From 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 personal and classroom variables. Significant differences were found for all personal (self-talk, self-concepts) and classroom (teacher feedback, praise, teacher-student relationship, and classroom environment) variables. Students with HSE scored more highly on all variables. 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.
|Number of pages||12|
|Journal||Australian Educational and Developmental Psychologist|
|Publication status||Published - 2002|