Effects of Self-esteem Improvement Program on Self-esteem and Peer Attachment in Elementary School Children with Observed Problematic Behaviors.
10.1016/j.anr.2014.11.003
- Author:
Kyung Min PARK
1
;
Heeok PARK
Author Information
1. College of Nursing, Keimyung University, Daegu, South Korea. hopark@gw.kmu.ac.kr
- Publication Type:Original Article ; Multicenter Study ; Research Support, Non-U.S. Gov't
- Keywords:
behavior;
children;
self-esteem;
schools
- MeSH:
Case-Control Studies;
Child;
Female;
Humans;
Male;
*Peer Group;
Problem Behavior/*psychology;
Republic of Korea;
*Self Concept;
Students/*psychology;
Surveys and Questionnaires
- From:Asian Nursing Research
2015;9(1):53-59
- CountryRepublic of Korea
- Language:English
-
Abstract:
PURPOSE: The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. METHODS: This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with a group in the classroom for the experimental group. Child Problem-Behavior Screening Questionnaire was used to measure problematic behavior. Self-esteem was measured using the Rosenberg's Self-esteem Questionnaire, and peer attachment was measured using the Inventory of Parent and Attachment. Measuring was performed right after the program was done (post 1) and 1 month after the program was finished (post 2). To compare the differences in self-esteem and peer attachment between groups, repeated measures analysis of variance was used. RESULTS: Most participants in the experimental group were 10 years old (62.5%, range 10-11), male (52.0%) and with middle grade point average (64.0%). The self-esteem scores in the experimental group were significantly higher than those of the control group (F = 26.64, p < .001). The peer attachment scores in the experimental group were significantly higher than those of the control group (F = 6.48, p = .014). CONCLUSIONS: The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program.
