Interactive Effect of Self-Actualization,Self-Esteem and Self-Alienation on Academic Achievement

Abstract

The purpose of this research was to study the interaction effects of self-actualization, self-esteem, and self-alienation on academic achievement. The standardized tools : (a) Self-actualization survey Jones & Crandall (1986), (b) Self-esteem inventory Coopersmith (1967), (c) Self-alienation scale Burbach (1972) were used to collect data. A sample of 200 students studying at the +3 stage in ten private aided and unaided degree colleges were selected using random sampling technique. 3-way ANOVA technique was used to study the interaction effect of independent variables on dependent variable. The study revealed that : (i) students' achievement in History was influenced by their high self-actualization with high/low self-esteem; (ii) students' achievement in Political Science was influenced by their high self-actualization and high self-alienation; (iii) students' achievement in Economics was influenced by their high self-esteem; (iv) high self-actualization together with high self-esteem influenced upon achievement in Sociology; (v) students' high self-actualization and high self-esteem influenced on their total academic achievement; and (vi) students' total academic achievement was influenced by their high self-actualization and high self-alienation.