Perceived teacher talk, student self-talk and gender as predictors of self-esteem among Lebanese adolescents

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.