Date of Award
Master of Arts
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.
Beatty, Carol Ann, "The Effects of Self-Esteem on Reading and Math Achievement in Third and Fifth Grade Students" (1998). Theses. 362.
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