Experimental Induction of Self-Concept
Twenty-eight male and female Central Pennsylvania third-graders participated in a study of the effects of induced self-concept. Group I Ss ( N = 14) were administered Items 1 to 40 of the Piers-Harris Children's Self-concept Scale followed by a mathematics test. The children were then administered Items 41 to 80 of the self-concept scale after being told that they had made high scores on the mathematics test. Group II Ss (N = 14) were administered the same tests but were told that their performance on the mathematics test was not adequate. The results showed that Group I Ss' scores on the self-concept scale did not change while Group II Ss' scores decreased. Discrepancies in the children's expected and reported performances on the mathematics test may have affected their subsequent self-concept ratings.