The use of self-reports and peer reports as measures of self-esteem in middle school students

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dc.contributor.authorTroutman, Gretchen Creechen
dc.contributor.committeecochairFortune, Jimmie C.en
dc.contributor.committeecochairKeith, Timothy Z.en
dc.contributor.committeememberGeller, E. Scotten
dc.contributor.committeememberWalls, Wemme E.en
dc.contributor.committeememberWolfle, Lee M.en
dc.contributor.departmentEducational Research and Evaluationen
dc.date.accessioned2014-03-14T21:30:23Zen
dc.date.adate2006-03-02en
dc.date.available2014-03-14T21:30:23Zen
dc.date.issued1993en
dc.date.rdate2006-03-02en
dc.date.sdate2006-03-02en
dc.description.abstractMany educators and psychologists believe self-esteem is an important variable in the educational process. An adequate level of self-esteem is recognized as being essential for students because it may affect their level of achievement and general state of well being. Self-report measures are the most commonly used techniques to evaluate children's perceptions of themselves. Children's self-reports are valuable since certain aspects of internalized problems are usually difficult for others to identify. Sociometrics, or peer reports, provide an alternative to self-report measures of self-esteem. Some studies have shown academic achievement, athletic ability, and socioeconomic status to correlate with sociometric status. Sociometric measures allow teachers to gather a wealth of information about their students quickly and easily. One purpose of this study was to determine the degree of similarity between self-reports and peer reports as measures of self-esteem in middle school students. Confirmatory factor analysis showed that self-reports and peer reports were separate, but related constructs. A second purpose of the study was to determine the effects of verbal ability, peer reports, and self-reports on current achievement while controlling for whether or not the student had a learning disability. A recursive path model found verbal ability and type of student (learning disabled versus not learning disabled) to have strong direct effects on achievement, whereas self-reports and peer reports had no Significant effects. A third purpose of this study was to examine differences between students with and without learning disabilities on the peer reports and self-reports. Students with learning disabilities were found to have lower scores on all peer report and self-report measures. No relationship was found between type of student and choices made on peer nominations.en
dc.description.degreePh. D.en
dc.format.extentviii, 91 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-03022006-093359en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03022006-093359/en
dc.identifier.urihttp://hdl.handle.net/10919/41303en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1993.T697.pdfen
dc.relation.isformatofOCLC# 29968615en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1993.T697en
dc.subject.lcshAdolescent psychologyen
dc.subject.lcshSelf-esteem in adolescenceen
dc.titleThe use of self-reports and peer reports as measures of self-esteem in middle school studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Research and Evaluationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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