Discriminating between primary school students with high and low self-esteem using personal and classroom variables

2002 ◽  
Vol 19 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Paul C. Burnett ◽  
Kellie Howard
Keyword(s):  
Primary School ◽  
Classroom Environment ◽  
Function Analysis ◽  
Classroom Teacher ◽  
Self Esteem ◽  
Primary School Students ◽  
School Students ◽  
Teacher Student ◽  
Self Talk ◽  
Student Relationship

AbstractFrom an initial sample of 747 primary school students, the top 16 percent (n = 116) with high self-esteem (HSE) and the bottom 15 percent (n = 111) with low self-esteem (LSE) were selected. These two groups were then compared on personol and classroom variables. Significant differences were found for all personol (self-talk, self-concepts) and classroom (teacher feedback, praise, teacher-student relationship, and classroom environment) variables. Students with HSE scored more highly on all variobles. Discriminant Function Analysis (DFA) was then used to determine which variables discriminated between these two groups of students. Learner self-concept, positive and negative self-talk, classroom environment, and effort feedback were the best discriminators of students with high and low self-esteem. Implications for educational psychologists and teachers are discussed.

scholarly journals Enhancing Students' Self-perceptions: The Impact of Programs and Teacher Feedback

2004 ◽  
Vol 14 (1) ◽  
pp. 34-47 ◽  
Author(s):  
Paul C. Burnett
Keyword(s):  
Primary School ◽  
Self Esteem ◽  
Teacher Feedback ◽  
Primary School Students ◽  
School Students ◽  
Self Perceptions ◽  
Self Talk ◽  
The Impact

This article describes a professional and research journey that has focussed on developing and evaluating programs and strategies which am, to enhance upper primary school students' self-percepttons, including self-esteem self-concepts and self-talk. The journey started with the development and evaluation of an 8-session program to enhance children's global self-esteem (Burnett, 1983; Ritchie & Burnett, 1985) and continued until an investigation of how teacher feedback can be used to enhance academic self-concepts, specifically in mathematics and reading (Burnett, 1999, 2003).

ОСОБЕННОСТИ ФОРМИРОВАНИЯ САМООЦЕНКИ ШКОЛЬНИКОВ МЛАДШИХ КЛАССОВ

2020 ◽  
Vol 53 (04) ◽  
pp. 183-186
Author(s):  
Лала Закир гызы Талибова ◽  
Keyword(s):  
Primary School ◽  
Key Words ◽  
Self Esteem ◽  
Primary School Students ◽  
School Students

Key words: self-esteem, personality, primary school students

scholarly journals VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE GUIDANCE ON IRRATIONAL THINKING, AGGRESSIVE BEHAVIOR, AND SELF-ESTEEM

2020 ◽  
Vol 5 (37) ◽  
pp. 283-296
Author(s):  
Ibrahim Abd Ghani ◽  
Norsayyadatina Che Rozubi
Keyword(s):  
Primary School ◽  
Aggressive Behavior ◽  
Well Being ◽  
Self Esteem ◽  
Local Context ◽  
Validity And Reliability ◽  
Primary School Students ◽  
Albert Ellis ◽  
School Students ◽  
Rational Emotive

Rational Emotive Behavioural Therapy (REBT) Module - Creative Guidance is designed to prevent irrational thoughts, lower aggressive behavior, and increase self-esteem. This module contains seven sub-modules based on behavioral approaches based on the theory of Rational Emotive Behavior Therapy (REBT) by Albert Ellis (1955) and integrated with creative Guidance. It combines elements of Music, technology, and play. To measure the validity of the content, the certification method by five experts was used while 40 primary school students aged 11 years were selected to follow the guidance program using this module. It is run for two weeks in a row. The findings of the study show that the REBT-Creative Guidance Module has a content validity index value of 80%., The cost of Cronbach's Alpha coefficient of Creative REBT-Guidance Module is high at .978. Reliability with an amount.930 In conclusion, new contributions to guidance and counseling teachers in Malaysia. It is also suitable for use in a local context focused on primary school students. Counselors can also use this module, Teachers or facilitators as one of the alternative interventions for primary school students throughout Malaysia, especially on the Development and Development of Student Personality, Improving Student Discipline, Improving Student Careers and Psychosocial and Mental Well-Being.

scholarly journals POLA PELAKSANAAN PENDIDIKAN KARAKTER TERHADAP SISWA SEKOLAH DASAR

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Murniyetti Murniyetti ◽  
Engkizar Engkizar ◽  
Fuady Anwar
Keyword(s):  
Elementary Schools ◽  
Primary School ◽  
Character Education ◽  
Classroom Teacher ◽  
Primary School Students ◽  
Art Teacher ◽  
School Students ◽  
Study Approach ◽  
Pattern Of Implementation

Abstrak: Penelitian ini bertujuan untuk mengetahui pola pendidikan karakter terhadap siswa yangdilaksanakan oleh empat sekolah dasar berkategori unggul di Kota Padang Sumatera Barat. Penelitianmenggunakan metode kualitatif melalui pendekatan studi kasus (qualitative case study design). Sumberdata penelitian diambil dari dua belas orang informan yang terdiri atas kepala sekolah, guru kelas,guru Pendidikan Agama Islam, guru seni dan guru olah raga yang dipilih dari empat sekolah dasartersebut menggunakan teknik purposive. Data penelitian diambil melalui wawancara secara mendalam(indepth interview) kepada seluruh informan. Hasil penelitian menunjukkan bahwa terdapat delapantema penting tentang pola pelaksanaan pendidikan karakter efektif yang dilaksanakan terhadap siswadi empat sekolah tersebut. Delapan tema tersebut dilaksanakan melalui: (1) materi pembelajaran; (2)aturan-aturan sekolah (disiplin, peduli lingkungan, tanggung jawab); (3) perlombaan sains antarsiswa(kreatif, gemar membaca, rasa ingin tahu); (4) ajang penghargaan siswa berprestasi (menghargai, kerja keras,demokratis, peduli); (5) peringatan hari kebangsaan (semangat kebangsaan, cinta terhadap tanah air,menghargai, peduli); (6) praktik ibadah dan bimbingan kerohanian (jujur, religius, tanggung jawab); (7)kegiatan pramuka (kreatif, peduli sosial, kerja keras, jujur, bersahabat, cinta damai demokratis); (8) adanyakelas talenta dan musik (kreatif dan bekerja keras, menghargai). Kata Kunci: pola, pendidikan karakter, siswa sekolah dasar  PATTERNS OF CHARACTER EDUCATION OF PRIMARY SCHOOL STUDENTS  Abstract: This study aims to determine the pattern of character education to students conducted by asuperior category of four elementary schools in the city of Padang, West Sumatra. The study used aqualitative method through a case study approach. Sources of data were taken from twelve informantsconsisting of the principal, classroom teacher, a teacher of Islamic education, art teacher andsports teacher selected from four elementary schools using purposive technique. Data were takenthrough in-depth interviews (depth interview) to all informants. The results showed that there areeight important themes on the pattern of implementation of effective character education conductedon students in four schools. Eight themes are carried through: (1) the learning materials; (2) the schoolrules (discipline, care for the environment, responsibility); (3) competition between students of science(creative, fond of reading, curiosity); (4) awards outstanding students (respect, hard work, democratic,caring); (5) commemoration day of nationality (the national spirit, love of the homeland, respect, care);(6) the practice of worship and spiritual guidance (honest, religious, responsibility); (7) scouting(creative, social care, hard working, honest, friendly, peace-loving democratic); (8) their talents andmusic classes (creative and work hard, respect).Keywords: pattern, character education, primary school students

Primary School Students' Perceptions About the Use of Mobile Games in the Classroom

2020 ◽  
pp. 230-250
Author(s):  
George Koutromanos
Keyword(s):  
Primary School ◽  
Student Perceptions ◽  
Mobile Devices ◽  
Classroom Environment ◽  
Thinking Skills ◽  
Survey Questionnaire ◽  
Primary School Students ◽  
Structured Interviews ◽  
School Students ◽  
Mobile Games

This chapter investigates primary school students' perceptions regarding the use of games on mobile devices (i.e., smartphone, tablet) in classroom environment for teaching purposes. Data was collected from 10,381 students (Grades 4, 5, and 6) using a survey questionnaire. A series of semi-structured interviews were used to more deeply understand student perceptions. Those perceptions tended to range from neutral to positive regarding the use of games and their content. Students prefer games that enhance their knowledge and develop their thinking skills. They also believe lessons will be more enjoyable and interesting through the use of games, and learning will be easier and more effective. The results showed differences in students' perceptions in terms of their gender and grade level. Implications of this study and further research are discussed.

scholarly journals Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan

2021 ◽  
Vol 16 (4) ◽  
pp. 1631-1642
Author(s):  
Almagul Kalykbayeva ◽  
Akmaral Satova ◽  
Akbota Autayeva ◽  
Ainur Ospanova ◽  
Aigul Suranchina ◽  
...  
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Esteem ◽  
Special Educational Needs ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Average Value ◽  
Study Results

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.   Keywords: self-assessment, students, primary school, special needs, inclusive education

scholarly journals Dimensionality of the Rosenberg Self-Esteem Scale among Greek Primary School Students

2021 ◽  
Vol 14 (4) ◽  
pp. 933-944
Author(s):  
Angeliki Syropoulou ◽  
◽  
Nikolaos Vernadakis ◽  
Marina Papastergiou ◽  
Thomas Kourtessis ◽  
...  
Keyword(s):  
Primary School ◽  
Self Esteem ◽  
Primary School Students ◽  
School Students

scholarly journals FORMATION OF MUSIC AND PEDAGOGICAL EXPERIENCE OF MUSIC ART TEACHERS GENERAL EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 1 (190) ◽  
pp. 56-62
Author(s):  
Volodymyr Сherkasov ◽  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Teacher Student ◽  
Music Lessons ◽  
Compositional Styles ◽  
The Impact

The article proves the possibility of forming the ability to understand music by primary school students. The influence of program works of the school program on the perception and understanding of music of different genres is proved by concrete examples. The educational influence of works of musical art on the formation of the artistic and emotional sphere of personality is proved. The formation of the ability to understand works of music by primary school students occurs in a certain sequence based on teacher-student interaction, both in music lessons and during extracurricular work on artistic and aesthetic education of primary school children. The collective type of creativity, inherent in the assimilation of the values of musical art, obliges the subjects of the educational process to comply with certain requirements for the organization of joint activities. In accordance with modern music-pedagogical technologies, which enable the effectiveness of the learning process, there are certain requirements for the perception of works of music of different genres and compositional styles provided by the school curriculum. Thus, the quality of the impact of music on primary school students depends on certain factors. Because, according to the school curriculum, music lessons are united by a common theme, which makes it possible to organize work with children in such a way as to give first-graders the opportunity to talk about their favorite music. To do this, prepare and ask the class a few questions, such as: remember what songs you sang or heard from radio and television programs that focused your attention and you liked ?; what song do you dream to sing ?; what dance music do you like Such a conversation should take place in a friendly atmosphere, and children's responses should be supported and evaluated positively. The teacher's tolerant attitude to any thoughts, feelings and expressions of students gives the child confidence in their own abilities, determination and activity in further work.

scholarly journals Investigating the impacts of shaded outdoor spaces on thermal adaptation and cognitive performance of children in classroom environments

2021 ◽  
Author(s):  
Betül Gündoğdu ◽  
Andre Santos Nouri ◽  
Yasemin Afacan
Keyword(s):  
Primary School ◽  
Thermal Comfort ◽  
Cognitive Performance ◽  
Classroom Environment ◽  
Primary School Children ◽  
Attention And Memory ◽  
Primary School Students ◽  
School Students ◽  
Outdoor Spaces ◽  
Thermal Adaptability

<p>The effects of green areas and shading strategies have been identified as an effective means to reduce urban risk factors such as the Urban Heat Island (UHI) effect. Even though the importance of shaded outdoor spaces and thermal comfort have been well documented in the existing literature; there is still limited research on how these spaces can influence thermal adaptability and cognitive performance in primary school children.</p><p>As a result, the aim of the study is twofold: (1) to evaluate the effect of outdoor shaded spaces upon thermal comfort; and, (2) link such results upon the cognitive performance of primary school students in a classroom environment with natural ventilation. A case study shall be conducted with primary school students between the ages of 8-10 in the Bilkent Primary School in Ankara during the month of September.</p><p>The quantitative thermal microclimatic conditions of unshaded/shaded areas of the schoolyard and indoor classrooms are obtained through the Physiologically Equivalent Temperature (PET) index. The qualitative evaluation of thermal comfort is undertaken by using both the adaptive model, and a complementary thermal sensation survey. As a result, both human physiological and psychological attributes of thermal comfort adaptation shall be evaluated and cross-examined in the study. Attention and memory tasks are given to the respondents in order to measure the cognitive performance of the students that are subjected to different experiences of outdoor shading levels.</p><p>The outcome of this individual study shall pinpoint the contributions of shaded outdoor green spaces upon the thermal adaptability and cognitive performance of children within classroom settings.</p>

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