The Effects of Peer Relationships and Self-Esteem on Academic Performance Among Middle School Students

Abstract

This study looks at the role of peer relations in conjunction with self-esteem on the academic performance of middle schoolers. Data from a sample of 100 students was collected and analyzed using regression and correlation methods. Standardized questionnaires were utilized to gather the data. Obtained results indicated that there was no statistically significant effect of either peer relationships or self-esteem on academic performance, nor were there meaningful correlations among the considered variables. This is in opposition to the belief that favorable peer interactions and elevated self-esteem are bound to improve academic performance. This study highlights the importance of family background, emotional regulation, and teacher support in explaining academic success alongside other less explored factors. Self-reported data, limited scope of other explored influences, the cross-sectional nature of the study, and the omission of additional explored influences are identified as limitations. A broader set of parameters in conjunction with longitudinal study design is recommended for future research.