Graduate Thesis Or Dissertation
 

The psychological affect of modern and traditional schools on students' self-concepts, self-adjustment and social adjustment

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  • Purpose of the Study The purpose of this study was to investigate the relationships between modern and traditional schools and children's self-concepts. In order to do this, it was necessary to describe and define the phenomenon "self-concept" as used in education and to describe what the author meant by modern and traditional schools. The major objectives of the study were: 1. Define self-concept; 2. Define or describe modern schools; 3. Define or describe traditional schools; and 4. Describe their interactions. Design of the Study The study was conducted in one of the major public school districts in the state of Oregon. It involved 120 students in four elementary schools. Schools were selected on the basis of their modern-traditional orientation and students were selected randomly from sixth grade classes. Each student was given the California Test of Personality and the Piers-Harris Children's Self-Concept Scale. Three null hypotheses were examined: Ho1: There will be no significant difference between scores for schools. Ho2: There will be no significant difference between scores for male and female. Ho3: There will be no significant interaction effect between school and sex. Upon rejection of the major null hypothesis, a Least Significant Difference test would be conducted to determine where differences existed. Findings and Conclusions The literature reviewed for this study and the empirical investigation itself, led to the defining of the three constructs "self-concept," "modern school," and "traditional school." Self-concept was basically defined as the self-image perceived and known to a person as described extensively by sociologists, psychologists, and educators throughout the past quarter century. The modern school was described principally as humanistically and perceptually oriented, child-centered, futuristic, and dedicated to the unconditional acceptance of children in their growth toward self-actualization. Traditional schools were described as behaviorally oriented, teacher-centered, academic and cultural instruments dedicated to acceptance of children on conditional grounds for the attainment of socially determined ends. The major null hypothesis was rejected at the .01 level and the Least Significant Difference tests showed scores for the modern school far greater than the scores for the traditional schools. The author concluded that the following relationships existed between the modern and traditional schools and the children's self-concepts: 1. Modern school children acquire and maintain more positive self - concepts than traditional school students; 2. Modern school students attain better self-adjustment than traditional school children; and 3. Modern school children have better social adjustment than traditional school children.
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