Date of Award
2000
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
Education, Elementary.
Supervisor
Morton, Larry,
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
The purpose of this study was to examine whether a ten-session program that teaches interpersonal skills to grade four, five and six students would increase student self-esteem and interpersonal skills. A total of 285 children from two public elementary schools were divided into one school as the experimental group and one school as the control group. Before and after the experimental manipulation, all children completed the Culture Free Self-esteem Inventory, Interpersonal Skills Inventory, and How I Feel About Others In My Class survey. The experimental group received the program "Helping Kids Find Their Strengths". Themes of the program included identifying one's strengths and helping others to realize their strengths, looking at good experiences and using those experiences to make better choices and effective listening and communication skills. Control group students received regular classroom curriculum. Results indicated that the self-esteem and interpersonal skills of the students in the experimental and control groups were not significantly different. Source: Masters Abstracts International, Volume: 39-02, page: 0331. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2000.
Recommended Citation
O'Neil Tremblay, Celeste L., "Student interpersonal skill instruction and self-esteem." (2000). Electronic Theses and Dissertations. 3626.
https://scholar.uwindsor.ca/etd/3626