The relationship of self-concept and academic engagement to each other and to school outcomes of students with disabilities
Item
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Title
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The relationship of self-concept and academic engagement to each other and to school outcomes of students with disabilities
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Identifier
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d_2009_2013:9c096a45e30e:10680
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identifier
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10800
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Creator
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Steinke, David P.,
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Contributor
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Georgiana S. Tryon
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Educational administration | achievement | attendance | engagement | extracurricular | Self-concept | special education
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Abstract
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The present study examined the relationship between self-concept, engagement, and school outcomes for students with educational disabilities in grades 10 to 12. Participants included 105 students in grades 10 to 12 in a large suburban high school who were classified as having an educational disability which qualified them for special education services. Self-concept was measured using the Self Description Questionnaire II (SDQ II, Marsh, 1992b). Engagement was measured using the Motivation and Engagement Scale (MES, Martin, 2004). School outcome measures for achievement consisted of PSAT verbal scores and PSAT math scores. Other school outcome variables were the number of student absences, number of student discipline referrals, and number of extracurricular activities in which a student participated. Other student and family information was gathered by means of a Demographic Questionnaire and a student data form that was used to gather information about student classification and class placement. Statistical analyses using Pearson Correlations and Canonical Correlation Analysis indicated that academic self-concept was more related to academic achievement and extracurricular participation than engagement measures. Variables of student discipline and attendance were not significant. Overall, academic self-concept was more important in the relationship with academic outcomes for special education students than academic engagement.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
