The Impact of Psychosocial Factors of the Grade 5 Scholarship Examination on Students' Self Esteem

Abstract

This study examined the impact of psychosocial factors associated with the Grade 5 Scholarship Examination on primary school students' self-esteem across four division zones in the Sri Jayawardenepura Education Zone. Utilizing an explanatory sequential mixedmethods design, a sample of 320 male and female students was selected via stratified random sampling. Quantitative data were collected using the Coopersmith Self-Esteem Inventory (CSEI) and a self-developed psychosocial questionnaire, and analyzed using Spearman rank correlation, Mann–Whitney U, and Kruskal–Wallis H tests. 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) Eight-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 selfesteem. 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.