A qualitative study of self-esteem, peer affiliation, and academic outcome among low achieving students in Hong Kong

A qualitative study of self-esteem, peer affiliation, and academic outcome among low achieving students in Hong Kong

香港低成就學生自尊心、朋輩親和性、及學術成果的質性研究

• Leung, Chi Hung Hong Kong Institute of Education
• Choi, Eudora Hong Kong Baptist University

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 58(1), 22-42, 2010

Hong Kong

Hong Kong Teachers' Association

2010

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• B Human Behaviour
  • BB Interests, Attitudes & Values

Peer Affiliation Self-Esteem Low-Achieving Students 朋輩親和性 自尊心 低成就學生

• Hong Kong

• 1997.7 onwards

• Secondary Education

Background: A limited amount of research has been conducted on children and adolescents who are low achievers. In Hong Kong, educators describe low achieving students in terms of academic performance, they seldom focus on socio-emotional aspects, such as self-esteem, peer affiliation, and inter-personal relationships. However, low achieving students could also be described differently in different contexts. Students who experience difficulties academically are characterized as having difficulties in studying, completing assignments and organizing information Therefore, this study attempts to explore the impact of the transitions from primary school to secondary school among low achieving students on their peer affiliation and the reciprocal effect of self-esteem and academic outcomes, using data triangulation and methodological triangulation (different methods, i.e., observation, journal entries, portfolios and interviews) (Denzin, 1978).
Aims: This study examined the effects of a peer support programme in smoothing the transition to adolescence and secondary school for students in the first year of secondary school by enhancing self-esteem, peer affiliations and academic performance.
Sample: Participants in the study were students from a secondary school in Hong Kong. Seven form-one students participated three times weekly in groups facilitated by a trainer and older students. Method: The methods of data triangulation and time series design were employed. Data was collected from teacher interviews, observational field notes, inter-rater checklists, and conversations with students.
Results: The results suggested that the peer support programme has significant effects on students' academic outcomes and peer affiliations.
Conclusion: Three major findings arise from this investigation. First, the overall effectiveness of the peer support programme could enhance the students' academic performance and peer affiliations, this was agreed by the participants, teachers, trainer and researcher. Second, the school plays an important role in young adolescents' lives. Relationships between teachers and students could improve if there is more peer interaction. Third, a warm and supportive network has been established among the participants. The in-group bonding among the young students was very strong, so as to equip them with better social skills and positive interpersonal relationships with other classmates.
背景：對於低成就的兒童及青少年的研究很有限。在香港，教育學家以學術表現的依據來形容低成就的學生。他們較少專注於社交情緒方面，例如自尊心、朋輩親和性、及人際關係。然而，在不同範疇，低成就的學生亦能被予以不同的描述。學術上遇到困難的學生通常被界定為於學習上、完成作業、及組織訊息方面有困難。因此，是次研究嘗試探討由小學升上中學的過渡，對於低成就學生的同儕親和性的影響，及自尊心和學術成果的相互影響；並運用了三角驗證法及研究整合法（不同方法：觀察、日誌、歷程檔案、和訪問）（Denzin, 1978）。
目的：是次研究測試一個朋輩互助計劃透過提升中一學生的自尊心、朋輩親和性、及學術成果，而順利過渡小學升上中學階段的影響。
樣本：是次研究的受試者是香港的中學生。7位中一學生參與每星期三次由一位訓練員及一位高年級學生給予援助的小組。
方法：使用了三角驗證法及時間系列。數據由導師訪問、現場觀察記錄、評分者間量表、及與學生的對話收集得來。
結果：研究結果顯示朋輩互助計劃對學術成果及朋輩親和性有顯著性影響。
結論：是次研究得出三個主要發現：第一，朋輩互助計劃的整體影響性能提升學生的學術成果及朋輩親和性，此結論被受試者、導師、訓練員、和研究員所認同；第二，學校對於青少年的生活發揮重要的作用，多些朋輩互動能改善師生關係；第三，受試者之間已建立了一個溫暖和支援性的網絡，年輕學生之間的組間聯繫很緊密，以便讓他們裝備更好的社交技巧和與其他同學間建立正面人際關係。
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https://bibliography.lib.eduhk.hk/en/bibs/a5e23481

2010-12-02