The Effects of Exit-Exam Failure on Students' Self-Concept [microform] / Edward D. Jonas, Jr. and LaMarian G. Hayes.
This study was designed to provide insight regarding the psychological repercussions for students who repeatedly fail the Georgia Basic Skills Test (GBST), but are not identified as educationally handicapped. This criterion referenced test is designed to assess competency on designated minimum skill...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1984.
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| 100 | 1 | |a Jonas, Edward D., |c Jr. | |
| 245 | 1 | 4 | |a The Effects of Exit-Exam Failure on Students' Self-Concept |h [microform] / |c Edward D. Jonas, Jr. and LaMarian G. Hayes. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1984. | ||
| 300 | |a 16 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a Availability: Div. of Research, Evaluation and Data Processing, Atlanta Public Schools, 210 Pryor St., SW, Atlanta, GA 30335. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED246092. | ||
| 520 | |a This study was designed to provide insight regarding the psychological repercussions for students who repeatedly fail the Georgia Basic Skills Test (GBST), but are not identified as educationally handicapped. This criterion referenced test is designed to assess competency on designated minimum skills. A random sample of tenth graders were administered the Piers-Harris Children's Self-Concept Scale prior to being initially administered the GBST, or exit exam, shortly after receiving the test results, and two months after their initial exit exam administration. A two-way analysis of variance was the statistical model used for data analysis. Each of the research hypotheses was supported by the study. Results indicate that students' exit exam passing status produced significant differences in initial examinees' self-concept scores; students who initially fail either one or both of the exit exam skill areas have significantly lower self-concept scores than those who initially pass both skill areas; and students' passing status on the exit exam produces significant differences in self-concept change scores. (Author/DWH) | ||
| 521 | 8 | |a Researchers. |b ericd. | |
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Academic Failure. |2 ericd |
| 650 | 0 | 7 | |a Competency Based Education. |2 ericd |
| 650 | 1 | 7 | |a Graduation Requirements. |2 ericd |
| 650 | 0 | 7 | |a High Schools. |2 ericd |
| 650 | 0 | 7 | |a Psychological Studies. |2 ericd |
| 650 | 0 | 7 | |a Research Methodology. |2 ericd |
| 650 | 1 | 7 | |a Self Concept. |2 ericd |
| 650 | 0 | 7 | |a Statistical Analysis. |2 ericd |
| 650 | 1 | 7 | |a Student Motivation. |2 ericd |
| 650 | 1 | 7 | |a Test Results. |2 ericd |
| 700 | 1 | |a Hayes, LaMarian G. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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