SCHOOL ACHIEVEMENT AS RELATED TO SELF-CONCEPT, ATTITUDE TOWARD SCHOOL, ATHLETIC PARTICIPATION, AND RACE OF NINTH GRADE STUDENTS

ROBERT JOHN CANTRELL, Purdue University

Abstract

This study of selected Indiana school corporations had five major objectives: (1) to investigate whether there was a major difference in average academic achievement between students with positive or negative self-concepts, (2) to investigate whether there was a marked difference in average academic achievement between students who participated in athletics and students who did not participate in athletics, (3) to show the extent of existing differences in average academic achievement between students with positive or negative attitudes toward school, (4) to investigate whether there was a difference in average academic achievement between white and non-white students, and (5) to assess the possible interaction among self-concept, attitude toward school, participation in athletics and race on academic achievement. Investigation of this study was conducted through the testing of fifteen major hypotheses. Data analysis was assisted by use of the SPSS MANOVA and the SPSS Covariance Program. A sample population of 630 ninth grade students from 24 schools was randomly selected from a list of schools located within the northern third of the State of Indiana. During the period of time extending from March, 1979 to May, 1979, the students were given The Piers-Harris Children's Self-concept Scale and The School Inventory. The I.Q. and grade point average of each student were also attained from the records at each school. Based upon the results of the hypotheses tested, the following findings were drawn concerning the effect self-concept, attitude toward school, participation in athletics, and race have on average academic achievement of students in Northern Indiana: (1) Ninth grade students with a positive self-conept have significantly higher academic achievement than ninth grade students with a ngative self-concept. (2) Ninth grade students with a positive attitude toward school have significantly higher academic achievement than ninth grade students with a negative attitude toward schools. (3) White ninth grade students have significantly higher academic achievement than non-white ninth grade students. (4) Ninth grade students who participate in athletics do not have significantly higher academic achievement than ninth grade students who do not participate in athletics. (5) White ninth grade students who participate in athletics have significantly higher academic achievement than white ninth grade students who do not participate in athletics. (6) Non-white ninth grade students who do participate in athletics do not have significantly higher academic achievement than non-white ninth grade students who do not participate in athletics. (7) White ninth grade students who participate in athletics have significantly higher academic achievement than non-white ninth grade students who do not participate in athletics. (8) White ninth grade students who do not participate in athletics have significantly higher academic achievement than non-white ninth grade students who do not participate in athletics. In conclusion, the three major findings indicated a relationship between the variables, self-concept, attitude towards school, and race when grade point average was considered. In addition, it did not appear that non-white ninth grade students who participated in athletics achieved as high a grade point average as white ninth grade students who participated in athletics.

Degree

Ph.D.

Subject Area

School administration

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