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

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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 … continued below

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viii, 101 leaves

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Karam, Patricia August 1989.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 921 times, with 9 in the last month. More information about this dissertation can be viewed below.

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  • Karam, Patricia

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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.

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viii, 101 leaves

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  • August 1989

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Thumbnail image of item number 1 in: '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'.
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Karam, Patricia. 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, dissertation, August 1989; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330692/: accessed May 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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