| Self-esteem refers to individual positive regard and experience concerni-ng one's sel-f-value obtained from the social comparison, which is explored extensively in developme-nt psychology. So far, it boasts a variety of signif-icant discoveries in its definition, st-ructure, measurement, and development as well. However, compared with the abundant research on the adolescents, wh-at overlooks is the systematical experimental research ai-ming at preschool and elementary students. In addition, a survey shows that China's experimental research on the structure, developmental characteristics and influential fact-ors of children's self-esteem, aging from three-year-old to nine-year-o-ld, has not yet been reported, though a few study scattered in this domain. Meaningfully, with the research of self-esteem, it could predict the trend of children's personality and socialization development as well to come up with scientific psychology theory to enhance children's self-esteem. And ther-efore, it also plays an important role in setting the objects of family, kindergarten and elementary education.Based on the extensive literature and updated findings from both home and abroad, we address the purpose of this study is to explore the relations between the structure & developmental characteristics of children's self-esteem from 3-years-old to 9-years-old and their parental rearing style. The res-earch used the questionnaires-oriented method tohave the teachers filled and 150 subjects aging from 3-year-olds to 9-year-olds at the p-reschool and elementary level were structurally interviewed and tested in scenario backg-round. To go further, based on the survey of teachers'questionnaire, we utilize explorat-ory factor analysis to seek after the structure of self-esteem, and thereby, confirming thefour structural factors: self-importance, self-compe-tence, self-acceptance and social acceptance. In addition, a teacher-reported questionnaire on Children's self-esteem from 3-year-olds and 9-year-olds was designed and a great number of children were tested by thisquestionnaire. After exploratory factor analysis, we boiled down the factors into 3 dim-ensions: self-importance, self-competence and self-acceptance. Then, confirmed and mod-ified with the assistance of confirmatory factor analysis to solidify the construct validity of questionnaire, we ended up with the Children's self-esteem confirmatory model consi-sting of 22 items in the questionnaire. The validity coefficient of questionnaire is 0.9405,rater validity is 0.897 and split validity is 0.8864. So it can be used as psychometric instrument rating the children's self-esteem from 3-year-olds to 9-year-olds. Four studies conducted as follows: Study 1: To explore the mental structure of self-esteem, based on an exp-loratory factor analysis on the Self-designed teacher-reported questionnaire of children's self-esteem and confirmatory factor analysis by LISREL software.Study 2: Questionnaire method adopted with a sample of 700 subjects,exploring thechildren's development characteristic of age and gender so as to determine the criticalstage of self-esteem. Study 3: Interview and facial expression scenario experiments adopted with a sampl-e 150 subjects, exploring qualitative structure development of self-esteem so as to testify the validity of the quantitative research.Study 4: Self-designed, teacher-reported self-esteem questionnaire and parental rearin-g style questionnaire (Yang li-zhu, 1997), exploring the relations between the children's self-esteem development and parental rearing style.Result indicates:1.Superior reliability and validity in self-designed, teacher-reported self-esteem questi-onnaire, a reliable test measuring and analyzing the children's self-esteem. 2.Confirmatory factor analysis shows three factors covered in Self-esteem structure:self-importance, self-competence and self-acceptance. Three factors related model turns tobe reasonable and valid.3.In general, self-esteem goes up with the age reflecting...
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