The Effects of Self-Esteem and Perceived Program Utility on Persistence and Cognitive Achievement in an Adult Basic Education Program

A study was conducted to explore the interaction effects of self-esteem level and perceived program utility on the retention and cognitive achievement of adult basic education (ABE) students. A total of 200 black adult students receiving public assistance and enrolling in an ABE program with a reading level below 8.0 comprised the sample. Two hypotheses were tested: (1) Students with high self-esteem viewing the program as having low utility would be early dropouts; and (2) Among students viewing the program as having high utility, cognitive gain would be predicted by the level of self-esteem. A self-esteem instrument was administered verbally. Results are given. It was concluded that the conceptualization of utility was inadequate and that any study relating esteem and utility must take into account the different utilities the program offers to the student, and that ABE programs must perform a socialization as well as an educative function. (Author/CK)