Discriminating between primary school students with high and low self-esteem using personal and classroom variables

Paul Burnett, Kellie Howard

    Research output: Contribution to journalArticle

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)18-29
    Number of pages12
    JournalAustralian Educational and Developmental Psychologist
    Volume19
    Issue number1
    Publication statusPublished - 2002

    Fingerprint

    Self Concept
    Students
    Discriminant Analysis
    Psychology

    Cite this

    @article{202f0853defc493b8400a1098461a357,
    title = "Discriminating between primary school students with high and low self-esteem using personal and classroom variables",
    abstract = "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.",
    author = "Paul Burnett and Kellie Howard",
    note = "Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Australian Educational and Developmental Psychologist. ISSNs: 0816-5122;",
    year = "2002",
    language = "English",
    volume = "19",
    pages = "18--29",
    journal = "Australian Educational and Developmental Psychologist",
    issn = "0816-5122",
    publisher = "Cambridge University Press",
    number = "1",

    }

    Discriminating between primary school students with high and low self-esteem using personal and classroom variables. / Burnett, Paul; Howard, Kellie.

    In: Australian Educational and Developmental Psychologist, Vol. 19, No. 1, 2002, p. 18-29.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Discriminating between primary school students with high and low self-esteem using personal and classroom variables

    AU - Burnett, Paul

    AU - Howard, Kellie

    N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Australian Educational and Developmental Psychologist. ISSNs: 0816-5122;

    PY - 2002

    Y1 - 2002

    N2 - 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.

    AB - 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.

    M3 - Article

    VL - 19

    SP - 18

    EP - 29

    JO - Australian Educational and Developmental Psychologist

    JF - Australian Educational and Developmental Psychologist

    SN - 0816-5122

    IS - 1

    ER -