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Results show the program increased students’ positive self attitudes relative to a control group. The study positions self concept as a key factor shaping academic achievement and long-term decision-making. The program teaches success analysis, strength identification, values recognition, and conflict management strategies to support more informed choices and greater chances of success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educating-for-success-program-to-enhance-the-self-concept-of-freshmen-an-evaluation/597164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educating-for-success-program-to-enhance-the-self-concept-of-freshmen-an-evaluation/597164.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the Educating for Success program?","Question",{"text":112,"@type":113},"It aimed to enhance freshmen’s self concept by helping students identify who they are, their strengths and values, and the strategies they use to manage conflict, leading to more informed choices and improved chances of success.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the program evaluated?",{"text":117,"@type":113},"A pre-post analysis was conducted using six instruments administered over two semesters, comparing the EFS group with a control group of freshmen students.",{"name":119,"@type":110,"acceptedAnswer":120},"What key activities occur in Phase I of the program?",{"text":121,"@type":113},"Participants list three successes within specified age ranges, explain why those events count as successes, and the group derives individual success patterns, after which each participant formulates a personal definition of success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597164,1792622676,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","# EDUCATING FOR SUCCESS\n\nA Program to Enhance the Self Concept of Freshmen ona Large College Campus:An Evaluation  \nLILA SWELLt  \n## Abstract\n\nA prelpost analysis of 6 instruments administered over 2 semesters for EFS*vscontrol group Freshmen students revealed that the EFS program was effectivein increasing positive self attitudes.  \n## Résumé\n\nUne étude prélposte analyse de six instruments administrés au cours de deuxsemestresà deux groupes d'étudiants de première année,dont I'un participaitau programme \"Educating for Success\",montre que le programme a réussi àdévelopper chez les étudiants participants des attitudes plus positives enverseux-mémes.  \nLiberal admissions policies,including complete open enrollment,have floodedcolleges and universities with students who are unprepared for college work.The number of these students has risen to such proportions that the collegeshave been faced with high rates of withdrawal after the freshman year.  \nFreshmen entering a large university environment are faced with the awe-some necessity of choosing from a bewildering number of paths—personal aswell as academic.The anxieties of coping with these choices,coupled with theimpersonality of computerized student accounting,could not be felt more keen-ly by any other group than by entering college freshmen.For no other group ofstudents is making a correct choice more critical than for young people about tocommit themselves to four years of college.For a majority,the choices madeduring this time will certainly influence and perhaps determine,the direction oftheir lives.  \nFor one to make decisions with such far-reaching consequences,one needsto know oneself.The relationship between an individual's self concept and the  \n↑Associate Professor of Educational Psychology,Department of Elementary and EarlyChildhood,Queens College,Flushing,N.Y.*Educating For Success  \neventual choices made concerning his or her life roles is of key importance.Students'personal evaluations of themselves are a dominant influence on theiracademic achievement.Numerous research studies(e.g.,Burke,1985;Pottebaum,1986;Tunney,1984)have substantiated this theory.  \nEducating For Success is an experiential program (Swell,1990)designed toenable the students to find out who they think they are,what their strengths andvalues are,and what strategies they use to manage conflict.Armed with thisvital information about who they are and how they operate,the students canmake more informed vocational choices,optimize their performance and there-by increase their probability of success.  \nSpecifically,the goals of EFS are:  \n-To develop the skills to identify and analyze patterns of successin self and others  \n-To develop awareness of ego strengths in self and others  \n-To foster recognition and acceptance of a stable personal valuesystem  \n-To identify one's conflict management styles and to learn alter-  \nnative problem-solving techniques  \n-To define,set,and act on realistic goals for self  \nIn order to achieve these goals,students go through five phases of the EFSProgram.A description of each phase follows  \n## Phase I-Success Analysis\n\nParticipants are asked to list three successes from each of the age ranges 0-7,8-12,20-present.They also are asked to give the reasons why they considerthese events successes.The group analyzes each chart and derives the individ-ual's \"success patterns.”Each participant then formulates a personal definitionof success.  \nFor example,suppose a participant(call him John Smith)had a success charton which some of the successes were:  \nWhen I was seven years old,I had a shoeshine stand andmade enough money to buy a bicycle.  \nDuring the summer when I was fifteen,I bought an old carfrom the junk yard for $50.After working all summer andinvesting $200 fixing it up,I sold it for $600.  \nAt age eighteen,I had a handicraft booth at the school bazaarand made enough money to go to Hawaii over the Christmasvacation.  \nIn analyzing the pattern of these successes sev","cbCaicSDsEJPOw3G","https://ap.wps.com/l/cbCaicSDsEJPOw3G","pdf",417715,13,"English","# Abstract\n# Résumé\n# Phase I-Success Analysis\n# Phase II-Strength Bombardment\n# Phase III-Value Identification","[{\"question\":\"What was the purpose of the Educating for Success program?\",\"answer\":\"It aimed to enhance freshmen’s self concept by helping students identify who they are, their strengths and values, and the strategies they use to manage conflict, leading to more informed choices and improved chances of success.\"},{\"question\":\"How was the program evaluated?\",\"answer\":\"A pre-post analysis was conducted using six instruments administered over two semesters, comparing the EFS group with a control group of freshmen students.\"},{\"question\":\"What key activities occur in Phase I of the program?\",\"answer\":\"Participants list three successes within specified age ranges, explain why those events count as successes, and the group derives individual success patterns, after which each participant formulates a personal definition of success.\"}]","EDUCATING FOR SUCCESS - Program to Enhance the Self Concept of Freshmen - An Evaluation | PDF",1792084518,33]