Affective assessment, self-concept, and the verbal learning styles of fifth-grade children

Gerald J. August, Joseph F. Rychlak, Donald W. Felker

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

To investigate the relationship between a child's self-concept (Piers-Harris Children's Self-Concept Scale) and learning of affectively assessed verbal material, 134 5th-grade children (72 female and 62 male) learned paired associate nouns which they had prerated for likability. As predicted, both high self-concept girls and boys learned more effectively those nouns which they had assessed as "liked." This effect was less for the middle self-concept girls. Low self-concept girls and middle and low self-concept boys appeared to learn their "disliked" nouns faster. The only effect of an external reinforcement procedure was a decrement in total performance. Results suggest that learning along an affective dimension of meaningfulness can be influenced by personality-related variables such as self-concept. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)801-806
Number of pages6
JournalJournal of Educational Psychology
Volume67
Issue number6
DOIs
StatePublished - Dec 1 1975

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Verbal Learning
self-concept
Self Concept
learning
Learning
reinforcement
Personality
personality

Keywords

  • self concept & affective assessment of nouns, learning of "liked" paired associates, 5th graders

Cite this

Affective assessment, self-concept, and the verbal learning styles of fifth-grade children. / August, Gerald J.; Rychlak, Joseph F.; Felker, Donald W.

In: Journal of Educational Psychology, Vol. 67, No. 6, 01.12.1975, p. 801-806.

Research output: Contribution to journalArticle

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