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The effect of an instructional program on the self-esteem of elementary school children Hogan, Marcia E.
Abstract
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 this study indicate lack of empirical support for the effectiveness of self-esteem enhancement through instructional interventions. Future research should determine the effect of teacher behavior, isolate the ecological factors which contributed to increased self-esteem, establish effective qualitative measures, and plan furlong term follow-up.
Item Metadata
Title |
The effect of an instructional program on the self-esteem of elementary school children
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1993
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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 this study indicate lack of empirical support for the effectiveness of self-esteem enhancement through instructional interventions. Future research should determine the effect of teacher behavior, isolate the ecological factors which contributed to increased self-esteem, establish effective qualitative measures, and plan furlong term follow-up.
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Extent |
4338872 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2008-09-30
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Provider |
Vancouver : University of British Columbia Library
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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.
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DOI |
10.14288/1.0098830
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1993-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
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.