ERIC Number: ED037783
Record Type: RIE
Publication Date: 1970-Mar-2
Reference Count: 0
Learning Deficit in the Ability to Self-Reinforce as Related to Negative Self-Concept.
Felker, Donald W.; Bahlke, Susan
The study tests four hypotheses derived from the proposition that positive self-concept is partly due to an ability to utilize self-initiated verbal reinforcement. Subjects were 131 (66 boys and 65 girls) white fourth grade students from a suburban middle class school. The Piers-Harris self-concept measure was administered to all students. The Intellectual Achievement Responsibility Questionnaire and the Minnesota Tests of Creative Thinking were each given to half the students. Students were asked to rank order nine statements on a continuum of "good to say to myself while doing schoolwork". A spelling test was administered in conjunction with value statements chosen specifically for the analysis. The procedures provided the following scores: self-concept, locus of control, verbal fluency, statements chosen as good to say to oneself and statements chosen after task. The results show positive relationships between (1) self-concept and children's belief that they are responsible for their academic success, (2) self-concept and verbal fluency, (3) self-concept and positiveness of designated as "good to say to myself while doing schoolwork", and (4) self-concept and positiveness of self-divided statements chosed to say after completion of an academic task. (author/MC)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Purdue Univ., Lafayette, IN. Dept. of Education.; American Educational Research Association, Washington, DC.
Note: Paper presented at American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970