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![The Effect of Animated Self-concept Videos on Hispanic Fifth-grade Students Self-concept için kapak resmi The Effect of Animated Self-concept Videos on Hispanic Fifth-grade Students Self-concept için kapak resmi](/client/assets/d79c3e4af2b6d196/ctx/images/no_image.png)
The Effect of Animated Self-concept Videos on Hispanic Fifth-grade Students Self-concept
Başlık:
The Effect of Animated Self-concept Videos on Hispanic Fifth-grade Students Self-concept
Yazar:
Hill, Richard Lawrence, author. (orcid)0000-0002-3248-042X
ISBN:
9780438092617
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (147 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Jaunine Fouche Committee members: Kathryn Lang; David Tetrault.
Özet:
Studies have documented a major downturn in the self-concept of fifth-grade students as they transition to middle school (Twenge & Crocker, 2000). Two of the major risk factors are being female and Hispanic (Cavazos-Rehg & DeLucia-Waa, 2009). Various interventions have been tried with limited success. The purpose of the present study is to use an animated self-concept video series to test if an animated self-concept video series could support and/or increase the self-concept of fifth-grade students, particularly those in the Hispanic and female risk categories. The study population ( N = 192) was a convenience sample drawn from a sample size of 248 students in the fifth grade, average 10 years old, from a South Texas school district. The students were in two different elementary school buildings. The sample was predominantly Hispanic with 186 of the study population identifying as Hispanic. The scores of the non-Hispanic students were not included in the analysis. This quasi-experimental, nonequivalent control-group design (Gall, Gall, & Borg, 2007) used the Self-Perception Profile for Children (Harter, 2012) as the measurement instrument, which measured global self-worth. The instrument was used as a pre-test and post-test. The treatment group viewed one video each week for five weeks and the control group continued with the school district's specified curriculum. No teacher intervention was specified. A Mann-Whitney U was utilized to evaluate the null hypotheses. The results indicated no statistically significant difference between the groups before or after the treatment, nor was there a statistically significant difference from beginning to end within the treatment group.
Notlar:
School code: 1052
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(694014.1) | 694014-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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