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://library.wcu.edu/
- 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.
Differences in academic achievement and academic self-concept based on intellectual ability, grade retention, and special education status
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Created on 4/1/2010
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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