{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1363"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1363","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Increasing students self-esteem through the implementation of the Bucket Filler Lesson Plans","abstract":"The purpose of this study was to examine the ways in which positive psychology can impact the educational system. Twenty-three second grade students enrolled in Berlin Community School, located in Berlin New Jersey participated in this study. All students were enrolled in a regular education classroom and assumed to be learning at the appropriate age group level. The Piers-Harris 2 Self-Concept Scale was used to measure student's self-esteem as a pre-test and a post-test assessment. The experimental group received the implementation of the Bucket Filler Lesson plans in hopes that their self-esteem would improve upon completion of the lessons. The lessons took place over the course of three consecutive Fridays. The control group only received the pre-test and post-test assessment. A Two-Way Mixed ANOVA was used to assess whether students self-esteem improved upon completion of the lesson plans. Results indicated that there was no significant difference between pre-test and post-test assessments for both the experimental and control group.","abstract_html":"The purpose of this study was to examine the ways in which positive psychology can impact the educational system. Twenty-three second grade students enrolled in Berlin Community School, located in Berlin New Jersey participated in this study. All students were enrolled in a regular education classroom and assumed to be learning at the appropriate age group level. The Piers-Harris 2 Self-Concept Scale was used to measure student's self-esteem as a pre-test and a post-test assessment. The experimental group received the implementation of the Bucket Filler Lesson plans in hopes that their self-esteem would improve upon completion of the lessons. The lessons took place over the course of three consecutive Fridays. The control group only received the pre-test and post-test assessment. A Two-Way Mixed ANOVA was used to assess whether students self-esteem improved upon completion of the lesson plans. Results indicated that there was no significant difference between pre-test and post-test assessments for both the experimental and control group.","abstract_has_math":false,"creators":["Norton, Jenna"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Klanderman, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-09-02T07:00:00Z","date_published":"2011-09-02T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Self-esteem in children","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/364","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Klanderman, John"]},{"key":"dc:creator","label":"Author","values":["Norton, Jenna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:02Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self-esteem in children","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/364"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the ways in which positive psychology can impact the educational system. Twenty-three second grade students enrolled in Berlin Community School, located in Berlin New Jersey participated in this study. All students were enrolled in a regular education classroom and assumed to be learning at the appropriate age group level. The Piers-Harris 2 Self-Concept Scale was used to measure student's self-esteem as a pre-test and a post-test assessment. The experimental group received the implementation of the Bucket Filler Lesson plans in hopes that their self-esteem would improve upon completion of the lessons. The lessons took place over the course of three consecutive Fridays. The control group only received the pre-test and post-test assessment. A Two-Way Mixed ANOVA was used to assess whether students self-esteem improved upon completion of the lesson plans. Results indicated that there was no significant difference between pre-test and post-test assessments for both the experimental and control group."]},{"key":"dc:title","label":"Title","values":["Increasing students self-esteem through the implementation of the Bucket Filler Lesson Plans"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Klanderman, John"],"dc:creator":["Norton, Jenna"],"dc:date.available":["2020-03-03T19:59:02Z"],"dc:description.abstract":["The purpose of this study was to examine the ways in which positive psychology can impact the educational system. Twenty-three second grade students enrolled in Berlin Community School, located in Berlin New Jersey participated in this study. All students were enrolled in a regular education classroom and assumed to be learning at the appropriate age group level. The Piers-Harris 2 Self-Concept Scale was used to measure student's self-esteem as a pre-test and a post-test assessment. The experimental group received the implementation of the Bucket Filler Lesson plans in hopes that their self-esteem would improve upon completion of the lessons. The lessons took place over the course of three consecutive Fridays. The control group only received the pre-test and post-test assessment. A Two-Way Mixed ANOVA was used to assess whether students self-esteem improved upon completion of the lesson plans. Results indicated that there was no significant difference between pre-test and post-test assessments for both the experimental and control group."],"dc:identifier":["https://rdw.rowan.edu/etd/364"],"dc:subject":["Self-esteem in children","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["Increasing students self-esteem through the implementation of the Bucket Filler Lesson Plans"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:13:09Z"}