Does school matter for students’ self-esteem? Associations of family SES, peer SES, and school resources with Chinese students’ self-esteem

Li, Weiwei; Zeng, Xihua; Wang, Yun; Curtis, Robin; Sparks, Erin

doi:10.1016/j.rssm.2020.100565

Cited by 15 publications

(14 citation statements)

References 46 publications

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“…Earlier empirical research has provided evidence that there is a strong positive relationship between non-cognitive abilities (i.e., self-esteem) and cognitive skills development (i.e., academic outcomes). For example, a wealth of correlational research has examined those higher levels of academic self-concept are associated with higher levels of achievement [ 22 , 44 ]. One meta-analysis including studies conducted among the formal school students (preschool to secondary) reported the average correlation between global self-concept and academic achievement was between 0.12 and 0.27 [ 63 ], while another study reported the results among adolescents populations (age 11 through college freshmen) to be even higher (0.31) [ 64 ].…”

Section: Discussionmentioning

confidence: 99%

“…Although a significant correlation between academic performance and self-esteem has been highlighted by studies conducted in well-off nations, such as in Saudi Arabia, United States, and England [ 18 , 19 ], the evidence from developing contexts (i.e., low- and middle-income countries (LMICs)) is still limited. In addition, there is an urgent need to pay more attention to the students in economically disadvantaged areas, as they are more likely to have relatively poor self-esteem [ 20 , 21 , 22 ]. Current studies in LMICs is mainly focus on high school and college youths [ 23 , 24 ], with limited empirical evidence about students in elementary and junior high school [ 25 ], despite the importance of early adolescence as a stage during one’s development [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

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The Role of Self-Esteem in the Academic Performance of Rural Students in China

Qian

Abbey

et al. 2022

IJERPH

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The self-esteem of students may be significantly associated with their academic performance. However, past research in developing contexts on this issue is limited, particularly among early adolescents. Using a sample of 3101 students from rural primary and junior high schools in China, this study measured their self-esteem by the Rosenberg Self-Esteem Scale (RSES) and explored its association with academic performance. Our findings indicate that students in rural China had both significantly lower self-esteem and a higher prevalence of low self-esteem when compared to past studies of similarly aged students both from urban China and internationally. Furthermore, there was a strong positive correlation between a student’s self-esteem and academic performance. A one-SD increase in RSES score (indicating better self-esteem) was associated with an increase of 0.12 SD in standardized math scores (p < 0.001), and students with low self-esteem (RSES score < 25) scored lower on math tests by 0.14 SD (p < 0.001), which were robust and consistent when employing the propensity score matching method. Our study expands the growing body of empirical evidence on the link between self-esteem and academic performance among rural youth in developing countries and emphasizes the need to improve their self-esteem with the aim of helping them achieve academically.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Self-Esteem in the Academic Performance of Rural Students in China

Qian

Abbey

et al. 2022

IJERPH

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“…Conversely, people of low SES are often unable to integrate into and use public spaces, which limits their participation in civic life and diminishes their sense of place in the community 10.3389/fpsyg.2022.918326 (Trawalter et al, 2021). Therefore, researchers attach great importance to the key role that families play in the development of individuals' perceptions, behavior, and thinking skills (Ogg and Anthony, 2020;Li et al, 2021;Luo and Gao, 2021;Martins et al, 2021).…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

The mediating effect of geospatial thinking on the relationship between family capital and sense of place

Zhang

Liang²,

Su³

et al. 2022

Front. Psychol.

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Few studies have examined how family capital affects the sense of place, and the effect of spatial thinking on the relationship between the two is unclear. This study constructs a mediation model to examine the impact of family capital on sense of place and the mediation effect of geospatial thinking. A total of 1,004 upper-secondary-school students were surveyed using the Family Capital Questionnaire, the Geospatial Thinking Test, and the Sense of Place Scale. The correlation analysis showed that family capital has a positive effect on both sense of place and geospatial thinking. Moreover, there is also a significant positive correlation between geospatial thinking and sense of place. The results of mediation analysis indicated that geospatial thinking plays mediating and buffering roles in the relationship between family capital and sense of place after controlling for gender and residential address. The direct and indirect effects accounted for 73.31 and 26.69% of the total effect, respectively. Specifically, family capital is a significant positive predictor of both sense of place and geospatial thinking, and geospatial thinking partially mediates the relationship between family capital and sense of place. Students from better family backgrounds are more likely to have a better geospatial thinking and sense of place, as well as geospatial thinking promotes the development of a sense of place. Therefore, both family capital and geospatial thinking should be considered when we want to examine and develop individuals’ level of sense of place.

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“…(2021) [15], who explained that during adolescence, the formation of groups of friends based on the context of development is normal. The tendency to form such a group begins in childhood.…”

Section: Discussionmentioning

confidence: 99%

Influence of Family Types, Peer Pressure and Parental Care on Self Esteem

Bankole¹,

Arowosegbe²,

Ajayi³

2021

AJAP

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This study investigated the influence of family types, parental care and peer pressure on self-esteem. Five hundred (500) research participants which include undergraduates drawn from Ekiti State University, Ado -Ekiti and Federal University of Oye, Oye -Ekiti were used for this study. Four research instruments were used for this study and this includes Brief family relationship scale used in measuring family orientations and types. Other research instruments include, Rosenborg self-esteem scale used in assessing individuals self-esteem and peer pressure inventory used in assessing domains of peer pressure. Three hypotheses were tested in this study; the first hypothesis tested the relationship between all the variables. Also, the second hypothesis tested the influence of peer pressure on self-esteem while the third hypothesis tested gender differences in self-esteem. Appropriate statistical methods were used in testing the hypotheses. The result of hypothesis one using Pearson Momentum Correlation analysis revealed that there is a significant relationship between self-esteem and family relation. Also, the result revealed further that there is a relationship between self-esteem and peer influence. Moreover, result from hypothesis two using independent t-test table revealed that peer pressure has an influence on self-esteem while result from hypothesis three revealed there is a gender differences in self-esteem. Findings are discussed according to literatures, conclusions are formulated and it was recommended that government should organize programmes and symposia to orientate parents to enhance policy formulation. This research was carried to know and understand how family types, parental care and peer pressure influence self esteem, self-esteem is defined as the feelings of affection for oneself, and there are several research that argue about self esteem and its relation to self evaluation, it also posit the imbalance within family about the equalization and acceptable of role, it also argues about how parental care can influence the person's development and it explains that peer pressure starts becoming a real influence in a child's life as he grows older because peers interaction becomes to influence as people grow. There is an highlights about the relationship between family type, parental care on self-esteem and personality characteristics. Studies have shown that family and parental influence acts as a mediator of self-esteem and personality development.

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Does school matter for students’ self-esteem? Associations of family SES, peer SES, and school resources with Chinese students’ self-esteem

Cited by 15 publications

References 46 publications

The Role of Self-Esteem in the Academic Performance of Rural Students in China

The Role of Self-Esteem in the Academic Performance of Rural Students in China

The mediating effect of geospatial thinking on the relationship between family capital and sense of place

Influence of Family Types, Peer Pressure and Parental Care on Self Esteem

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