Browsing by Subject "Itsetunto"
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(2019)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.
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(2021)Self-esteem affects to child’s appearance, thoughts and actions and it has a big impact regarding child’s learning, well-being and future sights. Previous studies reveal that teacher’s feedback has a big role when enhancing child’s self-esteem. The aim of this study was to examine primary school teachers’ descriptions of primary school students’ self-esteem in school and the ways of enhancing it in their job. The theoretical frame of this study is based on Michele Borba’s five component self-esteem model and on previous studies that reveal the importance of enhancing child’s self-esteem. This study was a qualitative study and it was analysed by using a phenomenographic analysis. Eight primary school teachers’ participated to the study. Four of them were male and four women. The data was collected from the primary school teachers throughout theme interviews. The data consists of 92 transcribed pages from the interviews. The categories presented as the results of the study were build from the descriptions of the primary school teachers and concerning the research questions. They were build from detailed expressions towards to a bigger picture and finally forming the categories shown as results. What comes to the results, primary school teachers’ know quite well and many-sided, how to enhance students’ self-esteem. As a result, five different types of categories were revealed. The categories were enhancing the student’s feeling of security, enhancing the group dynamics, enhancing the student’s selfhood, enhancing the student’s realistic target set up and enhancing the student’s feeling of competence. It is important to enhance self-esteem long-term and always take into account the different types of individuals in the group. Primary school teachers’ also thought that the enhancement of self-esteem is important in the school. Regarding the primary school teachers’ descriptions of the manifestation of students’ self-esteem and its level in school, six different types of categories were revealed as a result. The categories were the appreciation of yourself, the recognizing of your strengths and weakness’, social skills, the trust towards yourself and your abilities, the courage to participate and try new things and the tolerance of disorder in routines. What comes to the results, a primary school teacher needs to focus the attention towards the students’ and try to get to know the students’ better. That way the teacher can identify the quality of the students’ self-esteem. The results of this study are similar when comparing them to Borba’s self-esteem model.
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(2022)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.
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