Relationship of Ethnic Groups Self-Esteem and Anxiety to School Success

Abstract

Differences in measures of self-esteem and anxiety between children from three ethnic subgroups in each of three upper elementary grades, who had been divided by placing high or low on scores on tests of reading achievement, arithmetic achievement, and scholastic aptitude, were studied. In contrast to previous findings by Frerichs (1971), no self-esteem differences were noted in high vs. low reading achievement groups of Black children. Self-esteem and anxiety differences between subsamples of high vs. low achievement and of high vs. low scholastic aptitude were inconsistent across ethnic groups. Sample characteristics, differences in conditions for instrument administration, and varying child-adult relationships were suggested as possible sources of influences upon the findings.