The Effect of Animated Self-Concept Videos on Hispanic Fifth-Grade Students Self-Concept

Author(s)

Richard HillFollow

Date

6-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Jaunine Fouche

Keywords

Dignity, Identity, Self-Concept, Self-Esteem, Self-Perception

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Elementary Education

Recommended Citation

Hill, Richard, "The Effect of Animated Self-Concept Videos on Hispanic Fifth-Grade Students Self-Concept" (2018). Doctoral Dissertations and Projects. 1783.
https://digitalcommons.liberty.edu/doctoral/1783

Abstract

Studies have documented a major downturn in the self-concept of fifth-grade students as they transition to middle school (Twenge & Crocker, 2000). Two of the major risk factors are being female and Hispanic (Cavazos-Rehg & DeLucia-Waa, 2009). Various interventions have been tried with limited success. The purpose of the present study is to use an animated self-concept video series to test if an animated self-concept video series could support and/or increase the self-concept of fifth-grade students, particularly those in the Hispanic and female risk categories. The study population (N = 192) was a convenience sample drawn from a sample size of 248 students in the fifth grade, average 10 years old, from a South Texas school district. The students were in two different elementary school buildings. The sample was predominantly Hispanic with 186 of the study population identifying as Hispanic. The scores of the non-Hispanic students were not included in the analysis. This quasi-experimental, nonequivalent control-group design (Gall, Gall, & Borg, 2007) used the Self-Perception Profile for Children (Harter, 2012) as the measurement instrument, which measured global self-worth. The instrument was used as a pre-test and post-test. The treatment group viewed one video each week for five weeks and the control group continued with the school district’s specified curriculum. No teacher intervention was specified. A Mann-Whitney U was utilized to evaluate the null hypotheses. The results indicated no statistically significant difference between the groups before or after the treatment, nor was there a statistically significant difference from beginning to end within the treatment group.