Date of Award
1998
Document Type
Thesis
Degree Name
Master of Arts
Department
Education
First Advisor
Pamela Nickels
Second Advisor
Edward Doerr
Third Advisor
Claire Halloran
Abstract
This study examined whether self-esteem had a significant effect on reading and math achievement. Data were collected from 90 third and fifth grade students in a Midwestern, suburban elementary school. Results of a self-esteem test (Piers-Harris Children's Self-concept Scale) were correlated to standardized reading and math test scores (Missouri Mastery and Achievement Test, MMA T). The results indicated a direct correlation. The variation in the level of self-esteem scores suggests a parallel relationship with reading and math achievement scores. The direct correlation demonstrates if one score (self-esteem) is high, then the other score (reading or math) will more than likely be high. Or if one score (self-esteem) is low, then the other score (math) will more than likely be low. Based on this data, self-esteem and reading and math could be taught together instead of as separate subjects in elementary schools today.
Recommended Citation
Beatty, Carol Ann, "The Effects of Self-Esteem on Reading and Math Achievement in Third and Fifth Grade Students" (1998). Theses. 362.
https://digitalcommons.lindenwood.edu/theses/362
Creative Commons License
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