The Relationship Between Personality Types, Test Anxiety and Self-Esteem with Regards to Academic Achievement

The self-esteem movement over the last few decades confirms that self-esteem is not essential to success and academic achievement. The self-esteem movement started in the 1960’s where people thought that therapy was okay. In the article, A Short

Whether we realize it or not, test scores play a vital role in many people’s self esteem. A person who frequently scores high will be confident that they are very intelligent and will expect others to see them that way. Asimov attested to this when he stated, “All my life I’ve been registering scores like that, so that I have the complacent feeling that I’m highly intelligent, and I expect other people to think that too.” (Asimov, 536). On the other hand, those who score low on tests often write themselves off to be unintelligent. Emphasis on the importance of the ACT or SAT test scores can lead an adolescent to conclude that he or she is not capable of succeeding in college and lead them to not pursue higher education. The tragedy is that we may pass on opportunities because we have labelled ourselves unintelligent based on a test score which is not a true refelection of our

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

Many students grew up with instructors teaching to the test. As the shift in education moved from learning for posterity towards learning to ace an exam, the instructors were being hounded by the administration to increase positive test scores in their students. The negative reinforcement brought on by the instructors has triggered test anxiety in students well into college (von der Embse, 2015). Add the type A personalities found in the college setting to the learned behavior and anxiety has been a rising problem in college (Beiter et al., 2015).

❖ Perhaps the last thing that should be mentioned when relating to how pupils learn and develop self-esteem is. “The question is, not how intelligent is the child, but in what ways is the child intelligent?”

Academic self- esteem is wanting to get good grades and perform well in school by working very hard to get the best grades.

The article “Introversion: The Often Forgotten Factor Impacting the Gifted” by Jill D. Burruss and Lisa Kaenzig begins by giving examples of how an introvert may behave. The authors continue by explaining that introversion is in not an issue, but a personality type which differs from that of the “normal,” more outgoing and friendly personality type, extroversion. Introverts and extroverts are different personality types, most people fall into one of the two categories. Typically, an introvert’s main focus is in the internal world of thoughts, while an extrovert's main focus is on the external world of people and events. Introverts tend to enjoy alone time, working on their own, and are usually quiet, and extroverts are typically social, enjoy

a. According self tests using the Five Factor Model, my personality has low extraversion and emotional stability, a high degree of openness, and moderate levels of agreeableness and conscientiousness. Low extraversion is demonstrated in both professional and social envionments. While working a corporate job as a financial analyst, taking the time and initiative to interact with coworkers beyond the scope of the job was limited to a brief conversation once a day with the same two people. In large social gatherings, interactions are limited to familiar people with whom I have pre-existing friendships. If I attend a concert by myself, I will bring a book to read in between musical acts to prevent people from speaking to me. Low emotional

The significance of this research is to help decrease the low test and examination scores of elementary students. In today’s school system, students experience standardized testing at the very beginning of school. From testing, current research reinforces that students become nervous and overwhelmed. Additional researcher T.D. Ritchwood, D. Carthron, and J. Decoster (2015), suggests “those identified as highly anxious are more likely to fear criticism and negative evaluation”. Authors Lay See Yeo, Calerie Grace Goh, and Gregory Arief D. Liem (2015), stated, “brief, school based, group administered cognitive behavioral therapy can lower test anxiety of young students”. Cognitive behavioral therapy is a type of psychotherapy in which negative patterns about one’s self are challenged to help change unwanted behavioral and negative

Myth: People with high self-esteem are smarter, more likeable, and more physically attractive than people with low self-esteem. Fact: There is strong correlation between self-esteem and being smart, likable, popular, and physically attractive, but this is true only for self-ratings. There is no correlation between self-esteem and others’ rating of how likable, popular, and physically attractive a person is, or with objective measures of intelligence. What’s going on? People with high self-esteem believe all these things about themselves, but they are not true by objective standards. In fact, people high in low in self-esteem are equally likable and equal in physical attractiveness and intelligence. My two-cents: I am skeptical of the true

Tet anxiety is a very common thing among American students, especially for those whore are in higher education. This type of anxiety causes psychological tension that students experience before taking test. In the moment of test anxiety students have a strong feelings of failure that is followed by panic and stress pressure. Apparently many studies have showed that test anxiety often causes students to perform worse on the exam. "Test anxiety: Why it is increasing and 3 ways to curb it" by Valerie Strauss and " Anxiety, Self-Efficacy, and College Exam Grades" by Jennifer Barrows, Samantha Dunn, Carrie A. Lloyd are popular and scholarly articles that discuss test anxiety in US higher education and how it disadvantages students.

I would argue that self-esteem is indeed critical to student success. Certainly, Maslow’s theory and model of student development can provide insight on the importance of self-esteem in self-actualization. Maslow’s theory understands self-esteem to be a measure of a human beings understanding of his or her acceptance and value. In order for an individual to have good self-esteem, he needs to perceive himself as understood, respected and useful. Recognition of the environment’s influence on self-esteem will necessarily help us to understand the importance of providing a positive educational framework in our classrooms. We must not undervalue the

As early as I can remember, I always excelled in my classes. I felt like at the time I was without a doubt an above average student. I often recall my instructor Mrs. Shek from third-grade saying, “Wow you are smart Jonathan”. Even my fourth-grade instructor Mr. William’s would often write comments on my essays like “Good job you outdid yourself”. My self-esteem skyrocketed early on, confident in my ability to excel; I felt I was ready to take on the world. My teacher’s comments had reminded me of a quote from an article I read called, “Brainology” by Carol S. Dweck. Dweck stated “In the 1990’s, parents and schools decided that the most important thing for kids to have was self-esteem.” (2) Its said that if we felt good about ourselves, we would be set. Little was known of the consequences of

How important is good self-esteem in the development of children: extremely important!! Having good self-esteem is a key component in the healthy development of children and adolescents (Nuttall, 1991). A person with high self-esteem feels like they can accomplish anything they set their minds to, whereas a person with low self-esteem feels that they are unimportant and nothing they do will make a difference (Nuttall, 1991). How a person feels about themselves affects how they will act, this is true in adults and adolescents as well as small children (Nuttall, 1991) There are a myriad of influences that can make a difference in the self-esteem of children today: parents, teachers, friends, and society in general all have an effect on a

My personality type is Extraversion. Comfort level with relationships, better interpersonal skills, greater social dominance, and more emotionally expressive, also it is higher performance, enhanced leadership, and higher job and life satisfaction. Extraversion encourages us to look outside of ourselves to that we oriented share version of reality. The extraversion is a significant impact on social behavior people with extraversion personality trait are highly social they tend to have strong social skills and extremely friendly they like interacting with people and enjoy attending social events. They attention seekers enthusiastic talkative and loved engaging in deep discussions.