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ngencies of self-worth and where they invest their self-esteem mostly. Other than that, those who not perform well academically where they had invest their self-esteem out of those seven factors. To investigate these issues, the research analyzed data from Rosenberg self esteem scale by (Rosenberg, 1965) and validation of the Contingencies of Self-Worth Scale (CSW) (Crocker, 2001). The research had also taken GPA results from examination department of Iqra University to match and analyze the academic performance and level of self-esteem.

CHAPTER THREE: RESEARCH METHOD

The study tries to found the relationship of students' academic performance measured by CGPA by means of their self-esteem. With Rosenberg, self-esteem scale along with contingencies of self-worth scale performing high or low with the CGPA of their academic results. The liner regression analysis used to find out whether the academic performance is depended on their self-esteem or independent.

Participants

The Data for this research collected from 100 students, out of those 10 students who filled questionnaires with errors, which discarded. A sample (N=90) students from Iqra University, out of these ninety students (58 males and 32 females), the study covered both the levels of education of university (59% Bachelors and 31% Masters) level students. The sample of students which were collected data were studying in there different programs offered by university were (Business Administration, Computer Sciences and Media Sciences)

Apparatus

The study deployed two instruments for measuring participant self-worth and global self-esteem.

a) Contingencies of self-worth

The CSW (Crocker, Luthanen, Cooper, & Bouvrette, In Press) the instrument Contingencies of self-worth scale was mainly includes 35- term scale which was evaluated seven contingencies in which numerous university students support their self-esteem. The study used the same version, which developed initially. The CSW had sale from one (strongly disagree) to five (strongly agree), with the midpoint (3) labeled neutral, and the items were reverse scored as standard instrument was made by the researcher. Each of the subscales of the CSW has good test and used my many researcher in the past for different findings of CSW of different domains , (r s ranging from .51 to .88) and correlates in the expected direction with other personality measures (Crocker, Luhtanen, et al., 2002). In the present study, CSW assessed at one Time with no limitation of education levels, all levels, students from all discipline (Business Administration, Computer Sciences, and media Science) taken from both the genders. Research had taken students from Graduation and post graduation programs.

b) Rosenberg's Global Self-Esteem

Global self-esteem was evaluated at the Time when students were given CSW questionnaire Rosenberg's Self-esteem was also attached and made a one questionnaire form. With the well-validated and widely used Rosenberg Self-Esteem Inventory (RSE) 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。