Student Self Esteem's Effect on Classroom Leadership
Format
Oral Presentation
Faculty Mentor Name
Qingwen Dong
Faculty Mentor Department
Communication
Abstract/Artist Statement
It is assumed that student’s who possess the combination of high self-esteem and social intelligence are guaranteed to be more vocal, persuasive, and productive leaders within a classroom environment and later in the work environment. However, without statistical data it is difficult to prove the correlation between a student’s self confidence and their performance within the classroom. This paper intends to present data that will clearly define the influence individual self esteem and social intelligence has over classroom behavior. After assessing individual empathy, listening skills, open mindedness, productivity, and persuasion techniques within the classroom, this information can be compared to each student’s semantic differential scale (a classic self esteem survey). After testing is complete, each personality quality will be tested for reliability and then continue on to a complete correlation analysis. The final statistics presented will give a vivid indication of the relationship between the mentality of a student and how they conduct themselves within a learning environment.
Location
DeRosa University Center, Room 220
Start Date
21-4-2012 1:00 PM
End Date
21-4-2012 5:00 PM
Student Self Esteem's Effect on Classroom Leadership
DeRosa University Center, Room 220
It is assumed that student’s who possess the combination of high self-esteem and social intelligence are guaranteed to be more vocal, persuasive, and productive leaders within a classroom environment and later in the work environment. However, without statistical data it is difficult to prove the correlation between a student’s self confidence and their performance within the classroom. This paper intends to present data that will clearly define the influence individual self esteem and social intelligence has over classroom behavior. After assessing individual empathy, listening skills, open mindedness, productivity, and persuasion techniques within the classroom, this information can be compared to each student’s semantic differential scale (a classic self esteem survey). After testing is complete, each personality quality will be tested for reliability and then continue on to a complete correlation analysis. The final statistics presented will give a vivid indication of the relationship between the mentality of a student and how they conduct themselves within a learning environment.