Effects of a Ubiquitous Mentoring Program on Self-Esteem, School Adaptation, and Perceived Parental Attitude

2015 ◽  
Vol 43 (7) ◽  
pp. 1193-1208 ◽  
Author(s):  
Kyunghee Lee ◽  
Mi Jung Kim ◽  
Tae Hee Park ◽  
Ivy Lynne Alcazar-Bejerano
Keyword(s):  
Low Socioeconomic Status ◽  
Parental Attitudes ◽  
Self Esteem ◽  
Child Rearing ◽  
Rapid Decline ◽  
Mentoring Program ◽  
Parental Attitude ◽  
School Students ◽  
School Adaptation ◽  
The Impact

We examined the impact of a ubiquitous mentoring program on self-esteem, school adaptation flexibility, and perception of parental attitude toward child rearing of elementary students from low socioeconomic status families. We selected 23 elementary-school students whom we had identified as high-risk and each student was paired with a trained mentor for 20 sessions of a mentoring program. Ubiquitous mentoring significantly changed the students' perception of parental attitudes about child rearing and their perception of parents using democratic and authoritative styles of parenting had increased after 20 weeks of mentoring. Social self-esteem rapidly declined from baseline to the 20th week and an increase in family self-esteem was noted on the 20th week of the program. A rapid decline in school adaptation flexibility was noted from baseline to the end of the mentoring program. The data indicate that a ubiquitous mentoring program can serve as a support system for vulnerable children. We found that outcomes were greatly influenced by the length and quality of the mentoring and these factors should be considered as topics for future study.

scholarly journals The role of perceived parental attitudes and self-esteem in predicting secondary school students’ depression

2018 ◽  
Vol 13 (3) ◽  
pp. 299-309
Author(s):  
Evren Ersoy
Keyword(s):  
Regression Analysis ◽  
Correlation Coefficient ◽  
Significant Relationship ◽  
Stepwise Regression ◽  
Parental Attitudes ◽  
Depression Scale ◽  
Self Esteem ◽  
Stepwise Regression Analysis ◽  
Parental Attitude ◽  
School Students

Aim is to determine the extent to which self-esteem and parental attitude perceptions of adolescents predict depression. This is a quantitative research design and the relational screening model was conducted throughout the study. ‘Depression Scale’, ‘Parental Attitude Scale’ and ‘Self-Esteem Scale’ were utilised in the study. The study was conducted on a total of 526 students of whom 276 were female and 249 were male studying in nine different secondary schools in Istanbul during the 2012–2013 academic period. Product-moment correlation coefficient and Stepwise regression analysis were utilised in analysing the data. According to the Product-moment correlation coefficient analysis, a negative significant relationship was detected between depression and democratic attitude sub-dimension of parental attitudes; and a positive significant relationship was detected between depression and authoritarian attitude and protective or willing attitude. Also, a negative significant relationship was detected between depression and self-esteem. Stepwise regression analysis indicated that democratic attitude and self-esteem variables were significant in explaining depression. Keywords: Depression, perceived parental attitudes, self-esteem, adolescence

A Comparative Study of the Attitudes of Alcoholic Veterans and Nonalcoholic Veterans toward Child Rearing Practices and Family Life

1988 ◽  
Vol 18 (2) ◽  
pp. 125-134 ◽  
Author(s):  
Barbara B. Pease ◽  
David F. Hurlbert
Keyword(s):  
Social Class ◽  
Emotional Expression ◽  
Family Life ◽  
Parental Attitudes ◽  
Child Rearing ◽  
Significant Variable ◽  
Attitude Questionnaire ◽  
Parental Attitude ◽  
Male Veterans ◽  
Stratified Sample

To compare parental attitudes of alcoholics and nonalcoholics a parental attitude questionnaire (PARI-Q4) was administered to a stratified sample of alcoholic veterans in a VA alcohol treatment program and to nonalcoholic male veterans employed at the VAMC. The f-test was used to test equality between samples. Pearson's r was used to correlate for age on all scales. ANOVA methods were used to correlate race, social class, and fatherhood variables. Significant differences between the groups appeared on six scales, “Encouraging Verbalization,” “Avoiding Harsh Punishment,” “Encouraging Emotional Expression,” “Irresponsibility of Father,” “Inconsiderate-ness of Wife,” and “Tolerating Aggression.” No significant differences regarding fatherhood, race, age or social class were found. Since alcoholism was the only significant variable found in this study it points to the need for intervention through teaching parental skills to alcoholics to decrease the risk of their children becoming alcoholics.

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).

scholarly journals Impact of Cyberbullying Behavior on the Self-Esteem among Secondary and Higher Secondary School Students in Punjab, Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 385-395
Author(s):  
Fouzia Perveen ◽  
Asghar Ali ◽  
Muhammad Ramzan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Total Sample ◽  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
The Internet ◽  
School Students ◽  
Use Of The Internet ◽  
The Impact

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p < .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.

Determining the Quality and Impact of an E-Mentoring Program on At-Risk Youth

2015 ◽  
Vol 6 (2) ◽  
pp. 13-26
Author(s):  
Diane W. Culpepper ◽  
Victor M. Hernandez-Gantes ◽  
William E. Blank
Keyword(s):  
At Risk ◽  
Dropout Prevention ◽  
Test Scores ◽  
Self Esteem ◽  
Mentoring Program ◽  
Control Groups ◽  
Use Of Technology ◽  
And Control ◽  
The Impact

The purpose of this study was to determine the quality of an e-mentoring program and the impact of participation on at-risk high school students enrolled in dropout prevention programs. The quality of the program was evaluated based on the ease of implementation, use of technology, and overall satisfaction. Indicators of student's self-esteem, career decision, attendance, and GED test scores were used to gauge the impact of participation. Design-based research methods were used to compare the participation of students in mentored and control groups. The results indicated a high level of satisfaction with ease of implementation, use of technology, and overall program quality. However, there were no significant differences between the mentored and control groups regarding self-esteem, career indecision, attendance, and GED test scores. Since the GED dropout prevention program provides guidance and mentorship by the coordinator, further research is suggested to account for the role of program and other contributing variables. Also, further research is suggested on the ancillary benefits of e-mentoring.

Real-Time Mobile Assessment of Learning

2019 ◽  
pp. 283-301
Author(s):  
Ina Blau
Keyword(s):  
Real Time ◽  
Self Efficacy ◽  
Self Esteem ◽  
Ninth Graders ◽  
Perceived Learning ◽  
School Students ◽  
Assessment Of Learning ◽  
The Impact ◽  
Academic Self Efficacy ◽  
Mobile Assessment

Real-time mobile assessment (RTMA) can function as assistive technology, since the anonymity of feedback promotes active participation in lessons without being exposed to criticism. This field experiment explored the impact of RTMA, beyond a whole-class technology, on academic achievement, students' perceived learning, academic self-efficacy, learning motivation, and self-esteem among middle school students. The participants were 80 ninth graders in the excellence, mainstream, and remedial tracks being taught by the same experienced language arts teacher. The experiment included nine double language lessons with a random assignment of the technological conditions and the counterbalance procedure of the topics studied. The findings suggested that students in the remedial track benefit from using RTMA in terms of achievement, perceived learning, self-efficacy, and motivation. Students in the excellence track benefit from RTMA in terms of intrinsic motivation, and students in the mainstream track in terms of self-esteem. Implication for educational research and practice are discussed.

scholarly journals Parental Attitudes Perceived by Adolescents, and Their Tendency for Violence and Affecting Factors

2018 ◽  
Vol 34 (1) ◽  
pp. 200-216
Author(s):  
Hulya Kulakci-Altintas ◽  
Sultan Ayaz-Alkaya
Keyword(s):  
High School ◽  
Domestic Violence ◽  
High School Students ◽  
Sex Education ◽  
Grade Level ◽  
Parental Attitudes ◽  
Family Type ◽  
Affecting Factors ◽  
Parental Attitude ◽  
School Students

Parental attitude is an important factor for adolescents to establish healthy–unhealthy relationships with their environment and to develop a tendency for violence. This study was performed to determine parental attitudes perceived by high school students and their tendency for violence and the affecting factors. This cross-sectional correlational study was conducted with 2,000 high school students. Data were collected by a questionnaire, Parental Attitude Scale, and Violence Tendency Scale. In the study, it was found that mean scores of the students for democratic attitude were higher than protective or authoritarian attitudes. Factors such as grade level, age, sex, education level of the parents, family type, income level, number of siblings, birth order, state of being exposed to domestic violence, and tendency for violence affected perceived parental attitude. It was also determined that violence tendency of the students was at a moderate level, and students who were studying at higher grades, who were among an older age group in parallel to grade level, who were males, whose mothers were employed, whose fathers had less than an primary education, whose incomes were less than the expenses, and who experienced domestic violence showed more tendency for violence. In addition, it was determined that tendency for violence decreased as democratic parental attitudes perceived by the students increased, and tendency for violence increased as protective and authoritarian attitude increased. It is recommended to plan regular family training programs to inform families about the relationship between family attitude and tenancy for violence, to strengthen the communication between parents and children, and to support and improve parenting skills of the parents.

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