• Dr. Raj Kumar Nayak
• Ms.Tanushree Rath

High School Students by virtue of their having reached a crucial stage in their developmental life span and academics are vulnerable to disruptions in the normative development of their self-concept albeit self-esteem. The construct of self-esteem has been defined by Woolfolk (2005) as an affective act and encapsulates the value or worth we attach to our self assessments. It becomes vital to understand that global self esteem is the sum total of the values we attach to ourselves in various domains of our lives. Marsh (1986) provides an insight into how academic self esteem of students influences their academic pursuits and is an integral aspect of their global self esteem also. Since in our industrialized societies educational achievement is a necessary precursor to future career placements, it becomes imperative to acknowledge the role of latent factors of personality traits, intellectual capacities and affective orientations of the students in contributing to differential academic achievements. The self-esteem of a student thus serves as a barometer for the evaluations that are formed about his own self in totality. Also studies have shown that achievement in educational pursuits belies levels of academic self esteem. (Blanton, Crocher & Miller, 2000; Marsh, Byrne & Young 1999). Educational achievement and academic self esteem seems to be highly inter-related and each one influences the other. Nonetheless the foundation for academic achievement seems to be positive academic self esteem which has to be cultivated at an early stage of our lives. William and Montgomery (1995) warrant that research is needed to confirm the nature of educational achievement. According to the self consistency theory, self esteem shapes our behaviour because of the self consistency motive (Rosenberg, 1989), and that adolescents with high academic self esteem would act in ways to enhance it i.e. they would work harder to achieve their goals. In sum while analysing the literature on academic self esteem, an unexplored yet highly relevant issue that emerged was that the personality traits, intellectual capacities and affective orientations need to be analysed of the students from the standpoint of contributing to the build up of their academic self esteem and in turn their differential academic achievement as well.

Academic self esteem, Cognitive, Affective, Personality and Academic achievement.

"ACADEMIC SELF ESTEEM OF HIGH SCHOOL STUDENT COGNITIVE, AFFECTIVE AND PERSONALITY CORRELATES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 9, page no.812-818, September-2018, Available :http://www.jetir.org/papers/JETIR1809912.pdf

"ACADEMIC SELF ESTEEM OF HIGH SCHOOL STUDENT COGNITIVE, AFFECTIVE AND PERSONALITY CORRELATES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 9, page no. pp812-818, September-2018, Available at : http://www.jetir.org/papers/JETIR1809912.pdf