ERIC Number: ED334304
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Changing Self-Esteem: The Impact of Self-Esteem Changes on At-Risk Students Achievement.
Walker, Elaine M.
Participants in a program to raise the academic achievement of at-risk elementary school students in the Newark (New Jersey) School District by raising their self-esteem showed both increased self-esteem and achievement gains. The program included individual and group counseling sessions, parent participation, and the use of the Toward Affective Development (TAD) system and the Pumsey series. Two hundred seventy at-risk students were randomly assigned to a treatment group and 183 were assigned to a control group that received no treatment. More than three-fourths of the students in both groups were Black, while the remainder were of Hispanic or Portuguese backgrounds. The groups were compared using the following pre- and posttest measures: (1) the Coopersmith Self Esteem Inventory; (2) attendance; (3) the California Test of Basic Skills (CTBS); (4) parent participation; and (5) participation in counseling sessions. The following highlights are discussed: (1) social experiences with peers seemed to have more of an effect on self-esteem than either home or school experiences; (2) academic self-concept was significantly associated with classroom performance for Blacks and males; (3) while the program did have a significant impact on raising overall self-esteem, it did not have a significant impact on academic self-concept; and (4) the high absence rates of older students indicate the need for longer, more intensive intervention with this group. Statistical data are presented in 12 tables. A list of 32 references is appended. (FMW)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Newark Board of Education, NJ. Office of Research, Evaluation and Testing.