Self-acceptance of Jamaican Grade seven students in relation to acceptance of significant others and to certain environmental variables

Abstract

This study explored the relationship existing between self-acceptance and acceptance of Significant Others, as well as certain home and school environmental variables, among a group of 359 Grade 7 students (175 male, 184 female) drawn from a sample of high (179 students) and New Secondary (180 students) schools in the Corporate Area of Kingston and St. Andrew. Data were collected from test batteries administered to the students. Results of the data analysis showed that: 1) there were no significant differences between male and female groups regarding Self-Acceptance and Acceptance of Significant Others, but female students gained more Common Entrance (CE) passes, expressed more positive social learning experiences, and felt that they were generally more accepted than male students; 2) high school students were significantly more self-accepting than New Secondary school students, being significantly higher also on all variables in Early School Dimension, Perception of Significant Others, and Social Learning Dimension; 3) Perception of Parental Acceptance emerged as the best predictor of Self-Acceptance for the Total, Female, and New Secondary school samples. Acceptance of Parents was the best predictor for the male sample, and Perception of Peer Acceptance for the high school sample; and 4) parents were the most Significant Other influencing the development of Self-Acceptance, followed by peers, siblings, and teachers respectively