The Impact of Satisfaction with the First Name on the Classroom Anxiety, Self-Esteem, Shyness and Academic Performance of Students

Background and According to teachers’ experience, there is assumed that the name and reputation through which students are addressed to could be effective on their emotions, affections and performance. The main objective of this study was to evaluate the impact of satisfaction with the first name on classroom anxiety, self-esteem, shyness and academic performance of students.
This study was conducted cross-sectional. The population consisted of all boys and girls students of the junior high school in Rasht during 2015-2016. 521 students were selected by using cluster random sampling method and responded to self-esteem questionnaire of Rosenberg (1979), Shyness questionnaire of Stanford-Zimbardo (1977), and questionnaire of anxiety in the classroom which was constructed by Richmond (2013). Satisfaction of the name was also determined by a measure for low, mild and high scores. The last Acquired student's GPA was considered as an indicator of their academic performance. The data were processed by univariate analysis of variance in the form of a 2 × 3 factorial design.
The results revealed that less satisfied with first name is paralleled with more anxiety in classroom, less self-esteem, higher level of shyness, and weaker academic achievement. The analysis of gender classes revealed that with the exception of assessments of academic performance (in which boys’ group is weaker than girls’ group); there is no significant difference in other dependent variables in terms of gender.
According to the results, it could be said that satisfaction with the first name can be used in some cases as a source for the improvement of classroom anxiety, self-esteem, shyness and academic performance in the school environment.