Browsing by Subject "Itsetunto"

The main purpose of this literature overview is to examine the effects of educating handcrafts to ADHD pupils in terms of their self-esteem and self-image. In addition, in this research paper I will observe what type of learning environments and assignments would suit best for a student with ADHD. The objective of this research paper is to provide information for the handcrafts teachers about pupils having ADHD and instructions on how to process that disorder in handcrafts teaching. I collected my research data on 23 March 2017 by using four different search engines that are Helka, Laurea Finna, Google Scholar and Melinda. Keywords that were used were combinations of different words relating to the subject, such as "handcrafts and special education pupil", "handcrafts and self-esteem" and ADHD. By using the latter keywordI found several results in English. I included one piece of English literature to my research. According to the intake criteria after collecting background material I categorized the material based on both the titel and table of contents. The intake criteria consisted of Finnish and English literature published no later than in 2000. Based on these criteria I selected 15 pieces of pragmatic literature as my research material. The outcome of this literature overview is that the teacher, learning environment and given assignments have significant effect on the self-esteem and self-image of an ADHD pupil. The key findings of the reasons affecting the self-esteem and self-image were the way ADHD pupils were located in the classroom, teacher's understanding attitude and knowledge of the disorder and the way of giving over positive feedback for pupils suffering the disorder. Learning assignments, too, have a significant role in affecting the self-esteem of a pupil, thus the assignments should be challenging enough considering the level of knowledge of a pupil. In almost every classroom there is a pupil with ADHD. Therefore, it is crucial as a teacher to recognize the weaknesses and strenghts of a pupil with ADHD. This thesis summarizes the results of several different pieces of research.

Objectives. There has been a wide range of international studies of self-esteem between students in regular classes and special classes. However, research has yielded conflicting results. Some studies report lower self-esteem levels among students in special classes, while others note no differences. Throughout the history of research on self-esteem, there have been concerns that the concept was poorly defined and there were a large number of self-esteem instruments poorly correlating with one another. The purpose of this study is to compare the self-esteem of students in special classes and in regular classes in four secondary schools in grades 7 through 9 in the city of Espoo. Along with the global self-esteem also academic, social and physical domains of self-esteem are studied. The difference in self-esteem between the students with and without special educational needs in regular classes is also studied and compared with the students in special classes. The difference in self-esteem between the genders and the grade levels is compared and the equivalence of the two self-esteem measures is analysed. Methods. The data was collected between November 2018 and February 2019 in four secondary schools in Espoo. Self-esteem was assessed with two different self-esteem measures, the Rosenberg Self-Esteem scale (RSE) and the State Self-Esteem scale (SSES) among 148 students. The participants included 97 students in regular classes and 51 students in special classes. 17 students in regular classes had special education needs. All the students in special education classes were classified as having learning disabilities. Results and Conclusions. Results indicate that there is no difference in general self-esteem between students in regular and special classes. No difference was found with either selfesteem measures. Neither was there any difference in self-esteem between the students in special classes, the students with special education needs (SEN) in regular classes and the students without special education needs (non-SEN) in regular classes. However, the students in special classes had higher global self-esteem (RSE) in the 9th grade than the students in regular classes. Differences in domain-specific self-esteem were also found. Both the students in special classes and the SEN students in regular classes scored higher in social domain of self-esteem than the non-SEN students in regular classes. The SEN students in regular classes also scored higher than the other two groups in physical domain of self-esteem. The difference in self-esteem between genders was obvious and statistically significant: the boys had higher self-esteem scores than girls with both scales. However, as different grades were compared, the only statistically significant difference between genders was found with the seventh-graders. The correlation of the two self-esteem measures was high and statistically significant.

Goals. The purpose of this research was to find out views on a child’s self-esteem and ways of supporting it, from graduating kindergarten teachers from the university of Helsinki. The views on a child’s self-esteem, the studies done on it and the significance of early childhood education training formed the research problems. As a future early childhood educator, I found the topic to be worthy of studying because of its importance in a child’s life. The strengthening of a child’s self-esteem and positive self-image is one of the most important missions of early childhood education. A strong self-esteem has been linked to for example satisfaction with life, selfappreciation and self-confidence. The experiences in childhood and adolescence create the base for self-esteem, therefore kindergarten teachers and other early childhood educators have great responsibility and a big task upon them. Methodology. The research was carried out by using a qualitative research method. The material was gathered with a questionnaire. 19 students of early childhood education from the university of Helsinki participated in the research. The material was analyzed by using qualitative material analysis. Results and conclusions. According to this research, kindergarten teachers graduating from the university of Helsinki believe that the self-esteem of a child and supporting it is a very important matter. The respondents mostly comprehended self-esteem as self-appreciation. Many answers highlighted encouragement and praise as ways of supporting positive self-esteem. The experience of succeeding, the supporting of positive relationships with peers and individual attention were also seen as important ways of supporting self-esteem. The respondents were divided by their thoughts about if their education and training provided by the university of Helsinki was broad enough for the respondents to support children’s self-esteem sufficiently.

Tämän kirjallisuuskatsauksen tarkoituksena oli tutustua itsetunnon käsitteeseen, sen selityksiin ja pysyvyyteen ihmisen elinkaaren aikana sekä selvittää, mitä tutkimuskirjallisuus kertoo ADHD-ihmisen itsetunnosta. Itsetunto on läsnä jokaisen ihmisen elämässä ja vaikuttaa kokonaisvaltaisesti ihmisen toimintaan. Aiemmat tutkimukset ovat osoittaneet, että itsetuntoon vaikuttavat keskeisesti vuorovaikutussuhteet, minkä vuoksi aihetta on tärkeä käsitellä erityisesti koulukontekstissa, jossa ihmisten välinen kanssakäyminen on osa päivittäistä arkea. Itsetunnon on havaittu olevan tavanomaista heikompi ihmisillä, joilla on aktiivisuuden ja tarkkaavuuden häiriö. Tutkielmassa tarkasteltiin ADHD-ihmisen itsetuntoa, jotta tulevaisuudessa aiheeseen voitaisiin syventyä tarkemmin pro gradu -tutkielmassa. Tutkielma toteutettiin kuvailevana kirjallisuuskatsauksena. Tutkimustulokset osoittivat, että itsetuntoa voidaan selittää pääsääntöisesti evolutiivisella ja sosiaalisella teorialla. Itsetunto jaetaan globaaliin ja alakohtaiseen itsetuntoon, joista ensimmäinen kuvaa yleistä käsitystä omasta itsestä, kun taas jälkimmäinen kohdistuu itsetuntoon jollakin tietyllä elämän osa-alueella. Globaali itsetunto liittyy erityisesti arvon tunteeseen, kun taas alakohtainen itsetunto pätevyyden kokemukseen. Itsetunto ei ole vain synnynnäinen ominaisuus, vaan sen taso voi vaihdella ihmisen elinkaaren aikana. Ikääntyminen saattaa itsessään olla itsetunnon tason vaihtelevuutta selittävä tekijä, mutta siihen vaikuttavat myös persoonallisuus, elämänkokemukset ja sosiaaliset tilanteet. ADHD-ihmisen tyypillistä heikompaa itsetuntoa saattavat selittää aktiivisuuden ja tarkkaavuuden häiriöön liittyvät haasteet opinnoissa ja työelämässä sekä sosiaalisissa suhteissa. ADHD-ihmisten on havaittu kokevan häiriöön liittyvää stigmaa, mikä voi myös selittää heikkoa itsetuntoa.

Aims. The purpose of this thesis was to examine whether a gymnastics coach’s personality is connected to self-esteem of a gymnast, and if some of the personality traits have supporting or weakening effect on the gymnast’s self-esteem. Also, I examine the general level of gymnasts’ self-esteem. The two hypotheses were the following. First, gymnastics coach’s personality traits agreeableness (A), openness (O) and extraversion (E) are positively connected to gymnasts’ self-esteem and thus support their self-esteem. Second, the gymnastics coach’s personality traits neuroticism (N) and conscientiousness (C) are connected negatively to gymnasts’ self-esteem, i.e. have weakening effect to gymnasts’ self-esteem. Recently, the controversial coaching methods in top-level sports and their effect on the well-being and self-esteem of the athletes has received significant media attention. Thereby, I strive to contribute to the knowledge of factors that do support the well-being and self-esteem of athletes. Methods. The research data was collected with two separate online questionnaires which were shared to Finnish gymnastics clubs’ coaches and gymnasts. Gymnastics coaches answered only the questionnaire that measured personality while gymnasts answered only the questionnaire that measured the level of their self-esteem. Total of 22 gymnastics coaches from five different clubs and, 105 gymnasts aged between 10 and 21 years, from four different clubs located in Espoo, Tampere and Turku answered the questionnaires. The main quantitative analyses of this thesis were correlation analysis and ordinary least squares linear regression analyses. Results and conclusions. The gymnasts in the sample of this thesis had on average very high level of self-esteem. The level of self-esteem was negatively correlated with the gymnast’s age. The results of the regression analyses imply that higher extraversion of a gymnastics coach is positively related to the self-esteem of a gymnast. Thereby, the results suggest that characteristics that are linked to extraversion, such as sociableness, warmth and enthusiasm, of a gymnastics coach support the self-esteem and thereby the well-being of a gymnast.