Academic Achievement in a Poverty Area High School: Implications for Counseling

Coffin, Brenda S.; Dietz, Siegfried C.; Thompson, Clarissa A.

doi:10.2307/2967050

Cited by 4 publications

(1 citation statement)

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“…Continuing in the associational vein, em-square and mean difference studies typically yield significant relationships between general self-concept as well as some other self factors and achievement measures (Coffin, 1971;Combs, 1964;Dyson, 1967;Kelly, 1975;Ozehosky and Clark, 1970;Paschal, 1968;and Rosenberg, 1965). Subjects' characteristics in these investigations were varied as to age, ethnicity, social class, and sex.…”

Section: Associational Studies Of Relationships Between General Self-mentioning

confidence: 96%

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is "causally predominant" over self-concept of academic ability.Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

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