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  |Title:||The Relationship Between Self-Concept of Academic Ability and Discrepancy in Perceived Feedback Regarding Achievement|
  |Author(s):||Hollowell, Jeff Scott|
  |Department / Program:||Education|
  |Degree Granting Institution:||University of Illinois at Urbana-Champaign|
  |Subject(s):||Education, Educational Psychology|
  |Abstract:||A significant and positive relationship between academic self-concept and school achievement has been cited in the literature (Alvord & Glass, 1974; Brookover, Erickson, & Joiner, 1967; Jones & Grieneeks, 1970). This relationship was found to be mediated by feedback from significant others (Robinson, 1980). Rosenberg (1979) noted that students ascribe greater significance to parents than to other individuals within the academic environment.
  This study incorporated a 2 x 3 x 2 factorial design to examine the association between a student's academic self-concept (dependent variable) and three independent variables: parental feedback regarding school achievement, sex of the subject, and home environment (altered or intact). Subjects from intact homes lived with both biological parents; those from altered homes lived with one or no biological parent. Three levels of feedback were examined: positively discrepant (an overrating of achievement), negatively discrepant (an underrating of achievement), and non-discrepant (an accurate rating). It was hypothesized that accurate feedback would be associated with higher more positive self-concept scores.
  Data were derived from past and current, teacher assigned grades in five academic subjects and questionnaires completed by 209 high potential secondary school students ranging in age from 11 to 17. An analysis of variance employing a multiple regression approach was used to analyze data. Parental feedback and home environment were significantly related to self-concept, although sex and interactions between the independent variables were not.
  Scheffe contrasts for pairwise comparisons between levels of discrepancy in parental feedback were determined. Self-concept scores of students who reported non-discrepant or positively discrepant feedback from a mother were significantly higher than scores of students who reported negatively discrepant feedback. In contrast, students who reported non-discrepant or negatively discrepant feedback from a father had significantly lower scores than students who reported positively discrepant feedback. Positively discrepant feedback was consistently related to higher self-concept scores. Students from altered homes had self-concept scores that were significantly lower than students from intact homes.
  Academic self-concept may be enhanced by increasing parental attention to a student's work in school. Parents should be encouraged towards evaluating student achievement in a positive and supportive manner.
  Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.
  |Date Available in IDEALS:||2014-12-15|