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Differences in academic achievement and academic self-concept based on intellectual ability, grade retention, and special education status

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Kristin Elizabeth Pruett (Creator)
Institution
Western Carolina University (WCU )
Web Site: http://www.wcu.edu/404.asp
Advisor
Lori Unruh

Abstract: There are a variety of factors that may impact a child’s ability to perform academically and to develop a strong academic self-concept. This study looked at how intellectual ability, grade retention, and special education placement impact academic achievement and academic self-concept. Students with borderline intellectual ability (IQ between 70 and 85) referred for special education assessment and referred students with an average intellectual ability (IQ between 90 and 110) were administered the Multidimensional Self-Concept Scale (MSCS: Bracken, 1992) and the Basic Achievement Skills Inventory (BASI, 2004) in random order. Student records were used to obtain grade retention and special education information. Pearson correlation and multiple Independent Samples T-Tests were run to analyze the impact of IQ, Special Education placement, and grade retention on academic achievement and academic selfconcept. Limitations of the current study and implications for future research will be discussed.

Additional Information

Publication
Other
Language: English
Date: 2010
Keywords
Academic Self-Concept, Borderline IQ, Retention, Special Education
Subjects
Slow learning children
Academic achievement
Self-perception in children