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Relationship between Perceived Classroom Social Environment and Self-esteem among Junior High School Students
The purpose of this study was to assess the relationship between perceived classroom social environment and self-esteem of junior high school students. Using Probability-proportionate to size sampling, 2,100 students of 60 classes in 20 schools were selected. Chinese version of the Inventory of Classroom Environment, and Chinese Adolescent Self-Esteem Inventory were included in a self-administrated questionnaire. Totally, 1,797 provided effective data and were analyzed by Pearson correlation and hierarchical regression. The major findings were listed as follows: 1. Perceived classroom social environment of the subjects was positive, but the Involvement subscale was slightly lower than the average score of the median. 2. The overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem were positive. 3. Classroom social environment was positively associated with overall self-esteem, academic self-esteem, physical self-esteem, and social self-esteem. 4. After controlling personal factors, classroom social environment could explain 12%, 19%, 8% and 31% variation of overall self-esteem, academic self-esteem, physical self-esteem and social self-esteem respectively. We recommend that teachers apply teaching and classroom management skills to get students involve in class work. Furthermore, teachers might create a healthy classroom social environment in order to foster self-esteem of students.
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