Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

An investigation of the impact of a self-esteem enhancement course was conducted. The subjects were 92 high school juniors and seniors from a small central Kansas school. Three instruments were used: The Coopersmith Self-Esteem Inventory (SEI) for Adults, a Student's Information Sheet, and a Student Questionnaire. Comparisons of mean Coopersmith Self-esteem Inventory scores according to participation in a self-esteem enhancement course, gender, grade point average, level of involvement in school activities, and family structure were made. The researcher tested four null hypotheses and two post hoc null hypotheses at the .05 level of Significance. Analyses of variance were employed to test the six hypotheses. Twenty levels of comparisons were made with one comparison being statistically significant. The results of this study indicated that the self-esteem enhancement course did not significantly affect self-esteem. This study also indicated that grade point average and gender, level of involvement in school activities, and family structure did not affect self-esteem. The study did show, however, that there was a statistically significant interaction between level of involvement in school activities and grade point average. The results of this study appeared to support the following generalizations: 1) there is a statistically significant interaction between grade point average and involvement in school activities. 2) Gender, level of involvement in school activities, and grade point average did not significantly affect self-esteem. 3) Family structure did not significantly affect self-esteem. 4) Level of involvement in school activities did not significantly affect self-esteem. 5) Gender and grade point average did not significantly affect self-esteem. 6) Participation in a self-esteem enhancement course did not significantly affect self-esteem.

Keywords

Counseling

Advisor

Dr. Bill C. Daley

Date of Award

Summer 1987

Document Type

Thesis - campus only access

Rights

© The Author(s)

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