Children Self Esteem and Self Concept Responses

Children Self Esteem and Self Concept Responses

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Children Self Esteem and Self Concept Responses

devontay’s post ”

Influences on children’s Perception of self is the topic I picked to research. I picked this topic because I found it interesting how children develop positive concepts and feelings about themselves; “according to research, children; self-concept and self-esteem are influenced by their family and peer relationships, the environments in which they live and some of their characteristics (Frine & Eccles, 1998)”(Martin, 2006, p.404). There is a lot of things that can be said about this topic overall.

https://psycnet.apa.org/record/1997-38975-012

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-6494.1989.tb00762.x

The first link talks about how parents’ perceptions of their children affect their child’s self and grades. ” Results showed that parents’ perceptions mediate the relation between children’s grades and children’s self and task perceptions in both domains. Parents’ perceptions had a stronger influence on children’s perceptions than children’s grades. Significant but low correlations between gender and self and task perceptions were found in both math and English.”(Frome, Eccles, 1998).

The second link talks about how gender and sex-role influences can affect children’s self-esteem. They even have some research done on, “two nontraditionally sex?typed groups, androgynous children were found to have more positive school competence beliefs than were undifferentiated children”(Gillis, Connell, 1989).

4.

Like the book suggest the relationship with the caregivers and peers’ matter, and on both websites, they talk about how that played a role in their research and experiments.

The book suggests that “children who have warm and secure relationships with their parents and other caregivers, generally have positive concepts and feelings about themselves.”(Martin, 2006, p.404).

It seems as a child will have something deloped in one of the three categories in “figure 13.2″(Martin, 2006, p.406) in response to the two websites. A child will develop and express one of the three; Social and Cultural conditions, Physical appearance, or relationship with caregivers and peers. All three are taking into consideration when we look at the influences on a child and the perception of self.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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