Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness Among Middle School Students

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Joshua C. Watson
Keyword(s):  
Middle School Students ◽  
School Counseling ◽  
School Connectedness ◽  
Self Esteem ◽  
Future Research ◽  
Middle Grade ◽  
School Students ◽  
Student Wellness ◽  
Grade 5 ◽  
The Relationship

With data collected from 254 middle grade (5–8) students enrolled in a rural, southern school district, this study sought to determine the influence of self-esteem, mattering, and school connectedness on students’ overall wellness. Using a two-step hierarchical multiple regression analysis, the author found that school connectedness significantly improved the amount of variance in student wellness accounted for by self-esteem and mattering alone. This article provides implications for future research and suggestions for school counseling practice in light of these results.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

Response to Moral Choices as a Function of Self-Esteem

2002 ◽  
Vol 90 (3) ◽  
pp. 907-912
Author(s):  
Yong Dai ◽  
Rebecca F. Nolan ◽  
Barzanna White
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Esteem ◽  
Public Institutions ◽  
Academic Honesty ◽  
Moral Choice ◽  
School Students ◽  
Form Analysis ◽  
Moral Choices ◽  
The Relationship

This study investigated the relationship between self-reported self-esteem and academic moral choice by 162 middle school students enrolled in Grades 6, 7, and 8 of public institutions. They were presented nine moral situations (five are school-related) and the Coopersmith Self-esteem Inventory (School Form). Analysis indicated that four of the five school-related moral situations were statistically significantly related to scores of self-esteem. Students reporting higher self-esteem were more likely to make a moral choice in a given academic situation. It is recommended that support of academic honesty can be encouraged by increasing youth self-esteem.

scholarly journals Influence of Performance Attributions on Discounting and Devaluing Among High School Students: Does Academic Self-esteem Mediate?

2019 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Habil Otanga
Keyword(s):  
High School Students ◽  
Indirect Effects ◽  
Self Esteem ◽  
Measured Data ◽  
Future Research ◽  
School Students ◽  
Considerable Research ◽  
Performance Attributions ◽  
The Relationship ◽  
Practical Implications

Although considerable research on psychological disengagement exists, there is less focus on the influence of performance attributions. The purpose of the present study was to investigate the extent to which performance attributions influence psychological disengagement, measured as discounting and devaluing; and whether academic self-esteem mediates the relationship. Four hundred and forty nine students (206 males and 243 females) whose age ranged from 15-19 years (M = 17.20, SD = 1.09) from 12 urban high schools in Mombasa, Kenya participated in the study. Using a questionnaire, participants’ performance attributions, academic self-esteem, discounting and devaluing were measured. Data collected were analyzed using SPSS. Findings show significantly higher discounting than devaluing; significant indirect effects of external attributions on devaluing; and of stable and unstable attributions on discounting and devaluing through academic self-esteem. Practical implications of findings and directions for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document