Parameters of Self Concept Self Efficacy and Programme Enrichment

Abstract

In this study a unique Enrichment Programme was designed, based upon the four curriculum models of Renzulli, Betts, Treffinger and Feldhusen. Pedagogical strategies to reinforce the development of children’s academic self concept internal locus of control, self efficacy and demonstration of potential special abilities formed an integral part of this Enrichment Programme. Instead of pre-selecting children to participate in the Enrichment Programme, this study explored the effects of changing the direction of the identification process for Children with Special Abilities. As a result, all children in the Treatment classes participated in varying stages of enrichment. The theory underpinning this intervention design was based upon Bandura's theory of reciprocal determinism and his principle of bi-directionality. In this study a pre/post experimental design was used with both the Treatment and Control groups. Seven inner city Auckland Primary schools were randomly selected to take part in this study. The Treatment group consisted of four Standards 2-4 classes, the Control group consisted of three Standards 2-4 classes. During intervention the Treatment group worked with their teachers who also attended two introductory workshops relating to the Enrichment Programme. The Control group did not participate in the Enrichment Programme; instead they worked on their regular class programme. Measures of children’s general academic self concept, locus of control and self efficacy were obtained using three questionnaires. Teachers in the Treatment and Control groups also completed an adapted version of the Renzulli/Hartman Special Ability Scale, for each child in their class at the beginning and end of the intervention phase. When combining scores for all areas measured, MANOVA showed that following intervention there was a difference between the Treatment and Control group results but this difference was not significant at the .05 level. MANOVA showed that a significant Ability effect occurred in this study regardless of whether the children were in the Treatment or Control groups. Ethnic and SES differences were also obtained but these were not significant. ANOVA using Split Plot Design for Repeated Measures focused upon the separate scores in each of the cognitive/personal and behaviour performance areas measured. In Perception of General Academic Ability neither the Treatment nor Control group made a significant increase, however a significant Ability effect was obtained. The Treatment and Control groups did not make significant increase in any of the five areas of Locus of Control and there were no significant Ability, Ethnic or SES effects in this area. The Control group made a significant increase in Self Efficacy and a significant SES effect was obtained. The Treatment group made a highly significant increase in Teachers’ Recognition of Children with Special Abilities and significant Ability and SES effects were also obtained in this area. A number of Treatment groups made increases which approached significance in the area of Teachers’ Recognition of Children with Special Abilities. This study illustrates that it is possible to design a class-based Enrichment Programme which enables all children to participate in varying stages of enrichment and which incorporates pedagogical strategies to reinforce academic self concept. The self efficacy results confirm Bandura’s premise that reciprocal influences do not occur simultaneously and that it takes time for a causal factor to exert its influence. This study shows that changing the direction of the identification process, by including all children in a class-based Enrichment Programme can be an effective strategy for enhancing Teachers’ Recognition of Special Abilities for children from different Ability, Ethnic and SES groups.