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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXII October 2025

Investigating the Psychological Insights of Spelling Bee Participation:

A Focus on Self-Esteem and Motivation Among Underachievers

Siti Zarikh Sofiah Abu Bakar

, Zuraidah Sumery

, Diana Othman

, Norhafizah Amir

, Haniza

Sarijari

, Dia Widyawati Amat

Academy of Language Studies, UiTM Cawangan Johor,

*Corresponding Author

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.922ILEIID0038

Received: 26 September 2025; Accepted: 03 October 2025; Published: 22 October 2025

ABSTRACT

Underachievers are often associated with low self-esteem and motivation, especially in joining non-academic

activities at their academic institution. This study aims to investigate the psychological insights of spelling bee

participation; focusing on self-esteem and motivation among underachievers. A quantitative approach was used

to obtain the data; questionnaires. The study used purposive sampling involving 30 pre-diploma students from

University Technology MARA (UiTM) Cawangan Johor. The students were required to answer the

questionnaires focusing on their self-esteem, intrinsic and extrinsic motivation in relation to their participation

in a spelling bee competition. The data were analysed using SPSS: descriptive statistics for mean and

frequencies. The findings revealed an average self-esteem among the underachievers for their confidence in

spelling bee participation. Meanwhile, the main intrinsic motivation for them to participate in a spelling bee

competition are their self-accomplishment and self-pride benefits. Other than that, the underachievers had an

average mean score for the external rewards offered by the competition thus explains the extrinsic motivation

involved. The findings suggest that more positive psychological approaches to be conducted in elevating the

underachievers’ self-confidence by highlighting both intrinsic and extrinsic motivation.

Keywords: Underachievers, self-esteem, motivation, pre-diploma students, language-based competition

INTRODUCTION

Exploring the psychological insights of underachievers could be the stepping stone for educators in shaping

interesting activities that could be helpful in improving their ESL learning confidence and motivation. A study

by Fong et al. (2023), identified that students’ motivation and self-regulated learning were the contributing

factors for academic underachievement.

Problem Statement

ESL-based competitions have always been celebrated by high achievers, either by teachers’ selection or

preliminary selection. This practice has significantly blocked the opportunities for the underachievers to

participate in those kinds of beneficial activities. Thus, their potential shining moments are also shut off. Pratama

(2025) highlighted the increased motivation and confidence in language acquisition among junior high school

students based on the opportunities celebrated in a spelling bee competition.

This study focuses on investigating the psychological insights from the underachievers’ participation in a spelling

bee competition through;

Research Objectives:

1. To measure the underachieving students’ confidence in joining a spelling bee competition.

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXII October 2025

2. To identify the intrinsic and extrinsic motivations of underachieving students in joining a spelling bee

competition.

Research Questions:

RQ 1 : Do underachieving students feel confident to join a spelling bee competition?

RQ2 : What are the intrinsic and extrinsic motivations of underachieving students in joining a spelling bee

competition?

LITERATURE REVIEW

Language-based Competition

Historically, by the late 1800s, spelling bee competitions were acknowledged as one of the language-based

competitions that can help elementary students enhance their spelling, vocabularies and self-confidence (Aras &

Hastini, 2023). Rambe (2022) also listed that one of the benefits for students who joined a spelling bee

competition was a better improvement in their self-confidence.

Self-esteem

The discussion on self-esteem can be closely alligned to self-efficacy and confidence which all could be elevated

through positive psychological approach (Abu Omar et al., 2024). As revealed by Orth and Robins (2022), most

of the active, socially engaged and optimistic people are those with high self-esteem.

Self-esteem seems to play a vital role in achieving goals and good grades in academic institutions (Menaka,

2022). In addition, Guban-Caisido (2020), claimed that students with higher self-esteem were more eager to

participate in language class and activities.

Motivation Variables: Intrinsic and Extrinsic

Bakar et al. (2023) outlined two segments of motivation, namely intrinsic and extrinsic, in relation to students’

motivation and their classroom performance, as explored in their previous study.

According to Benabou and Tirole (2003), as cited in Quesada et al. (2025), extrinsic motivation deals with

external rewards such as prizes, recognition, better opportunities and other rewards. In the meantime, intrinsic

motivation deals with pure enjoyment and self-satisfaction.

Underachievers

Garcia-Cid et al. (2025) categorized the underachievers as students who did not meet some predetermined goals

for a particular age of students which can be seen in their low motivation, low grades, learning challenges and

serious absenteeism. This explanation reflects the situation of pre-diploma students in University Technology

MARA (UiTM). UiTM pre-diploma students were generally known as the underachievers as most of them were

accepted as UiTM students with minimal Malaysian Certificate of Education (Sijil Pelajaran Malaysia-SPM)

results; pass for Mathematics, English and History with minimum 3 credits including Bahasa Melayu (Mahdzar

et al., 2021).

METHODOLOGY

This is a quantitative study involving a set of questionnaires focusing on self-esteem, and motivation variables

of the students in spelling bee participation. The purposive sampling technique was used in the study, as the

focus is on the underachieving students; pre-diploma students were selected. The questionnaires were distributed

online to the spelling bee participants through Google Form application.

The obtained data were analysed using SPSS; descriptive statistics for mean and frequencies.

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

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Special Issue | Volume IX Issue XXII October 2025

RESULTS AND DISCUSSION

RQ 1 : Do underachieving students feel confident to join a spelling bee competition?

Figure 1 The percentage of the frequency: the underachievers’ confidence in joining a spelling bee competition.

Based on Figure 1, Q1 to Q7 which cater to students’ confidence in academic skills and participating in the

spelling bee competition, most of the students rated neutral with 40% and above for each statement. In addition,

referring to Figure 2, since the overall mean score is at 3.57 and below (range 1 to 5; strongly disagree to strongly

agree) for the mentioned statements, the neutral responses were clearly proven.

Figure 2 The mean frequency of the underachievers’ confidence in joining a spelling bee competition.

However, as displayed in Figure 2 for Q8 to Q10, majority of the students rated 60% and above for agree and

strongly agree on their confidence in getting supports from teachers and peers for the spelling bee challenge and

benefits they can gain from it. Likewise, the overall mean score for the three statements is at 3.77 and above

(range 1 to 5; strongly disagree to strongly agree) clearly revealed the high confidence score.

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXII October 2025

RQ2 : What are the intrinsic and extrinsic motivations of underachieving students in joining a spelling

bee competition?

Figure 3 The percentage of the frequency: the underachievers’ intrinsic motivation in joining a spelling bee

competition.

As shown in Figure 3, the frequency distribution for the students’ intrinsic motivation were most scored by Q1

(I enjoy learning new words for the spelling bee competition) and Q4 (I feel proud of myself when I successfully

spelled a challenging word) with 60% and above for agree and strongly agree.

Figure 4 The mean frequency of the underachievers’ intrinsic motivation in joining a spelling bee competition.

Based on Figure 4, the mean frequency recorded for both Q1 and Q4 is 3.9 (range 1 to 5; strongly disagree to

strongly agree) suggested a high score for the intrinsic motivation.

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXII October 2025

Figure 5 The percentage of the frequency: the underachievers’ extrinsic motivation in joining a spelling bee

competition.

Figure 5 listed the frequency distribution for the extrinsic motivation rated by the underachievers scored more

on neutral with 40% and above for all Q1 to Q5.

Figure 6 The mean frequency of the underachievers’ extrinsic motivation in joining a spelling bee competition.

The neutral response for the extrinsic motivation can also be understood by the overall mean score 3.57 and

below (range 1 to 5; strongly disagree to strongly agree) as shown in Figure 6.

CONCLUSION

The underachievers’ self-esteem in joining a spelling bee competition was proven to be at the average level as

revealed in the study. They were not really confident in their English proficiency thus hinder their assurance in

succeeding the spelling bee competition. The results are supported by a research by Rai (2023), as the findings

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXII October 2025

presented the low achievers admitted to having low self-confidence due to their fear of making mistakes when

joining language activities.

However, their belief in their teachers’ and peers’ moral support was scored at a high level in the scale. This

suggests their optimism in improving their language proficiency by taking up the challenge in a spelling bee

competition. This is consistent with a study by Holland (2024) which displayed a very positive impact caused

by parents’ involvement and support to underachievers’ confidence in their ability.

Following the findings, instructors can expose students to various language-based competitions to help them

polish their language skills and build their confidence. As suggested by Tantawy (2021), instructors should be

more proactive in reviewing their long-standing teaching practices and opening new windows for exploration to

suit the students’ need especially the underachievers.

As for the intrinsic motivation, majority of the underachievers agreed that self-satisfaction and pure enjoyment

from the competition that motivate them to be the participants. In other words, their personal accomplishment

when taking up the challenge even before winning the competition has already fulfilled their self-pride.This

finding can be a good comparison to a study by Ginting (2021) which translated the possibility of the extrinsic

motivation to be transformed into the intrinsic motivation; for instance, participants who initially competed for

prizes could also get the satisfaction from constructive feedbacks and pure enjoyment.

Unexpectedly, majority of the underachievers were not really motivated by the extrinsic factors in joining the

spelling bee competition. They were being neutral over the external rewards listed in the statements. In addition,

external recognition from others plays a minor role in motivating them to be the spelling bee participants. On

the contrary, findings from Liu (2020), revealed that students with lower mastery of English were motivated by

the extrinsic factors compared to the higher achievers for their participation intention in a language-based

competition.

In conclusion, the underachievers’ self-esteem can be improved with a proper exposure from the instructors and

peers. Other than that, intrinsic motivation seems to play a major role in motivating the underachievers to be the

participants in a language-based competition.

ACKNOWLEDGEMENTS

A special dedication to all writers for their contribution of ideas and support. The study was also made into reality

through great cooperation from the Pre-diploma students as the respondents. All in all, full of gratitude to UiTM

Cawangan Johor for supporting us the researchers in all kinds.

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