ScholarWorks@숙명여자대학교

초록

It is clear that the cognitively oriented programs are likely to produce more positive effects than affectively oriented programs. To enhance self-concept, programs may need to consider cognitive restructuring and goal and task-oriented activities where positive thoughts and experiences are continuously reinforced. Programs to enhance self-concept should be led by people who are experienced and trained in conducting such programs. Teachers are typically not so trained, and thus are not effective change agent of self-concept. Schools need to look closely at setting in which programs could be more effectively conducted, and these setting may need to divorce enhancing self-concept from enhancing academic achievement. The majority of programs associated with achievement do not enhance self-concept and more attention could be given to programs related more directly to the self rather than the programs primarily related to achievement. School-based programs in particular need to include evaluation processes to access whether change occurs. A critical aspect of this evaluation is the choice of outcome measure, and this outcome measure should be congruent with the aims of program. There is also a definite need to follow intervention programs to assess whether effects dissipate or whether the change can be explained by the euphoric effect.

키워드