Self‐esteem and different forms of thinking in seven and nine year olds

Abstract

This paper reports a longitudinal study that explored the relationship between children’s thinking and self‐esteem. The level of self‐esteem can serve as a powerful motivational force. Because positive self‐evaluations are emotionally pleasurable, we are generally motivated to act in ways that enable us to feel good about ourselves. Self‐esteem takes the form of a need to enhance, protect, repair or defend the self, and has a significant influence on children behavior and school success. The theoretical basis of the research of thinking is the conception of triarchic theory of human intelligence of R. J. Sternberg. The aims of the study are: to determine the level of analytical thinking and creative thinking of seven‐year‐old, eight‐year‐old and nine‐year‐old children; to explore a discrepancy between children’s thinking at different ages; to determine the level of academic and global self‐esteem of seven‐year‐old, eight‐year‐old and nine‐year‐old children; and to analyze the relations between the level of analytical and creative thinking and pupil’s academic and global self‐esteem. This study was carried out on a group of seven‐year‐old, eight‐year‐old and nine‐year‐old children selected at random from urban schools.