Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
strength-based approach, strength-based perspective, student strengths, strengths, social-emotional competency, positive intervention, positive methodologies
Disciplines
Education | Educational Leadership
Recommended Citation
Brandon, Tamara L., "A Quantitative, Quasi-Experimental Study of Students' Strengths Using Devereux Student Strengths Assessment Scores in A Maryland School District" (2025). Doctoral Dissertations and Projects. 7827.
https://digitalcommons.liberty.edu/doctoral/7827
Abstract
The purpose of this quantitative, quasi-experimental, non-equivalent control group study was to determine if there is a significant difference in the social emotional competencies of students after implementing positive feedback classroom intervention. The independent variable was positive feedback classroom intervention. The significance of this study was to encourage positive behaviors of students in a way that builds their positive character, enhances self-esteem, which will therefore ignite their intrinsic motivation to learn and ultimately diminish negative characteristics or behaviors that lead to the use of negative disciplinary methods. This study was conducted with a sample of 94 students in the third and fourth grades and range from ages 8-11 years old in classrooms in Southern Maryland. Teachers received training prior to completing study and completed short questionnaires on behalf of each of their students in their classroom. The social emotional competencies indicating the strengths of each student were measured using the Devereux Student Strengths Assessment tool. An ANCOVA was conducted to determine if there is a difference between one control group and one experimental group of students. The results were found to be statistically significant, and the researcher was able to reject the null hypothesis. The control group scored higher overall, however, the results of the present study also indicated that the students who participated in the experimental group of implementing positive strength-based methodology had a meaningful effect that justifies further exploration. Recommendations for future research include expanding the study location, extending the testing period, and incorporating a mixed method approach.
