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The purpose of this study was to determine whether global and area specific self-concept decreased as students advanced in the elementary grades and whether an educational program to increase self-concept affected global and area specific self-concept in a positive way. The participants were 154 first and third grade students from eight intact classrooms in two public elementary schools in a rural midwestern school district.An altered Non-Equivalent Control Group Design was utilized in which the self-concept treatment was administered to School A between Test One and Test Two and to School B between Test Two and Test Three.A repeated measures design and a MANOVA were used to test the seven null hypotheses at the .05 level of significance. The three hypotheses that were rejected dealt with increased self-concept scores for first and third graders after the treatment was given and differences in specific areas of self-concept.The following results were reported:1. There was a decline in global self-concepts from first to third grades, but the difference was not significant.2. Self-concept scores for first and third graders increased after the treatment.3. The only significant difference on the six specific area subtest scores between first and third grade students existed on the intellectual and school status subtest.The researcher concluded that the treatment may have been related to the increase in self-concept scores for both first and third graders.Recommendations for further research included replication and expansion of this study with various grade levels, different self-concept tests and interventions. / Department of Elementary Education

The purpose of this investigation was to determine the extent to which visual-motor maturity influenced the emergence of diagnostic emotional signs on the Bender Gestalt Test. The Bender Gestalt Test was administered to 400 first and second grade students from lower middle class homes in Wisconsin. The subjects were in regular education classes and were, therefore, not identified as having learning or emotional problems. Each subject was given a Bender Gestalt Test, which was subsequently scored for developmental errors and emotional indicators according to the Koppitz system. Pearson product moment correlation coefficients were computed for all emotional indicators and all developmental errors. This was referred to as the omnibus correlation coefficient. Correlations were also computed for all developmental errors and each emotional indicator. A coefficient of determination was computed for all developmental errors and all emotional indicators. Finally, the frequency of each emotional indicator was plotted at each developmental age. The omnibus correlation and the following emotional indicators attained statistical significance confused order, wavy line, increased size, and small size. All of the correlations indicated little if any relationship exists between emotional indicators and developmental errors. In addition, little if any variance is shared by the two above named entities. While the appearance of confused order and increasing size can be attributed to developmental factors, the emergence of small size cannot. Several emotional indicators appear almost unrelated to visual-motor development, specifically dashes for circles, large size, and expansion. When these emotional indicators appear in the protocols of young children further investigation regarding emotional functioning seems warranted. Wavy line and confused order do appear frequently. This suggests that it is not unusual for children to render these emotional indicators. / Department of Educational Psychology

This study examines recommendations regarding what children need from their fathers at various ages and what men can do to help their children with those needs. Data collected in this study do not support recommendations as they appear in the conceptual ethic of Generative Fathering (Dollahite & Hawkins, 1998). However, trends in the data suggest that, across the lifespan, children have a primary need for overt displays of love and nurturing. There is evidence that young children need their fathers to be physically present. Young children also seem to need support and acceptance from their fathers, though how exactly fathers demonstrate that support and acceptance might change as the child develops. The data suggest that as the child transitions out of childhood and into adolescence and adulthood, the need for physical presence diminishes and the needs for support and acceptance, and advice and guidance emerge as more primary. / Department of Counseling Psychology and Guidance Services

The problem which was investigated in this study was the influence of a child development laboratory experience and the child's discriminatory abilities on the developmental level of children's art productions. Forty-eight children, three and four years of age, of whom 24 had no prior experience, and 24 others had completed approximately six months as participants in a child development laboratory, were included in the study. All children were given a discrimination task to establish their individual levels of discriminatory abilities. Each child painted four pictures, two with easel paint and two with crayons. Each painting was analyzed to determine art content and level of development. The findings indicated that discrimination ability does not appear to be an influential factor on the developmental level of children 's art creations among children of this age. Children demonstrated more advanced art stages when using crayons than when painting with tempra at the easel. Experience in the Child Development Laboratory exerted its strongest influence on the child's production of learned art forms, alphabet letters and numerals. It was concluded that art experiences for three and four year old children tend to be motoric and exploratory responses to the various media in use by them. However, experience is also a factor in the development of children's art, in that the child's use of learned art forms is influenced by an enriched learning environment.

The analysis of variance procedure was used to test each of the hypotheses. Three of the hypotheses were rejected at the .05 level of significance. Under the neutral story format, ego-involved subjects rated their behavior more positively than did role-taking subjects. Under the positive story format, ego-involved subjects rated their behavior more negatively than role-taking subjects. This difference was not in the anticipated direction. Under the positive story format, intentional story subjects rated their behavior more positively than accidental story subjects.The following null hypotheses for the neutral story condition failed to be rejected: there would be no statistically significant difference between the behavior ratings of subjects presented an intentional story format and subjects presented an accidental story format; and there would be no statistically significant difference between behavioral ratings of male and female subjects.One null hypothesis for the positive story condition failed to be rejected: there would be no statistically significant difference between the behavioral ratings of male and female subjects.All three null hypotheses for the negative story conditions failed to be rejected: there would be no statistically significant difference between the behavior ratings of ego-involved subjects and role-taking subjects, there would be no statistically significant difference between the behavioral ratings of subjects presented an intentional story format and subjects presented an accidental story format, and there would be no statistically significant difference between the behavioral ratings of male and female subjects. The results of the study suggest that affect does play a greater role in the moral judgment decision making process than has been previously recognized.

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No description available.

No description available.