THE IMPACT OF SELF-CONFIDENCE ON THE ACADEMIC PERFORMANCE OF GRADES EIGHT AND

NINE STUDENTS OF NUEVA ECIJA HIGH SCHOOL - CABANATUAN.

Bacay, Pauline D.
Dela Cruz, Nial Yvonne.
Morales, Joshua Matthew O.
Ruiz, Marrylalaine C.

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction
Self-confidence, knowledge and performance are related concepts and they are the key success
for every individual's career. Due to lack of self-confidence, each one can face many challenges
in their lives. Students with lack of self-confidence may face various challenges in achieving
intended outcomes which have been set out by their respected institutions, or the goals they
have for themselves. The lack of self-confidence in students may not only create problems for
students, but for institutions in areas of, and in effective implementation of curriculum. The
most updated criticism in the education system is always due to low self-confidence that can
lead a number of students to have a lack of enough participation and disappointing progress
after much time they spend in the class just to learn. As Norman & Hyland (2003) stated,
self-confidence is one of the factors in learning which can affect the students participation and
progress. The word self-confidence is very necessary for a student to always take the risks and
engage in the learning activities and to those who have self-confidence they are assured of their
abilities and are setting goals for themselves and work hard to achieve their goals without
worrying about the outcomes (Kanza, 2016). Self-confidence is defined as the belief or trust that
a student has in performing something successfully (Kanza, 2016).
According to Perkins (2018) self-confidence is related to success, achievements in education,
conciliation, and a persons’ well-being, among other things and self-efficacy, self-esteem, and
self-compassion are the three factors which can affect the level of self-confidence of any
individual. However, According to Rubio (2007) due to low self-confidence many psychological
barriers such as feeling insecure, fearfulness, having anxiety, and feeling apart from the society
are possible barriers that may arise for a student during the class which can adversely affect the
performance of an individual. They can consequently be leading an individual being distracted
from the learning process. Ballane (2019) reported that self-confidence had a significant role in
academic performance development, learning and success. Self-confidence was found to be a
predictor of academic performance. Better self -confidence, better academic performance.
However, both teachers as well as parents had a significant role in boosting self-esteem as well
as self-confidence among students for improving academic performance as well as learning
ability among students. In addition to that (Palavan, 2017) states that students’ lack of
self-confidence can cause students' lack of motivation which in result can cause education to
become compulsory and make students show negative attitude toward learning.

An individual’s self-confidence has underlying factors, such as their peers, family, expectations,
discriminations, etc. These factors may help an individual with improving their self-esteem, or
hinder their improvement on their self-esteem. This study aims to identify the significant
relationship of self-confidence and academic performance of the Grades eight and nine
students of Nueva Ecija High school. The study will also determine the underlying factors of
their self-confidence, and identify the difference in terms of the academic performance
between a student with high self-confidence and low self-confidence. In line with this
statement, (Kleitman & Stankov, 2007) states that the students’ success is not only determined
by their physical health, but also is influenced by stable self-confidence. Self-confidence
becomes very important because it can be used to predict the students’ accuracy of work,
performance and learning achievement. Good self-confidence also encourages students to be
optimistic when completing tasks.
Statement of the Problem
The proposed study aims to identify the impact of self-confidence on the academic
performance of Junior high school students of Nueva Ecija High School.
The specific objectives of the study are the following:
1. Identify the significant relationship between the following factors on the self-confidence of
Junior High School students of Nueva Ecija High School:
i. Peers
ii. Household
iii. Unrealistic Standards
iv. Comparison
v. Expectations
vi. Inequality
vii. Discrimination
viii. Childhood Experiences.
2. Determine how a student responds to a circumstance that challenges their confidence.
3. How does a student’s self-confidence affect the following aspects of their academic
performance:
i. Public Speaking Skills
ii. Motivation
iii. Self-esteem
iv. Interests
v. Study Habits
4. Determine the difference between a student with high self-esteem and a student with low
self-esteem on their academic performance.
Hypothesis:
H 01
There is no significant relationship between the students’ self-confidence and academic
performance.
H 02
The performance of students with high and low levels of confidence does not significantly differ
in the classroom.
H 03
The students’ level of self-confidence does not affect aspect of their academic performance.

H a1
There is a visible relationship between the students’ self-confidence and academic
performance.
H a2
Individuals with high levels of self-confidence have significantly better academic performance
compared to individuals with low levels of confidence.
H a3
The students’ level of self-confidence does affect the aspects of their academic performance.

SCOPE AND DELIMITATION

Out of _________ students of Nueva Ecija High School , 200 students were used as a sample in
conducting the survey.This study limits its coverage on Grade 8 and Grade 9 students only. Its
main purpose is to identify the lack of self-confidence in every student that they encounter and
to propose possible solutions regarding these problems.This study considers every aspect of
students’ personal information that has an impact on their academic performances. Each of the
respondents are given the same questionnaires to answer. And this study focuses on the current
Grade 8 and Grade 9 students of the present school year, 2023-2024
Significance of the study
This study was undertaken to identify the significant relationship between self-confidence and
academic performance of the Grade 8 and 9 students of Nueva Ecija High School. Furthermore,
the result of this study could be highly beneficial to the following group of people:

STUDENTS. This study may serve as a guide and helpful study to all students especially for every
student who struggles with their self-confidence.

PARENTS. This study may help them to be more aware and will give enough knowledge to know
and help their child in building their self-confidence

TEACHERS. This study may help them to encourage their students in their self-confidence to
have a better academic performance.

RESEARCHERS. This study will help the researchers acquire more knowledge about the topic.

FUTURE RESEARCHERS. This study will serve as a basis or guide for reference for the research
and it will assist future researchers in gathering knowledge and ideas from this study

Definition of terms
The researchers defined the following terms for clarity as they are used in the context of this
research:

CONFIDENCE -It is a belief in oneself, it is a skill and abilities that no one can defeat.
SELF-CONFIDENCE -It is a belief of an individual to him/herself because you have skills and
abilities.
ESTEEM - It is a term that states the respect or admiration of a person to another.
SELF-ESTEEM- The term used to identify how one values and perceives themselves.
LACK -It is a shortage of something. Not enough of something that is needed.
ACADEMIC PERFORMANCE -Academic performance is the measurements of students skills and
knowledge in his/her academic courses and to his/her institution.
EXPERIENCE - Something personally encountered, undergone, or lived through.
CHILDHOOD - The state or period of being a child, the early period in the development of
something.
INEQUALITY - It is the state of not being equal, especially in status, rights, and opportunities.
UNREALISTIC STANDARD - You feel stressed and upset when things don't go as planned or your
routine deviates slightly.
PEERS - This term defines the people an individual interacts with such as their friends,
classmates, or co-workers.
HOUSEHOLD - Term used to define a group of people who live under the same roof.
COMPARISON - The act of stating the difference between two people, or two situations.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

Local Related literature

Keywords: Parenting styles as correlates to self-esteem of underprivileged adolescents: basis for
a proposed parenting skills program.
Family and peers constitute the social world of young children. How they feel about them and
how they treat them are important factors in boosting their selfesteem. As stated, a parent is a
person who plays a role of a guardian; a mother or a father in general. These parents provide
discipline and control the well-being of their children. Their approach might be different from
other parents’ approach that is called the parenting styles (Chiew, 2011) [21]. Some parents
allow their children to explore on their own and be independent. Some are strict and dictatorial.
There are parents who implement policies, restrict actions, but shows transparency and mutual
respect. These types of parenting styles vary from culture to culture. Most parents raise their
children just the way they were raised by their parents. The practice of parenting styles has
been passed on from one generation to another, while others totally go beyond the norms and
explore different ways on how to appropriately raise a child, and stick to what they find the
most effective. The capability of adolescent to evaluate himself in domains or areas in which he
considers important success is called “selfconcept” and under this broad umbrella is one’s
“self-esteem” (Cherry, 2016). It represents the sum of an individual’s beliefs about his or her
own attributes. As what has been stated by Piaget, adolescence is the age when the individual
becomes integrated into the society, because unlike the previous development stages,
adolescence embarks socializing and interaction with other people. He/she can also look at life,
themselves and their families in the best of situation. Self-esteem is important for any individual
because it will determine their strength and weakness as a person. Children will act according to
how they were raised by their parents. Self-esteem was explained to be a selfevaluative part of
the self-concept, the judgment the children make about their overall worth (Fiest, 2006).
According to Mcleod (2014), self-esteem may be evaluated as low, medium or high. From this,
one may see how vital childhood experiences are in the formation of the self-esteem of an
individual most especially during the adolescent period- a stage when an individual establishes
his or her identity. Selfesteem, as the core of personality, is the individual’s evaluation of
himself. It is the set of beliefs they hold about what they are like as individuals. Whether a
person becomes insecure or sociable is greatly determined by their experiences as a child.
Result showed that there is a huge connection between parenting styles to self-esteem.
Authoritative parenting style was dominant among the styles and has the greater numbers of
students with high level of self-esteem. Significant association was found amongst authoritative
and authoritarian parenting style on levels of self-esteem as compared with those who came
from permissive families. Overall, the study showed that parents' role and their parenting styles
play critical role in influencing children’ self- esteem. Unquestionably, an individual’s personality
development which includes his/her thoughts, feelings and behaviors may properly be formed
from the existence of his/her parents and family. Parents’ child rearing practices may contribute
to the successes or failures of adolescents, despite of their capabilities in decision-making, the
effect of the earlier interactions may also affect the results. However, as observed in this
present times there are some adolescents who grew up with minimal supervision from their
parents during their childhood years, yet still live successfully and have a positive outlook
among themselves. This numerous observations gave a great challenge to the researcher as a
former social worker in the institution where the underprivileged adolescents are being catered
to pursue this research topic. Therefore, the objectives of this study are to: First, identify the
parenting practices received by underprivileged adolescents from their parents using the
Parental Authority Questionnaire (PAQ) designed by Dr. John Buri. Second, assess the levels of
self-esteem of the respondents through the Rosenberg Self-Esteem Scale. Next is, to know if
there is a significant relationship between the different parenting styles of the underprivileged
respondents to their self-esteem. Lastly, to developed and proposed a counseling enhancement
program which can be useful in the development of the Student Center’s parent-child
relationship, knowing that the institution has no formal parenting skills program yet.

Keywords: Discrimination at Philippine schools and work places

Discrimination often occurs in two different forms: direct and indirect. Direct discrimination is
easier to spot, because it involves recognizable actions against an individual or a group. Indirect
discrimination includes “applying a provision or practice in the same way for all of a group
which has the effect of unfairly disadvantaging people in the group who share a particular
characteristic” [5]. Whereas direct discrimination works against an individual, indirect
discrimination occurs against an entire group of people who share a specific background, trait,
or characteristic.
Early in 2021, the DepEd issued an official statement that makes firm the Department’s stance
against discrimination: “guided by international and national frameworks on equality, we have
released various issuances and conducted [a] series of trainings to uphold a zero-tolerance
policy against discrimination” [8]. Discrimination harms an individual’s mental wellbeing and
schools are particularly vulnerable. At school–the place where young people and children are
socialized–the direct link between mental wellbeing and discrimination is most apparent.
According to a 2018 study on everyday discrimination, negative emotions, and academic
achievement, Jesus Alfonso D. Datu claims that everyday discrimination was linked to negative
emotions and to perceived academic achievement [7]. This is especially apparent in indigeous
communities who have “long been suffering from discrimination and lack of access to
Education” [11]. Indigenous Peoples experience indirect discrimination most keenly. The
medium of instruction is a major factor of an overt discriminatory policy: “English remains the
widely used medium of instruction in most IP curricula” [11] despite different communities’
level of fluency.

Keywords: Self – Concept, Self – Esteem, Self – Efficacy and Academic Performance of the Senior
High School Students
A research on the students' self-esteem and its effects on their academic performance and
correlate self-esteem, and the academic performance outcome of undergraduate students has
been conducted at the University of Swat. There was 600 total sample of respondents selected
randomly from various departments at the University of Swat. The researchers utilized the
Rosenberg Self-esteem Scale (RSES), and the students were also asked about their academic
performance from their previous semesters. Results manifested to show a significant positive
correlation between students' General Point Average and their scores on the self-esteem scale.
It was concluded from the results that students with higher self-esteem level had a higher
academic outcome. (Correlating, 2018)

According to Ahmad et al. (2013) in their study "Relationship between Self-Esteem and
Academic performances of Students from the Government Secondary Schools," an essential
academic construct in the course of education is self-esteem. Also, it is acknowledged as one of
the main factors in the students' learning results. The results demonstrate that when the
students have a present positive self-esteem there is a. high level of academic performance.
Therefore, it is indirectly stated that there is a significantly high correlation between academic
performances and self-esteem within students. According to Ogot (2017), his research
established that students' academic performance depends on their self-esteem and current
relationships. Their study observed the extreme connection between academic performance
and
self-esteem. Students' high self-esteem leads to high grades. Research on students' life
satisfaction and its effect on their academic performance was conducted to examine the
literature on the connection between students' emotional health and their academic
performance. Two hundred twenty-three students from a large rural high school in East
Tennessee took a validated survey to assess their level of life satisfaction, and the results were
tabulated to their averages to determine the significance level. There was a positive but weak
correlation was found between the variables (Cagle, 2017).

Keywords: Effects of Peer Pressure on Academic Performance of Grade 12 HUMSS Strand

Students in Bestlink College of the Philippines
This study used a qualitative research method, primarily descriptive research. It involves gaining
an understanding of reasons, opinions, and motivations, thereby providing insights into a
problem to provide a hypothesis for qualitative research. In gathering information, respondents
were 100 Grade 12 HUMSSStrandstudents, which were precisely selected through random
sampling technique and wielded by survey questionnaire. This study was held in Bestlink
College of the Philippines. According to the conducted research, Grade 12 HUMSS Strand
students agreed on the variables. Examination (3.51) and recitation (3.94) showed that peer
pressure had a positive effect on their academic performance, which helps them to do well in
school. The remaining variables, that is, attendance (3.44) and activities and projects (3.34),
showed that the students were undecided on whether peer pressure has a positive or negative
effect on their academic performance After the result was determined, the researchers learned
that peer pressure affected each individual, but peers were not always a bad influence; they can
be either good or bad. This effect still depends on the individual if they will be influenced or not.
Choosing peers to be with is a choice; regardless of how influential your peers are, learn how to
say no and not be involved with bad habits. Every student must opt for friends wisely, be a good
influencer, and know your actions and limitations.

Keywords: Evaluating the academic performance of k-12 students in the Philippines: A

standardized Evaluation Approach
With regard to the trend in the literature in measuring collegelevel readiness of students, the
competencies of the respondents were tested using the SATA questionnaire with six subtests: (i)
nonverbal reasoning (NV), (ii) quantitative reasoning (QR), (iii) reading vocabulary (RV), (iv)
reading comprehension (RC), (v) mathematical capacity (MC), and (vi) mathematical
applications (MA). As can be seen from the results shown in Table 1, no clear dominance in
every competency can be attributed to a single SHS track. For instance, the STEM track
dominates the NV and MC competencies, whereas the ABM track dominates the MA. Such
results may imply the existence of an interaction between the track type and SATA subtest. As
can be observed from Figure 1, the standardized scores of the track types exhibit some
intersections which possibly manifest the presence of an interaction between the two factors
(i.e., track type and SATA subtest) being considered. Moreover, it can also be observed from
Figure 1 that the scores presented in Table 1 are divided into three parts based on Table 2. As
such, the divisions’ group scores are above average, on average, and below average. Results
show that respondents under STEM programs have above average competency in terms of NV,
RV, and MC. Such a result is expected with STEM students due to the nature of the disciplines
composing it, such as science, technology, engineering, and mathematics, which is largely
dependent on mathematical competency, nonverbal ability, and problem-solving. Similarly,
respondents under ABM programs exhibit above-average scores in RV, MC, and MA due to the
fields that are primarily intertwined towards business. Following such results, it is interesting to
point out how the ABM programs outperformed the STEM programs in terms of MA since STEM
programs are also expected to obtain above-average performance in such a subtest due to their
intensive exposure to problem-solving activities. Drawing inference in the context of the case
scenario, several factors could be linked to such results. First, due to the attractiveness of the
STEM track in terms of employment opportunities, it has become a melting pot of students with
possibly widely varying scholastic abilities: (i) those predicted to fit the learning pace of STEM
programs and (ii) those predicted to lag behind the learning pace of STEM programs.
Subsequently, the lack of implementation of appropriate standards in application acceptance
has played a critical role in magnifying such drawbacks. Such differences in their capabilities
may have caused the observed mean of the STEM group to deviate from its expected mean.
About such results, a more considerable variance is obtained by the STEM group in contrast to
the ABM group, as shown in Table 1. Such an outcome could be a manifestation of a suboptimal
clustering exhibited by the STEM group, implying that the STEM group is not as homogenous as
any other group in the K-12 clusters

Keywords: Self-Esteem and Academic Performance of Senior High School Students: Basis for the
Development of Self-Enhancement Activities
According to Del Mundo (2021), self-esteem is an individual trait and that high self-esteem
promotes learning. Therefore, emphasizing this trait will give promising results for children since
it helps uplift one’s self and reduces the risks of the students suffering from anxiety. Self-esteem
is the totality of a person's view of himself or herself which can also be referred to as self- worth
or self-image (Santrock, 2011). It is how we think and feel about ourselves. It refers to how we
reflect on our appearances, abilities, relationships with others, and our aspirations for the
future.As stated on DepEd, Order No. 40, s. 2012 also known as Child Protection Policy (CPP)
was created and being implemented in all schools in the Philippines.
The policy aims to protect all school children from all forms of abuse or violence that may be
inflicted by adults and their peers. All children and young people have the right to go about
their daily lives without the fear of being threatened, assaulted, or harassed. No one should
underestimate the impact that all forms of abuse have on a person’s life. It can cause high levels
of distress, affecting young people’s well- being, behavior, academic, and social development
right through into adulthood.

International Related Literature

Keywords: The impact of childhood experiences on involvement and confidence in social
institutions.
Educational Outcomes Several studies have found evidence of educational deficits associated
with childhood maltreatment. To begin, Romano and their colleagues (2015) conducted a
literature review by browsing various online databases. During their search, the authors used
keywords such as “victimization,” “child abuse,” and “academic achievement.” Additionally, the
authors limited the desired publication years to 1999-2013. In total, Romano and their
colleagues were able to compile four research syntheses and 16 empirical articles relating to the
educational outcomes of maltreated youth. All of the studies ranged in sample and
methodology characteristics. Additionally, the studies varied in their country of origin with some
taking place in the United States, some taking place in Israel, and some taking place in Canada
(Romano et al., 2015). The research gathered by the authors concluded that, in reference to the
various forms of maltreatment, children who are victims of neglect or are victims of multiple
forms of maltreatment at a young age appear to have the largest educational deficits. Romano
et al (2015) found that these educational deficits include increased involvement in special
education programs, being held back, poor grades, and lower standardized test scores (2015). 4
Jaffee and their colleagues (2018) were also interested in exploring the relationship between
child maltreatment and educational outcomes. For their study, the researchers collected their
participants from a longitudinal, birth cohort Environmental Risk study that consisted of 2,232
children from the United Kingdom born between 1994 to 1995. During ages 5, 7, 10, and 12,
mothers were interviewed about their children’s experience with maltreatment (“experience of
intentional harm by an adult”) (Jaffee et al., 2018, p. 1143). At age 18, the children themselves
were interviewed and then grouped based on their involvement in educational endeavors,
training, or employment. Similar to other studies (e.g., Romano et al. 2015), Jaffee et al. (2018)
found poor educational outcomes for maltreated youth. In fact, those who were maltreated
during childhood were twice as likely to have poor educational outcomes than their
non-maltreated peers. This link between maltreatment and educational outcomes was less
prevalent after the authors controlled for family socioeconomic status, sex, parent
psychopathology, and the child’s IQ when they were five years old. Additionally, this link
becomes entirely nonsignificant when the researchers controlled for mental health deficits at
the age of 12. Maltreated youth were also twice as likely than their non-maltreated peers to not
be involved in any form of training, employment, or education. This link between maltreatment
and involvement in forms of training, employment, or education was found to be nonsignificant,
however, when mental health at age 12 was controlled for as well (Jaffee et al., 2018).
Researchers have provided several hypotheses for why child maltreatment affects educational
outcomes. One of those hypotheses is that childhood maltreatment hinders traditional brain
development. This hindrance may be due to a lack of sensory experiences during a crucial
developmental stage or to the abnormal stimulation of neurons caused by stress experienced at
an 5 early age. As a result, this interruption in typical brain development leads to a disturbance
in the formation of crucial brain processes that aid academic success such as organizational
skills, memory, concentration, and language development (Romano et al., 2015). This may also
explain why Romano and colleagues found that maltreatment experienced at a younger age,
when the brain is undergoing extensive development, was found to be associated with greater
educational hardship.

Keywords: Family Impacts on Self-Esteem in Chinese College Freshmen

Self-esteem describes the positive appraisal and experience concerning self-value, which an
individual obtains in the socialization process (8). Self-esteem is an important trait of the self
system, and it has a positive influence on the individual’s mental health and personality
development (8). According to Maslow (9), people with a sense of high self-esteem are more
confident, competent, and therefore more successful, while those with sense of low self-esteem
tend to feel inferior, frustrated, hopeless, and even get mental illness. The findings of many
studies also show that people with high self-esteem have high level of mental health and self
consistency (10, 11). It has been found that low level of self-esteem is highly correlated with
depression (12, 13). Liu et al. (14) reported that self-esteem regulated the interaction between
human and environment and played a role of “buffering anxiety.” In addition, self-esteem may
contribute to the positive coping and the realization of goals, whereas low self-esteem may
cause avoidance (15, 16). Self-esteem is one of the most important protective factors for the
mental health of college students (17, 18).
The development of self-esteem is related to the living environment and cultural background of
individuals. Family is the most direct and important environment for individual growth and
socialization; the significant developmental tasks of individuals are resolved within the family
(19). College students are in the transitional stage from late adolescence to emerging
adulthood; although they depart from their families, they still have an emotional tie to their
family, and the influence of the family on the individuals has not weakened. The
parents–children relationship models constantly play a role on the psychosocial development
and adaptation of the college students (20). And moreover, while the youth leave home, the
family members should adjust their models of relationship. On one side, the college students
need autonomy and independence to separate with their parents; on the other side, they still
need the close emotional bonding with their parents to feel safety when they explore their
inner and external world (21). Several studies have shown that there was a significant
correlation between the development of adolescents’ self-esteem and parental bonding style,
and the researchers have found that insufficient care and excessive control by parents lead to
depressive symptoms and low self-esteem (22–24). Other findings suggest that high self-esteem
and self achievement of the adolescents positively associated with high levels of intimacy and
emotional expression in the family (25); the closeness of family members and the expectations
of parents will influence the college freshmen’s self-esteem and self-concept (26). There is also
evidence that poor family functioning is likely to negatively influence adolescents’ physical and
emotional development, potentially leading to feelings of being neglected, insecurity, and
uncertainty, which in turn, impair offspring’s self-esteem. In view of reported associations
between family functioning and self-esteem (27–30) and increasing evidence for poor
self-esteem as a predictor to mental disorders in youth (12, 13), family functioning features can
be considered as an important factor in promoting lower self-esteem in youth. Moreover, both
family functioning and self-esteem could be promising targets to protect offspring’s mental
health.

Keywords: Perceived Discrimination and its relation to self-esteem and psychological well-being
of students
Discrimination is defined as a biased “treatment” toward someone because of his affiliation
with a “social group” (Thoits, as cited by Grollman, 2012). Although it cannot yet be denied that
some of the most severe types of discrimination still exist in the society, it is considered that it
has been significantly reduced over the past few years. There is enough evidence from earlier
studies to conclude that discrimination has serious negative effects on a person's psychological
well-being and can cause a variety of psychological issues. Moreover, according to (Williams,
Neighbors, & Jackson, 2003; Paradies, 2006, as cited by Pascoe, & Richman, 2009)
discrimination also affects “well-being”.

Hashmi et al., (2013) described Gender discrimination is a policy, behaviour, attitude and action
that affects someone’s life one way or other. Pakistan is considered as one of the worst
countries when it comes to the gender equality and one can easily point out gender disparities
across the country. Hashmi et., (2013) conducted a study on gender discrimination in
medical college students and they found out the almost 70.8% of the females had
reported discrimination.
Many aspects of the incident should be considered when an individual experience
discrimination in the society. This may include the questions such as, what’s the level of
discrimination? and how severe is the intensity of that discriminatory event?. Moreover, the
victim of discrimination may witness verbal attack or physical harm (Córdova & Cervantes,
2010). According to (Major, Kaiser, O'Brien, & McCoy, 2007) Perceived discrimination is found
to have a correlation with self-esteem and they are negatively correlated, which means that the
more an individual perceives an event of discrimination the more he is likely to have low
self-esteem.

Keywords: How do support from parents, teachers, and peers influence academic achievement
of twice exceptional students
This study investigated how perceived external factors such as supports from parents and
teachers, and influences from peers contributed to the academic successes and failures of
Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary
school in Singapore voluntarily participated in the study. This study used an Interpretative
Phenomenological Analysis (IPA) design and semi-structured interviews for data collection.
Findings discovered that supports from parents, teachers, and peers influenced 2e students’
academic achievement by mediating three behavioral and psychological variables: strategies
use, academic engagement, and academic self-efficacy. Specifically, peers’ support was the most
frequently cited influencer on 2e students’ academic achievement. The findings from this study
fill a gap in the research by explaining the interactions between these influences and the 2e
students’ psychological and behavioral variables that possibly enable their academic success.
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