Master's Theses

Date of Award

Summer 1992

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate a self-esteem program implemented by the elementary school counselor with second grade students. The independent variables investigated were participation status (two levels: experimental and control groups): gender (two levels); family structure (two levels: intact and other); and Chapter I reading status (two levels: participant and nonparticipant). The dependent variables were posttest scores from the following subscales of the Pieres-Harris Children’s Self-Concept Scale: Behavior, Intellectual & School Status, Physical Appearance & Attributes, Anxiety, Popularity, and Happiness & Satisfaction. The covariant measures were pretest scores from the previous subscales of the Piers-Harris Children’s Self-Concept Scale and the SRA Survey of Basic Skills Reading Total score. The sample consisted of 110 second grade students. Six composite null hypotheses were tested at the .05 level of significance. Each composite null hypothesis was tested with a one-way analysis of covariance. / Of the 42 comparisons made, 3 were statistically significant at the .05 level. Two of the 3 significant comparisons indicated that participants in the program had higher adjusted post mean scores for Intellectual & School Status and Anxiety than nonparticipants. The remaining significant comparison indicated that the participants in Chapter I reading had a higher adjusted post means score for Intellectual & School Status. / The results of the present study appeared to support the following generalizations: (1) Participation status (Piers-Harris Children’s Self-Concept Scale Scores as covariant measure) was associated with 2 dimensions of self-concept (Intellectual & School Status and Anxiety). (2) Participation status (SRA Reading Total Score as covariant measure) was not associated with self-concept. (3) For those who participated in the implementation (Piers-Harris Children’s Self-Concept Scale Scores as covariant measure) gender was not associated with self-concept. (4) For those who participated in the implementation (SRA Reading Total Score as covariant measure) gender was not associated with self-concept. (5) For those who participated in the implementation (Piers-Harris Children’s Self-Concept Scale Scores as covariant measure) Chapter I was associated with 1 dimension of self-concept (Intellectual & School Status). (6) For those who participated in the implementation (Piers-Harris Children’s Self-Concept Scale Scores as covariant measure) family structure was not associated with self-concept.

Rights

Copyright 1992 Janiece Burkholder

Comments

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