Self-esteem and academic achievement in mathematics among secondary school students at a private institution, Nuevo Chimbote-2025 (#2598)

Authors

Estrada Espinoza, Johan Alexander

Cruz Aguilar, Ariana Alisabel

García Zuñiga, Sthephanno Alejandro

García Farías, Victor Alejandro

Cerdan Chanduco, Clara Elvia

Zuñiga Zuñiga, Verónica Antonella

Abstract

This study analyzed the relationship between self-esteem and academic achievement in mathematics among 4th-grade secondary students from a private educational institution in Nuevo Chimbote (2025). A quantitative approach was used, with a non-experimental, cross-sectional, descriptive-correlational design. The sample consisted of 68 students. Self-esteem was measured using a 14-item questionnaire (cognitive and affective dimensions), and achievement was obtained from official school records classified by performance levels. Content validity was established through expert judgment. Overall reliability was adequate (Cronbach’s α=.799; ordinal α=.86), although the cognitive dimension showed moderate consistency. Descriptively, medium (61.8%) and high (33.8%) self-esteem predominated, while low self-esteem was infrequent (4.4%). In mathematics, most students were placed in “in progress” (41.2%) and “expected achievement” (39.7%), with 19.1% at the “initial” level. Multivariate normality tests rejected joint normality; therefore, Spearman’s rho was applied. The correlation between self-esteem and mathematics achievement was virtually null and not statistically significant (ρ=.029; p=.816). By competencies, “quantity” showed the highest proportion at the expected level, whereas “data management and uncertainty” concentrated cases in the in-progress level. It is concluded that, in this sample, self-esteem was not significantly associated with mathematics achievement.