Date of Award
6-4-2014
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
George Foldesy
Committee Members
Ahlam Lee; David Holman; Leah Saal; Osabuohien Amienyi
Call Number
LD 251 .A566d 2014 B33
Abstract
In this study, 432 non-proficient Arkansas middle school students in grades 6-8 completed the Academic Self-Description Questionnaire-I and II, a tool designed to measure academic self-concept (ASC). Analyses were conducted in order to compare the ASC means of students in four types of intervention practices: integrated, segregated, combined, and none. Student intervention groups' ASCs were also compared based on gender, socioeconomic status, and race. All analyses were conducted for ASC in literacy, as well as ASC in mathematics. Statistically significant differences were found in mathematics for students in segregated, combined, or no interventions. The ASC of segregated mathematic intervention groups were also significantly different between socioeconomic status students. In literacy, the only significant difference was found between males and females in integrated interventions. Additional regression analyses revealed that combined variables of gender, socioeconomic status, race, and intervention practices did not create a significant predictor model for change in ASC for literacy. These same variables did create a significant predictor model for change in ASC for mathematics, with segregated interventions, combined interventions, and gender being significant variables when controlling for all other variables.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bessee, Dawn C., "The Impact of Intervention Practices on the Academic Self-Concept of Struggling Middle School Students" (2014). Student Theses and Dissertations. 771.
https://arch.astate.edu/all-etd/771
