Self-Esteem among Children in Grade R in an Urban South African School

Autor/inn/en	Keller, Anita C.; Bergman, Manfred Max
Titel	Self-Esteem among Children in Grade R in an Urban South African School
Quelle	In: South African Journal of Childhood Education, 2 (2012) 2, S.177-187 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Self Esteem; Gender Differences; Native Language; Scores; Correlation; Foreign Countries; Teacher Attitudes; Student Evaluation; Leadership; Cultural Awareness; Urban Schools; Rating Scales; Student Behavior; Student Characteristics; Elementary School Students; South Africa + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Geschlechterkonflikt; Korrelation; Ausland; Lehrerverhalten; Schulnote; Studentische Bewertung; Führung; Führungsposition; Cultural identity; Kulturelle Identität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rating-Skala; Student behaviour; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper presents the first assessment of the Behavioural Rating Scale of Presented Self-Esteem (Haltiwanger, 1989) in South Africa. The analyses are based on teachers' evaluation of self-esteem of 57 young isiZulu and Sesotho-speaking children attending a South African government-funded urban primary school. Although we found Cronbach's Alpha to be very high (a = 0.96), an exploratory factor analysis revealed a possible two-factor solution. However, the second factor did not match the two-factor solution reported in previous research (Fuchs-Beauchamp, 1996) and explained only a small amount of total variance. No self-esteem differences were detected between boys and girls, or between isiZulu- and Sesotho-speakers. The association between subjective summary ratings of self-esteem by teachers and the PSE scores in Soweto matches the associations measured in the US by Haltiwanger (1989). Interestingly, teachers' subjective assessment of children's future leadership status correlated positively with evaluation of the children's self-esteem, while teachers' subjective assessment of being burdened by major problems in the children's future did not. Measurement issues relating to ecological validity, culture-sensitivity, and subsequent work on self-esteem of children and education in South Africa are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01