School Self-esteem Research Articles

학교유형별 비교에 따른 고등학교 남학생의 학교행복감, 사회적지지, 자아존중감 및 정신건강에 대한 연구

학교유형별 비교에 따른 고등학교 남학생의 학교행복감, 사회적지지, 자아존중감 및 정신건강에 대한 연구

Anxiety during tests and regulatory dimension of anxiety: A five-factor French version of the Revised Test Anxiety scale

Test anxiety is considered a performance-debilitating form of anxiety. Worry, test-irrelevant thinking, tension, and bodily symptoms are the four components of test anxiety which are measured through the Revised Test Anxiety (RTA) scale. All these components represent negative dimensions of test anxiety. The aim of the study is twofold: (1) to test the factorial, convergent, discriminant, and predictive validity of a French version of the four-factor initial RTA scale, and (2) to expand it with an original fifth subscale representing the regulatory dimension of anxiety (namely perceived control), underlying its adaptive potential. 403 students (201 girls) from French colleges (ages 13–15) and lycees (ages 15–18) completed a series of questionnaires. The results indicate that the five-factor model of the French Revised Test Anxiety + Regulatory scale (FRTA+R) is supported by a Confirmatory Factor Analysis. Convergent validity and discriminant validity of the scale are also attested. Achievement goals and general school self-esteem are found to be significant predictors of the five factors of test anxiety. This upgraded scale now provides additional information to better understand test anxiety in an educational context, especially in the French context in which students often experience high levels of test anxiety.

Relationship Between Peer Pressure and Self Esteem in Adolescents

When entering adolescence, adolescents are expected to be able to know their own worth and their worth towards others. This means that adolescents should be able to assess themselves positively by the extent to which adolescents are able to show that they are capable, meaningful, successful and valuable. The reality that occurs in the field are still many teenagers who are found there are teenagers who do not believe in their own abilities, do not dare to appear in front of the class, feel afraid and anxious when faced with a challenge, become victims of bullying, and are isolated from peer groups, etc. This study aims to describe peer pressure and adolescent self-esteem and to examine the relationship between peer pressure and adolescent self-esteem in Adabiah Padang High School. This type of research used in this research is descriptive quantitative correlational. The sample in this study amounted to 219 students. The results of the study revealed that: (1) peer pressure experienced by Adabiah Padang high school students was in the high category, (2) self-esteem possessed by Adabiah Padang high school students was in the low category, (3) there is a significant negative relationship between peer pressure and adolescent self-esteem at Adabiah Padang High School.

School Refusal in Students with Low Academic Performances and Specific Learning Disorder. The Role of Self-Esteem and Perceived Parental Psychological Control

ABSTRACT The purpose of this research was to conduct an exploratory study to investigate any differences in the risk of developing school refusal in students with low academic achievement and students with specific learning disorder (SLD), and moreover to compare both groups to students with high academic achievement. Furthermore, we want to investigate whether or not school self-esteem, interpersonal self-esteem, and psychological control are predictive of risk of developing school refusal. The sample consisted of 125 students, 66 males and 59 females, with an average age of 12.05 (SD = .85), divided into a 36 students with low academic achievement, 58 with high academic achievement, and 31 with LSD. The results show differences in the manifestations of school refusal among the three groups. Furthermore, regression analysis has shown the relevant role played by self-esteem and perceived parental psychological control in the prediction of risk of school refusal. Educational and practical implications are discussed.

Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model.

Situated within a positive psychology perspective, the current study examined the relations among academic achievement, self-esteem, and subjective well-being (SWB) in school among Chinese elementary school students using a longitudinal mediation model. A total of 807 elementary school students (Mage = 9.43 years; 52.9% male) completed a multimeasure questionnaire that tapped the targeted variables at 3 time points, across 18 months. After controlling for gender, age, and family socioeconomic status, the results revealed that (a) academic achievement positively predicted later SWB in school; (b) self-esteem at Time 2 completely mediated the relation between academic achievement at Time 1 and SWB in school at Time 3; and (c) significant bidirectional relations were observed between self-esteem and SWB in school. Limitations and practical applications related to the cultural context of China were discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Effects of Multimedia-Based Puberty Health Education on Male Students’ Self-Esteem in the Middle School

ABSTRACTBackground: Adolescents, as a large group of the world population, face many physical and psychological changes in their puberty period. They struggle with adjusting to the intensive changes that can lead to the development of low self-esteem. This study was conducted to determine the effect of multimedia-based puberty health education on male students’ self-esteem in the middle school. Methods: It is a quasi-experimental study by using multi-stage sampling method which was done on 118 boys from two middle schools in Ilam (an Iranian city) from November 2017 to April 2018. Students were divided into two intervention (N=58) and control (N=60) groups. Then, the intervention group students were trained using a multimedia application. Data were gathered using a demographic questionnaire and Rosenberg’s Self-Esteem Scale completed by students in three phases including before, immediately after, and three months after the end of the educational program. The collected data were analyzed using independent t-test, Chi-square, Fisher’s exact test, post hoc test, and repeated measures ANOVA. Statistical analysis was performed using SPSS 16, and P<0.05 was considered significant. Results:Mean and standard deviation of the self-esteem scores in the intervention and control groups were 28.37±3.58 and 27.89±3.82 before the education, 32.17±3.12 and 27.50±3.56 immediately after the education, and 33.83±3.32 as well as 27.32±4.37 three months later, respectively. Mean self-esteem scores were significantly different post-intervention (P<0.001) and three months later (P<0.001) between the two groups. Conclusion: Education on puberty health assisted by multimedia application can increase self-esteem in adolescent boys.

학교적응이 청소년비행에 미치는 영향에서 자아존중감의 매개 및 조절효과: 초, 중, 고 세학령별 연구

학교적응이 청소년비행에 미치는 영향에서 자아존중감의 매개 및 조절효과: 초, 중, 고 세학령별 연구

양부모가정과 이혼가정 중학생들의 학교생활 부적응과 자아존중감에 대한 비교 연구

양부모가정과 이혼가정 중학생들의 학교생활 부적응과 자아존중감에 대한 비교 연구

Supplemental Material for Relations Among Academic Achievement, Self-Esteem, and Subjective Well-Being in School Among Elementary School Students: A Longitudinal Mediation Model

Supplemental Material for Relations Among Academic Achievement, Self-Esteem, and Subjective Well-Being in School Among Elementary School Students: A Longitudinal Mediation Model

Gender-Typed Personality Qualities and African American Youth’s School Functioning

Numerous studies document sex differences in African American girls' and boys' academic achievement and motivation, but little is known about how the enactment of gender, such as in the forms of gendered behaviors, attitudes, or personal-social qualities, is related to school functioning. To advance understanding of African American adolescents' academic experiences, this study examined the longitudinal linkages between stereotypically feminine (i.e., expressive) and stereotypically masculine (i.e., instrumental) personality characteristics and school adjustment. The moderating effects of youth's ethnic identity and school racial composition also were tested. Participants were 352 African American youth (50.1% girls; mean age at Time 1 = 12.04 years; SD= 2.03) who participated in annual home interviews. Net of biological sex, expressive traits (kind, sensitive) were positively related to school self-esteem and school bonding for both girls and boys, but youth with higher levels of instrumentality (independent, competitive) exhibited sharper declines in academic achievement across adolescence. School racial composition moderated the effects of instrumentality at the between-person level, such that instrumentality was positively related to school self-esteem only for youth who attended schools with fewer African American students. These results highlight the importance of incorporating gendered personality traits, rather than biological sex alone, into theoretical accounts of African American youth's school functioning.

The Effects of Practical Problem Based Home Economics Instruction Using Multiple Intelligences for the Prevention of School Violence by High School Students

This study examined the effects of a practical problem based home economics instruction using multiple intelligences teaching and learning methods for the prevention school violence by high school students’. The contents of this study are as follow. 1) Develop the practical problem-based instruction using multiple intelligence and teaching and learning strategies for each protective factor both in teaching method aspects and learning content aspects during the 29-period of lesson plans. 2) Examine the effects of the instruction in the changes of pre- and post- impulsivity and aggression, self-esteem, empathy and attitudes to school violence after implementing home economics lesson plans. 3) Evaluate the instruction. The subjects of this study were 288 first grade students (124 male and 164 female students). The study utilizes a quasi-experimental pre-post design. The effect of the instruction by the paired t-test results showed that the aggression and impulsivity by the learners had been lowered; however, empathy and self-esteem increased; in addition, learners’ attitudes toward school violence had changed positively. In conclusion, self-esteem in school as sub-variables of self-esteem increased; however, there was no statistically significant difference.

Childhood obesity and its association with the feeling of unhappiness and low levels of self-esteem in children of public schools

overweight children are at increased risk for psychosocial disorders. the purpose of this research was to relate the condition of overweight and obesity to the levels of self-esteem and happiness in schoolchildren of public schools. a total of 364 schoolchildren (180 boys and 184 girls) were enrolled between eleven and 13 years old (12.44 ± 1.14 years old). Anthropometric measurements were performed and the levels of self-esteem and happiness were evaluated through the School Self-Esteem Test (APT). RESULS: school self-esteem was significantly higher in boys (p < 0.001); 55.49% (n = 204) of the students evaluated were overweight. Overweight and obese subjects had lower levels of self-esteem compared to normal weight children (p = 0.032). In addition, 43 students had very low self-esteem, and a relationship between very low and low self-esteem levels (n = 119) and the overweight and obesity was observed (p = 0.033). In relation to the question "Am I a happy person?", a greater proportion of students answered positively (n = 296). The negative response to the question was associated with weight excess (p = 0.042). overweight and obesity were related to low levels of self-esteem and happiness in schoolchildren. These results are alarming since self-esteem is one's appreciation of oneself and happiness is an index of subjective personal well-being and is a topic that concerns families and the entire education system.

Family and School Factors on Adolescent Fear of Crime: Focusing on Comparing the level of Fear of Crime

이 연구는 청소년의 범죄에 대한 두려움에 영향을 미치는 가정 및 학교요인에 밝히는 것을 목적으로, 두려움 수준에 따른 대별되는 특성을 검증하고자 하였다. 이를 위해 한국청소년정책연구원에서 제공하는 ‘한국 아동&#65381;청소년 인권실태 연구Ⅴ’의 횡단데 이터를 활용하여 전국의 중&#65381;고등학생 총 7,121명의 청소년을 대상으로 분석을 실시하였다. 분석 결과는 다음과 같다. 첫째, 통제 변인으로 투입된 성별, 거주지역 규모, 주관적 경제상황, 가정형태에 따라 범죄에 대한 두려움의 차이는 보였으나, 학교급, 학년에 따른 차이는 통계적으로 유의하지 않았다. 둘째, 범죄에 대한 두려움의 수준이 낮은 집단일수록 가정과 학교에서 스스로가 존중을 받고 있다는 인식이 컸고, 또한 두려움이 큰 집단일수록 가정에서의 불화 정도를 높게 느끼고 있는 것으로 나타났다. 셋째, 범죄에 대한 두려움이 큰 집단일수록 학교 문화 및 만족도에 대한 부정적 인식과 학교폭력 피해 경험이 큰 것으로 나타났고, 특히 ‘두려운 편이다’라고 응답한 집단은 온라인 피해가, ‘매우 두렵다’고 응답한 집단은 오프라인 피해가 유의미하게 큰 것으로 나타났다. 이러한 결과를 바탕으로 청소년의 범죄에 대한 두려움을 낮추기 위한 가정과 학교의 역할을 논하였다.The purpose of this study is to explore the characteristics of fear of crime in the family and school. To achieve this purpose, this study analyzes cross-sectional data of study on the actual condition of human rights for adolescents in Korea provided by ‘National Youth Policy Institute’ among a total of 7,121 adolescents in middle and high schools. The outcome of this demonstrates if various factors have a significant effect with level of fear of crime. First, there is a significant distinction in fear of crime according to gender, size of residential area, subjective economic situation, and type of family, but the distinction according to either middle or high school students and years in school is not statistically significant. Next, the lower the level of fear of crime, the higher the perception of self-esteem in family and school, and the higher the members of family fears, the higher level of family conflict they recognize. Finally, the higher the fear of crime, the greater the negative perception of school culture and satisfaction, and the greater the experience of school violence. Especially, while the group that responded ‘I am afraid’ shows that online bullying is significantly higher, another group that responded ‘I am very afraid’ shows significant offline bullying. Based on these results, this study discusses the role of family and school to decrease the fear of crime in adolescents.

Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals.

Factors of Self-Esteem Contributing to Academic Performance in Adolescents

The focus of the study was to find out whether factors of self-esteem and certain socio-demographic factors contribute towards academic performance in adolescents. Sample: The sample consisted of students taken from classes (VII–XII) from one school and their age ranged between 12 and 17 years; thus the final sample taken was of 727 students. Methodology: The tools used in this research were Coopersmith Self-Esteem Inventory (SEI), Sociodemographic Questionnaire and previous year final-term scores. Analysis of Data: Data was analyzed using Pearson’s correlation, t-test, F-test, ANOVA and Post hoc Tukey. Conclusion: Self-esteem as a whole and its four sub factors correlated significantly with academic performance. That is, higher the self-esteem, higher was the academic performance. Of the four sub factors, school self-esteem factor appeared to have the highest correlation and home self-esteem appeared to have lowest correlation with academic performance. Self-esteem differed significantly in terms of socio-demographic variables (i.e., age, gender and family type). Academic performance differed significantly in terms of socio-demographic variables (i.e., age, gender and birth order).

Perceived parent–child communication and well-being among Ethiopian adolescents

This study examines the relationship between perceived parent–child communication and four children well-being measures (depression, self-esteem, substance use and school adjustment). The participants consisted of 809 adolescents, mostly male (52.9%), and had a mean age of 16.8 years (SD = 1.58). The children completed a battery of instruments that measured perceived communication, depression symptoms, school adjustment problems, substance use and self-esteem. Correlations, regression and t-tests were used to address the objectives of the study. We found that female participants perceived the nature of communication with both parents as more open than boys did. We also found significant associations between children’s perception of communication with both parents and their subjective well-being. Findings of this study point to the importance of open parent–child communication to adolescents’ well-being.

The role of happiness components in educational performance and self-esteem in primary high school's female students of Shiraz Education district 4 in the academic year 1394-1395

The main purpose of available research is to determine the role of happiness components in educational performance and self-esteem of primary high school female students of Shiraz education district 4 in the academic year 1394-1395. The research method is survey-descriptive and correlational. The research statistical community was including all primary high school female students of 4 district Shiraz, 6000 persons. 354 persons was chosen accidently according to MORGAN table. To achieve this purpose, the multi stage cluster sampling was used. The tools have been used in the research are rejuvenating certain questionnaire and also standard questionnaires for determining the educational performance and self-esteem. After presenting the experts opinions and redundancy the validity content was reported respectively by the happiness questionnaire 0.86, the educational performance questionnaire 0.79, and the self-esteem questionnaire 0.85. The results achieved by hypothesis test shows that happy schools are not effective on students’ educational performance significantly. The autocratic management method is effective on the students’ educational performance. The personal factors, educational factors, socio-cultural factors, skeletal factors, the participatory management method were not effective on students’ educational performance. The hypothesis also shows that the autocratic management method can predict the educational performance variable compared to other components. Finally, the hypothesis shows that the participatory management method and autocratic management method are effective on students' self-esteem and other components are not effective on self-esteem and the independent variable of autocratic management method, participatory management method and educational factors can predict self-esteem significantly.

Parental Knowledge: Examining Reporter Discrepancies and Links to School Engagement Among Middle School Studies

It is well established that parental knowledge contributes to adolescents' well-being and school success and scholars have noted that parents and adolescents report different levels of knowledge. Discrepancies in parental knowledge have implications for adolescent outcomes such as risk behaviors, but little is known about the implications of knowledge discrepancies for adolescents' school outcomes. The present study examined discrepancies in parent and adolescent reports of parental knowledge and investigated the extent to which knowledge discrepancies were linked to school engagement. Participants were early adolescents (N=174; 53% female) and their parents (90% mothers). Adolescents (57% African American/Black, 18% multiracial, 17% White/Caucasian, 7% Hispanic/Latino and 1% Asian American) attended a Midwestern, Title 1, urban, public middle school. Adolescents completed surveys in their homerooms and parents completed paper-pencil surveys at home or surveys via telephone. Results showed that parents reported more knowledge of adolescents' activities and whereabouts compared to adolescents' reports. Knowledge discrepancies were associated with school bonding and school self-esteem such that dyads in which adolescents reported more knowledge than their parents reported had significantly higher levels of school bonding and school self-esteem compared to dyads in which parents reported much more knowledge.

The Influence of School Environment, Social Intelligence, and Self-Esteem toward Academic Achievement of Student in Rural Area

&lt;p&gt;Academic achievement of students is affected by several factors. This study aimed to analyze the effect of adolescent and family characteristics, school environment, social intelligence, and self-esteem toward academic achievement of rural adolescents. This study used the cross-sectional study design. The purposive method was used in selecting the research location. Data were collected from two senior high school students in Bogor District (n=150) chosen by proportional random sampling. The result showed that gender and school environment had significantly positive effect on academic achievement. Conversely, family income had negative effect on academic achievement of rural adolescents.&lt;/p&gt;&lt;p&gt;Keywords: academic achievement, adolescent, self-esteem, school environment, social intelligence, rural area&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;Pencapaian remaja untuk meraih prestasi akademik merupakan hasil dari interaksi antara berbagai faktor yang mempengaruhinya. Tujuan penelitian ini adalah untuk menganalisis pengaruh karakeristik remaja, karakteristik keluarga, lingkungan sekolah, kecerdasan sosial, dan &lt;em&gt;self-esteem&lt;/em&gt; terhadap prestasi akademik remaja di wilayah perdesaan. Penelitian ini menggunakan desain &lt;em&gt;cross-sectional study&lt;/em&gt;. Responden dalam penelitian ini berjumlah 150 siswa SMA di wilayah Kabupaten Bogor, Jawa Barat. Pemilihan lokasi penelitian ini dilakukan secara purposif dan penarikan contoh dilakukan dengan teknik &lt;em&gt;proportional random sampling&lt;/em&gt;. Hasil uji regresi menunjukkan bahwa kecerdasan sosial dan &lt;em&gt;self-esteem&lt;/em&gt; tidak memiliki pengaruh yang signifikan terhadap prestasi akademik. Jenis kelamin dan lingkungan sekolah ditemukan memiliki pengaruh positif signifikan terhadap prestasi akademik. Sebaliknya, pendapatan per kapita keluarga mempunyai pengaruh negatif signifikan terhadap prestasi akademik remaja perdesaan.&lt;/p&gt;&lt;p&gt;Kata kunci: kecerdasan sosial, lingkungan sekolah, perdesaan, prestasi akademik, remaja, &lt;em&gt;self-esteem&lt;/em&gt;&lt;/p&gt;

Factors of Depressive Symptoms Among Elementary, Middle, and High School Students

Little attention has been paid to the individual, family, friends, and school profiles of depressed children during the transition from childhood to adolescence. This study aimed to describe the evolution of factors associated with depressive symptoms among elementary, middle, and high school students. This was a secondary analytic study using three datasets of a cohort of Korean children or adolescents. Children or adolescents with depressed symptoms reported lower self-esteem, peer attachment, academic performance, and adaptability in school. Other risk factors for depressive symptoms that included gender, obesity, family conflict, and with whom they discussed personal issues showed different patterns from the elementary school years to high school years. A sex difference (female>male) of depressive symptoms was evident only among high school students. Influences including individuals, family, friends, and school factors for adolescents varied depending upon school years. Understanding the correlates/risk factors could guide the screening and management of depressive symptoms.