Backer J C, Wooden S, Muller D
Percept Mot Skills. 1977 Dec;45(3 Pt 1):721-2. doi: 10.2466/pms.1977.45.3.721.
Gains in achievement and self-concept of 23 first graders receiving individualized, supportive, success-emphasizing instruction were compared with those of 22 receiving more traditional instruction. The individualized group showed greater gains in certain academic skills but no greater gain in self-concept. This study did not support the contention that a supportive, success-emphasizing classroom environment enhances self-concept.
将接受个性化、支持性、强调成功教学的23名一年级学生在成绩和自我概念方面的进步，与接受更传统教学的22名一年级学生进行了比较。个性化教学组在某些学术技能方面有更大的进步，但在自我概念方面没有更大的提升。这项研究不支持这样的观点，即支持性、强调成功的课堂环境能提升自我概念。
