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765 results

Article

Aiding the Development of Self-Esteem in Children

Publication: Parenting for a New World (AMI/USA), vol. 5, no. 3

Pages: 1-4

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Language: English

Doctoral Dissertation

Adaptación, ansiedad y autoestima en niños: comparación entre escuelas tradicional y Montessori [Adaptation, anxiety and self-esteem in children: comparison between traditional and Montessori schools]

Available from: Universidad de las Américas Puebla - Institutional Repository

Americas, Child development, Comparative education, Latin America and the Caribbean, Mexico, Montessori method of education, Normalization, Wellbeing

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Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010

Doctoral Dissertation

A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior

Available from: ProQuest - Dissertations and Theses

Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes

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Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.

Language: English

Published: San Juan, Puerto Rico, 2002

Article

Let the Child Teach Himself: Let the Child Teach Himself Let the Child Teach Himself

Publication: New York Times Magazine (New York, New York)

Pages: Magazine - 34-35, 42, 44, 47, 49-50

Americas, Montessori method of education - Criticism, interpretation, etc., Montessori schools, United States of America

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Language: English

ISSN: 0362-4331

Book

Self-Reliance: A Practical and Informal Discussion of Methods of Teaching Self-Reliance, Initiative and Responsibility to Modern Children

Available from: Internet Archive

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Language: English

Published: Indianapolis, Indiana: Bobbs-Merrill Company, 1916

Article

The Effects of Young Children's Team centered Problem-Based Learning Strategies on the Self-Efficacy and Academic Interests in Young Children's Mathematics / 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 미치는 효과

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 17, no. 1

Pages: 37-53

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: The purpose of this study was to examine the effects of young children's team centered problem-based learning strategies(team centered PBL) on the self-efficacy and academic interests in young children's mathematics. For these purposes, the data were collected by questionnaire from 27 young children living in S-city. They were respectively assigned to experimental group and comparative group. The experimental group was trained four weeks with the 12th sessions through the team centered PBL. Before administrating the experimental procedure, both groups took the pretest for measuring their self-efficacy and academic interests. After the experimental sessions, they also took the posttests to measure both of them. The major results of this study were as follows: First, the experimental group trained through the team centered PBL strategies has got higher scores on the self-efficacy questionnaire than the comparative group. Second, the former which got higher scores on the self-efficacy also gained more scores on academic interests test than the latter. In light of these results, it suggests that young children's self-efficacy in the kindergarten could be acquired through team centered PBL strategies. / 본 연구의 목적은 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 어떤 영향을 미치는지를 밝혀내는 것이다. 이를 수행하기 위해 경기도 S시 소재의 H유치원만 5세반 실험집단 14명에게 4주 동안 총 12차시에 걸쳐 유아 수학 관련 모둠별 문제중심 학습전략을 실시하였다. 모둠별 문제중심 학습전략이 종료된 후에 유아 수학 관련 자기효능감검사와 학습흥미검사의 결과를 비교집단 13명의 결과와 비교 분석하였다. 본 연구에서 밝혀진 주요 결과로는 첫째, 모둠별 문제중심 학습전략을 받은 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 자기효능감 점수가 유의미하게 높았다. 둘째, 모둠별 문제중심 학습전략으로 자기효능감이 높아진 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 학습흥미에서도 유의미하게 높았다. 이 같은 연구결과는 수업시간에 유아들에게 수학 관련 모둠별 문제중심 학습전략이 제공될 경우, 유아들의 수학 관련 자기효능감과 학습흥미가 향상될 수 있음을 의미한다. 따라서 유아들의 수학 관련 자기효능감과 학습흥미 향상을 위해 모둠별 문제중심 학습전략을 적용해 볼 필요성이 있을 것이다.

Language: Korean

ISSN: 1226-9417

Article

Increasing a Child's Self-Esteem

Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 2

Pages: insert

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Language: English

Article

✓ Peer Reviewed

Impact of Montessori Didactic Method and Direct Instruction Method on Self-Esteem of Pupils with Hearing Impairment in Lagos State

Available from: University of Lagos Library (Nigeria)

Publication: Beogradska defektološka škola - Belgrade School of Special Education and Rehabilitation, vol. 26, no. 3

Pages: 21-37

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Abstract/Notes: This study investigated the impact of Montessori didactic method and direct instruction method on the self-esteem of pupils with hearing impairment in Lagos State, Nigeria. !e employed pre- and post-tests quasi-experimental research design. A total of 29 pupils with hearing impairment were purposively selected and participated in the study with 9, 10, 10 participants in treatment and control groups through non-bias randomisation. Index of Self-Esteem (ISE) developed by Hudson (1982) was adapted and revalidated with the reliability of 0.77 and 0.76, respectively using concurrent validity and test retest reliability. !e treatment lasted nine weeks. !e study revealed that self-esteem significantly differs among pupils with hearing impairment across the experimental groups. !e Montessori didactic group had a higher mean score than the direct instruction method, but both were better when compared to the control group. In addition, the experimental group did not significantly differ due to gender. It was recommended that teachers of pupils with hearing impairment should use both Montessori Didactic and Direct Instructions to reduce children’s social and emotional impairment and increase their social functioning

Language: English

ISSN: 0354-8759

Article

The All Important Self-Esteem: What It Is–and Isn't

Publication: The National Montessori Reporter

Pages: 3–5

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Language: English

Article

Self-Esteem in the Classroom: The Role of the Empowering Teacher

Publication: The National Montessori Reporter, vol. 16, no. 3

Pages: 8–11

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Language: English

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