NotesFAQContact Us
Search Tips
ERIC Number: ED056785
Record Type: RIE
Publication Date: 1971-Aug
Pages: 64
Abstractor: N/A
Reference Count: 0
The Relationships Between Self-Concept, Intelligence, Socio-Economic Status and School Achievement Among Spanish-American Children in Omaha.
Valenzuela, Alvaro Miguel
The purpose of this 1971 study was to see if there was sufficient evidence at South High School of the Omaha Public School District to support any of the following hypotheses: (1) controlling for intelligence quotient (IQ) and socioeconomic status (SES), Spanish American children have a significantly lower self-concept than Anglo children; (2) controlling for IQ and SES, Spanish American children have a significantly lower grade point average (GPA) than Anglo children; (3) self-concept is related in a positive and significant way with IQ and SES; and (4) self-concept is positively and significantly correlated with GPA. Self-concept was measured by the Tennessee Self-Concept Scales; SES was assessed via the Index of Status Characteristics; GPA was taken from the last 2 consecutive semesters for each student; and IQ was taken from school records. Spanish American and Anglo 10th, 11th, and 12th graders (n=40) were matched for high or low SES as well as for high or low IQ, and 5 children from each ethnic group were drawn from each of the 4 resulting classifications: high SES, high IQ; high SES, low IQ; low SES, high IQ; and low SES, low IQ. To determine the significance of the difference between the Spanish American and Anglo groups (hypotheses 1 and 2 above), the t-test was used; the index of correlation between variables (hypotheses 3 and 4 above) was established by the Pearson product-moment. None of the 4 hypotheses was adequately sustained to conclude that any of them held. (BO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Nebraska
Note: Thesis submitted to University of Nebraska, Omaha Nebraska.