The Impact of Psychosocial Factors of the Grade 5 Scholarship Examination on Students' Self Esteem
Abstract
This study aimed to identify the impact of psychosocial factors of Grade 5 Scholarship Examination on students’ self-esteem in primary schools in four divisions in Sri Jayawardenapura Education Zone. There hundred and twenty male and female students were selected using random sampling method and an explanatory sequential mixed-methods design was adopted. The Coopersmith Self-Esteem Inventory (CSEI) was employed to examine these children’s self-esteem, and a self-developed psychosocial questionnaire was implemented to identify the exam related psychosocial factors that impacted them. Qualitative data were gathered through semi-structured interviews with fifty parents and fifty teachers to obtain deeper insights into students’ exam experiences and analyzed using Braun and Clarke’s (2006) six-step thematic analysis framework. The findings indicate that students are exposed to significant psychological pressures, including heavy academic workload, extensive participation in private tuition, high parental expectations, peer comparison, and reduced opportunities for play and rest. These factors contribute to increased psychological stress and negatively influence students’ self-esteem. While gender does not show a significant influence, differences are observed across school types, with students from better-resourced schools demonstrating relatively higher self-esteem. The results of the analysis indicate a statistically significant and strong negative correlation between psychosocial factors and self-esteem. The study concludes that the Grade 5 Scholarship Examination functions as a major phycological stressor that affects students’ self-esteem. It is recommended that educational policies adopt child-centred assessment approaches, strengthen school-based psychosocial support systems, and promote greater awareness among parents and teachers regarding balanced academic expectations to support children’s overall well-being.