Changing self-esteem in children and adolescents: A meta-analytical review

Abstract

Conducted a meta-analytic review of 116 studies, which indicated significant improvement in children's and adolescents' self-esteem and self-concept, and significant concomitant changes in behavioral, personality, and academic functioning. Interventions specifically focused on changing self-esteem and self-concept were significantly more effective (mean effect size = 0.57) than programs focused on another target, such as behavior or social skills (0.10). Treatment programs were also more effective (0.47) than primary prevention programs (0.09) in changing self-esteem. Four variables emerged as significant predictors of self-esteem outcomes: 2 methodological features (type of design and control group), the use of a theoretical or empirical rationale, and the type of program (treatment or prevention). Future research needs to examine the causal connection between changes occurring in self-esteem and other areas of adjustment, assess intervention success for different ethnic groups and for children of different ages and sex, and determine the long-term impact of interventions.

The Impact of a School-Based Social and Emotional Learning Program on the Self-Concept of Middle School Students // O impacto de um programa escolar de Aprendizagem Socioemocional sobre o autoconceito de alunos de 3º ciclo

“…However, Haney and Durlak (1998) reported that this increased attention did not obtain the same development in the production of studies regarding the differential effects of the programs created for the enhancement of self-concept. These authors argue that too few intervention studies reported outcomes separately by gender, which does not allow proper analysis regarding if programs affected differently boys and girls.…”

“…Another issue that needs to be addressed is how the initial levels of self-concept influence the results of self-concept enhancement intervention as Haney and Durlak (1998) warn that participants do not benefit equally from intervention, although all reflect some improvements. Interventions targeting disadvantaged participants (i.e., those diagnosed with pre-existing problems such as low self-esteem, behavioural problems and learning disabilities) were more effective than preventive interventions.…”

“…In a meta-analysis study, Haney and Durlak (1998) reported that primary prevention programs that are not focused on self-concept may still have an impact on it. Therefore, the aim of this study is to analyse the efficacy of a schoolbased prevention program, whose goals are the enhancement of academic, social and emotional selfconcept in order to facilitate the social integration of the student involved, especially those with lower levels of self-concept in the pretest.…”

Wellbeing and Society: Towards Quantification of the Co-benefits of Wellbeing

“…The meta-analysis carried out by Haney and Durlak (1998) suggests that some psychological wellbeing interventions can have a greater effect than others in improving children performance at school. In particular, their study finds that children particularly benefit from interventions aimed at enhancing their self-esteem and self-concept.…”

Self-Esteem Norms for Irish Young People

“…Table 1 presents Self-esteem scores by age group (10-12 yr.; 13-14 yr.; 15-17 yr.), for girls and boys separately. The age and sex differences, favouring boys and younger pupils, although statistically significant, are unlikely to be of clinical significance (6) and illustrate that Irish youth report similar patterns of self-esteem to those in other Englishspeaking countries (1,2,9). These findings provide reference data on Irish initiatives on school health and adolescents from which one can assess target populations and evaluate progress.…”