EARLY ADOLESCENT SELF IMAGE: AN EXAMINATION OF A TEACHER/ADVISOR PROGRAM (GUIDANCE, HOME BASE, PESONALIZATION).

Persistent Link:
http://hdl.handle.net/10150/188164
Title:
EARLY ADOLESCENT SELF IMAGE: AN EXAMINATION OF A TEACHER/ADVISOR PROGRAM (GUIDANCE, HOME BASE, PESONALIZATION).
Author:
Smith, Robert James
Issue Date:
1986
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the impact of a teacher/advisor program on early adolescents' perception of self image. A review of the literature revealed much which proclaims the virtues of the teacher/advisor program but at the same time demonstrated an absence of any significant research which verifies that such programs, in fact, accomplish what their proponents claim. Because a notable amount of research supports the inclusion of educational experiences which heighten self image, determining specifically what effects a teacher/advisor program has would satisfy the need to validate the credibility of this concept and aid middle level educators in assessing its value. A pretest-posttest control group design with multiple measures of self image was employed. The sample consisted of 145 seventh grade students from two middle level schools. The experimental group came from a 6-7 school with a total of 73 students participating, 37 male and 36 female. The control group came from a 7-8 school with 72 students participating; both males and females numbered 36. Subjects were administered a questionnaire, which was composed of seven self image or transition research, at the beginning of the fall semester and again nine weeks later. Subjects in the experimental group received a thirty minute per day teacher/advisor program during this time interval. The findings of this study revealed significant group effects for the measures of victimization and perceived self image. For the measures of anonymity, self-consciousness, and the three self-esteem measures, however, group effects were not observable. Furthermore, examination of the results using gender as a variable showed no significant difference in any of the seven self image constructs. The data indicate that participation in a teacher/advisor program tended to suppress perceptions of victimization, which can be construed as a positive effect, and to lower perceived self image, which can also be viewed as beneficial if construed as a more realistic occurrence.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Adolescent psychology.; Self-perception.; Teacher-student relationships.; Student counselors.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Secondary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Clark, Don

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleEARLY ADOLESCENT SELF IMAGE: AN EXAMINATION OF A TEACHER/ADVISOR PROGRAM (GUIDANCE, HOME BASE, PESONALIZATION).en_US
dc.creatorSmith, Robert Jamesen_US
dc.contributor.authorSmith, Robert Jamesen_US
dc.date.issued1986en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the impact of a teacher/advisor program on early adolescents' perception of self image. A review of the literature revealed much which proclaims the virtues of the teacher/advisor program but at the same time demonstrated an absence of any significant research which verifies that such programs, in fact, accomplish what their proponents claim. Because a notable amount of research supports the inclusion of educational experiences which heighten self image, determining specifically what effects a teacher/advisor program has would satisfy the need to validate the credibility of this concept and aid middle level educators in assessing its value. A pretest-posttest control group design with multiple measures of self image was employed. The sample consisted of 145 seventh grade students from two middle level schools. The experimental group came from a 6-7 school with a total of 73 students participating, 37 male and 36 female. The control group came from a 7-8 school with 72 students participating; both males and females numbered 36. Subjects were administered a questionnaire, which was composed of seven self image or transition research, at the beginning of the fall semester and again nine weeks later. Subjects in the experimental group received a thirty minute per day teacher/advisor program during this time interval. The findings of this study revealed significant group effects for the measures of victimization and perceived self image. For the measures of anonymity, self-consciousness, and the three self-esteem measures, however, group effects were not observable. Furthermore, examination of the results using gender as a variable showed no significant difference in any of the seven self image constructs. The data indicate that participation in a teacher/advisor program tended to suppress perceptions of victimization, which can be construed as a positive effect, and to lower perceived self image, which can also be viewed as beneficial if construed as a more realistic occurrence.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectAdolescent psychology.en_US
dc.subjectSelf-perception.en_US
dc.subjectTeacher-student relationships.en_US
dc.subjectStudent counselors.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecondary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorClark, Donen_US
dc.contributor.committeememberAllen, Paul M.en_US
dc.contributor.committeememberBarnes, Donen_US
dc.contributor.committeememberGose, Kenen_US
dc.contributor.committeememberDroegemueller, Leeen_US
dc.identifier.proquest8613448en_US
dc.identifier.oclc697292196en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.