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• CHANGING PERSONAL CHARACTERISTICS THROUGH DIFFERENTIATED EDUCATION: DEVELOPMENT OF AREAS OF SELF-ESTEEM IN UPPER GRADE ELEMENTARY SCHOOL STUDENTS

  21-42

  Nóra Kós

  Views:

  241

  The central question of this longitudinal research (2006-2010) is whether differentiated education has positive effects on the self-esteem of upper-grade elementary school students. Sample: n = 354 persons (177 students in the examination group, 177 students in the control group), age: 10-14 years. Method: Coopersmith's Self-esteem inventory was applied before, after, and three times during the development (a total of 5 occasions of measurement). Result: the controlled and planned differentiated development has a significant impact on positive self-esteem and school achievement.

• SUPPORTING A STUTTERING STUDENT AT SCHOOL

  91-104

  Tiiu Tammemäe

  Sigrid Sõggel

  Views:

  341

  Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.

• ACADEMIC ACHIEVEMENT OF HIGHER EDUCATIONAL STUDENTS IN THE LIGHT OF TALENT, HEALTH AND SOCIAL RELATIONSHIPS

  43-56

  Bianka Józsa

  Gergő Mihály Kárándi

  Petra Bianka Motel

  Lili Visnyei

  Views:

  402

  Background and aim: Academic achievement is determined by several intra- and interpersonal factors. Talent is an internal factor whose role in academic progress is unquestionable (Dávid et al., 2014a; Mező, 2008; Ceglédi, 2008). Health awareness is also an internal factor that has a significant effect on academic achievement, considering the positive effect of regular physical activity and positive self-image, and body image within the latter (Kovács, 2020). Also, interpersonal and environmental factors need to be emphasized, as adequate social support can significantly improve performance and can also play a crucial role in disadvantage compensation (Szemerszki, 2015; Ceglédi 2012). However, deficits of these factors (of which exclusion is very severe, for example) have the opposite effect. In our research, we examined the role of self-assessed talent preferences, self-satisfaction, regular physical activity, and coping with exclusion among the students of the University of Debrecen (N=159). Results: Based on the results of the linear regression analysis, exclusion itself has a negative effect on academic achievement, but self-satisfaction and coping with exclusion show a positive effect. Our results draw attention to the importance of social relationships and prevention of exclusion, as it is clear that social exclusion has a long-term impact on self-esteem and higher academic achievement, and is stronger the earlier it appears.

• EFFECT OF SPORT ON SELF-ESTEEM, ANXIETY AND COPING OF EARLY ADOLESCENTS

  43-56

  Karolina Eszter Kovács

  Beáta Erika Nagy

  Views:

  400

  This paper is about the effect of sport participation on self-esteem, anxiety, psychological immune system, and achievement motivation among early adolescents. Sample: 47 athletes (handballers) and 46 non-athletes boys took part in this research (age: 11-13 years). Methods: Coopersmith Self-esteem Inventory (Coopersmith, 1984), Spielberger State-Trait Anxiety Inventory for Children (STAI, Spielberg, 1973), Achievement Motivation Scale (Tóth, 2005) and Psychological Immune System Inventory Junior (PIK-J, Oláh, 2005). Results: sport increases self-esteem and coping, decreases anxiety and achievement motivation. Furthermore, these factors are not independent so positive changes in one field cause positive changes in others as well.