Examining the Influence of Picture Book Reading, Discussion, and Meaning Construction on Students' Self-Esteem

The purpose of this study was to determine the effects of meaning-making activities through reading and discussing picture books on students' self-esteem. To determine the effects of meaning-making activities using picture books on positive and negative emotions, a pre-post paired sample t-test was conducted using Rosenberg's self-esteem test tool, and the results were analyzed by comparing the results with previous studies on the effects of picture book reading on readers' defining domains. The reading activity showed statistically significant improvements in students' positive and negative emotions. These findings suggest that reading and discussing picture books and meaning-making activities have a positive impact on academic self-efficacy, and are consistent with previous research showing that reading picture books and meaning-making activities through peer-to-peer interaction have a positive impact on students' self-esteem. In particular, the pre- to post-test gains on academic self-efficacy -related items emphasize that reading and discussing picture books and meaning-making activities can have a positive impact on academic self-perception.