Modifying Students’ Perceptions of School Ability and Role through Classroom Intervention

Abstract

This study was conducted to determine if students having successful academic leadership experiences tend to improve both their self-concept of problem-solving ability and their classroom performance. 5s of low self-concept of problem-solving competence were given special classroom intervention training preparing them to assume specific academic leadership roles. After functioning in classroom leadership roles, the experimental Ss modified their perceptions associated with their ability to perform in school, intensified their classroom involvement, and increased the productivity of their classroom participation more than the control Ss. The results of this study may indicate that classroom intervention programs can effectively assist certain students to enhance their self-concept of school-related ability and, thereby, to improve their classroom performance.