Effects of a School-Based Universal Prevention Program “Development of Self-Confidence”:

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  • Yokoshima Takayuki
    Joint Graduate School in Science of School Education, Hyogo University of Teacher Education
  • Kaya Ikuko
    Joint Graduate School in Science of School Education, Hyogo University of Teacher Education
  • Uchida Kanako
    Department of Human Development, Graduate School of Education, Naruto University of Education
  • Yamasaki Katsuyuki
    Department of Human Development, Graduate School of Education, Naruto University of Education

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Other Title
  • ユニバーサル学校予防教育「自己信頼心（自信）の育成」プログラムの効果
  • ユニバーサル学校予防教育「自己信頼心(自信)の育成」プログラムの効果 : 児童用紙筆版セルフ・エスティーム潜在連合テストを用いた教育効果の検討
  • ユニバーサル ガッコウ ヨボウ キョウイク 「 ジコ シンライシン(ジシン)ノ イクセイ 」 プログラム ノ コウカ : ジドウ ヨウシヒツバン セルフ ・ エスティーム センザイ レンゴウ テスト オ モチイタ キョウイク コウカ ノ ケントウ
  • Examining the Effectiveness of the Program Utilizing the Paper and Pencil Version of Self-Esteem Implicit Association Test for Children
  • ―児童用紙筆版セルフ・エスティーム潜在連合テストを用いた教育効果の検討―

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Abstract

<p>Background: In recent years, educations which cultivate children’s self-esteem have been actively practiced due to the claim of its importance. On the other hand, there is an argument that enhancement of self-esteem leads to individual’s unhealthy and maladaptive conditions. In such circumstance, there have been studies which divide self-esteem into adaptive self-esteem and maladaptive one.</p><p>Objectives: The authors have recently proposed the conceptualization of “autonomous self-esteem” as an adaptive side and “heteronomous self-esteem” as a maladaptive side. Moreover, a prevention school education program to enhance autonomous self-esteem has been developed by the authors. The purpose of this study was to examine the educational effects of the program on both autonomous and heteronomous self-esteem.</p><p>Methods: The effectiveness of the educational program was examined through comparing the Paper and Pencil Version of Self-Esteem Implicit Association Test for Children (SE-IAT-C) and Rosenberg's Self-Esteem Scale for Children (RSES-C). The SE-IAT-C assesses autonomous self-esteem, whereas the RSES-C is an intermixed measurement of autonomous and heteronomous self-esteem. The educational effects on prosociality that is one of the core characteristics of autonomous self-esteem were examined utilizing a prosociality scale by vignettes. Participants were 195 4th-grade children in two public elementary schools. Each child completed the battery of the three scales twice, one week before and one week after the implementation.</p><p>Results: The results revealed significant improvement in the scores of the SE-IAT-C and awareness of the situation in the prosociality scale. In contrast, the scores of the RSES-C did not significantly change. Based on the mean scores of the SE-IAT-C score and RSES-C in the pre-implementation period, the children were divided into the high and low groups. The results showed that the SE-IAT-C scores significantly increased in the low group of SE-IAT-C. Moreover, there were no significant changes in the RESE-C scores in either of the high and low groups of RSES-C. In addition, both high and low groups of SE-IAT-C and RSES-C showed significant improvement on awareness of the situation in the prosociality scale. Verbal assistance in the prosociality scale significantly increased in both groups of SE-IAT-C.</p><p>Conclusion: These findings suggested that this program has positive influences on autonomous self-esteem and some factors of prosociality. However, regarding Rosenberg’scale, since the scores from its maladaptive aspects decreased by the program, the total scores did not change, which suggests that the program is able to enhance the adaptive autonomous aspects of self-esteem and reduce the maladaptive heteronomous ones.</p>

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