Running head: SELF-ESTEEM CLASSROOM

Self-Esteem in the Classroom

[name]

[school]
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Method

Participants

The participants of this study included 50 students from the [school]. Each participant

was enrolled in one or more of three psychology classes: [class titles]. Of the participants, there

were 40 females and 10 males. Out of the 50 participants, 49 reported their year in college: 42

seniors and 7 juniors. The median age of all participants is 24.72.

Materials

Information was gathered by use of a Likert-scale 10-item questionnaire intended to

survey participant levels of self-esteem in the classroom. Questions asked aimed to measure

participants opinions on themselves and what they believe others opinions on themselves are.

Other items on the survey included demographic questions intended to determine age, gender,

and year in school. See Table 1.

Table 1

​Survey Questions

1. I feel good about my general well-being

2. I get along well with my classmates
3. I consider myself to have mastered most daily skills
4. When a professor calls on me in class I get nervous
5. My classmates are happy to see me in class
6. I know I'll be able to manage my current way of living for a long period of time
7. I have good relationships with my professors
8. I am confident in most class assignments that are given to me
9. I feel like I contribute to class discussions
10. My classmates respect me
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Procedure

Surveys were distributed to students electronically through Qualtrics. A survey link was

generated and distributed by use of email. All participants were given 7 days to complete the

survey. Students enrolled in the [class titles] classes received extra credit from their professors

for participating. Answers to the survey were downloaded from Qualtrics, collated into and

Excel spreadsheet then transferred to the “R” statistical program for analysis.

Results

This analysis was conducted to measure participants levels of self-esteem in a college

classroom setting. See Table 2 for the Likert type questions means.

Table 2

Likert means

Question
s Mean
1 5.68
2 5.84
3 5.78
4 4.92
5 5.04
6 4.66
7 5.52
8 5.56
9 5.2
10 5.28

“R” was used to create a correlation matrix of the Likert questions. The significant

correlations were tagged, and the 10 most significant correlations are listed in Table 3.
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Table 3

Significant correlations

Question
s r p-value
<0.000
Q2 & Q5 0.5794 1
<0.000
Q6 & Q1 0.6824 1
<0.000
Q7 & Q2 0.6933 1
<0.000
Q7 & Q5 0.5652 1
<0.000
Q9 & Q5 0.544 1
<0.000
Q9 & Q7 0.5555 1
<0.000
Q10 & Q2 0.6151 1
<0.000
Q10 & Q5 0.78 1
<0.000
Q10 & Q7 0.5408 1
<0.000
Q10 & Q9 0.6338 1

There is a moderate positive correlation between getting along well with classmates and

believing that classmates are happy to see participants in class (r= +0.5794, p= <0.0001).

There is a moderate positive correlation between feeling good about one’s general

well-being and believing that one’s current way of living can be managed for a long period of

time (r= +0.6824, p= <0.0001).

There is a moderate positive correlation between getting along with classmates and

having good relationships with professors (r= +0.6933, p= <0.0001).

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There is a moderate positive correlation between having good relationships with

professors and believing that classmates are happy to see participants in class (r= +0.5652, p=

<0.0001).

There is a moderate positive correlation between feeling like one participates in class

and believing that classmates are happy to see participants in class (r= +0.5440, p= <0.0001).

There is a moderate positive correlation between having good relationships with

professors and feeling like one participates in class (r= +0.5555, p= <0.0001).

There is a moderate positive correlation between getting along well with classmates and

believing that classmates respect participants (r= +0.6151, p= <0.0001).

There is a strong positive correlation between believing that classmates are happy to

see participants in class and believing that classmates respect participants (r= +0.7800, p=

<0.0001).

There is a moderate positive correlation between having good relationships with

professors and believing that classmates respect participants (r= +0.5408, p= <0.0001).

There is a moderate positive correlation between participants believing that they

contribute to class discussions and believing that classmates respect participants (r= +0.6338,

p= <0.0001).

All significant correlations were graphed with scatterplots created in “R” as shown in

Figures 1-10.
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Figure 1. ​Scatterplot of Correlation between Q2 and Q5

Figure 2. S​ catterplot of Correlation between Q6 and Q1

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Figure 3. S​ catterplot of Correlation between Q7 and Q2

Figure 4. S​ catterplot of Correlation between Q7 and Q5

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Figure 5. S​ catterplot of Correlation between Q9 and Q5

Figure 6. S​ catterplot of Correlation between Q9 and Q7

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Figure 7. S​ catterplot of Correlation between Q10 and Q2

Figure 8. S​ catterplot of Correlation between Q10 and Q5

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Figure 9. S​ catterplot of Correlation between Q10 and Q7

Figure 10. S​ catterplot of Correlation between Q10 and Q9