The effect of an instructional program on the self-esteem of elementary school children
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Hogan, Marcia E.
issued: 2008-09-30T16:35:52Z
issued: 1993
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Research shows that the level of self-esteem which students bring to the learning environment influences their receptiveness to instruction. While high self-esteem creates a climate of empowerment, low self-esteem leads to dependency. Authors of self-esteem programs believe students can be taught self-esteem. Empirical research has only begun to test the validity of such beliefs. This study investigated the effectiveness of an instructional program designed to enhance self-esteem. It predicted a greater increase in self-esteem for those students receiving self-esteem instruction than for those who did not, a greater increase for students who began the program with low self-esteem than for those with average or high levels, and a high correlation between student self-reports and teacher ratings of student self-esteem. The subjects in the study were 107 students in four intact classes, two of Grade 5 and two of Grade 7, at an elementary school in Surrey, B.C. There was one Treatment group and one Comparison group at each grade level. The repeated measures design included a pretest, treatment, and a posttest. Treatment consisted of a12-lesson (nine week) self-esteem instructional program, based on the work of Michele Borba, for the treatment group. The Comparison group received regular class instruction. A mixed model ANOVA found no differences in self-esteem for the main effects of treatment and grade, but a significant increase in self-esteem mean scores for both Treatment and Comparison groups. An ANCOVA found no significant difference for the Treatment group by level of self-esteem on the pretest adjusted mean scores. Ecological factors, such as teacher behavior, may have confounded treatment effect. Teacher ratings of student self-esteem showed a weak correlation with student self-ratings. Item analysis of the Piers-Harris Indicated some effect due to instruction and suggested qualitative measures may more accurately assess short-term interventions. The results of…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/2412
extent: 4338872 bytes
format: application/pdf
note: THE EFFECT OF AN INSTRUCTIONAL PROGRAM ON THESELF-ESTEEM OF ELEMENTARY SCHOOL CHILDRENbyMARCIA ELIZABETH HOGANB.Ed., The University of British Columbia, 1974A THESIS SUBMITTED IN PARTIAL FULFILLMENT OFTHE REQUIREMENTS FOR THE DEGREE OFMASTER OF ARTSinTHE FACULTY OF GRADUATE STUDIESDepartment of Educational Psychology and Special EducationWe accept this thesis as conformingto the required standardTHE UNIVERSITY OF BRITISH COLUMBIASEPTEMBER, 1993© Marcia Elizabeth Hogan, 1993In presenting this thesis in partial fulfilment of the requirements for an advanceddegree at the University of British Columbia, I agree that the Library shall make itfreely available for reference and study. I further agree that permission for extensivecopying of this thesis for scholarly purposes may be granted by the head of mydepartment or by his or her representatives. It is understood that copying orpublication of this thesis for financial gain shall not be allowed without my writtenpermission.(Signature Department oThe University of British ColumbiaVancouver, CanadaDate 9'3•/0 O( DE-6 (2/88)iiABSTRACTResearch shows that the level of self-esteem whichstudents bring to the learning environment influencestheir receptiveness to instruction. While highself-esteem creates a climate of empowerment, lowself-esteem leads to dependency. Authors of self-esteemprograms believe students can be taught self-esteem.Empirical research has only begun to test the validityof such beliefs. This study investigated theeffectiveness of an instructional program designed toenhance self-esteem. It predicted a greater increase inself-esteem for those students receiving self-esteeminstruction than for those who did not, a greaterincrease for students who began the program with lowself-esteem than for those with average or high levels,and a high correlation between student self-reports andteacher ratings of student self-esteem.The subjects in the study were 107 students in fourintact classes, two of Grade 5 and two of G…
has type: Thesis/Dissertation
date issued: 1993-11
is shown at: 10.14288/1.0098830
language: eng
degree discipline: Educational and Counselling Psychology and Special Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/2412