Self-esteem also can have a marked effect on academic performance. Low self-esteem can lessen a student's desire to learn, her ability to focus, and her willingness to take risks.
Positive self-esteem, on the other hand, is one of the building blocks of school success; it provides a firm foundation for learning. The challenge in working with children with low self-esteem is to restore their belief in themselves, so they persevere in the face of academic challenges.
You do not need a formal program to promote self-esteem, however. Educators shape self-esteem every day, in the normal course of interacting with their students. Although you cannot teach a student to feel good about herself, you can nurture her self-esteem through a continual process of encouragement and support. At its most basic, that means showing appreciation for the things she does well, expressing confidence that she will improve in the areas in which she doesn't do well, and adapting instruction so she can experience success.
Praise the student in a specific and genuine way. Students are experts at distinguishing genuine feedback from empty compliments. They learn to dismiss vague words of praise as insincere, and perhaps even phony. Comments that suggest thoughtful appreciation of their work, on the other hand, are meaningful to them.
Toward that end, let the student know in specific terms what you like about her work or behavior. If she is progressing slowly, praise her for small steps forward. If you sense that she's uncomfortable being praised in front of her classmates, tell her in private or in a note. Show the student tangible evidence of progress. Expressing confidence in a student's ability is important; pep talks alone might not be enough, however. Help the student appreciate her own improvement by pointing to concrete signs of growth -- perhaps by taping an oral reading at the beginning of the year and comparing it to a later performance, by showing her papers from earlier in the year and contrasting them with later papers, or by demonstrating that the math problems she struggled with during the first marking period now come easily to her.
You might also have the student place in a box index cards with spelling or reading words she has mastered. Showcase her accomplishments. You might read one of the student's compositions to the class, display her artwork on a bulletin board, have her demonstrate how to do a math problem, or, in the case of an ESL student, invite her to speak to the class in her first language. If the student has a particular hobby or interest, suggest that she talk to the class about it.
If necessary, have her rehearse her talk in advance. Help the student feel important in class. You might give the student an important classroom job or find ways in which she can help others.
Tell her you are giving her the responsibility because you are confident she can do it well. For example: have the student take care of the class rabbit, deliver lunch money to the office, collect homework, help another student with a computer problem, read aloud the school's morning announcements, answer the school phone while the secretary is at lunch, or tutor a student in a lower grade. Engage the student in conversation about her interests.
A student can gain self-esteem from involvement in activities she cares about. Find a few minutes every day to talk with her about her favorite hobbies, sports, television programs, or musical groups.
If necessary, ask her parents for the information you need as a basis for talking with her. Suggest to the student ways in which she can pursue her interests in greater depth.
You might even bring in a book or item from home related to one of her interests. Help the student deal with adversity. If the student encounters academic difficulties, help her appreciate that failure is a normal part of learning and that everyone experiences disappointment or frustration at some point.
You might tell her that Lincoln lost seven elections before being elected president of the United States, or that Babe Ruth struck out 1, times during his career. Acknowledge the student's frustration, and then move on to help her develop strategies for improvement. Express your confidence that --with hard work and your support -- she is likely to succeed. Encourage a sense of belonging. Students with low self-esteem often are isolated from their classmates. You can promote a student's peer involvement with others by finding ways to integrate her into activities that are take place both in and out of school.
You might organize a group activity that includes her. Or ask a couple of friendly and accepting students to spend time with her during recess or lunch.
If students pair up for class activities, assign the student a kind and easygoing partner. You also might want to encourage the student's parents to arrange additional social contacts with classmates, perhaps suggesting potential playmates. Inform parents of their child's successes. Teachers are quick to let parents know when their child has a problem.
As an important predictor of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. The present study explores the relationship among adolescent self-esteem and academic engagement, the mediating effect of academic self-efficacy, and the moderating effect of perceived social support. The results show that self-esteem positively predicted adolescent academic engagement through the indirect mediating role of academic self-efficacy, and the percentage of this mediation effect of the total effect was As a second-stage moderator, perceived social support moderated the mediating effect of academic self-efficacy.
Specifically, when students felt more perceived social support, the impact of academic self-efficacy on their academic engagement was greater. Our findings suggest that adolescent self-esteem, academic self-efficacy, and perceived social support are key factors that should be considered together to improve adolescent academic engagement.
Therefore, parents and school educators should actively guide adolescents to improve their self-esteem and academic self-efficacy. With the development of positive psychology, human strengths and positive psychological qualities have received widespread attention.
Academic engagement extends the concept of engagement, and it refers to the degree to which students engage in educational learning tasks such as school-related coursework and learning activities in the process of formal education George, On the contrary, low academic engagement among adolescents can lead to academic failure, dropping out of school, drug abuse, juvenile crime, and the increase of negative emotions such as anxiety and depression Leslie et al. Adolescence is a sensitive and critical period of development Blackwell et al.
Some adolescents often experience recurring negative emotions such as anxiety and depression Sahin, In the Chinese education system, the phenomenon of examination-oriented education is serious.
The standard of educational evaluation is single which takes score as only standard and much utilitarian awareness on violating nature of education exists in current education Wang, However, we reviewed the relevant literature and found that the research on academic engagement has focused generally on college students. Specifically, it has focused on the characteristics of the class environment, such as the teacher-student relationship Yang and Lamb, and peer relationships Fredricks et al.
There has been little research focus on the relationship between individual characteristics and academic engagement Li and Li, Self-esteem and self-efficacy have been confirmed to have an impact on academic engagement, but there is no research to confirm the respective contributions of these two factors, or on their combined impact on academic engagement.
Moreover, research on the regulating mechanism of academic engagement is sparse. Therefore, it is necessary to explore the influence of the psychological factors that regulate or intervene in the academic engagement of adolescents; to fully consider the supportive resources of family, school, and society; and to put forward a plan to improve adolescent academic engagement that helps adolescents navigate the sensitive and critical period of adolescence more smoothly.
Self-esteem tends to decline in early adolescence and recover in the middle and later stages of adolescence Trzesniewski et al. Adolescents with high levels of self-esteem tend to experience positive self-experiences Peng et al.
As a basic psychological structure, self-esteem can serve as a motivator for academic engagement Lim and Lee, A study by Sirin and Rogers-Sirin showed that self-esteem affected the fields related to academic engagement, and that there was a significant positive correlation between self-esteem and academic engagement. The research data of Filippello et al.
Thus, we propose the following hypothesis:. Another term related to academic engagement that has also attracted widespread research attention is academic self-efficacy. Compared with students with low levels of academic self-efficacy, students with high levels of academic self-efficacy commit to higher goals and academic expectations, have stronger resistance to frustration, and demonstrate greater persistence when facing difficulties Wright et al.
Students who are confident in their academic abilities will put more effort into academic tasks, while those who lack self-confidence will be less engaged in their studies and are more likely to give up. However, it remains to be further explored how self-esteem influences academic engagement and what internal mechanism drives this relationship.
Self-efficacy theory posits that academic self-efficacy is a motivational factor that can induce and maintain adaptive learning behaviors Ruzek et al.
Self-esteem and self-efficacy are connected but different concepts Judge and Bono, Previous literature has shown a significant positive correlation between self-esteem and academic self-efficacy Batool et al.
Students with positive self-esteem have higher levels of academic self-efficacy Pahlavani et al. Both self-esteem and academic self-efficacy affect individual academic engagement, and self-esteem is closely related to academic self-efficacy; therefore, we can reasonably assume that academic self-efficacy is likely to play a mediating role between self-esteem and academic engagement.
Thus, we hypothesize the following:. H2: Academic self-efficacy mediates the association between self-esteem and adolescent academic engagement.
Academic engagement plays an important role in individual development, but it is malleable and does not always occur autonomously. When individuals perceive high levels of external support and expectations, their positive learning motivation can be stimulated Gettens et al. However, the existing literature lacks the exploration of the mechanism of the impact of perceived social support on academic self-efficacy.
Similar to the studies described above, we expect the following:. H3: Perceived social support moderates the relationship between academic self-efficacy and academic engagement. To sum up, we proposed a moderated mediation model see Figure 1. The testers were trained in advance to ensure that they fully understood the requirements and precautions of the test. In the present study, the method of cluster sampling was used to invite all of the students of the junior high school grades 7, 8, and 9; all of the students of the senior high school grades 10 and 11; and of two schools in Hebei, China to participate in this study.
They were asked to complete the questionnaires anonymously after the informed consent was obtained from the schools, teachers, and parents. Oral informed consent was obtained from each participant, and the participants were permitted to refuse to participate in the study.
A total of students voluntarily finished the questionnaires, of which provided valid data Among them, In age, participants ranged from 13 to 17 years, with an average age of One-hundred and nineteen students were from grade 7, accounting for This scale consists of a total of 10 items rated on 4-point scales from strongly disagree 1 to strongly agree 4.
The total score can range from 10 to 40, with higher scores representing higher self-esteem. Participants responded to the items on a 7-point scale from never 0 to every day 6 , with higher scores representing higher levels of engagement.
Participants responded on a 7-point scale ranging from complete disagreement 1 to complete agreement 7. The total score of the PSSS ranged from 12 to 84, with the higher scores indicating higher levels of perceived social support. This scale consists of a total of 22 items rated on a 5-point scale from complete disagreement 1 to complete agreement 5 , with higher scores representing greater academic self-efficacy. Before the analyses, all continuous variables were mean-centered.
First, for all variables, the descriptive statistics and a bivariate correlation analysis were conducted in the SPSS. Finally, we conducted a simple slope analysis to test whether the mediation effect of academic self-efficacy was different at different levels of the moderator variable. Percentile bootstrap confidence intervals were calculated based on 5, samples. Unrotated factor analysis showed that 11 factors were generated and could explain The first principal factor explained Table 1 shows the means, SD, and Pearson correlations for all of the variables.
Table 2A shows the mediation analysis results. Therefore, academic self-efficacy fully mediated the relationship between self-esteem and academic engagement. The percentage of this mediation effect of the total effect was Table 2A. Mediation effects of academic self-efficacy on the relationship between self-esteem and academic engagement. Overall testing models are presented in Figure 2 , and the specific indirect effects are presented in Table 3A.
Figure 2. Path coefficients of the moderated mediation model. Covariates were included in the model but are not presented for simplicity. We further conducted a simple slope analysis in SPSS In sum, these results suggested that perceived social support moderated the relationship between self-esteem and academic engagement via academic self-efficacy, supporting Hypothesis 3.
Figure 3. Perceived social support as a moderator on the relationship between academic self-efficacy and academic engagement. Table 3B. Conditional indirect effect of perceived social support when academic self-efficacy mediated between self-esteem and academic engagement.
The present study investigates the relationship between adolescent self-esteem and academic engagement in order to clarify how the potential mechanism of self-esteem might predict academic engagement. As expected, the results demonstrate 1 a positive association between self-esteem and academic engagement, 2 the mediating effect of academic self-efficacy, and 3 the moderating effect of perceived social support.
Moreover, the mediating effect of academic self-efficacy was distinguished as being affected by different levels of perceived social support. The results show that adolescent self-esteem positively predicts academic engagement.
High levels of self-esteem can increase the academic engagement of adolescents; these results support our hypothesis and validate the expectancy-value theory. From another perspective, individuals with high levels of self-esteem can effectively alleviate the negative academic emotions caused by high expectations Kort-Butler and Hagewen, The path coefficient between self-esteem and academic engagement was no longer significant after adding the mediating variable academic self-efficacy , indicating that the influence of self-esteem on academic engagement was entirely through academic self-efficacy.
Achievement motivation theory believes that self-esteem can significantly predict individual achievement motivation Accordino et al. Only moderate motivation can make individual behavior performance the best. This study found that academic self-efficacy played a complete intermediary role between adolescent self-esteem and academic engagement, which verifies our research hypothesis and echoes the research conclusions of other scholars Pahlavani et al. The self-esteem level and stability of adolescents are relatively low Zhang et al.
This study shows that adolescent self-esteem does not have a direct effect on academic engagement; rather, it indirectly affects academic engagement through the influence of academic self-efficacy. Students with high self-esteem have higher self-cognition and academic self-efficacy. They can better regulate all aspects of available resources Ouweneel et al. Consistent with our hypotheses, perceived social support moderated the association between academic self-efficacy and academic engagement.
Compared with adolescents with a low level of perceived social support, the academic self-efficacy of those with a high level of perceived social support had a more significant predictive effect on academic engagement. The teacher gives students an index card and have them list all of the things they like about themselves currently. This will show them that maybe things are not all doom and gloom at the moment.
On the back of the same index card, the student should list things they would like to improve about themselves. One side of the card it is about their positives right now, and on the other side are things they will want to improve.
They should keep this card with them to remind them about who they are and who they want to be. Each student in class is to anonymously write down three things they like about another student on an index card.
At the end of the activity, each student will have 20 or more index cards with positivity on each one of them. This activity takes place on an index card. Students with low self-esteem fail to take chances in life. They may not ask out the person they have a crush on. They may not try out for the school play because it might be embarrassing.
In this activity, the student writes out the worst thing that could happen if they do take that chance. On the other side of the index card, the students write down the best-case scenario for each opportunity. For instance, the person may agree to go out on a date with them, and this could start a real relationship. Or perhaps they will realize they love the theater and want to pursue it further.
This activity will show them that the risk is worth the reward. At the beginning of the week, have the students write down one thing they would like to accomplish each day. There is something magical that happens when goals are written down on paper for the world to see. Remind the students that the goal should be measurable and attainable. Sometimes low self-esteem can bring on thoughts of self-harm in a student. GoGuardian has created Beacon, a suicide prevention tool that can assist schools in determining which students may be at high risk.
The many members of GoGuardian's team strive to bring interesting and useful articles to our readership. Check back weekly, or subscribe to the blog to get notified when new content is published!
With our latest Scenes update, GoGuardian Teacher users can create student groups to support personalized learning with students in the same class. Get the details in our blog. Learn how a district prepares students for jobs in "The Silicon Valley of the South" by exposing them to STEM early, providing hands-on learning opportunities, and applying for grants and partnerhips.
Learn about digital citizenship and how you can help your students understand why their digital footprint matters, including a free digital citizenship curriculum with Pear Deck. Are teachers using technology effectively with their students.
An instructional technology coach shares tips on using tech to engage students and close the digital divide. Hear from an EdTech coach, teacher, podcaster, and YouTuber on tips to be a good digital citizen. Share the tips with your students for Digital Citizenship Week. Former superintendent Dr. Huff shares career-sustaining behaviors and self-care for educational leaders through the lens of disaster recovery.
Tennessee education leaders and mental health professionals recommend key actions to provide well-rounded support to students in need.
Read the takeaways from our panel discussion. The Suite. Sign in Request a trial. Safety December 16, GoGuardian Team.
0コメント