| dc.contributor |
Educational Research and Evaluation |
|
| dc.creator |
Troutman, Gretchen Creech |
|
| dc.date |
2014-03-14T21:30:23Z |
|
| dc.date |
2014-03-14T21:30:23Z |
|
| dc.date |
1993 |
|
| dc.date |
2006-03-02 |
|
| dc.date |
2006-03-02 |
|
| dc.date |
2006-03-02 |
|
| dc.date.accessioned |
2023-03-01T08:08:59Z |
|
| dc.date.available |
2023-03-01T08:08:59Z |
|
| dc.identifier |
etd-03022006-093359 |
|
| dc.identifier |
http://hdl.handle.net/10919/41303 |
|
| dc.identifier |
http://scholar.lib.vt.edu/theses/available/etd-03022006-093359/ |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/276412 |
|
| dc.description |
Many educators and psychologists believe self-esteem is an important variable in the educational process. An adequate level of self-esteem is recognized as being essential for students because it may affect their level of achievement and general state of well being. Self-report measures are the most commonly used techniques to evaluate children's perceptions of themselves. Children's self-reports are valuable since certain aspects of internalized problems are usually difficult for others to identify. Sociometrics, or peer reports, provide an alternative to self-report measures of self-esteem. Some studies have shown academic achievement, athletic ability, and socioeconomic status to correlate with sociometric status. Sociometric measures allow teachers to gather a wealth of information about their students quickly and easily.
One purpose of this study was to determine the degree of similarity between self-reports and peer reports as measures of self-esteem in middle school students. Confirmatory factor analysis showed that self-reports and peer reports were separate, but related constructs. A second purpose of the study was to determine the effects of verbal ability, peer reports, and self-reports on current achievement while controlling for whether or not the student had a learning disability. A recursive path model found verbal ability and type of student (learning disabled versus not learning disabled) to have strong direct effects on achievement, whereas self-reports and peer reports had no Significant effects. A third purpose of this study was to examine differences between students with and without learning disabilities on the peer reports and self-reports. Students with learning disabilities were found to have lower scores on all peer report and self-report measures. No relationship was found between type of student and choices made on peer nominations. |
|
| dc.description |
Ph. D. |
|
| dc.format |
viii, 91 leaves |
|
| dc.format |
BTD |
|
| dc.format |
application/pdf |
|
| dc.format |
application/pdf |
|
| dc.language |
en |
|
| dc.publisher |
Virginia Tech |
|
| dc.relation |
OCLC# 29968615 |
|
| dc.relation |
LD5655.V856_1993.T697.pdf |
|
| dc.rights |
In Copyright |
|
| dc.rights |
http://rightsstatements.org/vocab/InC/1.0/ |
|
| dc.subject |
LD5655.V856 1993.T697 |
|
| dc.subject |
Adolescent psychology |
|
| dc.subject |
Self-esteem in adolescence |
|
| dc.title |
The use of self-reports and peer reports as measures of self-esteem in middle school students |
|
| dc.type |
Dissertation |
|
| dc.type |
Text |
|