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ERIC Number: ED524378
Record Type: Non-Journal
Publication Date: 2011
Pages: 281
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-2155-1
ISSN: N/A
Advanced Learner Perceptions of Psychological Well-Being and School Satisfaction in Two Educational Settings
Robertson, Janice C.
ProQuest LLC, Ed.D. Dissertation, The College of William and Mary
The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state. Self-concept for the total group appeared adequate to strong, and the two student groups were similar in total self-concept and its dimensions (p greater than 0.01), as measured by the Piers-Harris Children's Self-Concept Scale-Second Edition (Piers-Harris 2). However, frequent worry, nervousness, and feelings of differentness were revealed by a number of participants. The findings for the School Attitude Assessment Survey-Revised suggested that the Governor's School students were more satisfied with the Governor's Schools than with their district schools (p less than 0.05), although academic self-perception, on average, was significantly lower in the Governor's Schools. They also appeared more satisfied with the Governor's Schools than the district students were with their schools (p less than 0.05). Several positive correlations were found between self- concept and school attitudes. For the total sample, while obtaining similar results to those of the males in most self-concept dimensions, the females obtained a significantly lower mean score for the Piers-Harris 2 Freedom From Anxiety domain (p less than 0.05). In addition, significantly higher goal valuation and motivation/self-regulation, and lower academic self-perception (p less than 0.05), were found for the sample of 159 females in the district setting. Implications for educational practice, counseling interventions, and future research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A