A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong

Autor/inn/en	Leung, Chi-hung; Choi, Eudora
Titel	A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong
Quelle	In: New Horizons in Education, 58 (2010) 1, S.22-42 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1683-1381
Schlagwörter	Low Achievement; Peer Relationship; Program Effectiveness; Foreign Countries; Self Esteem; Peer Influence; Social Influences; Transitional Programs; Secondary School Students; Adolescents; Interviews; Check Lists; Social Support Groups; Social Networks; Hong Kong + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Peer-Beziehungen; Ausland; Self-esteem; Selbstaufmerksamkeit; Sozialer Einfluss; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interviewing; Interviewtechnik; Checkliste; Social support; Soziale Unterstützung; Social network; Soziales Netzwerk; Hongkong
Abstract	Background: A limited amount of research has been conducted on children and adolescents who are low achievers. In Hong Kong, educators describe low achieving students in terms of academic performance, they seldom focus on socio-emotional aspects, such as self-esteem, peer affiliation, and inter-personal relationships. However, low achieving students could also be described differently in different contexts. Students who experience difficulties academically are characterized as having difficulties in studying, completing assignments and organizing information. Therefore, this study attempts to explore the impact of the transitions from primary school to secondary school among low achieving students on their peer affiliation and the reciprocal effect of self-esteem and academic outcomes, using data triangulation and methodological triangulation (different methods, i.e., observation, journal entries, portfolios and interviews) (Denzin, 1978). Aims: This study examined the effects of a peer support programme in smoothing the transition to adolescence and secondary school for students in the first year of secondary school by enhancing self-esteem, peer affiliations and academic performance. Sample: Participants in the study were students from a secondary school in Hong Kong. Seven form-one students participated three times weekly in groups facilitated by a trainer and older students. Method: The methods of data triangulation and time series design were employed. Data was collected from teacher interviews, observational field notes, inter-rater checklists, and conversations with students. Results: The results suggested that the peer support programme has significant effects on students' academic outcomes and peer affiliations. Conclusion: Three major findings arise from this investigation. First, the overall effectiveness of the peer support programme could enhance the students' academic performance and peer affiliations, this was agreed by the participants, teachers, trainer and researcher. Second, the school plays an important role in young adolescents' lives. Relationships between teachers and students could improve if there is more peer interaction. Third, a warm and supportive network has been established among the participants. The in-group bonding among the young students was very strong, so as to equip them with better social skills and positive interpersonal relationships with other classmates. (Contains 8 tables.) (As Provided).
Anmerkungen	Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10