Preliminary communication
The contribution of student temperament and teacher interpersonal behavior in explaining student self-esteem and school success
Slavica Šimić Šašić
orcid.org/0000-0002-4465-1716
; Department of Teachers and Preschool Teachers Education, University of Zadar, Zadar, Croatia
Abstract
The aim of this research was to examine the contribution of students’ temperament and teacher-student interpersonal behavior in the explanation of self-esteem and academic achievement of students. The research included 189 students of the 7th and 8th grades of primary school, with the average age of thirteen in a half years. The results show that the temperament and teacher’s interpersonal behaviors are associated with self-esteem and academic achievement. The independent contribution of students’ temperament in explaining self esteem (36%) and academic achievement (20%) is higher than the contribution of teacher’s interpersonal behaviors (5% and 8%), which means that the dimensions of temperament, as well as the characteristics of students are better predictors of self-esteem and academic achievement. The results showed that students with higher levels of self-control have higher self-esteem, better general academic achievement, and more positive assessments of teacher interactions. As expected, different behaviors of teachers are predictors of self-esteem and academic achievement in students of different levels of self-control. The results indicate the important role of students’ temperament and teachers’ interpersonal behaviors in explaining the self-esteem and academic achievement of students.
Keywords
academic achievement; teacher’s interpersonal behavior; self-esteem; temperament
Hrčak ID:
193302
URI
Publication date:
21.9.2017.
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