Undergraduates rated their affective reactions to hypothetical test failures under conditions of high or low effort and in the presence or absence of self-servicing excuses. Then, in the role of teachers, they administered punishment to hypothetical students under the same failure conditions. Results were interpreted using self-worth theory.…

Four treatment levels were compared to determine the effects of a seminar in self-concept theory and process education on teachers' classroom behavior and pupils' responses to that behavior. Goals of the program were to (1) determine whether an intensive focus on theories of self-concept and success would result in changed teacher attitudes and…

Undergraduates rated their affective reactions to hypothetical test performances under four success conditions. Then, in the role of teachers, they administered rewards to hypothetical students under identical conditions. Both positive self-evaluation and teacher praise were greatest when success followed effort. Perceptions of ability also…

Researchers developed an instrument based on definitions of the variables of self-esteem, self-awareness, self-assertion, and acceptance of others to be used as outcome criteria to define and measure the outcomes of the Colorado Outward Bound School experience and to determine if the outcomes were caused by the program. The Outward Bound course…

The purpose of this program evaluation was to provide a comprehensive assessment of the effectiveness of the Schools Without Failure (SWF) program. In a study of the SWF program in several schools in a midwestern, metropolitan school district, three sets of variables were measured: student outcomes, classroom characteristics reflecting SWF program…