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ERIC Number: ED137756
Record Type: RIE
Publication Date: 1977-Apr
Pages: 26
Abstractor: N/A
Reference Count: 0
Self-Esteem and Reading Achievement.
Sweet, Anne E.; Burbach, Harold J.
This study investigated the directionality of the relationship between self-esteem and reading achievement in 286 students in Lynchburg, Virginia. During the first year of the three-year study, subjects were fourth, fifth, and sixth graders. The Coopersmith Self-Esteem Inventory and the SRA Achievement Series subscales were administered; sex and age variables were statistically controlled. Analysis of data revealed that self-esteem was predominant over reading comprehension both congruously and unidirectionally. Increases in self-esteem were found to be followed by increases in reading comprehension achievement, while decreases in self-esteem were followed by decreases in achievement. No pattern of predominance was revealed between self-esteem and vocabulary achievement or between self-esteem and spelling achievement. The implications of these findings suggest that an atmosphere which is conducive to the enhancement of self-esteem should be incorporated into the environment where learning is to occur. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 1977)