A Behavioral Approach to Modifying Self-Concept in the Classroom Page: 3
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that if a person can be induced to engage in overt action or
a spoken opinion which is contradictory to his private opinion
or belief, then his private opinion will be altered in the
direction of his spoken opinion or overt action. Although
Festinger himself has not dealt directly with self-attitudes,
McCandless (1967) discusses Festinger's theory and supportive
research, and outlines the implications for changing self-
concept. Of particular relevance is his conclusion that
"self concept will change in the direction of the overt be-
havior relating to it. Change will be greater if the behavior
is induced by low pressure or accompanies a high degree of
freedom of choice . . .(p. 288)." More specifically, one
would predict that positive reinforcement of positive self-
referent statements will change the self-concept in the di-
rection of the overt verbal behavior.
Related Research
Two studies have demonstrated the efficacy of this^
approach. Krop, Calhoon, and Verrier (1971) used thirty-four
items from the Tennessee Department of Mental Health self-
concept scale (TDMH) as the self-concept measure. Their
subjects were thirty—one children diagnosed as having various
behavior disorders. They administered the TDMH on the first
trial to obtain a base line measure of self-concept. Each
subject was then randomly assigned to one of three groups for
the second trial occurring one day after the first trial.
The two experimental groups were subjected to a procedure by
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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/m1/8/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .