Unit:
Κατεύθυνση Εφαρμοσμένη Ψυχολογία στην ΕκπαίδευσηLibrary of the School of Education
Author:
Theodoropoulou Maria
Supervisors info:
Μαλικιώση-Λοϊζου Μαρία, Ομότιμη Καθηγήτρια, ΤΕΑΠΗ, ΕΚΠΑ
Γαλανάκη Ευαγγελία, Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Μαλαφάντης Κωνσταντίνος, Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Original Title:
Η αυτοεκτίμηση των δυσλεκτικών και μη δυσλεκτικών παιδιών ηλικίας 11-12 ετών σε σχέση με την αποδοχή-απόρριψη από τον/την εκπαιδευτικό
Translated title:
The self-esteem of dyslexic and non-dyslexic children aged 11-12 years in association to teacher acceptance-rejection.
Summary:
The purpose of this thesis is twofold: (a) the comparison of self-esteem between dyslexic and non dyslexic children 11-12 years old and (b) the association of self-esteem with teacher acceptance-rejection. Specifically, the sample of the survey is gathered from 6 public schools located in the 1st district of Attica, consisting of 118 Elementary and Secondary level Greek students (21 dyslexic and 97 non dyslexic) and their 12 teachers. The used methods to collect student sample data are a self-referencing questionnaire which examines self-esteem (Manual for the Self-Perception for Childern) (Harter, 1985c, translated and adapted to Greek data by Makri-Botsari, 2013 (How I realize myself II – PATEM II) and the second one (Teacher Acceptance-Rejection/Control Questionnaire-Short Form, Child TARQ/Control) (Rohner & Khaleque, 2005, translated in Greek by Kourkoutas, Propersi & Georgiadi, 2013). The teacher sample completed a self-referral questionnaire regarding their relationship with their students (Student-Teacher Relationship Scale) (Pianta, 2001, translated and adapted to Greek data by Galanaki & Vassilopoulou, 2007). Moreover, the analytical tool used for the results was the Statistical Program of Social Sciences SPSS 10.0, namely Mann-Whitney non-parametric control and Spearman’s non parametric p-factor. The main outcomes of the research are that self-esteem of dyslexic children is lower than that of non dyslexic and that student’s self-esteem is linked to the teacher acceptance-rejection level. A third key finding is that the student-teacher relationship from the teacher perspective is related to teacher acceptance-rejection as perceived by the students. Finally the results revealed the importance of the teachers’ role in motivating students building on their self-esteem whether they are dyslexic or not.
Keywords:
Dyslexia, Self-esteem, Teacher Acceptance-Rejection, Student-teacher relationship.
Number of references:
402
