ERIC Number: ED206995
Record Type: RIE
Publication Date: 1981-Apr
Self-Esteem and Academic Behavior Among Elementary School Children.
Kugle, Cherry L.; Clements, Richard O.
Research indicates that stability and level of self-esteem can provide information about other aspects of behavior. The relationship of stability of self-esteem to academic variables among elementary school students was examined in an effort to replicate and extend findings from a previous study. The hypotheses were concerned with the relationship between: (1) stability of self-esteem and accuracy of self-described ability; (2) level and stability of self-esteem and achievement; and (3) level and stability of self-esteem and disruptive behavior. Stability and level of self-esteem were measured by the Piers-Harris Self-Concept Scale and the Dickstein Self-Esteem Inventory, completed by third-, fifth-, and seventh-graders on two occasions. Results indicated that level and stability of self-esteem were not related to one another. However, both level and stability of self-esteem were related to students' accuracy in estimating their academic performance. Neither self-esteem dimension was related to disruptive behavior. Both level and stability of self-esteem were positively related to academic achievement. (Author/RC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).