Although researchers begin to show interest in the problem at the beginning of the 20th century

Although researchers begin to show interest in the problem at the beginning of the 20th century, it is surprising that the results are inconsistent, even to this day. Some researchers attribute the differences to methodological flaws, while others mention conditions that favour academic performance of boys and girls such as an aversion of girls towards physical sciences and this could be responsible for the observed performance variations between the two groups. Iroegbu (2000), who studied secondary school science, found that boys performed significantly better than girls do and posited that there are things in learning process, which affect the understanding of girls and boys differently. Maccoby & Jack line, (1974) found that many studies have traditionally, shown that boys mathemaOver the years, self-esteem and academic achievement have both been given a more considerable degree of attention. Self-esteem is seen as an important indicator in how students value themselves while academic achievement has become a powerful predictor in a student’s future ambition or expectation. There exists a strong relation between self-esteem and academic achievements for students. In a school setting, self-esteem is especially important because its development is an underlying factor in promoting student motivation, persistence and academic success (Tremblay, Inman, ; Willms, 2000). As we mentioned earlier self-esteem affects every aspect of our life, in this case it also affects our academic achievements.
However our academic achievement affects our self-esteem. Other researchers believe that those who have higher academic achievements tend to feel more confident about their future and their life’s goals. That means if we get good grades at school, we tend to have a positive self opinion and feel evaluated. In this case we probably experience high-self esteem. In contrary if we are not evaluated at our academic achievements we have negative opinion for who we are, and our self-esteem is low. In 1968, Erickson (as cited by Ulrich, 2010) declared that academic achievement played a very important role in forming a positive, healthy view of the self (pg.11). There exist an interrelationship between academic achievements and self-esteem. That’s why it is important for us to keep a balance for both of them.
There are also researches that show that improved academic performance in students increases their self-esteem, although increased self-esteem does not improve academic performance. The relationship between self-esteem and school performance does not indicate that high self-esteem leads to good performance. Instead, high self-esteem is partly the result of good school performance. Efforts to boost the self-esteem of students have not been shown to improve academic performance (Baumeister) and may sometimes be counterproductive (2003). Despite their argument that the nature and direction of the relationship was unimportant, we believed that it was still worthwhile to examine the relationship between self-esteem and academic achievement in our cohort.
tics achievement is superior to that of girls. Although his study is dated, the current study updates his findings by examining if such a view still holds some water today.