Measuring Behavioral Indicators of Self‐Esteem in the Classroom

Burnett, Paul C.

doi:10.1002/j.2164-4683.1998.tb00412.x

Cited by 23 publications

(25 citation statements)

References 8 publications

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“…This supported our expectation of an association between negative perceptions of self-esteem and passivity in school. The current finding is in accordance with previous research on selfesteem and participation in the classroom that have suggested that students with low self-esteem are passive in the classroom (Burnett 1998). Students with low self-esteem may cause this by adjusting their performance to a lower level of social interaction or avoiding social situations because of fear of failure, which again may threaten their self-esteem.…”

Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

“…In particular, self-esteem has been correlated with the level of classroom participation (Burnett 1998). Research on self-esteem and participation in school has found that several behavioural differences among students with varying levels of self-esteem exist (Burnett 1998). Students with low self-esteem are found to be passive and give limited response in the classroom, whereas those with high self-esteem display strong communication skills and are interactive with others (Burnett 1998).…”

Section: Introductionmentioning

confidence: 99%

“…Research on self-esteem and participation in school has found that several behavioural differences among students with varying levels of self-esteem exist (Burnett 1998). Students with low self-esteem are found to be passive and give limited response in the classroom, whereas those with high self-esteem display strong communication skills and are interactive with others (Burnett 1998). The individual's perception of self-esteem may affect the ability to fulfil academic and social potential or to meet social and academic challenges in school.…”

Section: Introductionmentioning

confidence: 99%

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The role of personal attributes and social support factors on passive behaviour in classroom among secondary school students: a prospective study

Murberg

2010

Soc Psychol Educ

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The present study prospectively explored the effects of personal attributes (self-esteem and introversion) and social support factors on passive behaviour in the classroom in a sample of 259 (132 females, 127 males) students in two secondary schools. In the longitudinal multivariate analysis, the student's perceived passive behaviour in the classroom at time-point two (T 2 ) was predicted by the initial level of passive behaviour, self-esteem, introversion, and by social support from classmates. Support from teachers and parents at time-point one (T 1 ) were not associated with passive behaviour in the classroom.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The role of personal attributes and social support factors on passive behaviour in classroom among secondary school students: a prospective study

Murberg

2010

Soc Psychol Educ

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“…reported a reliability coefficient of 0.85 for MALS, but lower correlations with related measures (which might themselves be unstable). 2 Behavioural Indicators of Self-esteem (BIOS) (Burnett, 1998) -a measure of observable changes in self-esteem completed for the Primary 7 and Primary 3 participants by their respective class teachers -pre-and post-intervention. This required teachers to respond to 13 statements about each child on a fivepoint multiple-choice scale from Never to Always.…”

Section: Instrumentationmentioning

confidence: 99%

Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept

Topping

Campbell

Douglas

et al. 2003

Educational Research

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Enhancing achievement in mathematics involves overcoming barriers regarding discontinuity between school and other life contexts, motivational and other affective aspects, and language factors. The utility of cross-age peer tutoring using mathematical games and scaffolding of mathematical discourse in overcoming these barriers is explored in a study of prepost impact for both tutors and tutees. Participants were all the seven-year-old (n = 13) and 11-year-old (n = 14) pupils in a small, rural primary school. After matching and training of pairs, the project ran for five weeks, with two sessions of 30 minutes each week. Pre-and post-intervention, tutors completed the Me-As-Learner Scale (MALS), class teachers completed the Behavioural Indicators of Self-esteem (BIOS) scale with respect to both tutors and tutees, and tutors and tutees completed questionnaires on feelings and attitudes to mathematics. Verbal interaction in a sample of pairs was recorded pre-and post-intervention and analysed. Tutors participated in group subjective feedback discussions at midand post-intervention. Class teachers gave post hoc subjective evaluations. Tutors gained significantly overall on MALS and BIOS. Tutees gained significantly overall on BIOS. The tutor overall questionnaire gain was not significant, but the tutee gain was. Verbal interactions showed marked and significant increases in use of mathematical words, strategic dialogue and praise between partners, with a corresponding decline in procedural talk. Other qualitative improvements in interactions were evident, and subjective feedback from tutors and teachers was largely positive. This brief project appeared largely successful in increasing self-esteem for both tutors and tutees, and in increasing both the quantity and quality of interactive discussion about mathematics between children, as well as generic social and communication behaviours in the tutors.Questions remain about the longer-term duration of these gains, especially in different contexts. Recommendations for future research and practice are made.

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The influence of classroom seating arrangement on children’s cognitive processes in primary school: the role of individual variables

et al. 2020

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To date, despite the great debate regarding the best seating arrangement for learning in classrooms, no empirical studies have examined the direct effects of different seating arrangements on children’s cognitive processes. This is particularly important nowadays that the COVID-19 measures include maintaining distance in the classroom. Aim of this study was experimentally investigating the effect of changing the seating arrangement (clusters vs. single desks), on logical reasoning, creativity and theory of mind, in children attending primary school. Furthermore, some individual characteristics (e.g., gender, loneliness, popularity) were analysed as potential moderators. Results on 77 participants showed that, when children were seated in single desks, their score in logical reasoning was globally higher. Furthermore, when seated in single desks, girls showed a better performance in the theory of mind, and lonelier children performed better in theory of mind and creativity. This on field experimental study suggests the importance of considering both the nature of the task and children’s individual characteristics when deciding on a seating arrangement in the classroom.

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Measuring Behavioral Indicators of Self‐Esteem in the Classroom

Cited by 23 publications

References 8 publications

The role of personal attributes and social support factors on passive behaviour in classroom among secondary school students: a prospective study

The role of personal attributes and social support factors on passive behaviour in classroom among secondary school students: a prospective study

Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept

The influence of classroom seating arrangement on children’s cognitive processes in primary school: the role of individual variables

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