Bibliographies of Camp-related Research

Bibliographies of Camp-related Research

Psychological and Situational Variables in the Summer Camp Setting
Chenery, Mary Faeth
Thesis. North Carolina State University at Raleigh 1979

Purpose:
Explore the "characteristics and dynamics" of summer camp and the psychosocial developmental effects on campers.

Sample:
77 girls, ages 8-12, majority from upper-middle to upper class backgrounds, attending a 7½ week girls summer residential camp. 13 female counselors.

Methods/Instruments:
The study consisted of two parts using the same sample. 1) investigation of self-concept, social competence, and parent and counselor relationships to campers. 2) examination of the camp program activities.

Pre-, post-test, Piers-Harris Children's Self-Concept Scale (SCS), modified for post-test to avoid recognition by subjects and addition of six "affective climate" items. Schaefer's Children's Report of Parent Behavior Inventory (CRPBI) used for both mothers and counselors, Classroom Behavior Inventory (CBI), Camper Questionnaire, "Data Record for Activity Settings" designed by researcher to summarize camp activity observations.

Results:

  • Increase in positive self-concept. No significant correlation to age, grade, previous camp attendance or socioeconomic status.
  • No significant change in positive behaviors, significant increase in negative behaviors.
  • No significant relationships found between self-concept and social competence changes.
  • No significant difference in campers perceptions of mothers and counselors.
  • Significant correlation between self-concept and perceptions of mothers and counselors.
  • Significant association between perceptions of counselor acceptance and social competence.
  • Perceptions of counselor acceptance and control associated with self-concept change, perceptions of counselor acceptance only associated with positive behavior change.
  • Significant correlation in self-concept change and peer acceptance.
  • No significant correlation between changes in behavior and peer acceptance.
  • "Most activities were not intellectually demanding".
  • "Certain kinds of behaviors occurred more frequently in particular settings".

 

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