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Date of Award

1990

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate School

First Advisor

Dennis Brennan

First Committee Member

Robert R. Hopkins

Second Committee Member

Hugh McBride

Third Committee Member

Robert Baum

Fourth Committee Member

Dennis Flynn

Abstract

Purpose. The purpose of this study was to determine the effectiveness of the Lions-Quest "Skills for Adolescence" (L-QSA) Program on self-esteem enhancement and academic achievement for middle school students. Procedure. A total of 1177 students from two middle schools in a northern California district were involved in the study. A group of 384 students, who had participated in the L-QSA Program in their sixth grade year, were compared with 793 students who had not received L-QSA training. All students were pre- and posttested on the Coopersmith Self-Esteem Inventory (CSEI) and the Comprehensive Test of Basic Skills (CTBS). In addition, a random sample of control and experimental subjects were delay tested on the CSEI. Independent variables included demographic data from school records and student self-report personological information. The five research questions addressed in the study were analyzed by means of a t-test of the Pearson product moment correlation coefficient, an analysis of covariance (ANCOVA), or a two-way analysis of variance (ANOVA). Findings. There was no significant relationship between participation in the L-QSA program and the enhancement of self-esteem and academic achievement for most subjects. Limited English Proficient (LEP) students who participated in the L-QSA Program did show a significant relationship (p $<$.01) by decreased scores in the School-Academic area of self-esteem on the CSEI over time. In the delay testing, eighth grade L-QSA trained students showed a significant relationship (p $<$.05) by increased scores over time in the CSEI School-Academic subtest. Implications for further study. Replications of this study might be made varying length of training offered to students, the specific affective education program used in the training, and a larger portion of students who are participants in a labeled categorical education program such as students in Gifted and Talented Education (GATE), special education programs, and migrant minority students. Other self-esteem measures should also be used in addition to the CSEI to validate levels of self-esteem. Finally, a similar study might include the effects of increased parent participation and school staff in the affective education program.

Pages

129

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