Abstract
The purpose of this study was to assess the relationship between perceived classroom social environment and self-esteem of junior high school students. Using Probability-proportionate to size sampling, 2,100 students of 60 classes in 20 schools were selected. Chinese version of the Inventory of Classroom Environment, and Chinese Adolescent Self-Esteem Inventory were included in a self-administrated questionnaire. Totally, 1,797 provided effective data and were analyzed by Pearson correlation and hierarchical regression. The major findings were listed as follows:
1. Perceived classroom social environment of the subjects was positive, but the Involvement subscale was slightly lower than the average score of the median.
2. The overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem were positive.
3. Classroom social environment was positively associated with overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem.
4. After controlling personal factors, classroom social environment could explain 12%, 19%, 8% and 31% variation of overall self-esteem, academic self-esteem, physical self-esteem and social self-esteem respectively.
We recommend that teachers apply teaching and classroom management skills to get students involve in class work. Furthermore, teachers might create a healthy classroom social environment in order to foster self-esteem of students.
1. Perceived classroom social environment of the subjects was positive, but the Involvement subscale was slightly lower than the average score of the median.
2. The overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem were positive.
3. Classroom social environment was positively associated with overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem.
4. After controlling personal factors, classroom social environment could explain 12%, 19%, 8% and 31% variation of overall self-esteem, academic self-esteem, physical self-esteem and social self-esteem respectively.
We recommend that teachers apply teaching and classroom management skills to get students involve in class work. Furthermore, teachers might create a healthy classroom social environment in order to foster self-esteem of students.
Original language | Chinese (Traditional) |
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Pages (from-to) | 59-81 |
Number of pages | 23 |
Journal | Chinese Journal of School Health |
Issue number | 56 |
Publication status | Published - 2010 |