A Behavioral Approach to Modifying Self-Concept in the Classroom Page: 5
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at the time of selection. The research was conducted over a
four week period. Uhler used Piers' and Harris' (1954) sel'f-
concept scale, The Way !_ Feel About Myself, as a pretest and
posttest measure. Each weekday during the research period,
the Ss were instructed to "Tell me something good about
yourself." A positive response was followed by verbal re-
inforcement plus a token reward for the experimental group.
The control group received only verbal reinforcement. There
was a significant difference between the experimental and
control group following the posttest. The experimental group
showed a significantly higher level of self-concept.
An important distinction between the two aforementioned
studies is that Krop et al. (1971) reinforced responses in a
structured situation (i.e., responses to the TDMH) while
Uhler (1970) reinforced responses in an unstructured situ-
ation (i.e., responses to "Tell me something good about
yourself"). The distinction is important because Uhler's
research more cogently demonstrated the generalizability of
the technique. This can be attributed to the fact that his
self-concept measure was independent of the method employed
to enhance self-concept. For this reason, Uhler's method
would appear to be the most efficacious to pursue.
The objective of the present research was to extend the
application of a behavioral approach to modifying self-concept.
To pursue this objective, a high school population in a public
school setting was chosen. All were enrolled in remedial
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Turnage, Shirley A. A Behavioral Approach to Modifying Self-Concept in the Classroom, thesis, May 1973; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc131620/m1/10/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .