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040			_aLB-BrCRDP
100	1		_aAgopian, Talar _gMaster Education-Emphasis Counseling
245	1	0	_aLow self-esteem, achievement, and attribution : a multidimensional approach
260			_aBeirut _bHaigazian University. Social and behavioral sciences _c2010
300			_a53 pages
500			_aالنوع : Mémoire
520	3		_aThe present study examined the variables of self-esteem, academic achievement, and attributional style, and shed light on the particular group of low self-esteem students who have high academic achievement. It sought to explain why these students maintain a low self-esteem despite continuous success in the academic domain. It relied on self-report measures where participants (N= 100) were asked to provide their academic average and fill in the following questionnaires: the Rosenberg Self-Esteem Scale, the Self-Esteem Questionnaire, and the Nowicki-Strickland Locus of Control Scale. In addition, participants were given three short stories to read followed by the State Self-Esteem Scale. The stories presented successful events in the social, family, and academic domains and were used as a multidimensional intervention model. Results were computed using analyses of correlations, regression, and variance, and t-tests. Results of this study showed and low self-esteem students tend to have an external attributional style, and that academic average positively correlates only with the school dimension of self-esteem, which might explain why self-esteem remains low in spite of academic success.
650		4	_aEstime personnelle _987
650		4	_aL’accomplissement des étudiants
650		4	_aSelf-Esteem _9170
650		4	_aStudents achievement
650		4	_aتحصيل الطلبة
650		4	_aتقدير الذات
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=73286
942			_cLAESDATA _2ddc
999			_c21725 _d21725