Η αυτοεκτίμηση των δυσλεκτικών και μη δυσλεκτικών παιδιών ηλικίας 11-12 ετών και η σχέση της με την αποδοχή-απόρριψη από τον/την εκπαιδευτικό ως προς το φύλο παιδιών και εκπαιδευτικών

Abstract

Abstract

The purpose of this thesis is: (a) the comparison of self-esteem among dyslexic and non dyslexic children 11-12 years old, (b) the association of self-esteem with teacher acceptance-rejection and (c) the above factors in comparison to the gender of the participants. Τhe sample of the survey is gathered from 6 public schools located in the 1st district of Attica, consisting of 118 Elementary level Greek students (21 dyslexic & 97 non dyslexic) and their teachers (N=12). The used methods to collect student sample data are these two questionnaires: (a) ‘How I realize myself II – PATEM II’ (Makri-Botsari, 2013 and (b) ‘Child Teacher Acceptance-Rejection/Control Questionnaire-Short Form, Child TARQ/Control’ (Kourkoutas, Propersi & Georgiadi, 2013). The teacher sample completed the questionnaire ‘Student-Teacher Relationship Scale’ (Galanaki & Vassilopoulou, 2007). The main outcomes are that self-esteem of dyslexic children is lower than that of non dyslexic and that student’s self-esteem is linked to the teacher acceptance-rejection. Finally, a basic finding is the fact that teacher acceptance-rejection is experienced differently amongst the students, depending on their sex while the latter does not influence the student-teacher relationship according to the teachers’ perception.