Effects of Character Education on the Self-Esteem of Intellectually Able and Less Able Elementary Students in Kuwait

Autor/inn/en	Tannir, Abir; Al-Hroub, Anies
Titel	Effects of Character Education on the Self-Esteem of Intellectually Able and Less Able Elementary Students in Kuwait
Quelle	In: International Journal of Special Education, 28 (2013) 2, S.47-59 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Values Education; Self Esteem; Elementary School Students; Grade 3; Ability Grouping; Intelligence Quotient; Pretests Posttests; Intervention; Experimental Groups; Control Groups; Achievement Gains; Learning Activities; Gender Differences; Attitude Measures; Program Effectiveness; English Instruction; English (Second Language); Intermode Differences; Foreign Countries; Kuwait; Raven Progressive Matrices; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Werterziehung; Self-esteem; Selbstaufmerksamkeit; School year 03; 3. Schuljahr; Schuljahr 03; Homogene Gruppierung; Niveaugruppierung; Streaming; Intelligenzquotient; Achievement gain; Leistungssteigerung; Lernaktivität; Geschlechterkonflikt; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	This research study investigates effects of character education activities on the self-esteem of intellectually able and less able students in the lower elementary level in Kuwait. The participants were 39 students in grade three with an average age of eight years old. Students were first divided into two ability subgroups (intellectually able vs. intellectually less able), based on their IQ scores on the Kuwaiti Raven Standard Progressive Matrices (RSPM). The Rosenberg Self-Esteem Scale (RSS) was also administered before and after a five-week implementation of the program. The experimental group received character education, and the control group received traditional English lessons with no specific character education. The results revealed that the intellectually able students who received character education showed a higher self-esteem rating than the intellectually less able. The character education program had benefited the intellectually able more than the intellectually less able students. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10