The Effects of Manipulating Self-Concept on Learning and Classroom Performance.
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| Title: | The Effects of Manipulating Self-Concept on Learning and Classroom Performance. |
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| Language: | English |
| Authors: | Sharp, George Lawrence |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 1977 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Achievement, Behavior Change, Classroom Techniques, College Students, Counselor Role, Performance Factors, Self Concept, Self Esteem, Test Interpretation |
| Geographic Terms: | U.S.; New Mexico |
| Abstract: | In 1976, Muller and Spuhler found support for the proposition that self-concept influenced achievement. This experiment was designed to challenge their findings by demonstrating that when self-concept is lowered in a therapeutic manner, no deficit in achievement will result. The experimenter adjusted the self-concepts of college students regarding ability to learn a foreign language, and than measured performance on a paired-associates learning task. Subjects (N=16) were randomly assigned to one of four treatment conditions: self-concept lowered therapeutically, self-concept lowered counter-therapeutically, self-concept raised, and control. Self-concepts were raised or lowered by providing each subject with a false score on a foreign language aptitude test. When self-concept was lowered therapeutically, a very low aptitude score was presented nonjudgmentally and the acceptability of that score was emphasized. When self-concept was lowered counter-therapeutically, the score's unacceptability was emphasized. Each subject then learned a paired-associates task. The mean learning task performance level for the counter-therapeutically lowered group was inferior to those of the other three groups, which were equal. (Author) |
| Notes: | Paper presented at the Annual Meeting of the Rocky Mountain Educational Research Association (El Paso, Texas, November, 1977) |
| Journal Code: | RIESEP1979 |
| Entry Date: | 1979 |
| Accession Number: | ED169463 |
| Database: | ERIC |
| Abstract: | In 1976, Muller and Spuhler found support for the proposition that self-concept influenced achievement. This experiment was designed to challenge their findings by demonstrating that when self-concept is lowered in a therapeutic manner, no deficit in achievement will result. The experimenter adjusted the self-concepts of college students regarding ability to learn a foreign language, and than measured performance on a paired-associates learning task. Subjects (N=16) were randomly assigned to one of four treatment conditions: self-concept lowered therapeutically, self-concept lowered counter-therapeutically, self-concept raised, and control. Self-concepts were raised or lowered by providing each subject with a false score on a foreign language aptitude test. When self-concept was lowered therapeutically, a very low aptitude score was presented nonjudgmentally and the acceptability of that score was emphasized. When self-concept was lowered counter-therapeutically, the score's unacceptability was emphasized. Each subject then learned a paired-associates task. The mean learning task performance level for the counter-therapeutically lowered group was inferior to those of the other three groups, which were equal. (Author) |
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