The effect of altering self-descriptive behavior on self-concept and classroom behavior

Area of Science:

• Educational Psychology
• Behavioral Science

Background:

• Self-concept significantly influences academic performance and classroom conduct.
• Previous research indicates behavioral interventions can modify self-perception.

Purpose of the Study:

• To investigate the effect of operant reinforcement on positive self-descriptive writing.
• To assess the impact of this intervention on self-concept and classroom behavior in fifth-grade students.

Main Methods:

• Sixty fifth-grade students with low self-concept were divided into three groups.
• One group received reinforcement for positive self-descriptions, another for general statements, and a control group received no reinforcement.
• Self-concept was measured using the Primary Self-Concept Inventory, and classroom behaviors were frequency-counted.

Main Results:

• The group receiving reinforcement for positive self-descriptions showed increased positive self-descriptive statements and enhanced intellectual self-concept.
• No significant changes were observed in personal self-concept, social self-concept, or classroom behaviors for any group.
• The general reinforcement and control groups exhibited no changes in self-description, self-concept, or classroom behaviors.

Conclusions:

• Operant reinforcement of positive self-descriptive writing can positively impact specific aspects of self-concept, namely intellectual self-concept.
• The intervention's effect on broader self-concept dimensions and observable classroom behaviors requires further investigation.