d dropout rates (Harvey, 2001). In addition, extracurricular activity helps to raise positive perceptions of school which decreased dropout rates (Davalos, Chavez, & Guardiola, 1999). Griffin (2002) reported that students who experience unsuccessful school outcomes develop a devalued self-perception that leads to school frustration and increased risk for dropout. It is therefore important to understand relationships between self-esteem factors and unsuccessful school experiences.
The rationale for this study's research questions related to possible influences of self-esteem on unsuccessful school experiences, is based on the findings which have shown that students who have experienced absenteeism, truancy, withdrawal, failed classes, discipline problems, and school transfers, tend to report unsuccessful school outcomes. It is hypothesized that self-esteem is related to negative school perceptions (Griffin, 2002; Martin, Tobin, & Sugai, 2002).
The rationale for this study's research questions related to possible influences of self-esteem on academic identification, is based on the findings which have shown that students who participate in more school activities, from asking more questions in class to participating in more extracurricular activities, are more likely to identify with school. It is hypothesized that self-esteem is related to positive academic identification (Griffin, 2002; Davalos, Chavez, & Guardiola, 1999).
The rationale for this study's research questions related to possible influences of self-esteem on dropout tendencies, is based on the findings which have shown that students who report a lack of school success and a lack of school participation and identification, tend to be at risk for dropout. The Oregon Department of Education studied students who dropped out of Oregon schools and found that student alienation which is preceded by unsuccessful school experiences, was a reason for dropping out of s...