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Singapore adolescents' self-esteem and proficiency in Chinese language
Author
Tok, Yen Peng
Supervisor
Lui, Elena Hah Wah
Abstract
This correlation study examines the relationship between Singapore adolescents' self-esteem and their proficiency in the Chinese Language. To find adolescents' self-esteem scores, this quantitative research used the survey method. In this survey, LUI's Self-esteem Checklist (SEC 0902) comprising 30 items in 5 subscales was administered to the subjects. The five domains of self-esteem examined are : General Self, School-Academic, Peers-Social, Home-Parents and Chinese Language Self-esteem.
A pilot study was carried out before the main study to validate the instrument, the LUI's Self-Esteem Checklist (SEC 0902). It was administered to 135 secondary one students from a neighbourhood school. For the main study, the subjects were 416 secondary one students from three neighbourhood schools.
The main study found that students' total self-esteem is positively and significantly correlated (r = 0.248, p < 0.01) with their proficiency in Chinese Language. That is, students with higher self-esteem tend to perform better in the Chinese Language. However, we cannot assume that students who obtained high self-esteem scores will definitely perform better in the Chinese Language. This is because there are other factors that may contribute to their academic achievement as well. For example, home environment, learning abilities, teachers, teaching methods and interests are possible determinants.
The study also found that of the five subscales examined, only Chinese Language Self-esteem subscale is positively and significantly correlated (r = 0.593, p < 0.01) with proficiency in the Chinese Language. The other four subscales, that is, General Self, School-Academic, Peers-Social and Home-Parents are not significantly correlated with proficiency in the Chinese Language.
In addition, results showed that in this sample, students' proficiency in the English Language has a significant negative correlation (r = -0.166, p < 0.01) with proficiency in the Chinese Language. This implies that pupils who have high proficiency in the English Language are not so proficient in the Chinese Language, and vice-versa. Results also showed that there is a positive and significant correlation between proficiency in Mathematics and proficiency in the Chinese Language.
Results also showed that Chinese Language Self-esteem is positively and significantly correlated with School-Academic and Home-Parents subscales.
Based on the findings and discussions, the study concludes with the findings' implications and recommendations for further research.
A pilot study was carried out before the main study to validate the instrument, the LUI's Self-Esteem Checklist (SEC 0902). It was administered to 135 secondary one students from a neighbourhood school. For the main study, the subjects were 416 secondary one students from three neighbourhood schools.
The main study found that students' total self-esteem is positively and significantly correlated (r = 0.248, p < 0.01) with their proficiency in Chinese Language. That is, students with higher self-esteem tend to perform better in the Chinese Language. However, we cannot assume that students who obtained high self-esteem scores will definitely perform better in the Chinese Language. This is because there are other factors that may contribute to their academic achievement as well. For example, home environment, learning abilities, teachers, teaching methods and interests are possible determinants.
The study also found that of the five subscales examined, only Chinese Language Self-esteem subscale is positively and significantly correlated (r = 0.593, p < 0.01) with proficiency in the Chinese Language. The other four subscales, that is, General Self, School-Academic, Peers-Social and Home-Parents are not significantly correlated with proficiency in the Chinese Language.
In addition, results showed that in this sample, students' proficiency in the English Language has a significant negative correlation (r = -0.166, p < 0.01) with proficiency in the Chinese Language. This implies that pupils who have high proficiency in the English Language are not so proficient in the Chinese Language, and vice-versa. Results also showed that there is a positive and significant correlation between proficiency in Mathematics and proficiency in the Chinese Language.
Results also showed that Chinese Language Self-esteem is positively and significantly correlated with School-Academic and Home-Parents subscales.
Based on the findings and discussions, the study concludes with the findings' implications and recommendations for further research.
Date Issued
2005
Call Number
PL1068.S55 Tok
Date Submitted
2005