{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-1928"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-1928","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"Video-Theatre and self-esteem","abstract":"\"The Way I Feel About Myself\" is an alternative name for the Piers-Harris Self-Concept Scale: the way \"I\" feel about myself also dictates today's students' perspectives. The purpose of the present study was to determine if a positive relationship could be shown to exist between the teaching methodology Video-Theatre and the self-esteem of students. The students in this study were fourth graders at a rural Southeastern elementary school. Forty-five students were studied. A class of 24 students served as the control group. The experimental group, a class of 21 students, participated in Video-Theatre. The students were a well-blended mix of academic abilities and backgrounds; The Piers-Harris Scale was administered prior to, and immediately following, the class projects, which took place over a six week period. There were no significant differences between the self-esteem scores of the two groups. There was, however, a slightly greater increase in the self-esteem score of the experimental group than that of the control group. Because of the limited depth and scope of this study, no correlations can be made for a significant change in self-esteem when exposed to Video-Theatre. A longer project time may produce a significant positive relationship between self-esteem and Video-Theatre.","abstract_html":""The Way I Feel About Myself" is an alternative name for the Piers-Harris Self-Concept Scale: the way "I" feel about myself also dictates today's students' perspectives. The purpose of the present study was to determine if a positive relationship could be shown to exist between the teaching methodology Video-Theatre and the self-esteem of students. The students in this study were fourth graders at a rural Southeastern elementary school. Forty-five students were studied. A class of 24 students served as the control group. The experimental group, a class of 21 students, participated in Video-Theatre. The students were a well-blended mix of academic abilities and backgrounds; The Piers-Harris Scale was administered prior to, and immediately following, the class projects, which took place over a six week period. There were no significant differences between the self-esteem scores of the two groups. There was, however, a slightly greater increase in the self-esteem score of the experimental group than that of the control group. Because of the limited depth and scope of this study, no correlations can be made for a significant change in self-esteem when exposed to Video-Theatre. A longer project time may produce a significant positive relationship between self-esteem and Video-Theatre.","abstract_has_math":false,"creators":["Hanes, Taylor Raymond"],"institution":"University of Nevada, Las Vegas","degree_name":"Master of Arts (MA)","degree_level":"Thesis","degree_discipline":"Theatre","degree_department":null,"school":null,"contributors":["Jeffrey Koep"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998-01-01T08:00:00Z","date_published":"1998-01-01T08:00:00Z","updated_at":"2026-07-24T05:24:53Z","subjects":[],"languages":[],"rights":["IN COPYRIGHT. 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A class of 24 students served as the control group. The experimental group, a class of 21 students, participated in Video-Theatre. The students were a well-blended mix of academic abilities and backgrounds; The Piers-Harris Scale was administered prior to, and immediately following, the class projects, which took place over a six week period. There were no significant differences between the self-esteem scores of the two groups. There was, however, a slightly greater increase in the self-esteem score of the experimental group than that of the control group. Because of the limited depth and scope of this study, no correlations can be made for a significant change in self-esteem when exposed to Video-Theatre. 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The students were a well-blended mix of academic abilities and backgrounds; The Piers-Harris Scale was administered prior to, and immediately following, the class projects, which took place over a six week period. There were no significant differences between the self-esteem scores of the two groups. There was, however, a slightly greater increase in the self-esteem score of the experimental group than that of the control group. Because of the limited depth and scope of this study, no correlations can be made for a significant change in self-esteem when exposed to Video-Theatre. A longer project time may produce a significant positive relationship between self-esteem and Video-Theatre."],"dc:format":["pdf"],"dc:identifier":["10.25669/4bf9-jrx0","https://oasis.library.unlv.edu/rtds/929","https://oasis.library.unlv.edu/context/rtds/article/1928/viewcontent/uc.pdf"],"dc:publisher":["University of Nevada, Las Vegas"],"dc:rights":["IN COPYRIGHT. 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