Gupta, V. (1999). Effectiveness of Self-Concept Enhancement Programme in terms of Self-Concept of undergraduate students.. Unpublished. Ph.D., Home Sciences Education. Devi Ahilya Vishwavidyalaya. Indore,M.P.

The objectives of the study were: (1) to study the effectiveness of self-concept enhancement programme in terms of self-concept, its dimensions and reaction towards Self-concept Enhancement Program (SCEP). (2) To study the trend of enhancement of self-concept of students treated through SCEP. (3) To compare the adjusted mean scores of self-concept and its dimensions separately of students belonging to self-concept enhancement programme and conventional approach by considering adjustment, verbal intelligence, non-verbal intelligence and pre-test scores as covariates. (4) To compare the adjusted mean scores of self-concept and its dimensions separately of students belonging to general group with those belonging to reserved group both treated through self-concept enhancement programme by considering adjustment, verbal intelligence, non-verbal intelligence and pre-test scores as covariates.  (5) To compare the adjusted mean scores of self-concept and its dimensions separately of students belonging to Home science with those of Arts discipline both treated through self-concept enhancement programme by considering adjustment, verbal intelligence, non-verbal intelligence and pre-test scores as covariates. (6) To study the effect of Treatment, Adjustment, and their interaction on self-concept and its dimensions separately. (7) To study the effect of Treatment, Verbal Intelligence, and their interaction on self-concept and its dimensions separately. (8) To study the effect of Treatment, non-verbal Intelligence, and their interaction on self-concept and its dimensions separately. (9) To study the effect of Treatment, Residential Background, Socio-economic status and their various interactions  on self-concept and its dimensions separately. (10) To study the change in reaction towards self-concept enhancement programme of students treated through self-concept enhancement Programme. 

The hypotheses of the study were: (1) There is no significant difference between pretest and posttest mean scores of self-concept and its dimensions separately of students treated through SCEP. (2) There is no significant difference in adjusted mean scores of self-concept and its dimensions separately of students belonging to SCEP with those belonging to conventional approach by considering adjustment, verbal intelligence, non-verbal intelligence and pre-test scores as covariates. (3) There is no significant difference in adjusted mean scores of self-concept and its dimensions separately of students belonging to General Group with those belonging to Reserved group both treated through SCEP by considering adjustment, verbal intelligence, non-verbal intelligence and pre-test scores as covariates. (4) There is no significant difference in adjusted mean scores of self-concept and its dimensions separately of students belonging to Home –Science Discipline with those belonging to Arts Discipline both treated through SCEP by considering adjustment, verbal intelligence, non-verbal intelligence and pre-test scores as covariates. (5) There is no significant effect of Treatment, Adjustment and their interaction on self-concept and its dimensions separately. (6) There is no significant effect of Treatment, Verbal Intelligence and their interaction on self-concept and its dimensions separately. (7) There is no significant effect of Treatment, Non-Verbal Intelligence and their interaction on self-concept and its dimensions separately. (8) There is no significant effect of Treatment, Residential Background and their interaction on self-concept and its dimensions separately. (9) There is no significant change in reaction towards SCEP of students treated through self-concept enhancement programme. 

Data was analyzed using percentage and correlated t-test, analysis of variance and analysis of co-variance techniques.

The findings of the study were: (1) Self-concept enhancement programme was found to be effective in terms of Aesthetic, Character Positive, Character Composite, Emotional Positive, Intellectual Positive, Intellectual Negative, Intellectual Composite, Social Positive, Social Composite, Overall Positive and Overall Composite dimensions of Self-concept but it was not found to be effective in terms of Character Negative, Emotional Negative, Emotional Composite, Social Negative and Overall Negative Self-concept. (2) Students were found to have favorable reaction towards the SCEP. (3) The trend of enhancement of Self-concept was found to be linear as Self-concept increased gradually from the start of treatment to the end of treatment. (4) SCEP was found to be significantly superior to Conventional Approach in enhancing Aesthetic, Positive aspects of Character, Emotional, Intellectual, Social and Overall Self-concept, as well as Composite aspects of Character, Intellectual, Social and Overall Self-concept when adjustment, verbal & non-verbal intelligence and pre - test scores were taken as covariates. But SCEP was not found to enhance significantly the Character Negative, Emotional Negative, Emotional Composite, Intellectual Negative, Social Negative and Overall Negative Self-concept in comparison to Conventional Approach when the groups were matched with respect to adjustment, verbal intelligence, non-verbal Intelligence and pretest scores. (5) SCEP was found to benefit both General as well as Reserved groups with respect to Aesthetic, Character Positive, Character Composite, Emotional Positive, Emotional Negative, Emotional Composite, Intellectual Positive, Intellectual Negative, Intellectual Composite, Social Positive, Social Negative, Social Composite, Overall Positive and Overall Composite dimensions of Self-concept. However SCEP was found to benefit Reserved Group in lowering their Character Negative and Overall Negative Self-concept in comparison to General group, when the groups were matched with respect to adjustment, verbal intelligence, non-verbal intelligence and pretest scores. (6) SCEP was found to enhance significantly Aesthetic Self-concept of students belonging to Home-Science Discipline in comparison to students belonging to Arts Discipline, but SCEP was found to improve equally the Positive, Negative and Composite aspects of Character, Emotional, Intellectual, Social and Overall Self-Concept of students belonging to Home-Science as well as Arts discipline when students were matched with respect to Adjustment, Verbal intelligence, Non-verbal Intelligence and pretest scores. (7) SCEP was found to be significantly superior to Conventional Approach in enhancing Character Positive, Character Composite, Intellectual Positive, Intellectual Composite, Overall positive and Overall Composite Self-concept.   (8) Better Adjusted students were found to possess significantly lower Character Negative, Emotional Negative, Intellectual Negative and overall Negative self-concept and improved Character Composite, Emotional Positive, Emotional Composite, and Overall Composite self-concept as compared to poor Adjusted students but Aesthetic, Character Positive, Intellectual Positive, Intellectual Composite, Social Positive, Social Negative and Social Composite and Overall Positive self-concept was found to be independent of Adjustment. (9) Aesthetic, Character Positive, Character Negative, Character Composite, Emotional Positive, Intellectual Positive, Intellectual Composite, Social Positive, Social Negative, Social Composite, Overall Positive, Overall Negative, and Composite Self-concept were found to be independent of the interaction between Treatment and Adjustment. However, Treatment was found to be helpful in improving control of Emotional Negative and Intellectual Negative Self-concept and improving Emotional Composite Self-concept of poor as well as better Adjusted students. (10) Aesthetic and Positive, Negative and Composite aspects of Character, Emotional, Intellectual, Social and Overall Self-concept were found to be independent of Verbal Intelligence. (11) Positive, Negative and Composite aspects of Character, Emotional, Intellectual, Social and Overall Self-Concept were found to be independent of interaction between Treatment and Verbal Intelligence. But self-concept enhancement programme was found to be more beneficial to students with high Verbal Intelligence for improving Aesthetic self-concept in comparison to their counter parts with low Verbal Intelligence. (12) Aesthetic, Character Negative Character Composite, Emotional Positive, Emotional Negative, Emotional Composite, Intellectual Positive, Intellectual Negative, Intellectual Composite, Social Positive, Social Negative, Social Composite, Overall Positive, Overall Negative and Overall Composite self-concept were found to be independent of Non-verbal Intelligence but students with low Non-verbal Intelligence were found to possess better Character Positive Self-concept as compared to students with high Non-verbal Intelligence. (13) Aesthetic, Character Positive, Character Negative, Character Composite, Emotional Positive, Emotional Negative, Emotional Composite, Intellectual Positive, Intellectual Composite, Social Positive, Social Negative, Social Composite, Overall Positive, Overall Negative & Overall Composite self-concept were found to be independent of interaction between Treatment and Non-Verbal Intelligence. On the other hand, students with low Non-verbal Intelligence were found to benefit more through SCEP in improving intellectual Negative Self-concept than their counterparts of Non-verbal Intelligence. (14) Character Positive, Character Negative, Character Composite, Emotional Positive, Emotional Negative, Emotional Composite, Intellectual Positive, Intellectual Negative, Intellectual Composite, Social Positive, Social Negative, Social Composite, Overall Positive, Overall Negative, and Overall Composite dimensions of self-concept were found to be independent of Residentail background but students with Urban Residential Background were found to possess Aesthetic Self-concept in comparison to students with Rural Residential Background. (15) Aesthetic Character Positive, Character Composite, Emotional Negative, Emotional Composite, Intellectual Positive, Intellectual Negative, Intellectual Composite, Social Positive, Social Composite, Overall Positive, Overall Composite dimensions of self-concept were found to be independent of SES but students from low SES were found to possess lesser Character Negative, Social Negative, Overall Negative self-concept and inferior Emotional Positive Self-Concept in comparison to students from High SES group. (16) Aesthetic, Character Negative, Character Composite, Emotional Positive, Emotional Negative, Emotional Composite, Intellectual Negative, Intellectual Composite, Social Negative, Overall Negative and Overall Composite dimensions of self-concept were found to be independent of interaction between Treatment and Residential background. However students with Rural Residential Background were benefited through SCEP in enhancing their Character Positive, Intellectual Positive, Social Positive, Social Composite, and Overall Positive Self-concept in comparison to students with Urban Residential Background. (17) Aesthetic Self-concept, Positive, Negative and Composite aspects of Character, Emotional, Intellectual, Social and Overall dimensions of self-concept were found to be independent interaction between Treatment and SES. (18) Aesthetic, Character Positive, Character Negative, Character Composite, Emotional Positive, Emotional Negative, Emotional Composite, Intellectual Positive, Intellectual Negative, Intellectual Composite, Social Positive, Social Negative, Social Composite, Overall Positive, Overall Negative, Overall Composite dimensions of self concept were found to be independent of interaction between Residential background and SES. (19) All dimensions of self-concept were found to be independent of the interaction among Treatment, Residential background and SES. (20) SCEP could bring significant change in Reaction of undergraduate female students towards this programme

 

Keyword(s): Self-Concept, Enhancement Programme, Undergraduate, Effectiveness