Dissertation/Thesis Abstract

Self-concept and academic performance in high school students with mild disabilities
by Madden, Kathleen L., M.S., California State University, Long Beach, 2011, 123; 1507770
Abstract (Summary)

Research shows a connection between students' self-perceptions and academic performance in school. This study determined if there is a relationship between students' ratings on the Piers-Harris Children's Self-Concept Scale, 2nd Edition and their grade point average (GPA), period absences, and performance on California Standardized Tests (CST) in English and math. Data were also analyzed according to gender, ethnicity, and special education placement. Participants included 51 students with mild disabilities at a Southern California high school. Results indicated a positive correlation between GPA and Behavioral Adjustment domain scores. A negative correlation was found between CST math scores and both Total scores and Happiness and Satisfaction scores. CST English scores were negatively correlated with Popularity scores. No differences were found based on gender, ethnicity, or placement; however, scores on the Intellectual and School Status domain were significantly lower than scores on all other domains. Implications for practice and policy are discussed.

Indexing (document details)
Advisor: Pavri, Shireen
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 50/04M, Masters Abstracts International
Subjects: Educational psychology, Special education
Publication Number: 1507770
ISBN: 978-1-267-20436-3
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