Booth Margaret Zoller, Gerard Jean M
School of Educational Foundations, Leadership and Policy, Bowling Green State University, Bowling Green, Ohio, USA.
Compare. 2011 Sep;41(5):629-648. doi: 10.1080/03057925.2011.566688.
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th-12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students' self-perceptions as more accurately reflecting their academic experience than the students from the United States.
本文采用混合研究方法，调查了美国和英国这两种西方文化背景下青少年的自尊与学业成绩之间的关系。研究利用了来自86名北美青少年和86名英国青少年的定量和定性数据，以考察他们在11至12岁学年期间从年初到年末自尊与学业成绩之间的联系。对于两个样本，定量结果表明秋季自尊与当年学业成绩的多个指标相关。虽然年底出现了国家差异，但在两个国家背景下，数学似乎都与自尊有着一致的关系。定性分析发现，有证据支持英国学生的自我认知比美国学生更能准确反映他们的学业经历。
