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ERIC Number: ED396208
Record Type: Non-Journal
Publication Date: 1995
Pages: 13
Abstractor: N/A
Reference Count: N/A
Socio-Cognitive Correlates to School Achievement Using the TEMAS (Tell-Me-A-Story) Culturally Sensitive Test with Sixth, Seventh and Eighth Grades At Risk Puerto Rican Students.
Cardalda, Elsa B.; Costantino, Giuseppe
The Tell-Me-A-Story (TEMAS) Culturally Sensitive Test was administered to 74 Puerto Rican students in a New York City school in order to measure such personality resources as conflict resolution skills and cognitive structuring of narratives. The resulting data was used to examine the degree to which these early adolescents' personality resources correlated with school achievement and performance. Overall, students exhibited relative strengths in personality adjustment and intact narrative cognitive skills. Significant grade differences were found in the school achievement and performance measures: sixth graders showed significantly higher achievement and performance scores than junior high school students. Researchers drew two inferences from the results of this study: (1) that there are grade specific effects during the middle school period of early adolescence; and (2) that to some extent socio-cognitive skills (as measured by the TEMAS) are related to school achievement and performance. The results of this study underscored the importance of culturally sensitive psycho-educational techniques with minority children: with the TEMAS, these students showed great disclosure and intact narrative cognitive skills. They were resilient in many areas of their personality adjustment, and reported a satisfactory view of their academic progress. Three tables present data and statistical analysis. Contains 23 references. (TS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A