The Prediction of Reading Achievement and Self-Esteem from an Index of Home Educational Environment: A Study of Urban Elementary Students

1983 ◽  
Vol 16 (2) ◽  
pp. 86-94 ◽  
Author(s):  
Lawrence Dolan
Keyword(s):  
Reading Achievement ◽  
Elementary Students ◽  
Self Esteem ◽  
Educational Environment ◽  
Urban Elementary Students

Self-Esteem and Arab-American Elementary Students

2014 ◽  
Vol 115 (3) ◽  
pp. 805-809 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Eiman F. Abushihab
Keyword(s):  
Academic Achievement ◽  
Elementary Students ◽  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
Self Esteem ◽  
Arab American

This study assessed self-esteem and the relation between self-esteem and academic achievement in a sample of Arab-American elementary students who completed the What I Think About Myself Self-esteem Inventory. 123 students' ( M age = 8.7 yr., 65 boys and 58 girls) self-esteem scores were associated with their academic achievement. Alpha internal consistency reliability was acceptable (Cronbach's α =.85) for the inventory. The results also indicated that the participants tended to have healthy self-esteem.

The Playwright Within: Fun, Freedom, and Agency Through Playwriting for Urban Elementary Students

2016 ◽  
Vol 55 (4) ◽  
pp. 592-624
Author(s):  
Jenice L. View ◽  
Mary Stone Hanley
Keyword(s):  
Elementary Students ◽  
Language Arts ◽  
Positive Relationship ◽  
Research Question ◽  
Cultural Knowledge ◽  
Sense Of Agency ◽  
Experienced Teacher ◽  
Artistic Process ◽  
The Arts ◽  
Urban Elementary Students

The participants in this study are 9-year-olds who demonstrate signs of incipient alienation. Even with an experienced teacher who had a positive relationship with her students, some students describe school as boring. The arts may provide a path away from alienation when learning is embedded in the students’ cultural knowledge and when the artistic process is primary. Our research question was, “What do students learn when engaged in a playwriting experience in school?” The evidence suggests that students discovered fun, freedom, and a sense of agency with language arts as a result of their participation in the program.

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