Impact Of Structured Intervention On Multi-Dimensional Self-Concept Among Secondary School Students: A Controlled Comparative Study

Abstract

The research examines how a structured school-based intervention affects the multidimensional self-concept of 9th-grade students in Lucknow. The research employed a pretest–post-test control group design to study 112 students who received equal distribution between experimental and control groups. The experimental group received 45 minutes of guided cyclic meditation every day throughout 03 month (working days)as part of their intervention while the control group maintained their regular academic activities. The Children's Self Concept Scale (CSCS-AS) measured self-concept through its evaluation of Behaviour, Intellectual and School Status, Physical Appearance and Attribute, Anexiety, Popularity , Happiness and Satisfaction dimensions. The experimental group participants outperformed the control group participants in all dimensions of the assessment after the intervention period. The study data demonstrated significant statistical results (p < 0.05) through independent samples t-tests which produced large effect sizes for all measured variables. The evaluation of structured meditation-based approaches demonstrates their ability to heighten adolescents’ self-image and emotional wellbeing. This research supports adding evidence-based programs for self-concept development to secondary curriculum while demonstrating the importance of studying long-term effects on development through continuous research.