Naslov
Self-concept/Self-esteem Academic performance Teacher's Role

Autori
Knežević, Božana

Vrsta, podvrsta i kategorija rada
Ocjenski radovi, magistarski rad

Fakultet
School of Education and Professional Development

Mjesto
Norwich, UK

Datum
20.10

Godina
2000

Stranica
122

Mentor
Ridley, Barbara

Ključne riječi
self-esteem; self-concept; academic self-concept; academic performence; teacher

Sažetak
The aim of the study was to investigate the correlation between self-concept/self-esteem and academic achievement with a group of adolescents over a period of six months and to investigate and demonstrate the role of the teacher in relation to changes of self-concept/self-esteem, academic self-concept in English and achievement. The aim was not to test any of the existing theories, neither to support nor generalise the findings beyond the research itself. In the study data were collected twice at an interval of approximately six months. A questionnaire was designed comprising measures of adolescent general self-concept, academic self-concept in English, self-esteem, interrelations within the sample group, attitudes to learning English and role of the teacher and two achievement test (Reading and Use of English) results. The data highly correlated between the matching areas of academic self-concept in English and teacher's role, need for leadership and personal status in the group, preference to working with a particular pair work partner, preference for group work and negative attitude to group work. Findings also indicated a high correlation between the two tests ; that is, academic performance. But academic performance did not correlate with other areas and the data did not support the assumption that self-esteem would change over the six-month period ; rather, self-esteem remained stable. A possible explanation could be that the six-month period was not long enough to identify differences in stability and that the small sample was subject to statistical error. The contributing factors to performance and academic self-concept are hypothesised to be students' actual ability, the time spent on studying and the intensity of effort, the quality of study and the quality of timing of feedback to academic performance.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA