Date Awarded

2011

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Carol Tieso

Abstract

The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state.;Self-concept for the total group appeared adequate to strong, and the two student groups were similar in total self-concept and its dimensions ( p > .01), as measured by the Piers-Harris Children's Self-Concept Scale -- Second Edition (Piers- Harris 2). However, frequent worry, nervousness, and feelings of differentness were revealed by a number of participants. The findings for the School Attitude Assessment Survey -- Revised suggested that the Governor's School students were more satisfied with the Governor's Schools than with their district schools (p < .05), although academic self-perception, on average, was significantly lower in the Governor's Schools. They also appeared more satisfied with the Governor's Schools than the district students were with their schools (p < .05). Several positive correlations were found between self- concept and school attitudes.;For the total sample, while obtaining similar results to those of the males in most self-concept dimensions, the females obtained a significantly lower mean score for the Piers-Harris 2 Freedom From Anxiety domain ( p <.05). In addition, significantly higher goal valuation and motivation/self-regulation, and lower academic self-perception (p < .05), were found for the sample of 159 females in the district setting. Implications for educational practice, counseling interventions, and future research are provided.

DOI

https://dx.doi.org/doi:10.25774/w4-dr1e-xr09

Rights

© The Author

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