FACTORS RELATED TO ACADEMIC ACHIEVEMENT IN LOW-INCOME MINORITY ELEMENTARY SCHOOL CHILDREN.
Item
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Title
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FACTORS RELATED TO ACADEMIC ACHIEVEMENT IN LOW-INCOME MINORITY ELEMENTARY SCHOOL CHILDREN.
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Identifier
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AAI8601700
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identifier
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8601700
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Creator
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WALLACE, BARBARA CORNELIA.
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Contributor
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Vera S. Paster
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Date
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1985
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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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Education, Educational Psychology
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Abstract
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Four variables were investigated as factors possibly related to academic achievement in a population of ten and eleven year old, Black and Hispanic children attending an intermediate public school in New York City. The variables investigated were positive identification with the teacher, feeling tone on the part of self and teacher during typical classroom behaviors, future time perspective, and imagery of a future self that is realistic and achievement oriented.;It was hypothesized that given a group of high achievers who are functioning up to their academic potential based on two independent teacher ratings, and a group of low achievers who were not functioning up to their academic potential based on two independent teacher ratings, the following would characterize high achievers: (1) they would possess positive identification with teachers, (2) they would recall positive feelings on the part of self and teacher during typical classroom behaviors, (3) they would possess future time perspective, and (4) they would possess realistic and achievement oriented imagery of a future self.;Results indicated that the mean distance between children's idealized Q sort, their preferred role Q sort, and teacher's Q sort of their expectations for children's behavior were significant with t-tests. High achievers more accurately perceived teacher's expectations for their behavior and more closely conformed to them in their own behavior, suggesting their possession of positive identification with teachers in comparison to low achievers. High achiever's sum of scores on the facial expression task indicated their possession of positive feeling on the part of self and teacher during typical classroom behaviors was significantly more positive than was that of low achievers. No difference was found between groups in future time perspective. High achievers possessed imagery of a future self that was realistic and achievement oriented in comparison to low achievers.;Investigators should focus on interpersonal dynamics transpiring in the classroom between students and teachers. Children can acquire accurate conceptions of student role behaviors necessary for school success from teachers when object relations with teachers are consistent, positively affectively toned, and generally "good enough.".
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
