Self-concept and academic achievement : a comparison of intellective and non-intellective variables as predictors of scholastic performance and analysis of subgroup differences in self-concept
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Helen Rogers Legette (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- W. Larry Osborne
Abstract: This study involved the examination of selected factors which influence and/or predict academic achievement. Of particular interest was the self-concept, not only as it relates to academic achievement, but also as it might vary from one sex, race, grade level (age), or socioeconomic group to another. A major focus was on the investigation of the relative value of intellective and non-intellective predictors of scholastic performance. It was hypothesized that the self-concept of academic ability would be related to scholastic performance but that neither global self-concept nor the non-academic dimensions of the self would be significantly correlated with academic achievement. Furthermore, it was hypothesized that IQ scores would be better predictors of achievement than would self-concept assessments and that there would be no significant sex, race, grade level, or social class differences in self-concept scores.
Self-concept and academic achievement : a comparison of intellective and non-intellective variables as predictors of scholastic performance and analysis of subgroup differences in self-concept
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Created on 1/1/1979
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1979
- Subjects
- Prediction of scholastic success
- Self-perception in adolescents
- Personality and academic achievement