Educational Affirmations for Healthy Self-Esteem

182 Pages·2017·7.41 MB·English

by  Kaye L. Centers

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Dissertations Graduate College
4-1999
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Kaye L. Centers
Western Michigan University
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Centers, Kaye L., "Educational Affirmations for Healthy Self-Esteem- An Exploratory Factor Analysis"
(1999). Dissertations. 1496.
https://scholarworks.wmich.edu/dissertations/1496
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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.
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Copyright by
Kaye L. Centers
1999
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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
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Acknowledgments—Continued
Mecomber, Sue Murray, John Nelson, Dave Sarra, Deb Search, Brenda Steiner, and
our dear late friend, Betty Laughhunn.
Kaye L. Centers
111
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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 Terms............................................................................ 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
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