ERIC Number: ED448191
Record Type: RIE
Publication Date: 2000-Nov
Reference Count: N/A
The Effects of Absences and Academic Self-Concept on Academic Achievement in Two Eleventh-Grade U.S. History Classes.
Byer, John L.
This study investigated the extent of relationships between the motivation-related independent variables of absences and academic self-concept and the dependent variable of academic achievement. A correlational research design was used to measure the extent of association between the study's variables. Participants were 34 11th graders (17 African Americans and 17 Caucasians; 19 males and 15 females) who were randomly assigned to 2 U.S. history classes that were taught by the same teacher at a public high school in Alabama. The teacher's grade book records provided data for measuring absences and academic achievement. Students' responses to the Academic Self-Description Questionnaire II instrument provided data for measuring academic self-concept. A Pearson r-test revealed a statistically significant (p<0.05) relationship between academic self-concept and academic achievement that had a strength of R square=27%. A multiple correlation test revealed a statistically significant relationship between academic self-concept, absences, and academic achievement that had a strength of R square=33%. There is a need for more research concerning motivation-related variables that may be related to academic achievement. (Contains 25 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Academic Self Concept; Alabama
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (28th, Bowling Green, KY, November 15-17, 2000).