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Self-Esteem and Classroom Participation

Thomas L. Morrison and M. Duane Thomas
The Journal of Educational Research
Vol. 68, No. 10 (Jul. - Aug., 1975), pp. 374-377
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27536795
Page Count: 4
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Abstract

Level of self-esteem was hypothesized to be related to aspects of participation in a classroom group. Three measures of self-esteem were used to test the hypotheses that college students with low self-esteem would (1) say less in class (2) contribute a smaller proportion of their thoughts to class discussion and (3) sit farther back in the classroom than Ss with high self-esteem. These hypotheses were not confirmed for the Coopersmith Self-Esteem Inventory (2) or for the Ziller Social Self-Esteem Scale (14), but all were confirmed for the subscale of the Coopersmith inventory specifically related to school self-esteem (t= 2. 06, 3. 35, 3.86, p <.05, .01, .01).

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