Effects of explanatory style optimism and self-esteem training on children's psychological and academic wellbeing

Explanatory style optimism and Self -Esteem theorists both claim to be able positively to influence the child's psychological well-being. This study was conducted to compare the effects of Optimism training and Self -Esteem training with children. Participants were 157 children (83 boys and 74 girls) attending Grade 6. Participants in Class groups were assigned to one of three conditions for training in Optimism (n = 51), Self -Esteem (n ----49) and a Control group (n = 57). Children completed self -report questionnaires on explanatory style (CASQ), depression (CES-DC), global self-esteem (RSE), and domain self-esteem (PH). Peer ratings on each participant were conducted via a sociogram, school achievement was assessed using the Milton Spelling Age test, and participants completed three hypothetical questions based on Flavell's theory of metacognition. This battery of tests was completed on three occasions: before training, immediately after the training and six months following the training. Comparison of the two theoretical models showed that the Optimism model fitted the data better than the Self -Esteem model. Optimism training was more effective than Self -Esteem training in increasing optimism, and decreasing depression with a follow-on effect to social skills and aspects of domain self-esteem. Implications for education are that Optimism training may have a greater influence on the child's psychological welfare than existing Self -Esteem programs.