Individualized, success oriented instructions in achievement and self-concept of first graders.
Gains in achievement and self-concept of 23 first graders receiving individualized, supportive, success-emphasizing instruction were compared with those of 22 receiving more traditional instruction. The individualized group showed greater gains in certain academic skills but no greater gain in self-concept. This study did not support the contention that a supportive, success-emphasizing classroom environment enhances self-concept.
D000124:Achievement; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D012649:Self Concept; D013663:Teaching / Q000379:methods*