The influence of children's social and academic performance on self-concept in relation to teacher preference and peer acceptance.

• Other Authors: Fung, Yau Fong.
• Format: Others
• Language: English; Chinese; Chinese
• Published: 2010
• Subjects: Academic achievement; Interpersonal relations in children; Peer pressure in children; Self-perception in children; Teacher-student relationships
• Online Access: http://library.cuhk.edu.hk/record=b6074881; http://repository.lib.cuhk.edu.hk/en/item/cuhk-344514

The aim of the present study was to explore the role of teacher preference and peer acceptance in determining children's self-concept. In particular, it was proposed that teacher preference and peer acceptance would mediate the effect of children's academic performance and social behaviours on self-concepts. One thousand, one hundred and twelve elementary school students (Grade 1 to Grade 6) and their class teachers participated in this study. Teacher preference was indicated by the class teacher's personal liking towards each student in their classes on a five-point scale, while peer acceptance was indexed by unlimited within class nomination of friends. Students' self-concepts were captured by Harter's (1982) Perceived Competence Scale for Children. Both teacher ratings and peer nominations were used to measure children's social behaviours (i.e., prosocial leadership, aggression and social withdrawal). Results showed that peer acceptance mediated the relation between children's social behaviours and self-concepts. In order to further understand teachers and peers' influence on children, children were divided into four groups with regard to teachers and peers' preferences. The four status groups were 'popular stars', 'teachers' pets', 'students' heroes', and 'rejected'. Since this premise has not been empirically tested, the four status groups were profiled in terms of self-concept, academic performance, and social behaviours. Potential differences among the four status groups were also examined and discussed in this study. === Fung, Yau Fong. === Adviser: Chang Lei. === Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . === Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. === Includes bibliographical references (leaves 142-160). === Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. === Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. === Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. === Abstract also in Chinese; appendix in Chinese.