Title

Student Self Esteem's Effect on Classroom Leadership

Lead Author Major

Communication

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

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Apr 21st, 1:00 PM Apr 21st, 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.