This study was intended to develop a ‘beauty-based promotion program model for positive self-concept of adolescents’. The purpose is to change negative body image and distorted self-image of adolescents and to ultimately promote positive self-concept.
This study was conducted on early·middle female adolescents as ‘female middle school students’ by considering developmental stages of adolescence according to the physical satisfaction based on gender differences and difference in body-image adjustment by secondary sexual characteristics.
Meanwhile, this study was conducted as follows according to the program development process of ADDIE instructional design model.
First, this study produced three factors as ‘ego-identity,’ ‘self-esteem,’ and ‘self-efficacy’ as subfactors of positive self-concept by analyzing precedent studies, and deduced four factors as ‘appearance perception,’ ‘face satisfaction,’ ‘body satisfaction,’ and ‘body esteem’ for appearance satisfaction. Also, theoretical framework of this study was prepared by applying the 3rd health promotion model of Pender. To raise efficiency of the program, precedent studies on the practical action teaching model of Laster and ARCS motivational strategy of Keller were analyzed and used them as basic data of this study.
Secondly, this study drew categories and contents of the program through literature analysis. Three categories as ‘self-awareness,’ ‘self-acceptance,’ and ‘self-growth’ were deduced for positive self-concept related content elements. Also, 6 detail categories as ‘appearance perception’, ‘appearance discovery’, ‘appearance value’, ‘appearance satisfaction’, ‘appearance belief’, and ‘appearance control’ and content elements of the program were deduced by analyzing precedent studies on appearance satisfaction related to positive self-concept.
Thirdly, for analysis of demand among analysis phases, this study conducted demand investigation on female middle school students, beauty instructors, and institution directors. This study drew contents of the program as ‘purpose,’ ‘goal,’ ‘contents,’ ‘time of education,’ ‘teaching methods,’ ‘period of education,’ ‘time of education per session,’ ‘gender composition,’ and ‘important content of education’ based on the analysis results.
Fourthly, specific ‘education purpose,’ ‘educational objective,’ ‘educational contents,’ ‘teaching-learning method,’ ‘teaching strategy,’ and ‘assessment method and tool of education’ of the program were designed by integrating analysis results.
Fifthly, this study developed ‘beauty-based promotion program model for positive self-concept of adolescents’ and ‘detailed contents of 6 sessions of the program.’
Sixthly, 1st and 2nd verification by experts were conducted for appropriateness of the program model for evaluation and verification stage. Also, this study conducted verification for analyzing validity of field application of the program model. As a result, the program model of average 4.56 points was verified to be appropriate, and criterion-related validity of field application has been verified as every item except educational content(3.90 points) showed higher than an average of 4 points.
Seventhly, the program model was fully modified and supplemented by integrating evaluation and verification results and suggested ‘beauty-based promotion program model for positive self-concept of adolescents.’
‘Beauty-based promotion program model for positive self-concept of adolescents’ prepared theoretical framework by applying the third Pender’s health improvement model, and systematically conducted a research according to the program development process of ADDIE instructional design model. Also, this study intended to increase educational efficiency by designing teaching-learning method and teaching strategy according to interest and development of adolescents. For analyzing effectiveness of the program, this study designed a multifaceted evaluation tool of appearance satisfaction, self-assessment of health, and educational assessment(diagnosis, formation, generalization).
In a follow-up study, it would be necessary to verify and supplement through pretest/posttest by actually carrying out the program. Also, the program will be more complete if ways of practice and suggestions about a strategy for sustaining effectiveness of education are supplemented. A study on the methods of operation and operating plans for continuous operation of the program is necessary as well. It will be also meaningful to develop a program that applied teaching-learning method and teaching strategy according to the developmental stage of each subject by diversifying research subjects in the future.
This study is expected to provide practical help to adolescent students, beauty instructors, and agencies who will be running a related program. It is also expected to be used as a basic data for researchers who intend to develop a program for improving positive self-concept of adolescents based on beauty in the future.