Correlation of self-concept and academic achievement of SED adolescents, 1993

Johnson, Toni

1993-07-01

1990-1999

This study was designed to determine the range of relationship between self-concept and academic achievement adolescents. The primary questions addressed were (1) What was the range of this correlation, and (2) Did this study support other literature on self-concept and achievement? A correlation analysis was used to obtain results because it gives an association between two variables. The students tested qualified for an SED adolescent program due to chronic behavioral problems. Out of a total population of 36 students, twenty-seven obtained written permission to take part in a self-concept survey. The Piers-Harris Self-Concept Survey is a self-report inventory of 80 statements answered by the students. The test uses a scale range of 0 to 80 with 80 representing a higher self-concept level and a percentile of 31st to 60 percent representing average self-concept scores. After the self-concept scores were obtained, they were correlated with each student grade equivalent score obtained from the PIAT-R. A correlation analysis was done on each student's self-concept score and grade equivalent score. The results indicated a very low but positive correlation existed between self-concept and achievement. The results also supported former literature suggesting that a correlation does exist, but further research is recommended on a larger population.

text

application/pdf

thesis

Education Specialist (EdS)

Atlanta University

School of Education

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1993_johnson_toni

https://rightsstatements.org/page/InC-EDU/1.0/