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Assessment of the Relationship of the Peer Assistance and Leadership (PAL) Program on the Self-Concept of At-Risk Students as Measured by the Piers-Harris Children's Self-Concept Scale

The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc330692
Date08 1900
CreatorsKaram, Patricia
ContributorsMcLeod, Pat N., Short, J. Rodney, Moorman, Jerry Wayne, Froehlich, Hildegard C.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatviii, 101 leaves, Text
CoverageUnited States - Texas - Bexar County - San Antonio
RightsPublic, Karam, Patricia, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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