APPEARANCE SCHEMAS, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS

Abstract

This study examines the relationship between appearance schemas, self-esteem and academic achievement among university students. The participants were 150 university students, Baccalaureate Program (Male= 43, Females= 56). Participants ages were ranged from 18 to 26 years (Freshmen=25%, Sophomores=25%, Juniors=21% and Seniors=29%). They were administered Appearance Schemas Inventory-Revised (ASI-R), Rosenberg Self-esteem Scale (RSES) and Demographic Questionnaire. Cumulative grade point average (CGPA) was obtained for measuring the academic achievement of the participants. The data were collected through random sampling, Correlational research design was used, and data were analyzed using Pearson Product Moment Correlation Coefficient and Independent sample t-test. The descriptive statistics included Means, Standard Deviations, Ranges and percentages. Statistical Package for Social Science (SPSS) Version 22 was used for data analysis. The results showed negative relationship between appearance schemas and selfesteem, whereas non-significant relationship was found between appearance schemas and academic achievement (CGPA). Appearance schemas of males were significantly different from females. The results have clear implications as the present study highlights the aspect of appearance schema related to students’ self-esteem and academic achievement in modern era. This study paved the path for other researcher to work on appearance schemas and its relation to other factors. Also, Educational institutions can introduce courses on self-grooming and helping skills. Special counseling sessions can be offered for the students facing difficulties in life in terms of highly developed appearance schemas. Counselors can work on problems like time management, feelings of unworthiness when they do not like their appearance, and dissatisfaction with life because of appearance.