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• CHANGING PERSONAL CHARACTERISTICS THROUGH DIFFERENTIATED EDUCATION: DEVELOPMENT OF AREAS OF SELF-ESTEEM IN UPPER GRADE ELEMENTARY SCHOOL STUDENTS

  21-42

  Nóra Kós

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  241

  The central question of this longitudinal research (2006-2010) is whether differentiated education has positive effects on the self-esteem of upper-grade elementary school students. Sample: n = 354 persons (177 students in the examination group, 177 students in the control group), age: 10-14 years. Method: Coopersmith's Self-esteem inventory was applied before, after, and three times during the development (a total of 5 occasions of measurement). Result: the controlled and planned differentiated development has a significant impact on positive self-esteem and school achievement.