Self-esteem in open and traditional classrooms

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Abstract

Self-esteem of 350 7th graders from open and traditional elementary schools was measured according to the Coopersmith Self-Esteem Inventory and corresponding Coopersmith Behavior Rating Form. The 7 open and 8 traditional classes used in the study were rated according to the Walberg-Thomas Scales (a teacher questionnaire and classroom observation scale) and were found to be significantly different treatment groups. No differences in self-esteem were found between the groups, however, nor were main effects found for socioeconomic status, IQ, or sibling position. The sex factor did show significant difference. Findings indicate that skepticism is necessary regarding claims that the open school format fosters self-esteem. Additional data that use consistent measuring instruments and vary S populations are needed. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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