Date of Award:

1980

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Advisor/Chair:

Walter R. Borg

Abstract

The purpose of this research was to assess the effects of the Utah State University Pupil Self-Concept Program on the performance of inservice elementary school teachers and on the self-concepts of pupils in their classrooms. Four volunteer teachers were trained in the SelfConcept behaviors as part of an inservice course. A single-subject multiple baseline design was used to determine teacher effects for these four teachers. The first teacher was the main subject, and the study was then directly replicated three times using the other three experimental teachers. Data on these four subjects were collected through observation of program-related teacher behaviors. Results from the Teacher data indicated that teachers will indeed exhibit changes in their use frequency of the USU Pupil Self-Concept Program verbal behaviors when each of these behaviors is taught. The use of negative behaviors decreased in frequency while the use of positive behaviors increased in frequency. Results from this data indicated that pupils whose teachers are trained to emit the Program's specific language skills receive significantly higher self-concept scores than do pupils whose teachers do not receive this training, provided there are no other interaction styles used in the classroom than that of the trained or untrained teacher.

A quasi-experimental design was used to assess pupil effects as a result of teacher training. The pupils in the four trained teachers' classes served as the experimental group. The control group consisted of the pupils in three additional volunteer teachers' classes. These teachers were not trained; therefore, the pupil control group received no treatment. A pupil self-concept measure was administered before and after the inservice course.

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