Abstract
The study analyzed student self-appraisal data from an instructional experiment in the third grade. Treatment and aptitude-treatment interaction (ATI) effects were assessed on self-esteem, attitude, anxiety, and locus of control Analyses were performed at the student and class levels to accommodate the hierarchical character of the data. Results showed the instruction favorably influenced self-esteem, attitude, and anxiety. In particular, parent instruction in learning skills resulted in significantly higher average scores on self-esteem and attitude and lower scores on anxiety. Class-level ATI's were also evidenced among the parent instruction and selected student aptitudes. Second-order ATI's are illustrated with a new technique developed by Hedges.
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