School Self-esteem Research Articles

유아기의 자아존중감과 사회적 유능감이 학습준비도를 매개로 초등학교 시기 학업능력에 미치는 영향

Objective: To analyze the relationship between self-esteem, social competence, and academic ability in early childhood and to verify the mediating effect of learning readiness on the effect of self-esteem and social competence in early childhood on academic ability in elementary school. Methods: The structural equation model was applied and analyzed based on the data of 830 students in the 7th (2014) and 8th years (2015) of the 1st grade of elementary school. The data came from the Child Care Policy Research Institute. First, skewness and kurtosis were identified through descriptive statistical analysis. Second, through correlational analysis, the correlation coefficients between children’s self-esteem, social competence, school readiness, and academic ability in elementary school were calculated. Third, after checking the reliability of each scale, Cronbach’s alpha coefficients were calculated. Fourth, confirmatory factor analysis was performed to verify the validity of each factor and the suitability of the research model, and bootstrapping was used to verify the mediation effect. Results: First, self-esteem, social competence, school readiness, and academic ability were found to have a positive correlation among the variables. Self-esteem had a positive effect on social competence, learning readiness, and academic ability; social competence had a positive correlation with school readiness; and academic ability and school readiness had positive correlation with academic ability. Second, the results of the structural model analysis showed that self-esteem and social competence not only directly affected academic ability but also had a major mediating effect in the path from self-esteem and social competence to academic ability through school readiness. Conclusions: This study has implications for elementary school preparation through cooperation and the path of elementary schools through cooperation and families.

Self-esteem Changes of Third Culture Kids When Havruta Discussion Reading Therapy Classes Were Applied

Abstract Background: Cultural attachments among third culture kids (TCKs) are indefinite because of frequent encounters with different cultural environments. This study was concerned with the changes in the self-esteem of TCKs when havruta discussion reading therapy classes were conducted. Methods: This study used an experimental design. Two international schools in the Philippines were selected, and 26 students aged 13–18 years were randomly assigned to the experimental and control groups. A scale reconstructed by Ga Yeon (1993) was used to measure the respondents’ self-esteem. Results: The results indicated that the havruta program positively impacted TCKs’ self-esteem, especially at the overall and social levels. Both groups showed no significant differences in overall social, family, and school self-esteem rankings. Conclusion: The findings of this study have implications for education, stakeholders, and future researchers seeking to address the needs of TCKs.

A Study to assess the self-esteem and assertiveness among adolescent girls studying in single sex and Co-educational school at Kottayam district.

A study was conducted to assess the self-esteem and assertiveness among adolescent girls studying in single sex and co-educational school at Kottayam district., all the questions were clear, ambiguous, understandable and feasible hence no modification was made in the questionnaire. The data collection of the main study was on to. A self-esteem and assertiveness inventory scale was given to the entire sample to assess the self-esteem and assertiveness level. Each sample took 10-20minutes to complete rating scale. The analysis of the collected data was done based on the study objectives. In the study, 60 samples were selected who met the inclusion criteria. In single sex school, the adolescent girls of 19 students (63.33%) have high self-esteem,11students (36.66%) have moderate self-esteem. In co-educational school, the adolescent girls of 18 students (60%) have high self-esteem and 12(40%) students have moderate self-esteem. In single sex school, the adolescent girls of 6(20%) students have good assertiveness,18(60%) students have uncertain assertiveness and 6 students (20%) have poor assertiveness. In co-educational school, the adolescent girls of 2 students (6.66%) have good assertiveness, 27 students (90%) have uncertain assertiveness and only 1 students (3.33%) have poor assertiveness. The mean of self-esteem in single sex school was 42.8 as that of the co-educational school was 42. The ‘t’ value obtained for unpaired ‘t’ test was 1.24. The ‘p’ value obtained was 2, which is greater than 0.05. So, there is no significant difference in the mean self-esteem of single sex school and co-educational school. They show that they both have similar self -esteem The mean of assertiveness in single sex school was 8.9 and as that of the co-educational school was 8.4. The ‘t’ value obtained for unpaired ‘t’ test was 1. The ‘p’ value obtained was 2 which is greater than 0.05. So, there is no significant difference in the mean assertiveness of single sex school and co-educational school. They show that they both share similar assertiveness.

“His heart is hardening, but his BRAIN is softening”: Life experiences of adolescents using psychoactive substances: A qualitative study

PurposeThe aim of the research was to portray the life experiences of adolescents using psychoactive substances with regard to their substance use. Design and methodsThis study was carried out in a descriptive phenomenological design, which is a qualitative research method. A purposeful sampling method, was used. The sample consisted of 15 adolescents who were treated for a history of substance use. The data were collected by the face-to-face individual interview method. A personal information form and a semi-structured interview form were used to collect data. The content analysis approach proposed by Graneheim and Lundman was used in the analysis of the data. Data were analyzed using the N-VIVO-10 Pro-package program. ResultsFour main themes and thirteen sub-themes were determined: experiences before substance use (sub-themes: life before substance use, predisposing factors for substance use), experiences during substance use (sub-themes: symptoms of addiction, problems caused by substance use, family attitude to substance use, the meaning attached to substances) and experiences of the treatment process (sub-themes: motivation, difficulties experienced during treatment, the need for support, treatment results), prevention recommendations (sub-themes: for peers, for families, for society). ConclusionsMany individual, family and social risk factors had an effect on the adolescents starting to use the substances. They were exposed to negative physical, mental, economic, social and life experiences. Practice implicationsNurses working with adolescents who use substances can implement nursing interventions such as prevention activities, counselling, health education, coping and strengthening self-esteem in individual and school based interventions.

Protective Factors for Antisocial Behavior in Youth: What is the Meta-Analytic Evidence?

Although both risk and protective factors are important components of etiological theories for antisocial behavior, far less is known about protective factors and their impact. This review summarized primary studies on the impact of different protective factors for antisocial behavior in youth. In total, 305 studies reporting on 1850 potentially protective factors were included. Each extracted factor was first classified into one of 77 mutually exclusive groups of similar factors (referred to as domains), after which a three-level meta-analysis was conducted to determine the protective effect of each domain. A significant and negative effect was found for 50 domains, which were therefore designated as being truly protective. The largest impact (r < −0.20) was found for higher levels of conservativeness, self-transcendence, life satisfaction, involvement in romantic relationships, the capacity to reflect or mentalize, peer relationships quality, prosocial peers, prosocial values, agreeableness, school self-esteem, parental control, general resilience, and social skills. Analyses revealed that the impact of some of the 77 domains was moderated by the youth’s age (five domains) and gender (four domains) as well as the severity of antisocial behavior they exhibit (two domains), indicating that the impact of these domains differs across subgroups of antisocial youth. Given the substantial number of factors that were identified as being protective for antisocial behavior in youth, this study discusses implications for future directions, assessment strategies, and (preventive) interventions.

융합예술치료가 뚜렛 장애 아동의 틱 증상 감소와 자기표현 및 자아존중감 향상에 미치는 단일 사례 연구

Objectives The purpose of this study is to examine the effects of fusion art therapy on the reduction of tic symptoms and the improvement of self-expression and self-esteem in children with Tourette's disorder through a single case study.&#x0D; Methods In this study, Yale tic symptoms were measured for 5th grade girls in elementary school attending D Metropolitan City, and the child's tic symptom reduction and self-expression and self-esteem tests were conducted before and after comparison. In addition, cases of convergence art therapy programs for each session of children were analyzed and recorded.&#x0D; Results First, when examining the effect of convergence art therapy on the reduction of tic disorder in children with Tourette's disorder, a total of 26 points decreased from 54 points beforehand to 28 points afterward. Examining this by two subdomains, it was found that the motor tic decreased from 34 points to 20 points in advance, and the vocal tic decreased from 18 points to 10 points. Second, it was found that whether convergence art therapy has an effect on the improvement of self-expression of children with Tourette's disorder improved from 15 points beforehand to 27 points afterward. In addition, in the subdomain, it was found that the vocal expression improved from 14 points beforehand to 23 points afterward, and for non-verbal expression, it was found that more natural gestures were used, from 5 points beforehand to 13 points afterward. Third, the pre-average score of 74 points and the post-test average score of 112 points increased by a total of 38 points for the effect of convergence art therapy on the improvement of self-esteem in children with Tourette's disorder. In addition, it was found that overall self-esteem by sub-domain improved by 8 points, social self-esteem by 12 points, home self-esteem by 10 points, and school self-esteem by 9 points.&#x0D; Conclusions Through the results of the study, it was found that convergence art therapy has an effect on reducing tic symptoms and improving self-expression and self-esteem in children with Tourette's disorder. In order to reduce tics in children with Tourette's disorder, continuous attention is required at home and school, and attention and support are needed to continuously maintain convergence art therapy. Therefore, future research needs to expand the research subject, rather than a single case of a child with Tourette's disorder, and study the effect of convergence art therapy on the family by reducing the client's Tourette's disorder to study the self-expression and self-esteem of the family together. By doing so, we want to help family relationships as well.

The Effect of Group Counseling Services to Improve Students' Low Self-Esteem in Senior High School

This study aims to determine the effect of group counseling services to improve students' low self-esteem in high school. The research was conducted on students of class XI SMA Negeri 1 Binjai. This type of research is quantitative research with an experimental approach. The data collection instrument was a closed questionnaire. The sampling technique was done by purposive sampling. The research sample is class XI-1 students with a total of 30 people. Based on the results of the paired sample t test, there was a significant difference between the results before and after being given group counseling services. Based on the results of the analysis of the paired sample t test, the results obtained are tcount &gt; ttable, namely 9.334 &gt; 1.69726 and the value of sig (2-tailed) 0.000 &lt;0.05, then Ho is rejected and Ha is accepted. So it can be concluded that there is an effect on students' low self-esteem before being given group counseling services and after being given group counseling services to class XI students of SMA Negeri 1 Binjai.

The relationship between parenting style and adolescent self-esteem in a secondary school

The main objective of the study was to assess the relationships between parenting styles and students’ self-esteem in secondary school. The researcher selected 54 participants out of 274 students through a simple random sampling technique. The data gathering tool was a questionnaire and we used the Pearson product-moment correlation and t-test to test the relationship between parenting style and adolescent self-esteem. Qualitative data were organised based on descriptions, narrations and interpretations from the research questions, and triangulation was made to balance the data systematically by using document analysis. The result revealed that there is a positive, negative and weak relationship between parenting styles and students’ self-esteem. The result reveals that there is significant statistical difference between boys and girls in their self-esteem. The result revealed that there are various factors that contribute to adolescent self-esteem differences, such as family background, socialisation and interaction between a child and their parents.&#x0D; Keywords: Relationship, parenting style, adolescent, self-esteem, students;

Severity and Correlates of the Symptoms of Depression, Anxiety, and Stress in a Nationally Representative Sample of Turkish Secondary Boarding School Counselors

The aim of this study was to examine the severity of the symptoms of depression, anxiety, and stress in a nationally representative sample of secondary boarding school counselors and their association with sociodemographics, school counselor self-efficacy, self-esteem, happiness, and stressful life events. Participants consisted of 181 (52.5% women; M = 26.91) school counselors working at different secondary boarding schools across Turkey who completed the measures related to sociodemographics, happiness, self-esteem, school counselor self-efficacy, stressful life events, depression, anxiety, and stress. After confirming construct validity and reliability of the self-esteem, depression, anxiety, and stress scales, data were analyzed using descriptive statistics, Pearson product moment correlation analysis, and multivariate multiple regression analysis. The study results suggested that depression, anxiety, and stress symptoms are prevalent among school counselors, approximately 23% of whom experience at least moderate symptoms of depression and stress, and approximately 31% experience at least moderate symptoms of anxiety. Moreover, the results indicated that the most commonly experienced symptoms were dysphoria in depression, situational anxiety in anxiety, and impatience in stress among school counselors. This study also found that sociodemographic factors and school counselor self-efficacy were not associated with symptoms of depression, anxiety, and stress. However, higher levels of happiness and self-esteem and fewer stressful life events experienced within the past year consistently showed a negative association with exhibiting decreased symptoms of depression, anxiety, and stress among school counselors. Self-care activities focusing on increasing self-esteem and happiness and teaching skills to cope effectively with stressful life events may help to diminish the symptoms of depression, anxiety, and stress among secondary boarding school counselors.

Developing a model about academic performance, based on screen time, metacognition and mindfulness: The mediating role of self-esteem in high school

Developing a model about academic performance, based on screen time, metacognition and mindfulness: The mediating role of self-esteem in high school

Formation of primary school children self esteem on the basis of criteria-based assessment

Introduction. The ongoing socio-economic transformations in society and science education actualise the modern educational policy in the field of personality formation of students who are capable of self-development and self-realisation. In these conditions, the primary school provides an integral system of knowledge, skills, and experience of independent activity and personal responsibility of students. The article deals with the problem of development of self-esteem in primary school children.Aim. The aim of this research was to investigate the relationship between self-esteem and academic performance among primary school children.Methodology and research methods. The present research is based on systemic, personal, axiological, and activity methodological approaches. The article includes the study of the types of self-esteem of primary school children, and the level of aspirations. 107 school pupils participated in the research. At the ascertaining stage, diagnostics of the level of formation of self-esteem of younger schoolchildren was carried out. A number of pedagogical conditions to improve the cognitive, evaluative, and behavioural components were implemented at the training stage of the research.Results. The authors define the following concepts: self-assessment, types of self-assessment, self-assessment of primary school children, the level of claims, and criteria assessment. The programme of diagnostics of the level of formation of self-esteem of primary school children is presented. The indicators (cognitive, evaluative, and behavioural) and levels of formation of self-esteem of the primary school children (low, adequate, overestimated) are defined. The article presents the results of experimental work on the implementation of pedagogical conditions (including primary school children in the process of self-knowledge; gradual involvement of primary school children in self-assessment and reflexive activities; participation of primary school children in the formation of criteria-based assessment) to increase the level of self-esteem of primary school children.Scientific novelty. The pedagogical conditions, which contribute to the self-esteem of primary school children, are presented for the first time.Practical significance. The materials of the article are of practical value for teachers engaged in the development of lectures, seminars, assignments for independent work.

The experience of children with a parent suffering from Amyotrophic Lateral Sclerosis during the COVID-19 pandemic

Children that have a parent with Amyotrophic Lateral Sclerosis (ALS) suffer from the progressive loss of their beloved ones. During the COVID-19 pandemic, the difficulties faced by these children have increased. The study aimed to detect whether there were differences between the minors experiencing a relative’s ALS and the minors with no experience of ALS and it aimed also to detect the impact of COVID-19 pandemic on these minors. The study involved Italian participants, in particular: the target group consisted of 38 children (7–18 years) (T0/T1); the control group consisted of 38 children (9–14 years) (T0 only). The following variables were measured: attachment with the Security Scale (SS), affects with the Positive and Negative Affect Schedule for Children (PANAS-C), behavioural problems with Strengths and Difficulties Questionnaire (SDQ), death representation with Testoni Death Representation Scale for Children (TDRS-C), self-concept with the Multidimensional Self Concept Scale (MSCS), resilience and socio-emotional skills with the Devereux Student Strengths Assessment (DESSA). The results showed higher negative affectivity (p < .001), externalising behaviours (p < .05), uncertainty in reflective function (p < .05) in the target group compared to the control one; after the COVID-19 pandemic minors in the target group showed reduced certainty of mental states (p < .05) and interpersonal and scholastic self-esteem (p < .05). The impact of ALS on these minors is significant and produces negative affect, externalizing behaviours and uncertainty of mental states. The lockdown situation due to the COVID-19 pandemic has further aggravated minors in their school and interpersonal self-esteem.

Positive youth development in Belize: a cluster-randomised trial of Positive Action

Aggressive, violent, and disruptive behaviour among Belize youth is disproportionately high. The present study evaluated a school-based positive youth development program (Positive Action) using a clustered RCT. The aim of the study sought to examine post-treatment positive youth development competencies (i.e. social-emotional character development, peer affiliation, substance abuse and violence tendencies, moral beliefs, pro-social behaviour, and school self-esteem) in comparison to students in a randomly assigned control group of schools. Participants (n = 4575) were from 24 schools drawn at random in the Belize District with outcomes assessed for two cohorts (Standard 1−3, and Standard 4−6) of children. The intervention addressed different ecologies through teacher, counsellor, and family training along with activities to promote school-wide implementation. Positive main effects for engagement in positive behaviour were observed across primary school Standards 1−6 (ages 7–12 years), indicated by substantial explained slope and intercept variance.

Students' Positive Expectations and Concerns Prior to the School Transition to Lower Secondary School

ABSTRACT This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem in their concerns. Students reported their beliefs about the forthcoming school transition and filled in a questionnaire assessing school burnout and self-esteem. The results showed that the students had positive expectations comprising comfort, friendships, learning, school environment, increased freedom and teacher -student relations. The students' concerns were mainly related to friendships. Furthermore, results indicated that students who reported concerns about peer relations were likely to experience more exhaustion from school than students who did not report concerns about peer relations. Among girls, concerns about peer relations were also related to a cynical attitude towards schoolwork. This study promotes to understand how students can be prepared and what topics should be specifically discussed with them to support their successful transition from primary to lower secondary school.

The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

ABSTRACTPositive self-esteem is linked to academic success for K–12 students. However, self-esteem declines during adolescence, especially for African Americans. Positive perceptions of school climate are well-studied predictors of self-esteem. Given the risk for greater declines in self-esteem experienced by African American students, this study sought to examine the moderating role of ethnic identity on the relationship between school climate and self-esteem for a sample of 1,343 African American adolescents in the Midwest. Regression analysis using the PROCESS macro indicated that ethnic identity positively influenced the relationship between perceptions of school climate on self-esteem for African American adolescents at all levels. Implications for school interventions to foster positive adolescent ethnic development are discussed.

Technology-assisted Dysgraphic Children Handwriting Model

Difficulties in handwriting or dysgraphia can have a negative effect on one’s self-esteem and academic achievement in school. This phenomenon is considered a detriment when students have difficulty expressing knowledge through writing; causing extra hardship in mastering all subjects they are learning. Past studies did not deliberate on specific components related to the intervention of dysgraphic students’ handwriting skills development comprehensively, as can be seen in today’s existing handwriting models. Therefore, this study focused on the underlying models of dysgraphic students’involving the main components in the writing process, and the components of ICT support. The principles of modeling with the potential impact of 1) visualization, 2) imagination, and 3) automation in writing need to be considered in addition to the mastery of writing skills. With such a specific model, solutions to these dysgraphic students’ handwriting skill problems can be generalized. Therefore, the main objective of this study was to propose a technology-assisted Dysgraphic Children Handwriting Model (DCHM) to address the problems encountered. This DCHM was validated by four experts – three special education teachers and a paediatric and adolescent psychiatrist. The resulting score was calculated as a percentage value based on the total score obtained for each question. The average percentage for all the criteria evaluated was 91.5%. Overall, all four experts agreed on the key components of the DCHM supported by the ICT component. This study is important for considering handwriting development more holistically and to identify the performance of students’ handwriting in the context of a robust handwriting model.

가족지지가 다문화청소년의 삶의 만족도에 미치는 영향 : 학교생활적응, 자아존중감의 매개효과 검증

가족지지가 다문화청소년의 삶의 만족도에 미치는 영향 : 학교생활적응, 자아존중감의 매개효과 검증

Powerful and confident children through expansive body postures? A preregistered study of fourth graders

Do expansive body postures increase self-esteem in children? Power posing is a popular but also controversial topic. Still, there has been no research on the possible effects in children. To investigate the influence of power posing in children, 108 German fourth graders were randomly assigned to a high versus a low power posing group. Self-esteem was self-reported; feelings were assessed indirectly. There was an effect of power posing on self-reported global and school self-esteem. Furthermore, children who had performed high power poses in comparison with those who had performed low power poses mentioned more positive feelings, higher power feelings, and a more positive student–teacher relationship. Results are interpreted with regard to the context and the cultural dependency of the power posing effect. Implications for school practice are addressed.

Hvað er sjálfstjórnun og hvaða þýðingu hefur hún fyrir þroska barna og ungmenna?

Gríðarleg fjölgun hefur orðið á rannsóknum á sjálfstjórnun (e. self-regulation) á síðustu áratugum. Rannsóknir sem sprottnar eru úr margvíslegum fræðilegum grunni hafa sýnt að geta barna, ungmenna og fullorðinna til að stýra eigin hugsun, hegðun og tilfinningum stuðlar að heilbrigðum þroska á fjölmörgum sviðum lífsins, allt frá samskiptum til námsgengis og heilsufars. Því liggur fyrir mikil þekking um þetta hugtak en í ljósi þess að skilgreiningar eru mismunandi er sú þekking brotakennd og erfitt að gefa einfalda, skýra mynd af stöðu hennar. Markmið greinarinnar er að gefa mynd af því hvað felst í hugtakinu sjálfstjórnun og rekja stuttlega hvernig það tengist þroska barna og ungmenna. Hugtakið sjálfstjórnun verður skilgreint, því lýst hvernig það skarast við ýmis tengd hugtök, og greinist frá þeim, svo sem sjálfsaga og ADHD, muninum á sjálfstjórnun barna og ungmenna verður lýst og greint frá rannsóknum sem skýra hvaða tengsl sjálfstjórnun hefur við farsælan þroska barna og ungmenna.

아동·청소년의 학업성적과 자존감이 우울감과 행복감에 미치는 영향

본 연구는 학업성적과 자존감이 우울감과 행복감에 미치는 영향을 밝히는데 있다. 이를 위하여 한국복지패널 7차와 10차 자료에서 초등학생 444명과 고등학생 492명을 대상으로 구조방정식 모형을 통해 분석하였다. 본 연구에서 분석한 결과 외생변수인 부모지원은 두 집단 모두 학업성적에 직접효과가 있는 것으로 나타났으나, 자존감의 경우 고등학생 집단에는 직접효과가 있는 것으로 나타났으나, 초등학생 집단에는 직접효과가 없는 것으로 나타났다. 또한 학교환경은 학업성적 및 자존감에 두 집단 모두 직접 효과가 있는 것으로 나타났으며, 학업성적은 두 집단 모두 우울감과 행복감에 직접효과는 없는 것으로 나타났으나, 자존감은 두 집단 모두 우울감과 행복감에 직접효과가 있는 것으로 나타났다. 본 연구 결과에서 나타난 두드러진 특성은 자존감의 효과라 판단된다. 학업성적이 우울감과 행복감에 영향을 미치지 못하는 반면, 자존감의 효과는 상대적으로 크기 때문이다. 특히 초등학생 및 고등학생 집단 간 직접적인 영향뿐만 아니라 매개효과가 모두 자존감과 관련되어 있는 것으로 나타났다.