Educational Affirmations for Healthy Self-Esteem- an Exploratory Factor Analysis

Western Michigan University ScholarWorks at WMU Dissertations Graduate College 4-1999 Educational Affirmations for Healthy Self-Esteem- An Exploratory Factor Analysis Kaye L. Centers Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Counseling Psychology Commons, and the School Psychology Commons Recommended Citation Centers, Kaye L., "Educational Affirmations for Healthy Self-Esteem- An Exploratory Factor Analysis" (1999). Dissertations. 1496. https://scholarworks.wmich.edu/dissertations/1496 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. EDUCATIONAL AFFIRMATIONS FOR HEALTHY SELF-ESTEEM: AN EXPLORATORY FACTOR ANALYSIS by Kaye L. Centers A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Education Department of Counselor Education and Counseling Psychology Western Michigan University Kalamazoo, Michigan April 1999 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. EDUCATIONAL AFFIRMATIONS FOR HEALTHY SELF-ESTEEM: AN EXPLORATORY FACTOR ANALYSIS Kaye L. Centers, Ed.D. Western Michigan University, 1999 This investigation explored the underlying constructs of Clarke’s Educational Affirmations, a set of 54 statements designed to support the development of healthy self-esteem and the accomplishment of the developmental tasks of the psychosocial stages theorized by Erikson. The Preliminary Educational Affirmations Scale (PEAS), a transformed version of the Educational Affirmations, was devised and administered to 520 community college students. A principal components factor analysis of the results indicates the presence of two main factors that accounted for 28% of the total variance in the data, and offers partial support for the hypothesized factors of worthiness (Being) and competence (Doing). The scientific literature concerning affirmations, the technique of using intentional positive thoughts or statements to bring about or reinforce change in oneself or others, was reviewed and discussed, and suggestions for further research on affirmations in general, and Educational Affirmations in particular, were offered. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter free, while others may be from any type of computer printer. 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Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9923737 UMI Microform 9923737 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zed) Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Copyright by Kaye L. Centers 1999 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS I wish to thank the many people who supported me in the completion of this dissertation. First, thank you to Jean Clarke, who developed the Educational Affirmations. Her sensitive attention to ideas, issues, and people’s needs is peerless. I also wish to thank my dear friend and colleague, Jim Jump, who first suggested that I research the affirmations. Second, thank you to the members of my committee, Dr. Michael Bahr, Dr. Karen Blaisure, Dr. C. Richard Spates, and Dr. Alan Hovestadt. Thank you to Dr. John Geisler’s Dissertation Seminar for ideas and feedback in developing a proposal. A special thanks to Dr. Mary Anderson who went above and beyond the call of duty in giving me guidance and expertise with the factor analysis. Third, I wish to thank those people who supported me in so many other ways: My mother, Dee Kooyers, and my sister, Wendy VanderVeen, for providing me comfort, merriment, and companionship during this long project; Jill Claeys for her willingness to help gather data; and Phyllis Straw for proof-reading the manuscript. Last, I wish to thank my husband and best friend, Bill Centers, who provided the financial support, love, and encouragement to help me finish. This dissertation is dedicated to the Self-Esteem: A Family Affair facilitators who helped me to wonder about the value of affirmations: Beth Byerly, Jill Claeys, Jean Clarke, Janet Connors, Susie Craw, Rene Drumm, Mable Dunbar, Pam Ellis, Lynne Frey, Marlene Gauer, Marci Hale, Bob Helmer, Jim Jump, Bertha King, Jane ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Acknowledgments—Continued Mecomber, Sue Murray, John Nelson, Dave Sarra, Deb Search, Brenda Steiner, and our dear late friend, Betty Laughhunn. Kaye L. Centers 111 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS.................................................................................. ii LIST OF TABLES ............................................................................................ viii LIST OF FIGURES............................................................................................ ix CHAPTER I. INTRODUCTION................................................................................... 1 Background of the Problem ................................................................. 1 Rationale for This Study ..................................................................... 3 Definitions of Term s ............................................................................ 4 Definition of Affirmation ............................................................. 4 Definitions of Self-Esteem ........................................................... 4 Research Question and Preview of the Dissertation ............................. 6 H. REVIEW OF RELATED LITERATURE................................................ 7 Overview ............................................................................................ 7 Historical Background of Affirmations ............................................... 8 Early References to Affirmations ................................................. 9 Current Use of Affirmations ......................................................... 10 Related Empirical Literature ............................................................... 20 Empirical Studies of Affirmations ................................................. 20 Educational Affirmations Research ............................................... 27 Other Empirical Studies Relevant to Affirmations ......................... 28 Cognitive Dissonance and Self-Affirmations ................................. 33 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table o f Contents—Continued CHAPTER Theoretical Framework of Educational Affirmations .......................... 39 Introduction ................................................................................. 39 Development of Educational Affirmations ................................... 39 Overview of Theories ......................................................................... 45 Transactional Analysis ................................................................. 45 Psychosocial Developmental Theory ........................................... 49 Educational Affirmations and Psychosocial Stages ...................... 50 Summary............................................................................................. 53 m. METHODOLOGY................................................................................... 55 Introduction ......................................................................................

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