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1.
This research was designed to determine whether (1) selecting a pre-student teaching field-based experience brought about significant differences in secondary student teachers’ self-concepts and performance; and (2) whether self-concept scores were predictors of performance ratings. Student teachers who had selected Project Interaction (PI) and those who had no early field experience (NF) were pre-and posttested on four self-concept variables, and rated on performance by cooperating teachers, supervisors, and by self-ratings. Pretest self-concept scores were correlated with performance ratings. Results indicated the PI group had significantly more conflict on the pretest, which was reversed on the posttest to produce a trend toward significantly less conflict. The PI group had significantly higher self-esteem than the NF group on the posttest. No significant differences were found on performance ratings, but cooperating teachers’ ratings did correlate with pretest self-concept scores. It was concluded that early field experience appeared to have latent positive effects on self-concept.  相似文献   

2.
Abstract

Interpersonal problem-solving ability (IPS), assertiveness, and self-esteem were assessed for 128 boys and 113 girls in fourth to sixth grades and related to competence with peers, teachers, and academic subjects. A sub-packet factor analysis and a correlational analysis of children’s scores on IPS, assertiveness, and self-esteem revealed assertiveness as a distinct factor with considerable overlap between IPS and self-esteem. Significant positive correlations were found between each factor and grade point average, teacher ratings of comportment, and observations of classroom behavior, but not peer status. These results suggest further research in two areas: (a) the domain specificity of social competence, and (b) analysis of individual children’s profiles of skill deficits and strengths.  相似文献   

3.
Background:?The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment.

Purpose:?The aim of the study is to explore whether there is a relationship between pupil–peer and pupil–teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils’ experience of bullying or being bullied.

Sample: Data consisted of a sample of 3694 students (mean age?±?SD 14.3?±?0.62 years; 51% girls) from elementary schools in Slovakia.

Design and method:?Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil–peer and pupil–teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). Next, the whole sample was divided into four groups in terms of involvement in bullying (normative contrasts, passive victims, aggressive non-victims and aggressive victims). Linear regression was used to explore the associations between pupil–peer and pupil–teacher relationships with the two factors of psychological well-being and two factors of self-esteem in these four groups.

Results:?As findings showed, better pupil–peer relationships and also pupil–teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil–peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil–teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil–peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem.

Conclusion:?Given the differences found in the connections between pupil–teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies.  相似文献   

4.
Abstract

The responses of three groups of teachers to a rating task in which they were asked to indicate how many of their pupils were “bright”, “above average”, “below average” and “dull” were compared. In two of the groups, teachers had been provided with test information based on performance on nationally standardized ability and attainment tests. In the third group tests had been administered but no results were provided.

No differences between the groups were found in terms of the extent to which teacher ratings of ability levels correspond with mean ability test scores. In addition, teachers, irrespective of the group to which they belonged, were found to display a tendency to place more pupils in the above average categories than the below average categories. Finally, no support was found for an hypothesis which suggested that test information would differentially affect the ratings of teachers of classes with pupils who were typical and untypical with respect to age.

The fact that the correlation between mean ratings and mean test scores were found to be fairly high in all three groups (they ranged from .51 to .60) suggests a reason for the failure of test information to impact on teachers’ judgements. The degree of agreement between teachers and tests that the correlations reveal means that there is less scope for a convergence of ratings on tests to occur than might otherwise be the case.  相似文献   

5.
Abstract

The present study examined die influence self-concept played in a verbal free recall and non-verbal paired associate learning task with gifted children. Twenty-four male and 24 female pre-adolescents were divided into high and low self-concept groups for each sex, forming four groups with 12 subjects in each group. A 20-item free recall task and a five-trial, six-item non-verbal paired associate learning task were administered. High self-esteem boys and girls showed significantly greater mastery of all learning tasks than lower self-concept counterparts. Analysis of organization scores supported the use of more sophisticated learning strategies by children with higher self-perceptions.  相似文献   

6.
The purpose of the study was to measure the impact of resource interventions upon the level of peer acceptance and self-concept. Subjects were 82 children from 5 elementary schools in central Pennsylvania. The Experimental group (N = 41) consisted of learning disabled children in regular classes with resource room interventions. The Control group (N = 41) consisted of nonlearning disabled children stratified by sex and classrooms. All subjects were group administered a self-concept measure and a peer acceptance measure early in the school year and again at the end of the school year. Separate 3-way analysis of variances with repeated measures revealed that the LD children were significantly lower in self-concept scores and peer acceptance ratings at both testing occasions than were the nonLD children. The resource based program did not result in significant changes in either self-concept or peer acceptance after one year for the LD group.  相似文献   

7.
ObjectivesThe purpose of this study is to identify the developmental trajectories of peer attachment, self-esteem, depression, and child maltreatment, and to understand the longitudinal mediation effects that peer attachment and self-esteem have on the influence of perceived abuse on early adolescent depression.MethodsThis study uses Year 1 to Year 5 data of the 4th grader panel of the Korea Youth Panel Survey (KYPS) and utilizes a multivariate latent growth model to analyze the main variables in the applicable data between 5th (i.e., Year 2) and 8th (i.e., Year 5) grades.ResultsThe results indicate that from the 5th to the 8th grade, the degree of abuse and depression increases while self-esteem gradually decreases with slowly lowering peer attachment. A significant distribution of the initial values and the rate of change were present for all main variables of the study, confirming individual differences in time wise changes. Further, more exposure to abuse correlated with a decrease in self-esteem, while an increase in self-esteem greatly reduced depression. The initial value of self-esteem showed a partial mediation effect, whereas the rate of change indicated a full mediation effect with a significant longitudinal mediation effect. More experience of abuse during early adolescence indicated a lower degree of peer attachment, and a higher peer attachment was related to decreased depression. A significant partial mediation effect was present for both the initial value and the rate of change of peer attachment, and a longitudinal mediation effect was present.Practice implicationsThis study confirmed that self-esteem in early adolescents is an important protective factor that can greatly reduce the degree of depression, and suggests continuous interventions conducted to increase self-esteem in adolescence. Furthermore, by determining that peer attachment decreases the degree of depression in children at risk, the study emphasizes the healing aspect of adolescent peer attachment.  相似文献   

8.
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9.
Abstract

Attitudes toward school subjects were explored in a group of sixth graders. First, correlations were obtained between ratings of school subjects on the Semantic Differential (SD) and scores on corresponding subtests of the SRA Achievement Series. Significant positive correlations (p < .01) were observed for boys in social studies, arithmetic, and reading and for girls in reading. Second, achievement at the end of the year was predicted from IQ, achievement and SD scores at the beginning of the year. SD ratings contributed significantly to predictions only in the case of arithmetic for boys (p < .01). Third, SD ratings of school subjects at the beginning and end of the year were compared by an anlysis of variance procedure. For both boys and girls, attitudes were significantly less favorable for most subjects at the end of the year.  相似文献   

10.
Academic self-concept is a prominent construct in educational psychology that predicts future achievement. Similarly, peer ratings of competence predict future achievement as well. Yet do self-concept ratings have predictive value over and above peer ratings of competence? In this study, the interpersonal approach (Kwan, John, Kenny, Bond, & Robins, 2004) was applied to academic self-concept. The interpersonal approach decomposes the variance in self-concept ratings into a “method” part that is due to the student as the rater (perceiver effect), a shared “trait” part that is due to the student’s perceived achievement (target effect), and an idiosyncratic self-view (self-enhancement). In a round-robin design of competence ratings in which each student in a class rated every classmate’s competence, a total of 2,094 school students in 89 classes in two age cohorts rated their own math competence and the math competence of their classmates. Three main results emerged. First, self-concept ratings and peer ratings of competence had a substantial overlap in variance. Second, the shared “trait” part of the competence ratings was highly correlated with achievement and predicted gains in achievement. Third, the idiosyncratic self-view had a small positive association with (future) achievement. Altogether, this study introduces the interpersonal approach as a general framework for studying academic self-concept and peer ratings of competence in an integrated way.  相似文献   

11.
Video interaction guidance (VIG) is an increasingly recognised evidence-based intervention. VIG was used to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson and Cameron’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of 12 video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant positive increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.  相似文献   

12.
ABSTRACT

The author investigated the role of individual characteristics (self-esteem, social anxiety, and self-reported classroom participation) and peer reactions (peer-perceived shyness, peer nominations) in classroom loneliness in a sample of 704 preadolescent boys (360) and girls (344). It was hypothesized that classroom participation functions as a mediator between self-esteem and peer responses. Using structural equation modeling, a measurement model and path models with and without self-esteem were generated. Model 1 confirmed the central role of self-esteem and the mediating function of classroom participation. Model 2 (without self-esteem) showed similar effects for social anxiety. The author proposes possible interventions that address classroom participation rather than loneliness or self-esteem per se.  相似文献   

13.
ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.  相似文献   

14.
ABSTRACT

Educators in higher education commonly use peer and self evaluations to help assess student performance on group projects. Although these evaluations provide multiple benefits, many educators are wary of using them due to concerns about their quality. This study addresses three questions debated in the literature regarding the quality of these assessments. How much do students differentiate among peer contributions through their ratings? How reliable are peer ratings? How much agreement exists between peer and self ratings? Although these questions have been addressed to varying degrees in past work, their answers have been far from settled. While many studies focus on just one of the questions, this study’s data make it possible to address all three questions for the same group of students as well as examine each question by student performance level. The evaluations assessed in this study were completed by a large number of students under conditions associated with obtaining more valid and reliable ratings. Overall, the results provide support for using peer and self evaluations to help assess student contributions to group projects. Peer ratings were largely reliable as group members generally agreed on the scores given to their peers. In addition, most students differentiated among group member contributions through their ratings. Students also tended to rate themselves higher than their peers rated them. This study has implications for how peer and self evaluations can be most effectively used by educators to measure student performance in group work.  相似文献   

15.

This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met.  相似文献   

16.
ABSTRACT

The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts.  相似文献   

17.
The problem of this research was to determine whether training teachers with the Utah State University Protocol Modules brought about significant changes in teaching performance and related pupil outcomes. Twenty-eight in-service elementary school teachers were randomly assigned to two groups. One group was trained in the classroom management modules (Group A), the other in the self-concept modules (Group B). Before and after treatment, teachers and their pupils in both groups were observed in their own classrooms on performance variables related to both sets of modules. Pupils were also administered two self-concept measures. Since the two sets of modules deal with different teacher behavior, this design permitted each group to serve as control for the other group. Results indicated that Group A teachers had significantly more favorable post-treatment means than Group B teachers on 7 of the 13 classroom management skills. Group B teachers had significantly more favorable post-treatment means on 11 of 12 behaviors covered in the self-concept modules. Pupils in Group A classrooms made significant reductions in both mildly deviant and seriously deviant behavior. No significant changes in pupil self-concept test scores occurred.  相似文献   

18.
Abstract

The effects of mobility upon performance on standardized group tests of mental ability of disadvantaged children in 18 elementary schools in New York City were assessed.

Among nontransient pupils there was no significant difference between the mean Otis Alpha test score at the third grade and the mean Otis Beta score which was taken three years later at the sixth grade. However, the Otis Alpha scores of these nontransients were significantly higher than that of their third-grade transient classmates. Also, the Otis Beta scores of these same non transients were significantly better than that of their sixth-grade classmates.

This study emphasized differences in the test performance of transient and nontransient pupils in a school population of disadvantaged children and pointed up the need for separate longitudinal analyses of these two groups.  相似文献   

19.
ABSTRACT

Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.  相似文献   

20.
The aim of this study is to investigate the variations of self-concept in pupils attending basic compulsory schools and special units. It also examines self-concept in pupils receiving support according to different models. The study involved 183 pupils aged nine to 13 years, attending basic compulsory schools or special programme units in Sweden. Seventy-seven pupils were receiving support from special educators, who have completed a supplementary programme in special education. A comparison was made between pupils receiving support and pupils receiving no support and between pupils in different organization models of support. Global self-concept at school does not seem to be related to the model of special support. Pupils at compulsory schools who are receiving support differ from pupils who receive no support, in that peer relations appear to be more important for their self-concept at school. This could be interpreted as being a compensatory strategy to maintain a good self-concept in spite of difficulties at school. Some implications for educational strategies are discussed.  相似文献   

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