Individualized, success oriented instructions in achievement and self-concept of first graders

Gains in achievement and self-concept of 23 first graders receiving individualized, supportive, success-emphasizing instruction were compared with those of 22 receiving more traditional instruction. The individualized group showed greater gains in certain academic skills but no greater gain in self-concept. This study did not support the contention that a supportive, success-emphasizing classroom environment enhances self-concept.