Browsing by Author "Mäntylä, Paula"

Aims of the study Many changes have been made to the school environment in Finland. Still there are no research about how new school environments will effect pupils’ well-being, such as self-esteem. Due to the lack of previous research it cannot be concluded whether these changes to school environment are equal to every student regardless of their temperament. The aim of this study is to find out about the effects of the lack of stability in the school environment (stability of social relations, stability of physical features, stability of overall structure) to pupils’ self-esteem. In addition, the possible moderating effect of temperament is under an interest. Methods The representative sample of this study (n=2210) consisted of Finnish 9th graders, who participated in The Finnish Study on Temperament and School Achievement –research project between 2005 and 2006. Self-esteem was measured by the Finnish version of the Coopersmith Self-Esteem Inventory. Temperament traits were measured by TABC-R and DOTS-R –inventories. The stability of the school environment was measured with three different scales: the stability of social relations, physical features and overall structure. The study was carried out by using multilevel models. Three multilevel models were created, in each of which self-esteem was the dependent variable. Results and conclusions The stability of social relations, physical features or overall structure did not have statistically significant main effects on the pupils’ self-esteem. However, the non-steadiness of overall structure had a statistically significant negative effect on the self-esteem of pupils with a higher task orientation. Reactivity or flexibility did not moderate any effects of the stability scales. All the observed effects were small, which implies that there are a number of different variables not measured in this study that affect pupils’ self-esteem. The results of this study show that the non-steady school environments do not have a positive effect on pupils’ well-being, as it has been assumed. The non-steadiness of the school environment with other changes in the school environment and their effects to pupils’ well-being need further research.