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ERIC Number: ED264811
Record Type: Non-Journal
Publication Date: 1985
Pages: 88
Abstractor: N/A
Reference Count: N/A
The Role of Self-Concept in Predicting the Success of Academically and Financially Disadvantaged Students within Higher Education Opportunity Programs.
Martel, Laurence D.; Richman, Joel
The relationship between a standard measure of self-concept and withdrawal from college was studied with students at private New York colleges who were admitted through the Higher Education Opportunity Programs (HEOP). HEOP students are educationally and financially disadvantaged. The objective of the study was to promote policy formation and action. HEOP students enrolled for the first time in 1977 were studied longitudinally. No significant relationships were found between academic persistence and self concept, as measured by the Tennessee Self-Concept Scale. A strategy for management of supportive services was explored in terms of possible restructuring, redistribution, and reallocation of resources and services among high risk students who were more likely to drop out of the HEOP programs. The literature on persistence and achievement of high risk students showed the difficulty in applying standard academic measures as predictors of success among disadvantaged students. Literature on the issues of predicting achievement among nontraditional students using nonintellective measures was also considered. A behavioral model for predicting success among nontraditional students was developed, and recommendations to maximize access and achievement of such students were offered. Study questionnaires are appended. (SW)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: New York State Education Dept., Albany. Bureau of Higher Education Opportunity Programs.
Authoring Institution: Syracuse Univ., NY.
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Tennessee Self Concept Scale