Administering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis

Autor/inn/en	O'Mara, Alison J.; Green, Jasmine; Marsh, Herbert W.
Titel	Administering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis
Quelle	In: International Education Journal, 7 (2006) 4, S.524-533 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Intervention; Learning Disabilities; Construct Validity; Self Concept; Effect Size; Management Development; Training; Self Esteem; Meta Analysis; Models; Standards; Measures (Individuals) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Selbstkonzept; Ausbildung; Self-esteem; Selbstaufmerksamkeit; Meta-analysis; Metaanalyse; Analogiemodell; Standard; Messdaten
Abstract	A meta-analysis of 105 studies reporting 152 self-concept interventions in school settings was conducted. The aims of the study were twofold: to explore the construct validity approach to self-concept interventions, and to examine aspects of the administration of the interventions, namely treatment setting, administrator type, administrator training, and implementation standardisation procedures. In support of the multidimensional perspective of self-concept, results of the random effects model analyses suggest that targeting specific self-concept domains when measuring self-concept outcomes lead to higher effect sizes (p less than 0.001). Interestingly, the treatment setting, intervention administrator type, administrator training, and the use of standardisation procedures were not significant moderators. The implications for self-concept intervention administration in school settings are discussed. (Contains 1 footnote and 5 tables.) (As Provided).
Anmerkungen	Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10