The Tennessee self-concept scale as an indicator of community college student retention and need for remediation

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rebekah Henderson Megerian (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Bert Goldman

Abstract: The purpose of this research was to assess the relationships between (a) students' level of self-concept and placement into at least one remedial course and (b) student's level of self-concept and retention into the third quarter of enrollment at Randolph Community College (RCC), Asheboro, North Carolina. One hundred and three first time freshmen at the College comprised the population. The level of self-concept was determined by students' scores on the Tennessee Self-Concept Scale. Remedial placement was determined by RCC's placement testing system, which is based on results of the College Board's Assessment and Placement Services for Community Colleges. Chi square tests of association revealed that level of self-concept was not significantly related to placement into at least one remedial course but that level of self-concept was significantly related to retention at the College (p= 0.016). Of students with children, 79% of those with adequate self-concept persisted while only 37.5% of those without adequate self-concept persisted. A clear trend of students' final status was also noted with 31% of persisters, 55% of voluntary leavers, and 69% of academic leavers having inadequate self-concept.

Additional Information

Language: English
Date: 1994
College dropouts $z North Carolina
Remedial teaching $z North Carolina
Community college students $z North Carolina $x Psychology

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