Self-esteem and student engagement play critical roles in shaping academic performance,
particularly in the context of distance education, where direct classroom interaction is limited. This
preliminary study examines the relationships between self-esteem, student engagement, and
academic performance among 1,479 students at an Indonesia’s open university, Universitas
Terbuka. Using a cross-sectional survey design, the study employed multiple validated scales,
including the Rosenberg Self-Esteem Scale, Student Engagement Scale, and self-reported academic
performance measures, to explore how these variables interact. The results show that self-esteem
alone does not significantly predict academic performance (F = 2.31, p = 0.071), but student
engagement plays a moderating role, significantly enhancing the effect of self-esteem on academic
outcomes (interaction term: B = 0.25, p = 0.010). Additionally, students from matrilineal family
systems reported significantly higher self-esteem (M = 3.92, SD = 0.569, p = 0.014) and academic
engagement (M = 3.93, SD = 0.870, p < 0.001) compared to their patrilineal counterparts. These
preliminary findings highlight psychological and cultural factors in online education, with ongoing
qualitative analyses in a broader mixed-method study set to deepen insights into technology
challenges and further contribute to distance learning research. CLICK FOR DETAIL.
