Abstract
From a bibliographical study, based on relevant authors in this field, it is found that a more positive self-image and self-esteem contribute to the formation of intra and interpersonal healthy and affectionate increasing the action in the educational environment. This exploratory study aims to determine the levels of self-esteem of adolescents, comparing data among students in Portugal and Brazil. Therefore, participants were 189 Portuguese students and 176 Brazilian students, from secondary school/medium public schools in these countries, responding to Rosenberg Self-Esteem Scale, adapted for each population. For data analysis, descriptive statistics were used to compare means and subjected to SPSS. The results showed lower levels of self-esteem in Portuguese students (M = 3.22 and D. P. = 0.58) than those in Brazilian students (M = 3.45 and D. P. = 0.41). Although both means are elevated, the comparison between these two samples is significantly different (t = 3.275, p = 0.001), which enables to say that Brazilian have the best self-esteem than Portuguese, also that these adolescents indicate positive levels of self-esteem, demonstrating to be pleased with him/selves. Cultural factors may influence these results and the environment in which students are placed can contribute to the construction of self-esteem, from interpersonal relationships present in their social context, the evaluation of each under their own experiences as success or failure, as well as the affective evaluation, which is the foundation for a more positive self-esteem.
Highlights
This paper addresses the issues addressed in the Postgraduate Program in Education, Research Line Person and Education, at Pontifical Chatolic University of Rio Grande do Sul—PUCRS, mainly developed by the authors, who belong to the group of Research on Affectivity in Education (Dohms, Lettnin, Mendes, Mosquera, & Stobäus, 2014), addressing aspects involved in the feelings and affection in Education, as topics that should be further investigated and debated in academia, on the assumption that teachers should know how to deal with it better ourselves, better known as express their feelings and deal with affection, to able to relate better with your colleagues, students and families of students
Despite three items of positive indicators—with satisfaction, value and have positive attitudes—the Rosenberg Self-Esteem Scale had a greater frequency in Portuguese students in relation to Brazilian, which seems to define the difference between the averages found on the level of self-esteem participant in this study is the value of the percentage frequency of negative indicators, as shown in Table 1 comparison of percentage frequency between Portuguese and Brazilian students in positive items is very close, while the percentage frequency of Portuguese students, referring to items that correspond to low self-esteem, equivalent to almost three times the percentage of Brazilian students who are to realize these feelings
Results revealed that young people of both realities were surveyed with their positive self-esteem, there was a statistically significant difference when comparing the samples, for the Brazilian who had higher self-esteem
Summary
This paper addresses the issues addressed in the Postgraduate Program in Education, Research Line Person and Education, at Pontifical Chatolic University of Rio Grande do Sul—PUCRS, mainly developed by the authors, who belong to the group of Research on Affectivity in Education (Dohms, Lettnin, Mendes, Mosquera, & Stobäus, 2014), addressing aspects involved in the feelings and affection in Education, as topics that should be further investigated and debated in academia, on the assumption that teachers should know how to deal with it better ourselves, better known as express their feelings and deal with affection, to able to relate better with your colleagues, students and families of students. Starting from a literature study, based on authors like Maslow (n.d., 1991); Mosquera (1978); Stobäus (1983); Rogers (1997); André & LeLord (2000); Assis, Avanci, Silva, Malachi, Santos, & Oliveira (2003); Goñi & Fernández (2009); Sbicigo, Bandeira, & Dell’Aglio (2010) and Monteiro, Azevedo, Sobreiro, & Constantino (2012), it was found that a self-image and self-esteem more realistic, as sustained by Mosquera & Stobäus (2006), considered positive, contributing to the formation of intra and interpersonal healthy and loving relationships enhances the activity in the educational environment. Latest studies of the group in the area of Education, addressing the issue of self-image and self-esteem of teachers, such as Dohms & Lettnin (2011) and Mendes, Dohms, Lettnin, Zacharias, Mosquera, & Stobäus (2012) show that production concerning this theme focuses his analysis much more in adolescents. The present exploratory study aimed to verify the levels of self-esteem of adolescents, comparing the data between students from Portugal and Brazil, with 189 Portuguese and 176 Brazilian students, public school students of Secondary Education in Portugal, and High School in Brazil
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
