PSYCHOLOGICAL FOUNDATIONS OF SCHOLASTIC PERFORMANCE A STUDY ON RELATIONSHIP BETWEEN SELF ESTEEM AND CGPA AMONG VIRTUAL UNIVERSITY STUDENTS

Abstract

This study investigates the relationship between self-esteem and academic performance among university students at the Virtual University of Pakistan, focusing on potential gender differences and implications for psychological support strategies. Using a quantitative, cross- sectional design, data were collected from 200 students (100 males, 100 females) aged 18–27 via convenience sampling. The Rosenberg Self-Esteem Scale (RSES) measured self-worth, while academic performance was assessed using GPA. Results indicated a moderate positive correlation between self-esteem and academic performance (r = 0.38, p < 0.01), with no significant gender differences observed. The findings align with psychological theories like Bandura's self-efficacy model and Maslow's hierarchy of needs, highlighting the role of self- esteem in academic motivation and resilience. The study underscores the importance of fostering self-esteem through targeted interventions, such as counseling and mentorship programs, to enhance academic outcomes. Limitations include the use of convenience sampling and a cross-sectional design, suggesting the need for future longitudinal and diverse- sample research.