District, the results

of the study will serve as baseline information in improving the academic performance of the

learners.

Teachers to improve more their capabilities in teaching, in becoming more competent by

continually upgrading themselves in terms of knowledge; skills; values and the motivation to

excel in one’s area of discipline.

 Parents become aware on the progress and needs of their children so as to supervise

them and help them to improve their children’s achievement. They could realize their great role

in the upbringing of their children. As they become aware of this, they could try to help in

meeting the problems of their children with care and understanding.

Learners will also be benefited from this study. The study will make them aware that

their attitude towards themselves can affect their performance in school and this can encourage

them to work harmoniously with the teacher. The result of this study will awaken them to the

realities of their attitudes and beliefs. Generally, with the aid of this study, they will be conscious

on the veracity of positive attitudes as useful assets to acquire good grades.

This study will benefit the community as well as it will bring a vivid awareness to its

citizens regarding their self-efficacy, attitude and its relationship to achievement and some of

their personal factors. This is expected to bring improvement to the community.

To future researchers, this will serve as a resource material or reference. At the same

time, using the findings of this research, this will serve as a basis to conduct a study when similar

situations will be met.

Scope and Delimitation of the Study

This study is anchored on determining the socio-economic status and self-esteem of the

intermediate learners of _____ Elementary School and their relationship to learners’ academic

performance. The socio-demographic profile of the learners includes their age, sex, family size,

sibling order, religion, ethnicity and education of parents. Economic status was measured in

terms of the learners’ parents’ occupation, other sources of income, and gross monthly household

income. The level of self-esteem will be measured using question items on Block C: Self-esteem

and Values of the Young Adult Fertility and sexuality (YAFS) Study in 2013 by the University
of the Philippines Population Institution. Academic performance, on the other hand, will be

determined and measured in terms of the average weighted grades of the learners during the first

grading period for the school year 2020-2021.

All learners currently enrolled at _____ Elementary School will be the respondents of the

study. Interview schedule will be used as the main data gathering tool in as much as the learners

cannot thoroughly answer the questionnaire by themselves.

This study will be conducted from September to December 2020.

Definition of Terms

The following terms that will be used in this study are defined operationally to facilitate

better understanding and for an easier comprehension on the study.

Academic performance refers to the average grades of the learners for the 1 st grading

period.

Age refers to the number of year’s existence of the respondents.

Economic status of the learners means the living conditions of learners’ measure in

terms of the occupation of their parents, other sources of income of parents, gross monthly

household income, house and lot ownership, type of house, household facilities and amenities,

ownership of home appliances, and possession of work animals.

Family size refers to the number of members in the family.

Gross monthly household income includes the gross income of both parents of the

respondents from their main occupation and their other sources of income.

House and lot ownership refer to the nature of ownership of the lot and house of the

learners recipients whether owned, rented, inherited or mortgaged.

 Household facilities and amenities measure the conditions of the learners’ household

facilities and amenities such as their lighting, cooking, sitting, sleeping, and toilet and water

facilities at home.

Occupation of parents means the gainful employment of the respondents’ parents.

Other sources of income refer to other activities undertaken by the respondents’ parents

in order to generate additional income for their family aside from their main preoccupation.

Self-esteem is how one feels about one’s self; his/her self-worth or pride in one’s self.

Sex refers to biological gender of the respondents.

Socio-demographic profile refers to the characteristics of the learners in terms of their

age, sex, family size, sibling order, religion, ethnicity band education of parents.

Socio-economic status refers to the background variables of the respondents that

represents their social structure in the society.

Type of house is the condition of the respondent’s house whether they live in houses

made of temporary, semi-permanent or permanent materials.

 Review of Related Literature and Studies

Socio-economic Status

Socioeconomic status is a definite background variable that represents a feature of the

social structure in society (Powell, 2003). It is a fact that families where the parents are

privileged educationally, socially and economically, promote a higher level of achievement in

their offspring. They also give higher levels of psychological support for their children through

enriched atmosphere that promote and encourage the development of skills required for success

at school (Williams, 2007). The socioeconomic status of a child is usually determined by

parental educational level, parental occupational status and income level (Johnston, 2002). It is

understood that low socioeconomic status negatively and depressingly affects students’ academic

achievement because due to low socioeconomic status, a student does not access to important

resources and generates additional stress and tension at home (Erdem, 2005). According to

Poulsen, et. al., (2008), socioeconomic status is an expression which is used to differentiate

between people’s relative status in the community regarding family income, political power,

educational background and occupational status. Sirin and Jackson (2011) state that

socioeconomic status is a combined measure of economic and social position of an individual or

family relative to others on the basis of income, education and occupation. Sirin, et. al., (2012)

found that that those children whose socioeconomic status was strong show better academic

performance and those with poor socioeconomic status showed poor and unsatisfactory academic

performance. Henry (2005) stated that for many years researches have revealed that students do

not show effective performance in school whose parental socioeconomic status is low. The

academic achievement of students is negatively correlated with the low parental socioeconomic
status level as it prevents the individual in gaining access to sources and resources of learning

(Dee, 2005). Most of the researchers and experts believed that the low socioeconomic status

negatively affect the academic performance of students because due to low socioeconomic status

their needs and demands remain unfulfilled and that is why they do not show better academic

performance (Erdem, 2005). Forsyth, et. al., (2011) concluded that the higher level of

socioeconomic status is the best indicator which plays a fundamental role in promoting quality of

students’ achievement. The current paper was designed to explore the effects of parental

socioeconomic status on the academic achievement of secondary school students. The

researchers expect that this study will be useful for secondary school students and their parents

as it will suggest some remedial measures for the effective and better academic performance of

the secondary school students.

Socioeconomic status is the combination of economic and sociological measures of an

individual work experience and the economic and social position of an individual or family in

relation to others on the basis of income, educational level and occupational status. For the

analysis of a family socioeconomic status, the household income, education of earner and

occupation are checked as well as combined income compared with an individual, when their

own attributes are assessed. Socioeconomic status is generally divided into three categories i.e.,

high socioeconomic status, middle socioeconomic status and low socioeconomic to explain the

three fields a family or an individual may fall into. When putting a family or individual into one

of these categories, any or all of the three variables i.e., income, education, and occupation can

be reviewed and assessed (Online wikipedia encyclopedia). Socioeconomic status (SES) is

assessed as a combination of factors containing income, level of education, and occupation. It is

a way of observing to know how individuals or families adjust in society using economic and
social measures that have been shown to impact individuals' health and well-being. Different

scholars have defined socioeconomic status in different ways. Some scholars consider that

socioeconomic status is the total household income while other scholars include other variables

i.e., parental educational levels. In addition to the widely used income variable, some others

variables are also considered i.e., family and parental educational attainment; total family

income; living in poverty; living in a single-parent household; motivation for learning; alcohol or

drug use; crime; community/environment; etc. Many scholars consider that socioeconomic status

is the most important and fundamental factor which is responsible for the academic success

(Denbo, 2005). Socioeconomic status refers to as a finely graded hierarchy of social positions

which can be used to illustrate a person’s overall social position or reputation. It can be indicated

by a number of concepts such as employment status, occupational status, educational attainment

and income and wealth (Gordon, 2010). Many research studies have shown that the socio-

economic status is a factor responsible for the academic attainment of the students. Research

studies show that socio-economic status influences student’s achievements (Jeynes, 2002;

Eamon, 2005; Harper, 2003). It is believed that low socio-economic status has significant

negative effects on the academic achievement of the students because low socio-economic status

is the obstruction to access to very important resources and creates additional tension and stress

at home (Eamon 2005; Jeynes 2002). Students who have a low socio-economic status show

poor result and are more likely to leave the school (Eamon, 2005; Hochschild 2003). Marks

(2003) found that there is a relationship between socio-economic status and academic

achievement of the students. White (1986) in a Meta analysis of 620 correlations coefficient

from 100 students describes that there is a definite relationship between socioeconomic status

and academic achievement of the students. He noted that the frequency obtained correlation
ranged from 0.10 to 0.70 which is positive relationship. It means that if one factor is increased

the other also increases. It is came to surface that those children whose socio-economic status is

strong show better academic performance and those with poor socio-economic status show poor

and unsatisfactory academic performance. Ross and Broh (2006) state that socioeconomic status

has significant effects on educational achievements that contain test scores, and continue to

affect the child throughout their adulthood. Ross and Broh (2006) states, “The family

characteristic that is the most influential predictor of school performance is socioeconomic

status; the higher the socioeconomic status of the student’s family, the higher his academic

achievement”. A recent meta-analysis of studies investigating the relationship of socioeconomic

status to academic achievement showed that different variables of socioeconomic status e.g.,

parental education, parental income and parental occupation have different effects on the

educational attainment (Sirin, 2005). Branden (2009) conducted a study to find out whether

students from low socioeconomic environments have lower academic achievement compared to

the academic achievement of students from higher socioeconomic environments. He arrived at

the results that there was a statistically significant difference between the academic achievements

of low socioeconomic environments compared to that of high socioeconomic environments.

Parental education is also an important aspect of the socioeconomic status of school students

because it is expected that parental and student education is significantly correlated. Owens, et.

al., (2008) concluded that parental education had a significant effect on academic achievement of

the students. The mother’s education level had a 20% higher affect than the father’s education

level on the academic achievement of adolescents. According to Ackerman (2006), mother

education affects the academic achievement of the students. The children of highly educated

mothers obtain higher test scores. Deci and Ryan (2005) found that parental educational
background and occupational status had significant effects on academic achievement than family

income alone. A number of studies have recommended that parents of higher socioeconomic

status are more engaged in their children’s education as compared to the parents of lower

socioeconomic status and that greater parental participation and involvement promotes more

positive attitudes toward school, improves homework habits, reduces absenteeism and dropping

out, and enhances academic achievement (Baumeister, et. al., 2010). An earlier study by

Jackson (2008) also showed that parental education levels exposed the clearest patterns of

variation in student attitudes towards school and post school options. In the same way,

Wehmeyer (2003) found that students whose parents had high educational levels had access to a

variety of resources which assisted and facilitated to participate in university studies. Van (2005)

arrived at the result that out of 56 candidates who had qualified the competitive examination for

public sector jobs at the Khyber Pakhtunkhwa Provincial Public Commission Pakistan, 30 of the

candidates had parents with Bachelor and above educational qualifications. Keating (2002)

found that students whose parents are educated score higher on standardized tests as compared to

those whose parents were not educated. Poverty is a crucial and destructive factor that affects

student’s academic achievement negatively. There is inversely relation of parental low income

with the student’s academic achievement. Thomas and Gadbois (2007) conducted a study and

found that poor students are graded in the 19th percentile on assessments while students from a

mid-upper income family are ranked in the 66th percentile on assessments. In data from the

Early Childhood Longitudinal Study (ECLS) measuring academic achievement of kindergarten

students on the ECLS reading achievement assessment, low income students scored at about the

30th percentile, middle income students scored at about the 45th percentile, and upper income

students scores at about the 70th percentile (Owens et al., 2008). Orfield et al. (2008) concluded
that both mothers’ education and family income were the main predictors of the physical

atmosphere and learning experiences in the home but that mothers’ education alone was

predictive of parental warmth. Similarly, Sirin et al. (2008) found that the combination of family

income and parental education with children’s academic attainment was mediated by the home

environment. The mediation effect was stronger for maternal education than for family income.

Thus, they proposed that education might be connected to specific achievement behaviors in the

home e.g., reading, playing. Neff, et. al., (2005) stated that there are so many reasons that why

parental income is potentially a very important determinant of the performance of children at

school. The main reason is may be that rich parents can buy better food, better housing and

medical care. In other words, they can purchase more of all the basic goods and services that

support children’s development and assist them to perform well at school. Imagining that the

parental demand for these specific goods and services really increases with parental income, we

should examine a significant impact of income on children’s performance. Lee (2003) reviews

various contributions supporting the view that financial limitations and constrains significantly

impact on educational attainment of a student. Parental occupation has a signification effect on

the academic achievement of students. It plays a remarkable role in students’ academic

achievement. Good parental occupation has a positive effect on the academic achievement of

students. The Losen and Orfield (2002) study the effects of socioeconomic status on student’s

achievement and they used income, parent’s education and occupation, material possessed at

home, transport and servants as the indicators of socioeconomic status and data were analyzed by

applying percentages. The findings revealed that parental education and occupation and facilities

at home affect the student’s achievement.

Self-Esteem

Self-esteem may be defined as how much a person accepts, likes, and respects

himself/herself as a person (Neff, 2005). Relationships between low self-esteem and other

variables have been researched and have been correlated with loneliness, anxiety, resentment,

irritability, depression, and a low level of overall satisfaction with life. High self-esteem has been

positively correlated with academic success in high school learners and an internal locus of

control. Powel, (2003) states that literature suggests that self-esteem and locus of control are

related but perhaps in a different manner for success and failure; more specifically, learners with

low self-esteem may most need to attribute success externally to luck. Additionally, Piers finds

some suggestion that there may be both gender and age differences related to locus of control.

Studies have explored whether self-esteem remains constant or changes over time with

mixed results. Some research (Bailey, 2004; Henry, 2005) has shown that self-esteem increases

during adolescent and early adulthood. Greene, et. al., (2005) found that self-esteem decreased

during adolescence with the largest drop at age twelve; from that age onward, self-esteem

gradually increased with a burst at sixteen years of age. Wilson (2008) meta-analysis found that,

while some studies did show a self-esteem increase over time, most indicated no significant

growth. Salvia-Williams (2008) and Deci (2005) concluded that self-esteem was a stable,

enduring characteristic of one’s personality.

Research has demonstrated that learners with Specific Learning Disabilities have a lower

sense of self-esteem than other learners (Bender, 2008; Swanson, 2005). These learners often

viewed their academic status and capabilities in a more negative way than did learners without

disabilities (Barkley, 2007). Some researches (Denbo, et. al., 2002; and Jones, 2006) pointed

out that it is possible to use interventions in schools to improve the self-esteem and self-concept
of learners, which, in turn, should affect increased pupil motivation and attitudes towards

learning.

Self-esteem and Academic Achievement

Numerous studies show a positive correlation between self-esteem and academic

achievement (Pascua, 2012; Cabusi 2013, Henry, 2005). However, correlation does not imply

causation. There is considerable disagreement among experts as to which comes first – high self-

esteem or academic achievement. It does appear that the relationship between self-esteem and

academic performance is bidirectional i. e. self-esteem and academic achievement influence each

other. Several studies show that self-esteem influences academic. Research has shown that self-

esteem is a better predictor of academic success than measured intelligence. Research aside,

common sense dictates that our thoughts influence our feelings and behaviour. Behaviour,

consequently, influences performance. Life is essentially a self-fulfilling prophecy. Common

sense also dictates that a student who has self-doubt and lacks self-acceptance is unlikely to

attain academic excellence. How can a student establish challenging goals if he or she lacks a

sense of self-competence or self-efficacy? How can a student concentrate fully on studies if he or

she lacks self-approval? Indeed, research does show that underachievers are generally less

confident and less ambitious, less self-accepting (Johnson, 2005), and lack a sense of personal

worth (Harper, 2006).  Research shows that academic achievement influences the level of self-

esteem. Successful academic performance enhances self-esteem (Pascua, 2012, Cabusi,

2013). Similarly, poor academic performance tends to erode students' level of self-esteem

(Pascua, 2012). 
 Chapter 2

RESEARCH METHODOLOGY

This chapter presents the method of research, the subjects of the study, the method of

gathering data, the research instruments or tools and the statistical treatment of the data that were

gathered.

Research Design

The descriptive-correlational method of research will be utilized for the study. The

descriptive method will be used to describe the socio-demographic profile of the learners; the

level of self-esteem of the learners and their academic performance during the first grading

period of school year 2020-2021.

On the other hand, the correlational design will be used to determine whether there is a

significant relationship between academic performance of learners and their socio-demographic

profile variables, economic status and level of self-esteem.

Locale of the Study

The study will be conducted at _________ Elementary School______, Cagayan for the

school year 2020-2021.

Respondents and Sampling Procedure

 The respondents of the study will be the learners of ______ Elementary School,

_________, Cagayan. Total enumeration will be used to ensure the reliability and validity of the

study.

Research Instrument

Interview schedule was used as the main data gathering tool. A structured questionnaire

will be developed.

The question items on socio-demographic and socio-economic status will be based from

the study of Ballad (2016), while the question items of self-esteem will be adopted from the

2013 Young Adult Fertility and Sexuality Study (YAFS), particularly Block C: Self-esteem and

Values of the University of the Philippines Population Institute.

Data Gathering Procedure

A written letter to the Schools Division Superintendent of the School Division Office of

Cagayan requesting for the approval of the conduct of the study will be sought by the researcher.

Upon its approval, similar letter will be given to the School Principal in the respondent-school.

Interviews with the learners, random site visits in the houses of the pupil-respondents and

documentary analysis of their academic performance during the first grading period will be

resorted for a more in-depth data gathering and also to validate the answers of the pupil-

respondents.

Statistical Treatment
 The data will be categorized, interpreted and analysed bin accordance with the specific

problems which the study sought to answer. Frequency counts, percentages and weighted means

will be used for the descriptive data.

The Pearson Product Moment Correlation will be used to determine the relationship

between the socio-economic status, self-esteem and academic performance of the learners. It will

be analysed with the use of a statistical software and it will be interpreted at 0.05 level of

significance.
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 APPENDIX A

Questionnaire

Name:______________________________
Grade level:________________
Directions: Please answer the questions by writing the answer or checking the choices from
which to choose your answer.
1. Age:______________
2. Sex: ( ) Male ( ) Female
3. Family size (Number of brothers and sisters): _____brothers _____sisters
4. Sibling order: ( ) 1st ( ) 2nd ( ) 3rd ( ) 4th
5. Religion:
( ) Roman Catholic ( ) Church of Christ
( ) Baptist ( ) Jehovah Witnesses
( ) Iglesia ni Kristo ( ) Born Again
( ) Seventh Day Adventist ( ) Methodist
( ) Others; Pls specify:______________________________
6. Ethnicity
( ) Ilocano ( ) Ibanag ( ) Tagalog ( ) Itawes
( ) Others; Pls specify:______________________
7. Educational Attainment of Parents:
Educational Attainment Father Mother
Elementary Level ( ) ( )
Elementary Graduate ( ) ( )
High School Level ( ) ( )
High School Graduate ( ) ( )
Technical/Vocational Graduate ( ) ( )
College level ( ) ( )
College Graduate ( ) ( )
With Masteral Units ( ) ( )
Masteral Graduate ( ) ( )
With Ph.D units ( ) ( )
Ph.D. Graduate ( ) ( )
Part II. Economic Status of Learners
1. Occupation of Parents (Please check)
Occupation Father Mother
Military/Police force ( ) ( )
Trading and Trade related ( ) ( )
Overseas employment ( ) ( )
Education (teacher) ( ) ( )
Administrative/clerical job ( ) ( )
Service worker in shop ( ) ( )
Sales worker ( ) ( )
Farming ( ) ( )
Fishing ( ) ( )
Forestry and mining ( ) ( )
Carpentry/laborer ( ) ( )
Not employed ( ) ( )
Housekeeper ( ) ( )
2. Other sources of income
( ) vegetable gardening ( ) laundry (labada)
( ) tricycle operator ( ) Others: (pls specify)_______
( ) buy and sell __________________
3. Gross monthly household income:_________________
Part III. Self-esteem of Learners

Directions: Below are sentences that can describe how you feel about yourself. Please rate
yourself on the degree of how you feel on the given situations and tell if you strongly agree (SA),
agree (A), disagree (D), strongly disagree (SD). Put a checkmark on the column which
corresponds to your answer.

Statements SA A D SD
1. I feel inferior to most of the people I know.
2. I feel that there is nothing I can do well.
3. When I am in a group of people, I feel that I have trouble
thinking of the right things to talk about.
4. I feel worried or bothered about what other people think of me.

5. I think that I am a worthless person.

6. I feel ashamed of my physique or figure.
7. I feel so discouraged about myself as a person.
8. I worry whether other people like to be with me.
9. I often dislike myself
10. I feel so conscious about myself
11. I have trouble expressing my ideas in oral and written
12. At times I think I am no good at all
13. I feel that I have a number of good qualities
14. I often wish or fantasize that I am better looking
15. I feel I do not have much to be proud of
16. I often feel that most of my friends or peers are more physically
attractive than myself.
17. I feel that I am a person of worth
18. I wish I could have more respect for myself
19. I am inclined to think that I am a failure.
20. I feel worried when I think that some of the people I meet might
have an unfavorable opinion of me
21. I often have trouble understanding things I read for class
assignments
22. I feel that I lacked the ability to be a good dancer or do well at
recreational activities involving coordination
23. I am troubled with shyness
24. I feel confident about my skills and abilities as a person
25. On the whole, I am satisfied with myself.