A comparison between the social and total self-concept of students in a school's emotional disturbance program and students not in the emotional disturbance program

Abstract

The purpose of this study was to compare the social and total self-concept of students in a school's emotional disturbance program and students not in the emotional disturbance program. A historical framework was based on the research of William James, Charles Horton Cooley, George Herbert Mead, and Albert Bandura. Data was collected on the research areas of social and total self-concept of students in the emotional disturbance program and non-program students. Furthermore, the role of education on student self-concept was discussed. Data analysis was constructed by the use oft-tests. The research data collected found that there was no statistically significant difference for social or total self-concept based on emotional disturbance program classification, gender classification, or grade classification. Further study is recommended to determine the social and total self-concepts of students in the emotional disturbance program and non-program students of various nationalities at the elementary level.