dc.contributor.author |
Masri, Ghinwa Ahmad, |
dc.date |
2014 |
dc.date.accessioned |
2015-02-03T10:43:38Z |
dc.date.available |
2015-02-03T10:43:38Z |
dc.date.issued |
2014 |
dc.date.submitted |
2014 |
dc.identifier.other |
b18191915 |
dc.identifier.uri |
http://hdl.handle.net/10938/10240 |
dc.description |
Thesis M.A. American University of Beirut. Department of Education. 2014. T:6003 |
dc.description |
Advisor: Dr.Vivian Khamis, Associate Professor, Department of Education ; Committee Member: Dr. Rabih El-Mouhayar, Assistant Professor, Department of Education ; Dr. Hoda Baytiyeh, Assistant Professor, Department of Education. |
dc.description |
Includes bibliographical references (leaves 61-69) |
dc.description.abstract |
The purpose of this study was to explore the influence of perceived teacher talk, student self-talk and gender on Lebanese adolescents’ self-esteem. For this purpose the following research questions were addressed: 1) Is there a significant relationship between perceived teacher talk, student self-talk and self esteem among Lebanese adolescents?2) Do perceived teacher talk, student self-talk and self-esteem vary according to gender?and3) Do perceived teacher talk, student self-talk and gender predict self-esteem? A questionnaire consisting of the Rosenberg Self-Esteem Scale, Significant Others Statement Inventory - Perceived Teacher Talk Subscale and Self-Talk Inventory was administered to a sample of 250 Lebanese students from grades 6, 7, 8 and 9. Bivariate correlations revealed a significant relationship between perceived teacher talk and student self-talk, between perceived teacher talk and self-esteem and between student self-talk and self-esteem. In addition, positive relationships were found between perceived teacher negative talk and negative self-talk, between perceived positive teacher talk and positive self-talk and between each of positive teacher talk and positive self-talk with self-esteem. On the other hand, negative relationships were found between each of perceived negative teacher talk and negative self-talk with self-esteem. Independent samples t-tests revealed no gender differences in the tested variables except for perceived negative teacher talk. Finally, the stepwise regression analysis indicated that perceived negative teacher talk, positive self-talk and negative self-talk all significantly contributed to self-esteem. Recommendations for future research and implications for practice are discussed. |
dc.format.extent |
1 online resource (xii, 87 leaves) ; 30cm |
dc.language.iso |
eng |
dc.relation.ispartof |
Theses, Dissertations, and Projects |
dc.subject.classification |
T:006003 AUBNO |
dc.subject.lcsh |
Academic achievement -- Lebanon. |
dc.subject.lcsh |
Teacher-student relationships -- Lebanon. |
dc.subject.lcsh |
Self esteem in adolescence -- Lebanon. |
dc.subject.lcsh |
Self-talk in children -- Lebanon. |
dc.subject.lcsh |
Adolescent psychology -- Lebanon. |
dc.subject.lcsh |
Questionnaires -- Lebanon. |
dc.title |
Perceived teacher talk, student self-talk and gender as predictors of self-esteem among Lebanese adolescents - |
dc.type |
Thesis |
dc.contributor.department |
American University of Beirut. Faculty of Arts and Sciences. Department of Education, degree granting institution. |