Self-concept and creative potential of urban parochial school children : analysis by grade, race, and socio-economic status

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dc.contributor.advisor Lumpkin, Donavon D. en_US
dc.contributor.author Vann, Lora J. en_US
dc.date.accessioned 2011-06-03T19:32:05Z
dc.date.available 2011-06-03T19:32:05Z
dc.date.created 1985 en_US
dc.date.issued 1985
dc.identifier LD2489.Z64 1985 .V36 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181628
dc.description.abstract The purpose of this study was to analyze scores of urban parochial elementary school pupils for The Piers-Harris Children's Self Concept Scale (behavior, intellectual/school status, and anxiety) and for the Torrance Tests of Creativity (fluency, originality, and elaboration). Second, differences between groups divided according to grade, race, and socioeconomic status (SES) were examined. Third, relationships between self-concept and creative potential were investigated. The sample population included 163 pupils, grades 1-6, in a large midwestern city. Multivariate and univariate analysis of variance were used to test four null hypotheses applying the .05 level of confidence. Findings 1. Significant differences were found in mean scores obtained by the total group of parochial school pupils indicating more positive self-concepts and lower degree of creativity when compared with the normative population for the two instruments employed. 2. No statistical differences were found between primary and intermediate levels for the total group nor for the non-black subgroup. When the subgroup of Blacks was examined separately, differences indicated that intermediate pupils scored significantly higher in creativity than Blacks at the primary level. 3. No statistically significant differences were found between any of the groups when divided between high and low socio-economic status. 4. Differences were evidenced within certain subgroups when the subjects were divided into Black/non-black groups on the following variables on the Piers-Harris instrument (behavior and anxiety) and on the Torrance instrument (fluency, originality, and elaboration). Conclusions 1. Positive self-concept revealed by the sample might be associated with environmental factors, school setting, selectivity of the study body and influence as reference group, philosophical foundations of the parochial schools, or other contributing factors. 2. Lower degree of creativity could result from environmental atmosphere, academic expectations of the schools, and/or parential influences. 3. Differences evidenced by Blacks on the variables (behavior, anxiety, fluency, originality, and elaboration) might be related to the influences of peer/referent groups, particularly in intermediate grades. 4. Parochial school attendance appears to be a stabilizing influence in self-concept of behavior. 5. Black students showed an increase in spontaneity and confidence in measures of creative tendencies. How this related to a reduction in positive experiences of self-concept is less obvious .Recommendations for additional research were provided. en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent 3, ix, 179 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Self-perception. en_US
dc.subject.lcsh Creative ability in children. en_US
dc.subject.lcsh School children -- Social conditions. en_US
dc.subject.lcsh School children -- Economic conditions. en_US
dc.title Self-concept and creative potential of urban parochial school children : analysis by grade, race, and socio-economic status en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/438084 en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1834812


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  • Doctoral Dissertations [3120]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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