The Effectiveness of Children’s Declarations and Pledges at Producing Change in Reading Attainment, Attitudes, Self-Concept and Attributional Style

This thesis examines the effectiveness of pledges and declarations on improving behaviour and attitudes, with particular regard to children's reading attainment, attitudes, self-concept and attributional style.

It consists of three parts: a review paper, an empirical paper and a critical appraisal.

The review paper looks at the effectiveness of pledges, declarations and commitments at producing attitudinal and behavioural change.

Eleven articles (covering fifteen separate pieces of research) were reviewed and the majority of high and medium quality studies showed a positive impact for declarations, pledges or commitments upon the target behaviour.

The empirical paper evaluates the effectiveness of a 'pledge programme' on children's reading attainment, attitudes, self-concept and attributional style.

Results showed no relationship between children making declarations and improvement in these factors.

Possible reasons for this are identified, in particular that of 'pledge power' - a hypothesised measure of the pupils' attitude towards, and belief in, the content and process of pledging.

The critical appraisal examines the process of research. Strengths and limitations of the study are discussed.

The distinct contribution of the thesis to research and practice is emphasised.

The thesis concludes with a personal reflection of the research process from beginning to end.