THE EFFECTS OF ORGANIZATIONAL PLACEMENT UPON NINTH-GRADE STUDENTS' SELF-CONCEPT AND ATTITUDES TOWARD SCHOOL

THEODORE DESMOND MASON, Purdue University

Abstract

To determine whether or not organizational placement of the ninth grade students' self-concept and/or attitude toward school, two distinct organizational structures were used, seven through nine and nine through twelve. In the seven through nine structure the ninth grade student is placed at the top of the arrangement, whereas in the nine through twelve structure, the reverse holds. The sex of the student was also considered as a factor which could affect the students' self-concept and/or attitude toward school. To determine whether or not these different organizational arrangements affected ninth grade students' self-concept and attitude toward school, the problem was put into question form: Does the organizational arrangement of a school (seven-nine or nine-twelve) have an effect upon students' self-concept and/or attitude toward school? Does sex have any effect upon students' self-concept and/or attitude toward school? Does the organizational arrangement of a school (seven-nine or nine-twelve) have an effect upon students' self-concept and/or attitude toward school? Does sex have any effect upon students' self-concept and/or attitude toward school? The investigation was conducted through the testing of operational null hypotheses. Nine major hypotheses and twelve minor hypotheses were tested. Multivariate and univariate analyses were performed with the SPSS subprogram MANOVA. A sample population of 630 ninth graders from 12 junior high schools and 12 senior high schools were randomly chosen from schools located within the northern third of the state of Indiana. Students were given the Piers-Harris Children's Self-Concept Scale and The School Inventory. Based upon the results of the hypotheses tested the following conclusions concerning male and female ninth grade students' self-concepts and/or attitudes toward school are drawn. (1) Organizational placement of male or female ninth grade students appear to have no effect upon the self-concepts of the respective students. (2) Junior high school ninth grade students expressed attitudes toward school which were similar to the attitudes expressed by senior high school ninth grade students, organizational placement not making any difference. (a) Ninth grade boys in the junior high school structure have a poorer attitude toward school than do ninth grade boys in the senior high school structure. However, the difference between groups is not significant, yet a trend is indicated with p 0.13. (b) Ninth grade girls' attitude toward school is the same in both junior and senior high structures. (3) Ninth grade girls have a better attitude toward school than do ninth grade boys. (a) The difference between ninth grade boys' and girls' attitudes is greater in the junior high school structure than in the senior high structure. (4) When self-concept and attitude toward school are considered collectively, girls have more positive scores than boys in both the junior and senior high school structures. The difference in self-concept and attitude toward school, taken collectively, between ninth grade boys and ninth grade girls appears to be due to the highly significant difference in attitude toward school between ninth grade boys and ninth grade girls. No difference was detected between the self-concept on ninth grade boys and ninth grade girls. Agreeing with Kellog, school is viewed by both sexes as being a feminine institution. Further study into the reasons for this situation is strongly recommended. Since organizational structure does not appear to make a significant difference in students' self-concept or attitude toward school, or according to Strickland, in students' achievement, attention should be focused on other causes for differences in both the affective and cognitive domain of early adolescents.

Degree

Ph.D.

Subject Area

School administration

COinS