TIIE RELATIONSHIP BETWEEN HIGH SCHOOL

SELF - CONCEPT OF ACADEMIC ABILITY AND

SUBSEQUENT ACADEMIC ACHIEVEMENT AT
THE COMMUNITY COLLEGE

TITesIs‘fOT the Degree of PIT. D.
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JTHE RELATIONSHIP BETWEEN HIGH SCHOOL
SELF CONCEPT OF ACADEMIC ABILITY. AND
SUBSEQUENT ACADEMIC ACHIEVEMENT AT
THE COMMUNITY COLLEGE

presented by

~Kenneth H. Sproull

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ABSTRACT

THE RELATIONSHIP BETWEEN HIGH SCHOOL
SELF-CONCEPT OF ACADEMIC ABILITY AND
SUBSEQUENT ACADEMIC ACHIEVEMENT AT
THE COMMUNITY COLLEGE

By

Kenneth H. Sproull

The primary objective of this study was to investi-
gate the relationship between self-concept of academic
ability, as measured in high school, and subsequent aca—
demic achievement and behavior at the local community

college.

The Problem

 

The "open door" policy of the public community
college fosters a heterogeneous student body which, in_
_most instances, includes individuals from every social
and economic level. The resulting wide range of student
characteristics has brought about a major problem in.
developing community college programs and services geared
to accommodate diverse personalities, perceptions and
abilities. Finding a positive relationship between self-
concept of academic ability and academic achievement might
suggest academic programs, procedures and services to
enable students with low self—concepts of academic ability

to successfully complete education or training beyond high

Kenneth H. Sproull

school. This could lead to a more appropriate and fuller
use of this nation's human resources, including the
average student, the disadvantaged, and students from

minority groups.

Procedures

 

The population for this study included 196 students
(105 males, 91 females), who were subjects of a longitudi-
nal high school study conducted by Brookover and others
and subsequently enrolled at the local community college.

Eighth and twelfth grade self-concept of academic
ability scores, as measured by the Michigan State Univer-
sity General Self-Concept of Academic Ability Scale, were
available for all students. Additional data collected
included grade point averages, choice of curriculum and
full-time, part-time attendance for both the first term and
the sixth term at the local community college.

Correlation coefficients, analysis of variance, t
tests and chi square techniques were employed to investi-
gate the relationship between self-concept of academic
ability and: (1) academic achievement, (2) choice of
curriculum, (3) full-time, part-time attendance, and (A)
other variables. All data were analyzed separately for

males and females.

Kenneth H. Sproull
Malor Findings

was.
Analyses of the data indicate that the higher the
eighth grade SCAA of males, the more likely they are to:
1. Have a higher grade point average in the first
term at the college.
2. Enroll as a full time student for the first
term in college.
3. Complete a full time program at the end of two
years at the college.
A. Enroll in the Arts and Sciences Division rather
than the Business Division.
The higher the twelfth grade male SCAA, the more
likely they are to:
1. Have a higher grade point average in the first
term at the college.
2. Enroll as a full time student for the first
term at the college.
3. Enroll in the Arts and Sciences Division rather
than the Business or Technical Division.
The data also reveal that full time males are more
likely to have higher grade point averages than part time
males in both the first term and the sixth term at the

college.

Kenneth H. Sproull

Females
Analyses of the data indicate that for females, the
higher the eighth grade SCAA, the more likely they are to
enroll in other curricula of the Arts and Sciences
Division rather than the teaching curriculum or Business
Division.
The higher the twelfth grade SCAA, the more likely
females are to:
1. Have a higher grade point average in the first
term of college.
2. Have a higher grade point average at.the end
of two years at the community college.
3. Enroll in the Arts and Sciences Division rather

than the Business Division.

THE RELATIONSHIP BETWEEN HIGH SCHOOL

SELF-CONCEPT OF ACADEMIC ABILITY AND

SUBSEQUENT ACADEMIC ACHIEVEMENT AT
THE COMMUNITY COLLEGE

By

lrl
Kenneth Hf Sproull

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Counseling, Personnel Services,
and Educational Psychology

1969

ACKNOWLEDGMENTS.

To those people who gave generously of their time,
experience and support, the author wishes to express his
appreciation.

Dr. Walter F. Johnson, Chairman, gave direction in
the planning and reporting of this study despite his many
commitments at home and abroad. His guidance and under-
standing were essential to the project.

Dr. Paul Dressel, under whom I both studied and
worked, helped to bring about a better understanding of
the techniques and value of institutional research. His
advice and counsel have not only been invaluable for this
study, but for activities of this author over the past
years.

Drs. Bill Kell and Willa Norris were understanding,
encouraging and patient over the period of time needed to
complete this study.

I am indebted to Dr. Wilbur Brookover, whose
research was the basis for this study, for his cOOperation,
his consultation and his friendship.

In addition, I am grateful for the long hours dedi-
cated to discussion, criticism, suggestions and final
preparation provided by the following people:

Dr. Jack Thorsen, a confidant whose support and

encouragement helped in many ways.

11

Ruth Ann Hamlin, whose competent assistance in
preparing the manuscript was greatly appreciated.

My wife, Natalie Sproull, whose patience and
understanding when coupled with her knowledge of research
proved invaluable in the completion of this project.

I am deeply grateful to all those people mentioned

above for their time, assistance and advice.

iii

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . vi
Chapter
I. INTRODUCTION . . . . . . . . . . 1
Purpose . . . . . . . . . . . 1
Problem . . . . . . . . . . . 1
II. RELATED LITERATURE . . . . . . . . 11
Specific Hypotheses and Questions . . 18
III. PROCEDURE . . . . . . . . . . . 22
Population and Site . . . . . 22
Major Variables and Instrumentation. . 23
Definitions. . . . . . . . . . 26
Data Collection . . . . . . . 28
Data Analysis Procedures . . . . . 29
IV. DATA ANALYSIS . . . . . . . . . . 30
Males. . . . . . . . . . . . 30
Females . . . 32
The Relationship between 8th and. 12th
SCAA and Achievement . . . . . . 33
SCAA and Counseling . . . . . . 39
SCAA and Transfers. . . . . 39
SCAA and Choice of Curriculum . . . A0
SCAA.and Academic Achievement for
"Others". . . . . . . . . . AA
V. DISCUSSION . . . . . . . . . . . A7
The Relationship Between SCAA and
Academic Achievement . . . . . A8
The Relationship Between SCAA and
Withdrawals . . 52
The Relationship Between Full- Time and
Part- time Attendance and SCAA . . . 55
The Relationship Between Full Time--
Part Time Attendance and GPA . . . 59

iv

Chapter

The Relationship Between SCAA and
Counseling .

The Relationship Between SCAA and
Transfers. .

The Relationship Between SCAA and
Division Entered . .

Summary . .

Suggestions.

BIBLIOGRAPHY . . . . . . . . . . .

APPENDIX

Page

60
61
62

6’4
66

7O
75

Table

l.

10.

LIST OF TABLES

Page

Correlations between seventh grade grade point
average, measured intelligence, and self
concept of ability for males and females . . 8

Hoyt's analysis of variance reliability coeffi-
cients for general self-concept of academic
ability scale; grades 7-12 longitudinal study . 26

Correlations between 8th and 12th grade SCAA and
grade point in the fall of 1966 and the spring

of 1968 for both longitudinal and "other" stu-

dents by males and females . . . . . . . 31

Comparison of means of 8th grade SCAA between
full-time and part-time students at end of
first and sixth terms at community college . . 36

Comparison of means of 12th grade SCAA between
full time and part time students at end of
first and sixth terms at community college . . 37

Comparison of means of grade point averages
between full-time and part time students at
end of first term at community college . . . 38

Comparison of means of grade point averages
between full time and part time students at
end of sixth term at community college . . . 38

Association between 8th grade SCAA and three
divisions entered at community college by
male students . . . . . . . . . . . Al

Association between 8th grade SCAA and two
divisions entered at the community college by
male students . . . . . . . . . . . Al

Association between 12th grade SCAA and

divisions entered at the community college
by male students . . . . . . . . . . A2

vi

Table

ll.

l2.

13.

Page

Association between 8th grade SCAA and Cur-
riculums entered at the community college by
female students . . . . . . . . . . . A3

Association between 12th grade SCAA and
division entered at the community college by
female Students 0 o o o o o o a o c 0‘ I43

Pearson Product Moment Correlations of 12th

grade SCAA with community college grade point

average for fall term 1966 and spring term

1968 for longitudinal and "other" subjects . . A5

vii

CHAPTER I

INTRODUCTION

Purpose
The purpose of this study is to investigate the

relationship between students' self-concept of academic
ability as measured in high school and their subsequent

achievement in the local community college.

Problem

Two important educational movements taking place in
our present society require our attention and concern. The
first is the concept of providing education and training
beyond high school to a greater proportion of our popula-
tion with particular emphasis on minority and disadvantaged
groups. The second is the unprecedented growth in the
development of the public junior community college which is
attempting to provide educational opportunities for millions
of our youth who would not normally continue their educa-
tion or training beyond high school.

It appears that one of the most significant develop-

ments in education in the 20th century will be the creation

and diffusion of two year public colleges, presently growing
faster than any other segment of American higher education.1

Fields2 calls the two year college movement part of a
revolution which, though long underway, has only recently
been understood to have accomplished profound changes in
education.

The two year college claims an unique place in Ameri-
can higher education by meeting student needs not adequately
served by secondary schools, four year colleges or univer-
sities. The public community college, in particular, has
opened its doors to all high school graduates who meet
minimal educational requirements. Such a policy fosters
a heterogeneous student body which, in most instances,
includes individuals from almost every social and economic
level.3

This wide range of student characteristics has brought
about the major problem of developing community college
services and_programs geared to accommodate diverse person-

alities, perceptions and abilities.“

 

lClyde E. Blocker, Robert H. Plummer and Richard-C.
Richardson, Jr., The Two Year College: A Social Synthesis
(Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 19657.

2Ralph R. Fields, The Community College Movement (New
York: McGraw-Hill Book Company, Inc., 1962).

3Blocker, Plummer and Richardson, op. cit.

“Ibid.

 

Past research makes it possible to make broad
observations about the characteristics of community college
students. Generally speaking, compared with the university
student, the community college student is more likely to:

1. Be older (5:2). (The comparison here concerns
entering freshmen.)

2. Aspire to a higher career goal than can be
supported by his financial or academic ability

(5:7).
3. Have a lower evaluation of himself (5:16).
A. Have preferred another institution (5:5).
. Live with his family at home (6:338).

. See himself as not fully prepared for college
work (6:335).

7. Be concerned with social mobility (7:13).

8. Be satisfied with short range gains rather than
long range possibilities (7:13-lA).

9. Be uncertain about his occupational goals (8:8).

 

5Robert J. Panos, "Some Characteristics of Junior
College Students," ACE Research Reports, Vol. I, No. 2,
Washington, D. C.: American Council on Education, 1966.

6Alice Thurston, "Now That We Are Nine Feet Tall: A
Look At Junior College Students," Junior College Journal,
32 (February, 1962), pp. 33A-339.

7James M. Richards and Tracy A. Braskamp, "Who Goes
Where to Junior College," ACT Research Reports, 20 (July,
1967), American College Testing Program, Iowa City, Iowa.

8Leland F. Medsker, "The Junior College Student,"
Junior College Student Personnel Programs: Appraisal and
Developmegg, National Committee for Appraisal and Develop-
ment of Junior College Student Personnel Programs, Carnegie
Corporation, November, 1965, Part III, pp. 1-30.

 

 

10. Be conventional and authoritarian (8:15—16).
11. Be employed part time or full time (8:13).
12. Be enrolled on a part time basis (8:2).

13. Have a middle range high school grade point
average (8:7).

1A. Select an applied science or voc-technical
program rather than a liberal arts prograMI(8:16).

15. Have a mechanical or technical aptitude (8:16).

16. Be in need of remedial instruction (8:16).

17. Lack independence, social maturity, self-
assurance, sophistication and intellectual

disposition (9:9).

18. Be the first member of his family to attend
college (9:9).

19. Be in a lower socio—economic class (10).

20. Rely more on his own earnings rather than
financial resources (10).

21. Have a father who is a worker rather than an
employer or professional man (10).

22. Be more practical in college selection (low
cost, nearness to home, employment) (10).

23. Be less committed to education (in the academic
sense) (11:13).

2A. Interrupt or terminate his program before
earning a degree (11:13).

 

9Dorothy M. Knoell, "Focus on the Transfer Program,"
Junior College Journal, 35 (May, 1965), pp. 5-9.

lORobert J. Panos, Alexander w. Astin and John A.
Creager, "National Norms for Entering College Freshmen,"
ACT Research Reports, Vol. 2, No. 7, Washington, D.C.:
American Council on Education, 1967.

11"Variation by Institutional Level," College Student
Profiles: Norms for the ACT Assessment, Iowa City, Iowa,
ACT Research and DeveIOpment Division, American College
Testing Program, 1966.

 

 

There is certainly a need to know the characteris-
tics of community college students and their impact on the
institution. However, most of the previous research has
been limited to identifying characteristics and traits
rather than providing data which could suggest programs
and services enabling students with these characteristics
to successfully complete education and training beyond
high school.

Other limitations of previous research bear noting.,
Most of these studies compare community college students
with university students. However, research conducted by
the American College Testing Program indicates that there
is as much student variation within community colleges as
between two year and four year colleges.l2 Therefore,
additional research on student variation within the com—
munity college would appear most appropriate.

Most of the previous studies have been descriptive
or comparative. Data collection generally has been on a
"one shot" cross sectional basis. Almost no studies are
based upon sequential data gathered over a long period of
time from the same subjects to answer questions about
developmental phenomena.

Furthermore, very little research has been based

upon a theoretical formulation from which hypotheses,

 

l2Ibid.

which may indicate in advance student behavior (achievement)
in the community college, are derived and tested.

Studies in the "Sociology of Learning" recently
reviewed by Boocockl3 reflect an emerging concern for col-
lecting information on the social context within which
the student learns rather than the characteristics or

traits of the student as has been the case in educational

psychology.
One theory which does provide a socio-psychological
conception of student behavior is that of Brookover.lLl His

research was based on the theoretical framework commonly
identified as the symbolic interaction theory of behavior.
The basic postulate is that academic behavior or school
learning is limited by the student's self concept of his
ability. He further postulates that self concept results
from the expectations and evaluations held by significant
others as perceived by the student.

15

The research of Brookover and others represented

a six year study of the relation of self concept of academic

 

l3Sarane S. Boocock, "Toward a Sociology of Learning:
A Selective Review of Existing Research," Sociology of
Education, XXXIX (Winter, 1966).

l“Wilbur B. Brookover, "A Social Psychological Con-
ception of Classroom Learning," School and Society
(February, 1959)-

 

15Wilbur B. Brookover, Ann Patterson and Shailer
Thomas, Self-Concept of Ability and School Achievement,
Final Report of Cooperative Research Project No. 8A5,
Office of Education (East Lansing: Bureau of Research and
Publications, College of Education, Michigan State

ability to school achievement in one school class while
in the 7th through the 12th grades.

Brookover'sl6 investigations have clearly indicated
that many students are impeded in their academic perfor-
mance by low self concept of academic ability to achieve
in academic tasks.

17

Davis, in his review of Brookover's investigations,
noted that the study was carefully designed and executed
and adds significantly to the knowledge that we have about
students and their achievement in schools.

It should be noted that in Brookover's study correla-
tion between 7th grade GPA and general self concept scores
was obtained with the effect of IQ partialled out for both
the boys and girls. The relevant coefficients of correla-

. tion are shown in Table 1 with and without the effect of

the third variable partialled. Even when the effect of the

 

University, 1962). Wilbur B..Brookover, Jean D. LePere,
Don Hamachek, Shailer Thomas and Edsel L. Erickson, Self
Concept of Ability and School Achievement II, U. S. Office
of Education Cooperative Research Project No. 1636 (East
Lansing: Bureau of Educational Research Services, Michigan
State University, 1965). Wilbur B. Brookover, Edsel L.
Erickson and Lee M. Joiner, Self Concept of Ability and
School Achievement, III, U. S. Office of Educational
Cooperative Research Project No. 2831 (East Lansing:
Educational Publication Services, Michigan State Univer-
sity, 1967).

l61b1d.

 

 

17Donald A. Davis, "A Review of Self Concept of
Ability and School Achievement," The Personnel and Guidance
Journal, Vol. XLII, No. 5 (January, 196A).

 

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third variable is controlled all of the correlations are
significant and positive. Of particular interest is the
significant correlation (males .A2) and (females .39)
between self concept and achievement when IQ is partialled
out. According to Brookover and others, the very low cor-
relation (.17) between self concept and IQ when achieve-
ment is partialled out demonstrates that the self concept
of ability scale measures quite a different variable than
the IQ test measured.

Davisl8 adds that although the study concerns 7th
grade students, it certainly carries implications for
students at all other grade levels and, in particular, for
predicting success in colleges and universities. He con-
cludes by saying that another question which might be
fruitfully investigated would be the effects of self con-
cept of ability on achievement in college. If the find-
ings were similar, a significant addition might be made to
present predictive devices.

Considering that a large proportion of Brookover's
longitudinal subjects entered the local community college,
it is the intent of the present study to investigate the
relationship between self concept of academic ability and
achievement in the local community college.

Positive results of the present study could prove

valuable in suggesting academic programs, procedures and

 

lBIbid.

10

services which may enable many young people classified as
minority groups, the disadvantaged or average students in
successfully completing educational programs or training

beyond high school.

CHAPTER II

RELATED LITERATURE

The development of the self or self perception has
a long history as an important area of psychology and

social psychology.

1

Wylie, in her book The Self Concept, was quite

 

critical of early research conducted on the basis of
psychological or personality theories. She concluded
that "the empirical evidence supporting the (then) exist-
ing theories was quite limited."

Boocock,2 in her review of studies on the "Sociology
of Learning," emphasized the need for collecting informa-
tion on the social context within which the student learns
rather than the characteristics or traits of the student
himself as had been the case in educational psychology.

3

Combs and Snygg have emphasized the importance of

self concept as a factor in determining the capacity to

 

1Ruth C. Wylie, The Self Concept (Lincoln: Univer-
sity of Nebraska Press, 1961).

 

2Sarane S. Boocock, "Toward a Sociology of Learning:
A Selective Review of Existing Research," Sociology of
Education, XXXLX (Winter, 1966).

 

3Arthur W. Combs and Donald Snygg, Individual
Behaviorl (rev. ed.: New York: Harper and Brothers,
1959).

 

 

ll

12

learn any type of behavior. Consequently, ideas generated
from self concept research have been applied with increas-
ing frequency to educational theory, educational practices
and academic or school behavior.

Although some theoreticians have attempted to
account for how individuals learn from others, the trans—
lation of social—psychological assumptions into theoretical
propositions and educational research has been virtually
absent.“

A major deficiency which many self concept studies
share is a "shotgun" approach to research where a vast
array of variables are analyzed without enough attention
being paid to the theoretical network in which these
variables are imbedded. That is, instead of deve10ping
concise, testable hypotheses including relevant constructs,
the researchers embark upon the measurement of many
variables thought to be associated with self concept.

Accordingly, the trend recently has been to explore
a more restricted aSpect of self concept such as Wylie's5
attempt to assess children's estimates of their ability
to do school work.

In keeping with this trend, the purpose of the

present study is to investigate the relationship between

 

“Brookover, Erickson and Joiner, op. cit., p. 19.

5Ruth C. Wylie, The Self Concept (Lincoln: Univer-
sity of Nebraska Press, 1961).

 

13

students' self concept of academic ability as measured
in high school and their subsequent achievement in the
local community college.

Relevant to the present study are the findings of
several researchers in education who have obtained posi-
tive relationships between the self concept and academic
achievement.

7 examined correlates of self

Renzagia6 and Reeder
structure and found that a positive general self concept
is significantly related to high academic achievement.
However, they used general personality traits to determine
self concept rather than directly tapping the students'
conceptions of themselves as learners.

There is some evidence to suggest that a student's
performance is influenced directly by his concept of self.
Roth8 investigating the role of self concept in achievement
concluded "in terms of their conceptions of self, individ-

uals have a definite investment to perform as they do."

"With all things being equal, those who do not achieve

 

6G. A. Renzagia, "Some Correlates of the Self
Structure as Measured by An Index of Adjustment and
Values," (unpublished Ph.D. dissertation, University of
Minnesota, 1952).

7Thelma Adams Reeder, "A Study of Some Relation-
ships Between Level of Self-Concept, Academic Achievement
and Classroom Adjustments" (unpublished Ph.D. thesis,
Denton: North Texas State College, 1955).

8R. M. Roth, "Role of Self-Concept in Achievement,"
Journal of Experimental Education, XXVII (June, 1959),
pp. 265-281.

 

1A

choose not to do so, while those who achieve, choose to
do so."

9

Coopersmith found a correlation of .36 between

positive self concept and school achievement in a group of
102 5th and 6th grade children. In addition, C00persmith,10
in his latest ongoing study, found that youngsters with a
high degree of self esteem are active, expressive individ-
uals who tend to be more successful both socially and
academically.

Williams'll study infers that a reciprocal cause-
effect relationship exists between self concept and academic
adjustments.

Of interest because of their implications for possible
recommendations emanating from this study are the findings
of two other researchers.

l2

Clarke examined the relationship between college

academic performance and expectations. He found a positive

 

gstanley Coopersmith, "A Method for Determining Types
of Self-Esteem," Journal of Educational Research, LIX

(1959), pp° 87-9“.

lOStanley Coopersmith, "Studies in Self-Esteem,"
Scientific American, Vol. 218, No. 2 (February, 1968) pp.
96—106.

11Robert L. Williams and Spurgeon Cole, "Self—Concept
and School Adjustment," The Personnel and Guidance Journal,
Vol. A6, No. 5 (January, 1968), pp. A78-A81.

12W. E. Clarke, "The Relationship Between College
Academic Performance and Expectancies" (unpublished Ph.D.
thesis, Michigan State University, 1960).

 

 

l5

relationship between a student's academic performance and
his perception of the academic eXpectancies held for him
by significant others.

Wright's13 study focused on the impact of stress on
academic achievement when family income and self concept
are taken into account. He found that students from lower
income families tend to work harder at closing the gap
between their self concept and the self ideal. This may
be a function of students seeing a college education as
the doorway to success and therefore working harder at
achieving academically.

It should be noted that Vacher,lu upon completion of
her study investigating the self concept of underachieving
freshmen and upper class women college students, found no
relationship between self concept and academic achievement.
However, as in much of the previous research, one could
question her use of an instrument that attempts to measure
a "global" self concept and perhaps includes too many
variables to produce significant results. Despite her

findings she recommends that:

 

13John J. Wright, "The Impact of Perceived Stress
on Academic Achievement When Family Income Level and Self
Concept are Taken into Account," The Journal of College
Student Personnel, Vol. 7, No. 2 (March, 1966), pp. 113-
117.

 

 

l“Carole Jean Doughton Vacher, "The Self Concept of
Underachieving Freshmen and Upperclass Women College
Students," The Journal of College Student Personnel, Vol.
5, No. 1 (October, 1963), pp. 28-31.

 

l6

1. Future research (on self concept) use larger
samples.

2. Further research be conducted with males and
females at the college level. (Most studies
have been done with males at the elementary
and secondary level.)

3. Research in the area of self concept and
achievement should begin with groups of
achievers and underachievers in the primary
grades of school and follow up continued
throughout college.

A major contribution made to the field of research

concerning self concept was Brookover's longitudinal

15 His project was addressed mainly to the develop-

study.
ment of self concept of academic ability and its impact

on academic performance among the same students from the
7th through 12th grades. The findings of his research
indicate substantial support for the basic hypothesis that
self concept of academic ability is a functionally limiting
factor in school achievement in high school.

The recommendations of Davis16 and Vacherl7

that
further research on self concept be conducted at the
college level and the results of Brookover'sl8 research
provide the justification for the present study in which

the relationship between self concept of academic ability

 

15Brookover, et. al., op. cit.

16Donald A. Davis, "A Review of Self Concept of
Ability and School Achievement," The Personnel and Guidance
Journal, Vol. XLII, No. 5 (January, 196A).

.17Vacher, op. cit.

18Brookover, et. al., op. cit.

 

17

in high school and achievement at the community college
level will be investigated.

A positive relationship between self concept of
academic ability as measured in high school and academic
achievement at the local community college (using the
same subjects included in Brookover's longitudinal
research) may provide the impetus for innovative academic
programs and new or improved student personnel services
which may enable more of our young people to complete post
high school education and training.

19 longitudinal project is notable for

Brookover's
the effort to overcome the weaknesses and deficiencies of
earlier self concept research. The theoretical background
for his study emerges from the perceptual approach to
individual behavior as expressed by Combs and Snygg2O and
the symbolic interaction framework of social—psychology
derived from George H. Mead and others.21

From this theoretical framework, Brookover2
hypothesized that self concept of academic ability is a

functionally limiting factor in school achievement. The

 

lgIbid.

2OCombs and Snygg, op. cit.

21George H. Mead, Mind, Self and Society (Chicago:
University of Chicago Press, 193A).

22Brookover, et. al., op. cit.

18

results of his study, which involved the same students
over a six year period, substantially confirm his basic
hypothesis.

. 23

Taking into account Brookover‘s findings, it would
seem reasonable and fruitful to continue the investigation
of the impact of self concept of academic ability on
academic achievement as a major prOportion of these same

longitudinal subjects enroll and progress through the

local community college.

Specific Hypotheses and Questions

 

Hypotheses relating self concept of academic ability
as measured in high school and subsequent academic achieve-

ment in the local community college are stated as follows:

Hypothesis 1

 

§El£190ncept,oflacademic ability in high school is
positively related to academiehachievement in the
local community college.

 

Hla

Self concept of academic ability in 8th
grade is positively related to first term
academic achievement in the local community
college.

Self concept of academic ability in 12th
grade is positively related to first term
academic achievement in the local community
college.

 

23Ibid.

19

There is a positive relationship between self
eoncept of academic ability in 8th grade and'
academic achievement at the end of two years
at the local community college.

Hld
There is a positive relationship between self
concept of academic ability in 12th grade and
academic achievement at the end of two years
at the local community college.

Question:

Does 8th grade self concept of academic ability
correlate higher thanil2th grade self concept
of academic ability with academic achievement
at the end of two years at the local community
college?

Harding,2u using the self concept of academic ability
scores of 11th graders in Brookover's25 longitudinal study
found that high school dropouts have significantly lower
self concepts than non-dropouts. His study generated the

following hypothesis.

Hypothesis 2

 

Students who withdraw from the community college
will have lower self concept of academic ability
scores than students who complete two years at
the community college or transfer to another
educational institution.

Taking a full time college program as opposed to

pursuing a part time program implies a greater concentration

 

2”Kenneth L. Harding, "A Comparative Study of Cau-
casian Male High School Students Who Stay in School and
Those Who Drop Out" (unpublished Ph.D. dissertation,
Michigan State University, 1966).

25Brookover, et al., 0p. cit.

20

and dedication to the completion of a college program of
studies. The following hypotheses are stated in an attempt
to investigate the relationship that self concept of
academic ability may have on a student's decision to
pursue a full time academic program rather than part time

college work.

Hypothesis 3

 

IStudents who entered the community college in the
\Fall of 1966 as full time students and remain as
Ifull time students for two years will have higher
helfpconcept of academic ability scores than
Students purSuing part time college work.

Hypothesis A

 

Students who entered the community college in the
Fall of 1966 as full time students and remain as
full time students for two years will have higher
academic achievement than those students taking
part time college work.

Exploratory Questions

 

Additional data will be collected to explore the
following relationships.

1. Is there a difference in self concept of
academic ability of students who volunteer
for counseling at the community college and
those who do not?

2. Is there a difference in self concept of
academic ability of students who transfer
from the community college before attaining
the necessary credits to graduate and those
who remain to graduate from the community
college?

3. Is there an association between self concept
of academic ability level and curriculum
entered at the community college?

21

Finally, 1A8 "other" students, including 86 males
and 62 females, will be compared with the longitudinal
group on 12th grade SCAA and academic achievement at the
local community college.

This "other" group are students who attended the
same class and school system as the longitudinal group
but for whom 8th grade SCAA scores were not available.
Therefore, the "other" group did not qualify for the
longitudinal group because of established criteria which
included 8th grade SCAA scores.

However, 12th grade SCAA scores were available for
the "other" group enabling the present study to identify
any differences between the "others" and the longitudinal
group concerning 12th grade SCAA and academic achievement
at the local community college.

26

As recommended by Paterson, all data will be

analyzed separately for males and females.

 

Ann Paterson, "An Evaluation of an Instrument
Designed to Measure the Construct, Self-Concept of
Academic Ability" (unpublished Ph.D. dissertation,
Michigan State University, 1966).

CHAPTER III

PROCEDURE

To test the hypotheses stated for this study, the
Michigan State General Self Concept of Academic Ability
Scale (see Appendix) and college grade point were used to
investigate the relationship between self concept of
academic ability and achievement at the local community
college. Correlation coefficients, analysis of variance,

chi square and "t" tests were used for the analysis.

Population and Site

 

Since this study is a partial continuation of a
larger longitudinal research project, only those students
who participated in the regular phases of the longitudinal
study are included.

The general pOpulation consisted of all students who
were in the 7th grade class during the 1960-1961 academic
year in the four junior high schools of a midwestern city
with a population of approximately 110,000. The total
student population numbered approximately 2,000.

Upon completion of the 12th grade, the number of
students classified as longitudinal subjects of the larger

study totaled 562; 307 females and 255 males.

22

23

Approximately 196 of these 562 students entered the local
community college in the Fall of 1966. Of the 196 students
entering the community college, 91 were female and 105 were
male.

Subjects for the present study met the following

criteria:

1. Questionnaire data, including self concept
of academic ability scores, were available
from the 7th through the 12th grades.

2. Academic achievement information (GPA) was
available from the 7th through the 12th
grades.

3. All subjects were Caucasian.

A. All subjects were promoted regularly from
grades A through 12. Students who repeated
grades or who withdrew and reentered were
excluded.

5. All were participants in the regular school
program. Students who were in special educa-
tion programs (such as those for the retarded)
and all who were in experiments designed to
enhance self concept of academic ability were
excluded.

Approximately 100 Negro students were not included

because prior research with these students suggests some

differences in self concept and related variables.l

Major Variables and Instrumentation

Self Concept of Academic Ability, hereafter referred

 

to as SCAA, as used in this research, should not be con-

fused with other definitions of self concept or self.

 

lBrookover, Patterson and Thomas, op. cit.

2A

As used here, SCAA refers to only one of many self
concepts in which one indicates to himself his ability to
achieve in academic tasks as compared with others engaged
in the same task.

SCAA does not refer to some underlying mental struc-
ture such as a phenomenological self. Rather, it refers
to symbolic behavior, and as such, to an empirical event.
Thus, when individuals publicly define their academic
ability, we may observe what we refer to as self concept

of academic behavior.2

Since the process of definition, from Brookover's3
theoretical vieWpoint, is a language process, defining
oneself is also public in that it employs a shared
symbolic system. Language behaviors which refer to ones
ability in academic tasks are therefore classified as
self concept of academic ability behavior.

More specifically, SCAA refers to the evaluating
definitions which an individual holds of himself in
respect to his ability to achieve in academic tasks in

A

general as compared with others in his school class.

This definition of self concept is in accord with Mead's5

 

2Brookover, Erickson and Joiner, op. cit.

3Brookover, "A Social Psychological Conception of
Classroom Learning," op. cit.

“Brookover, et al., op. cit.

5Mead, op. cit.

 

25

definition of the self as involving awareness and articu-
lation of programs of action for self as a social object.

Finally, SCAA is operationally defined as the sum of
scored responses of a subject to the Michigan State
General Self Concept of Ability Scale (see Appendix).

The SCAA Scale of eight multiple choice items was
developed under U.S.0.E. Cooperative Research Project No.
8A5. Each item is scored from five to one with the higher
self concept alternatives receiving the higher values.

In keeping with the definition of SCAA, each item asks
the student to compare himself with others in his social
system on the dimension of academic competency.

Paterson6 made a thorough reliability and validity
analysis of the eight item Guttman type scale and concluded
that the SCAA Scale scores are positively and significantly
correlated with grade achievement (r = .57). The reli-
ability coefficients of the SCAA Scale, given in Table 2,
are higher than those typically reported for attitude
tests. It should be emphasized, however, that the instru—
ment is used and designed for the study of groups and not

for the drawing of individual comparisons.

 

6Paterson, op. cit.

 

26

TABLE 2.--Hoyt's analysis of variance reliability coeffi-
cients for general self-concept of academic ability scale;
grades 7-12 longitudinal study.

 

 

 

Grade Male Female Combined
7 .820 N=513 .770 N=537 N=1050

8 .856 N=255 .872 N=306 .865 N=561

9 .872 N-255 .8A3 N=306 .860 N=56l
10 .868 N=255 .833 N=306 .853 N=56l
11 .871 N=255 .822 N=306 .852 N=56l
12 .880 N=255 .8A9 N=306 .86A N=56l

Definitions

 

Community College Academic
Achievement

 

 

Community college academic achievement is defined
as the grade point average (A=A, B=3, ...) of all credit
courses taken at the community college multiplied by the
number of credits carried to arrive at a grade point for

analysis.'

Grade Point Average

 

Grade point average is defined as the number of
honor points earned divided by credits carried.

Credit courses are those that are required for com—
pletion of a planned program at the community college and
are normally transferred to most four year colleges and

universities.

27

The local community college does not offer "adult
education" courses for credit. Special community service
courses offered are not classified as transferable credit
courses. Therefore, all courses used in this study for

computing college grade points are "academic" in nature.

Dropouts

Dropouts refer to those longitudinal subjects who
withdrew from the local community college for any reason

prior to completing a two year program of studies.

Full Time Students

Full time students are defined as those longitudinal
subjects carrying 15 or more credit hours per term or com-
pleting 90 hours or more at the end of two years. (Normal
time needed to complete a full time program at the com-
munity college is two years; 92 hours are required for

graduation.)

Part Time Students

 

Part time students are defined as those longitudinal
subjects carrying less than 15 credit hours per term or
completing less than 90 hours at the end of two years.
(Normal time needed to complete a full time program at the
community college is two years; 92 hours are required for

graduation.)

28

Transfer Students

 

Transfer students are defined as those students who
transfer to another educational institution prior to
attaining the required number of credit hours needed for
graduation from the local community college.

Students Who Volunteer
for Counseling

 

 

Students who volunteer for counseling are defined
as those students who, on their own initiative, make an
appointment, for any reason, with a counselor at the

community college.

"Others"
"Others" are defined as those students who entered
the local community college in the Fall of 1966 and for

whom only 12th grade SCAA scores were available.

Data Collection

 

For the larger longitudinal study, data were gathered
from all students during the duration of the project (1961-
1966). Data from the longitudinal project which is rele-
vant to the present study includes the Self Concept of
Academic Ability Scores from the 8th grade and 12th grade.

Data collected from the community college are listed
below:

1. Sex

2. Curriculum

29

3. Credit hours earned in the Fall of 1966.
A. Credit hours earned in the Spring of 1968.
5 Fall term (1966) grade point average.
6. Spring term (1968) grade point average.
7. Full time students.
8. Part time students.
9. Students who withdrew between the Fall of
1966 and the Spring of 1968.
10. Students who transferred between the Fall of
1966 and the Spring of 1968.

11. Students who made counseling appointments.

Data Analysis Procedures

 

Data was collected, coded and punched on IBM cards
with subsequent analyses being performed by computer at
the Michigan State University Computer Center.

Correlation coefficients were computed to test
Hypothesis No. l. "t" tests, analysis of variance and
chi square techniques were employed to test the remaining
hypotheses and exploratory questions. The .05 level was

used to determine significance.

CHAPTER IV

DATA ANALYSIS

The results of data analysis tend to support the
major hypotheses of this study,indicating a significant /
relationship between SCAA as measured in the 8th and 12th
grades in high school and subsequent achievement at the
local community college. As noted previously, all data

were analyzed separately for males and females.

Males

H13

Hla was concerned with a positive relationship
between SCAA in the 8th grade and academic achievement for
the first term (Fall, 1966) at the local community college.
A positive correlation, significant at less than the .05
level was found between males 8th grade SCAA and grade
point for the first term (Fall, 1966) at the local com-

munity college (see Table 3).

Hlb
Hlb was concerned with a positive relationship
between 12th grade SCAA and academic achievement in the

first term (Fall, 1966) at the local community college.

30

31

 

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oofifimp oco m moan: Hm>6H mo. one swap mmoa pm mocmoHMchHm mmuMOHocH
*

 

 

 

Ha. mauz *Am. mmuz *Az. mmuz 30.- mm uz we mpa\epmH aaom
*Hm. mmuz *ma. mmuz *mz. mzuz *om. mm "2 we mpa\3pma aaom
Hm. amuz NH. mm uz mm mpa\npm <aom
mo.I omuz *ma. moauz we mpaxnpm «aom
msmnpo Hmcaespfimcoq mumspo HmcHUSBHmcoa
moHMEom moans

 

moadEmm new means an muchSpm
=nmnpo= use Hmcfiespamcoa neon soc moma no measam we» saw mood no Hana
map an ounce «swam use «aom memnw npma new new cmozpmn macapmHmnpooII.m mumaa

32

A much higher positive correlation significant at
less than the .05 level was found between males 12th grade
SCAA and grade point for the first term (Fall, 1966), at

the local community college (see Table 3).

ch and Hld

 

H10 and Hld were concerned with the relationship
between SCAA in the 8th and 12th grades with academic
achievement at the end of two years (Spring, 1968) at the
local community college.

Although neither 8th grade nor 12th grade SCAA for
males were statistically significant with academic achieve—
ment at the end of two years, the correlation between 8th
grade SCAA and academic achievement was in the predicted

direction.

Females

For the females, 8th grade SCAA was not significantly
related to academic achievement in either the first term
or the sixth term at the local community college.* Although
8th grade female SCAA was not significantly related to
academic achievement in the first term at the community
college, the correlation was in the predicted direction
(see Table 3).

However, females 12th grade SCAA is positively,
related to first term academic achievement and the correla-

tion is significant at less than the .05 level. A much

33

higher correlation is found between female SCAA in the

12th grade and academic achievement at the end of two years
at the local community college and is significant at less
than the .05 level (see Table 3).

The Relationship Between 8th and

12th SCAA and Achievement

The question of which SCAA score (8th or 12th grade)
correlates higher with academic achievement at the end of
two years is indicated by the data in Table 3.

There are obvious differences between males and
females which make it most difficult to generalize.
Although both 8th grade and 12th grade SCAA for males is
positively related to first term academic achievement,
neither 8th nor 12th grade SCAA is significantly related
to sixth term academic achievement. The correlation between
male 12th grade SCAA and academic achievement in the first
term is considerably greater than the correlation between,
8th grade SCAA and academic achievement in the first term.

For the females in the study, a significant rela—
tionship was found between SCAA in the 12th grade with
both first term academic achievement and sixth term
academic achievement. Although both are statistically
significant at less than the .05 level, the correlation
between 12th grade SCAA and academic achievement at the
end of two years is considerably larger than the correlation

between 12th grade SCAA and first term academic achievement.

3A

Although there are discrepancies between males and
females, the data suggest that 12th grade SCAA is a better
indicator of first term academic achievement for males

and both first term and sixth term for females.

Hypothesis 2

Hypothesis 2 dealt with the concept that students
who withdraw from the local community college will have
lower self concept of academic ability than those sho
complete two years at the community college or transfer
to another educational institution.

However, using both analysis of Variance and "t"
test techniques, no significant differences were found in
this study between those students who "dropped out" of the
local community college and those who transferred or
remained at the college for two years.

There are many factors involved in producing this
particular finding concerning longitudinal research pro-
jects. These will be discussed in the final chapter of

this study.

.Hypothesis 3

The purpose of hypothesis 3 was to investigate dif—
ferences between 8th and 12th grade SCAA and a student's
decision to pursue a full time academic program as opposed

to attending part time.

gm ..- MEI—VIE mm .M

35

Using "t" test techniques, a significant difference
in 8th grade SCAA at less than the .05 level was found
between males who attended full time in the first term at
the local community college, and males who attended part-
time. In other words, the higher the SCAA in 8th grade
the more likely it is that the student will attend on a
full time basis.

This relationship also held true for male SCAA in
the 8th grade and the completion of 90 hours (full time)
at the local community college (see Table A).

SCAA of 12th grade males was also significantly
related to full time attendance for the first term at the
local community college but no significant relationship
was found between 12th grade male SCAA and the completion
(90 hours) of a full time program at the end of two years
(see Table 5).

As indicated in Tables A and 5, there were no signifi-
cant relationships indicated between female SCAA in the
8th or 12th grade with full time or part time attendance
in the first term or upon the completion of a full time
program at the end of two years.

The discrepancy between males and females concerning
this hypothesis will be discussed in the final chapter of

this study.

36

TABLE A.--Comparison of means of 8th grade SCAA between
full-time and part-time students at end of first and sixth
terms at community college.

 

End of First Term

 

 

Full-time Part-time "t"

Z 15 Hours <15 Hours
M 30.A2 (31) 29.09 (66) 2.11*
F 28.04 (23) 28.9A (67) .75

 

End of Sixth Term

 

 

Full—time Part-time "t"
290 Hours <90 Hours
'M 30.56 (16) 29.1A (36) 1.77*
F 29.56 ( 9) 29.1A (28) .38

 

&
Significant at <.05, one-tailed test.
N's are indicated in parentheses.

Hypothesis A

Hypothesis A was concerned with differences between
full time students and part time students and their sub-
sequent academic achievement in both the first term and the
completion of a full time program at the end of two years
at the local community college.

Using "t" test techniques, a significant difference
in grade point average at less than the .05 level was

found between males taking a full time program as

37

TABLE 5.--Comparison of means of 12th grade SCAA between
full-time and part-time students at end of first and sixth
terms at community college.

 

End of First Term

 

 

Full-time Part-time "t"
215 Hours <15 Hours
M 28.96 (29) 26.9 (68) 2.7A*
F 28.78 (23) 28.A3 (65) .27

 

End of Sixth Term

 

 

Full-time Part-time "t"
:90 Hours <90 Hours
M 27.31 (16) 27.89 (35) -.Au
F 29.12 (8) 28.57 (28) .A2

 

*
Significant at <.05, one-tailed test.

freshmen and males taking a part-time program. This
relationship also held true for males who completed two
years at the local community college as full time students
and those who attended part time and did not complete a
two year program. In other words, full time male students
experienced higher grade point averages than part time
male students (see Tables 6 and 7).

No statistically significant differences in grade

point averages were found between full time and part time

38_

TABLE 6.--Comparison of means of grade-point averages
between full-time and part-time students at end of first

term at community college.

 

 

Full-time Part—time "t"

2.15 <15
M 2.26 (29) 1.79 (68) 2.5N*
F 2.36 (23) 2.37 (67) .029

 

*
Significant at <.05, one—tailed test.

TABLE 7.--Comparison of means of grade-point averages
between full-time and part-time students at end of sixth

term at community college.

 

 

Full-time Part-time "t"

:90 <90
M 2.56 (16) 1.82 (35) 5.33*
F 2.68 (9) 2.35 (28) 1.71

 

*
Significant at <.05, one-tailed test.

females in either the first term or upon completion of a

full time, two year program (see Tables 6 and 7).

Although not stated as the intent of this study, it

was decided to apply a different criteria for defining full

time-part time students and investigate the difference for

female students. Using eight hours and above for full

time and below eight hours as part time, a significant

difference in academic achievement was found between

39

females who carried eight hours or more and females who
carried less than eight hours in both the first term and
sixth term. This difference will be discussed in Chapter

V.

SCAA and Counseling

The first of the exploratory questions dealt with
investigating any differences in self concept of academic
ability of students who volunteered for counseling and
those who did not seek counseling.

Of the 196 students under study, 16 males and 17
females volunteered for counseling. There were no sig—
nificant differences between those who sought counseling

and those who did not seek counseling on SCAA.

SCAA and Transfers

 

The second exploratory question concerned the dif—
ference in SCAA of students who transferred from the local
community college before attaining the necessary credits
to graduate and those who remain for the full two years
at the local community college.

Analysis of variance techniques revealed no sig-
nificant differences between transfer students and those

who remained at the local community college.

A0.

SCAA and Choice of Curriculum

The third eXploratory question concerned itself
with an examination of the association between self con-
cept of academic ability and curriculum entered at the
local community college.

The community college curriculum is divided into
three major divisions. These include the Arts and
Sciences Division, the Business Division and the Technical
Division.

No females entered the Technical Division. However,
many females entered the more specific curriculum of
elementary and secondary teaching which is included in
the Arts and Sciences Division. Because of their number,
females entering the teaching curriculum were compared
separately with females from other curricula in the Art3~
and Sciences Division, and females in the Business Divi-
sion.

Using chi square techniques, with self concept scores
dichotomized at the mean of 30, no relationship was found
between 8th grade SCAA and division entered when comparing
the three major divisions of Arts and Science, Business,
and Technical as indicated in the Table 8 below.

However, when 8th grade SCAA scores of males in the
Arts and Sciences were compared only with males enrolled
in the Business Division, chi square was significant.at the

.05 level. More male students in the Arts and Sciences

Al

Division had higher 8th grade self concepts of academic
ability than was eXpected when compared to Business

students (see Table 9).

TABLE 8.——Association between 8th grade SCAA and three
divisions entered at community college by male students.

W

Division Entered
8th Grade SCAA

L

Arts and
Sciences Business Technical

 

High (:30) 35 6 8 A9
Low (<30) 22 12 10 AA
TOTAL 57 18 18 93

 

Chi square = A.92, not significant.

TABLE 9.--Association between 8th grade SCAA and two
divisions entered at the community college by male students.

 

Division Entered

 

8th Grade SCAA

 

Arts and
Sciences Business
High , (:30) 35 6 A1
Low (<30) 22 12 3A
TOTAL 57 18 75

 

Chi square = A.35, significant at <.05 level.

A2

As indicated in Table 10, when male SCAA in 12th
grade is related to the division in which enrolled, a
significant relationship (x2 = 9.27, significant at the
.05 level) exists.

For females, a relationship was found between 8th
grade SCAA and division entered as well as 12th grade
SCAA and division enrolled.

Although no relationship was found between female
SCAA 8th grade and major division enrolled, there was a
significant association (x2 = 6.A1, significant at the .05
level) when pre-teaching was taken into consideration as
a separate curriculum. Table 11 indicates this relation-

ship.

TABLE 10.--Association between 12th grade SCAA and divi-
sion entered at the community college by male students.

 

Division Entered

 

 

12th Grade
SCAA Arts and
Sciences Business Technical
High (3.30) 32 N 6
Low (<30) 20 1A 10

 

Chi square = 9.27, significant at <.05 level.

In addition, a significant relationship was found
between female 12th grade SCAA and division entered when

only the two major divisions in which women enroll are

A3

considered. More females enrolled in the Arts and Sciences
have higher 12th grade SCAA than females enrolled in the

Business Division. Table 12 indicates this relationship.

TABLE ll.--Association betWeen 8th grade SCAA and curricu-
lum entered at the community college by female students.

 

Curriculum Entered

 

 

8th Grade 1
SCAA Other Arts
and Sciences Business Teaching
High (3.30) 22 5 12 39
Low (<30) 15 12 23 50
TOTAL 37 17 35 89

 

Chi square = 6.Al, significant at <.05 level.

TABLE l2.--Association between 12th grade SCAA and division
entered at the community college by female students.

 

Division Entered

 

 

12th Grade
SCAA Arts and
Sciences. Business
High (330) 38 2 A0
Low (<30) 33 1A A7
TOTAL 71 16 87

 

Chi square = 8.86, significant at <.05 level.

AA

SCAA and Academic Achievement
for "Others"

 

As noted previously, 1A8 students (86 males and 62
females) did not meet the criteria established for this
longitudinal study for lack of 8th grade SCAA scores.

However, these students attended the same schools
and grade level as the longitudinal group for a portion
of their high school years and did have 12th grade SCAA
scores available as they completed their high school years
in the same school system.

Therefore, for the "other" group correlations were
computed between 12th grade SCAA and subsequent academic
achievement in the first term and the sixth term at the
local community college.

Although both the longitudinal group and the "other"
group revealed significant relationships between 12th
grade SCAA and grade point average in both the first term
and sixth term, there were extreme differences between the

groups.

A4212:

The correlation between male 12th grade SCAA and
grade point average in the first term for the longitudinal
subjects was .189, significant at less than the .05 level.
However, the 12th grade SCAA of the "others" correlated
with GPA in the first term at .39, significant at less

than the .01 level.

A5

As interesting is that male 12th grade SCAA for the
longitudinal subjects was not significantly related to
GPA at the end of two years, whereas 12th grade SCAA of
the "others" was correlated with GPA at the end of two
years at .55, significant at less than the .01 level

(see Table 13).

TABLE 13.—-Pearson Product Moment Correlations of SCAA in

12th grade with community college grade point average for

fall term 1966 and spring term 1968 for longitudinal and
"other" subjects.

_A

 

 

 

" H
SCAA Longitudinal Others
12th/GPA
by Year Males Females Males Females
N = 105 N = 91 N = 86 N = 62
1966 019* 005 039** -018
1968 .09, .23* .55** .37**

 

*
Significant at <.05.

**
Significant at <.01.

Females
Although significance levels differ, the females
follow the same pattern as the males. The relationship
between 12th grade SCAA and GPA in the first term was not
statistically significant for either the longitudinal

subjects or the "others."

A6

However, the 12th grade SCAA of the longitudinal
subjects was correlated with GPA at the end of the sixth
term at .23, significant at less than the .05 level. The
12th grade SCAA of the "others" was correlated with GPA
at the end of two years at .37 which is almost double the
correlation found for the longitudinal subjects and is
significant at less than the .01 level (see Table 13).

The seemingly dramatic differences between the
longitudinal group (196 subjects) and the "other" group
(1A8) on correlations between 12th grade SCAA and grade
point average in both the first term and sixth term at
the local community college prompts speculation and dis-

cussion in the following chapter.

CHAPTER V

DISCUSSION

Throughout this study the emphasis has been upon the
investigation between the SCAA of a group of students
defined as longitudinal subjects according to stated cri-
teria and their subsequent academic achievement or behavior
at the local community college.

This investigation followed suggestions.of previous
researchers who recommended that further research concern-
ing self concept include:

1. Research with college students

2. The use of larger samples

3. Follow-up of students from primary grades

through college

A. Analyses done separately for males and

females.

In addition to conforming to the above mentioned
recommendations, this project worked within the limits
and definitions of a longitudinal study which continues
the previous work of Brookover and his associates.

Some major emphases in education today are concerned
with the total use of our human resources, particularly
those of the disadvantaged and minority groups. The

A7 '

 

A8

concern for the "dropout" has become legendary. Adding

to the woes of education in a free society is the conflict
between what parents think their children should do and
the student's concept of what he should or can do.

Therefore, a student's choice of college, choice of
curriculum, and decisions concerning full time or part
time attendance are crucial to his success. In addition,
in a rapidly changing social structure where women are
seeking recognition as doctors, lawyers and jockeys, we
need to know more about womens' motivations, behavior pat-
terns and academic performance.

Self concept of academic ability appears to be one
factor which affects students' decisions and academic
performance. The results of this study hopefully not only
add another dimension to understanding student behavior
but also encourage future research that may suggest pro-
grams or services geared to the educational needs of our
youth.

The Relationship Between SCAA and
Academic Achievement

 

 

The major hypothesis of this study was concerned with
a positive relationship between SCAA and subsequent aca-
demic achievement in the local community college.

Data analysis indicates that such a relationship
exists between 8th and 12th grade male SCAA and academic

achievement in the first term at the local community

A9

college. The analysis also indicates that 12th grade
female SCAA is positively related to both first term and
sixth term academic achievement.

The apparent differences between males and females
becomes slightly less when one considers that the correla-
tion between 8th grade male SCAA and academic achievement
in the sixth term, although not statistically significant
at the .05 level, does approach significance in the pre—
dicted direction.

Likewise, the correlation between 8th grade female
SCAA and academic achievement in the first term, although
not statistically significant at the .05 level, does
approach significance in the predicted direction.-

Thus, the data tend to support the major hypothesis
that SCAA in high school is positively related to academic
achievement in the local community college.

This relationship is strengthened considerably when
the results of the "other" group are compared with the
longitudinal group.

Correlations between both male 12th grade SCAA and
female 12th grade SCAA with academic achievement in the
first term and sixth term at the local community college
are in most cases almost double those found for the longi-
tudinal group and are significant at less than the .01

level.

50

This discrepancy may suggest some disadvantages of
doing longitudinal research despite the many attributes
acclaimed for longitudinal projects.

The most obvious observation is that the longi-
tudinal subjects were a stable, homogeneous group of
students. This appeared particularly so for the 196 who
entered the local community college.

Although the range of scores for the Michigan State
General Self Concept of Academic Ability is from 8 to A0,
the range of the longitudinal group of 196 students at the
local community college was approximately 2A to 33, with
a few exceptions.

Thus the longitudinal group enrolled at the local
community college had a rather restricted range of SCAA
scores. This was also indicated by the mean scores of
groups used in the various analyses. The mean SCAA scores
for groups used in making comparisons ranged from 26 to 30
for the longitudinal group.

Contributing to this homogeneity are factors related
to the criteria stated as necessary to be included in the
longitudinal study as listed below:

1. All subjects were Caucasian.

2. Negroes were excluded because prior research

suggested some difference in self concept and

related variables.

 

51

3. All subjects were promoted regularly from
grades A through 12.

A. All were participants in the regular school
program. Students who were in special educa-
tion programs were excluded.

5. Students involved in experiments designed to
enhance self concept of academic ability in the
original or Brookover longitudinal study were
excluded. Many of these students in the
experimental groups had extremely low self con-
cepts of academic ability.

6. Harding's study indicated that.dr0pouts in
high school have lower self concept of academic
ability than those students who remain in school.
Students who dropped out of high school prior
to graduation obviously are not included.

Finally, of_the approximately 562 students who were

classified as longitudinal subjects upon graduation from
high school, 196 enrolled at the local community college.

Although this is a large prOportion (35%) it might

be assumed that, of the other 366 students, many (with
possible high self concept of academic ability) enrolled

at four year colleges and universities while many others
(with possibly low self concept of academic ability) did
not enroll in any educational institution after high school

graduation. This, of course, is pure speculation.

52

Despite the restrictions noted above concerning the
longitudinal group under investigation in this study, sig-
nificant relationships in the predicted direction (most
significant at the .05 level) were indicated between SCAA
as measured in the 8th and 12th grades and subsequent
academic achievement in the first and sixth term at the
local community college.

When the extremely high correlations of the "other"
group between 12th SCAA and academic achievement at the
local community college (significant at less than the .01
level) are taken into consideration, there can be little
doubt that SCAA, particularly in the 12th grade, is
positively related to academic achievement at the local
community college.

The Relationship Between SCAA
and Withdrawals

 

 

Hypothesis 2 dealt with the concept that students
who withdraw from the local community college will have
lower self concept of academic ability than those who
complete two years at the local community college or
transfer to another educational institution.

Hardingl in his study concerning drOpouts with this

same longitudinal group at the 11th grade found that high

 

1Kenneth L. Harding, "A Comparative Study of Cauca-
sian Male High School Students who Stay in School and Those
who DrOp Out" (unpublished Ph.D. dissertation, Michigan
State University, 1966).

53

school dropouts have significantly lower self concepts of
academic ability than non-dropouts.

As noted in the chapter on data analysis for this
study, no significant differences were found between male
or female students who "dropped out" of the local community
college and those who remained at the local community
college for two years.

One can only speculate about the factors involved
which contribute to different findings concerning Hard-
ing's positive finding between SCAA and dropouts in high
school and the relationships found in this study with local
community college students.

The most obvious reason for non-significance is that
all the students who dropped out of high school in
Harding's 11th grade study and those who dropped out after
his study or did not enroll at the local community college
were not included in this study. As noted previously, the
196 students who enrolled at the local community college
appear to be a very stable and homogeneous group.

It should also be born in mind that a high school
dropout cannot necessarily be compared to a community
college student who (possibly because of his gigp self con—
cept) chooses to leave the community college to enter an
occupation commanding prestige and financial rewards prior

to graduation.

5A

This is a common occurrence in fields such as data
processing and secretarial science where a minimal
amount of training can command an excellent position and
salary prior to completion of a two year program.

Finally two other factors, one involving males and
the other females, may account for non-significance for
the hypothesis concerning "dropouts" at the local com-

munity college.

Nae:

For the males, the draft board called upon them as
the Viet Nam War reached its peak in 1966 and 1967. Self—
concept of academic ability was not included as a criterion
for the draft and "community college" students were not
then exempt from the draft because they were not attending
a four year liberal arts college or university.

It was not until late in the Fall of 1967 that com-
munity college students were given the same privileges as
four year college and university students to be exempt-
from the draft if they were full time students.

Obviously, many male students were drafted into the
military service despite their high or low self concept of

academic ability.

Females
For females, it has been recognized by many educators
that it is a legitimate function of colleges to provide a

hunting ground for the marriage minded female.

55

Although not investigated, it appears that self
concept of academic ability for females has no relationship
to their marriage and the subsequent act of leaving or
"dropping out" of college.

For the uninvestigated and speculative reasons given
above, one might account for the result concerning the
relationship between self concept of academic ability and
drOpouts during the historical period mentioned.

The Relationship Between Full-time and
Part-time Attendance and SCAA

 

 

Hypothesis 3 was concerned with investigating any
significant difference between 8th and 12th grade self con-
cept of academic ability and full time and part time
attendance in the first and sixth term at the local com—
munity college.

For males, a positive relationship between 8th grade
self concept of academic ability and full time, part time
attendance was indicated by the data for both the first
term and sixth term at the community college. The rela-
tionship also held true for 12th grade male self concept
of academic ability with full and part time attendance in
the first term at the community college.

However, for females the data indicates no relation-
ship between self concept of academic ability in the 8th
or 12th grade and full time or part time attendance in

either the first or sixth term.

56

This extreme difference between males and females
leads one to speculate on possible reasons for such
results. The term speculation is used because there is
no prior research available which investigates the rela—
tionship between self concept of academic ability and full
time or part time attendance in the community college.

However, many research projects concerning college
students have included investigation of sex differences on
various variables which may provide clues for the differ-
ences found between males and females in this study between
self concept of academic ability and full time and part
time attendance. Factors relevant to the present study may
include differences in goal orientation and motivation.

3 implies in his discussion of vocational

Stefflre
development that men are more goal oriented and motivated
toward a lifelong career than are women.

In an earlier study, Singer and Stefflre” comment
that high school boys, as compared to high school girls,
in preferring the job values of profit, power and

independence were following an expected role or sex stereo-

type which requires that males finish their formal

 

3Buford Stefflre, "Vocational-Development: Ten
Propositions in Search of a Theory," The Personnel and
Guidance Journal, Vol. XLIV, No. 6 (February, 1966), p. 613.

”s. L. Singer and B. Stefflre, "Sex Differences in
Job Values and Desires," The Personnel and Guidance
Journal, Vol. 32 (195A), pp. A83-A8A.

57

education and enter the world of work to provide for their
existing or future family and home.

Women in general are not so motivated or concerned
with their "career" regardless of their SCAA. This may
partially account for the relationship between SCAA and
full time attendance for males whereas the relationship
did not hold for females.

More pertinent are the research findings of Douvon

and Kaye.5

In discussing the motivational factor in col—

lege entrance they note that:
Besides the image of college as a vocational training
ground, on intellectual and emotional growth experi-
ences, and a mobility channel, at least two other
concepts seem likely to enter adolescents' own picture
of the college experience: a gay and glamourous
social life, and release and relief from parental
control.

The identity issue for the boy is primarily an
occupational-vocational question, while self—definition
for the girl depends more directly on marriage.

They found that boys are actively planning and test-
ing for future work identities. Girls, in contrast, are
absorbed much more in fantasy, particularly fantasy about
boys and popularity, marriage and love.

Douvan and Kay6 also found that first semester

freshmen women of a major midwestern university gave the

 

5Elizabeth Douvan and Carol Kaye, "Motivational
Factors in College Entrance," The American College, ed.
by Nevitt Sanford (New York: John Wiley and Sons, Inc.,
1962).

 

6Ibid.

58

romantic, sexual theme in answer to the question, "What
do you hope to get out of college?" 70% include in their
objective the happy encounter with "ppe man for me," or
the desire to meet boys and have a lot of fun.

Obviously, a girl need not attend college on a full
time basis regardless of her SCAA to carry out the moti-
vational goals indicated by female students. For that
matter, women with high SCAA may be more likely to attend
college but not necessarily on a "full time" basis.

A final clue comes from a recent study by Reichard7
who reports that a significantly greater percentage of men
attend full time at Cuyahoga Community College than women.
Although not statistically significant, it was also found
that full time students had higher grade point averages
than part time students.

Reichard's8 findings would tend to support the find-
ings of the present study which indicate a positive sig—
nificant relationship between academic achievement and
full time attendance for males with the added dimension of
SCAA relating to both academic achievement and full time

attendance.

 

7Donald Reichard, The Graduate, Cuyahoga Community
College, Cleveland, Ohio—ISeptember,'l967).

81bid.

 

59

The Relationship Between Full time--
Part time Attendance and GPA

 

Hypothesis IV was concerned with the significant dif-
ference between full time and part time students and their
subsequent academic achievement in both the first and the
sixth term at the local community college.

Using 15 hours and above for freshmenand 90 hours and
above at the end of two years to define full time students,

significant differences in academic achievement were found

‘ ‘-

between full time and part time males in the first and last

terms.

 

Ir '—
L‘W‘n’ .

Although the relationship between full time, part
time and grade point average for females approached sig-
nificance in the predicted direction, the relationship was
not statistically significant for females.

As an experiment, the criteria for full time and
part time attendance for females was lowered to 8 hours and
above for full time and below 8 hours for part time.
Applying this criteria, significant differences at the .05
level were found between full time and part time females
in their academic achievement.

Possibly the same factors discussed concerning the
relationship between SCAA and full time, part time atten-
dance are operating when considering full time, part time

attendance and grade point average.

60

Men are more highly motivated and goal oriented to
attend college full time and complete their formal educa-
tion in order to enter the world of work than are women.

Women, on the other hand, are more apt to attend
college to "have fun," "meet my guy," and hopefully to
marry. These goals do not require full time attendance
as defined for this study.

The Relationship Between SCAA
and Counseling

 

 

The first of the exploratory questions dealt with
investigating any differences between SCAA of longitudinal
students who volunteered for counseling and those who did
not seek counseling. No significant differences were
found.

Of the 196 students in this study, only 16 males and
17 females volunteered for counseling. Most of these stu-
dents had only one appointment with a counselor and the
major reason for seeing a counselor was to seek transfer
information.

One might suspect that because of the homogeneity
and stability of the longitudinal group over a period of
six years, they would be less likely to seek personal and
vocational counseling than the normal population enrolled
at the community college. The small number of subjects
who volunteered for counseling may also partially account

for the results.

 

61

The Relationship Between SCAA
and Transfers

 

 

The second exploratory question concerned any signifi-
cant differences in SCAA of students who transferred to
other educational institutions and those who completed two
years at the local community college. No significant dif-

ferences were found.

E.

Of the 196 students, only 5 males and 7 females g1
transferred to other colleges prior to completing two years I
at the local community college. The small number almost A

precludes analysis, let alone revealing any statistical E}

significance.

However, the fact that so few transferred is revealing
in itself and indicates a drastic change in "behavior" of
local community college students over the past few years.

Only a short time ago, community college students
who intended to transfer and who successfully completed
even one, two or three terms at the community college left
to attend the more prestigious four year colleges and
universities.

Many factors may account for the change in the behav-
ior pattern concerning transfer students. Whereas at one
time the four year institutions encouraged and welcomed
the "early" transfer, crowded campuses and research cover-
ing the attrition rates of the early transfer dictated new

admissions policies for the transfer student.

62

Consequently, many four year institutions either
would not admit students prior to completing two years
at the community college or they highly recommended and
encouraged students to graduate from the community college
before transferring.

At the same time the prestige of the community college
was growing and community support strengthening. Older
community colleges moved from high school plants and con-
demned buildings to beautiful campuses and new buildings
while new community college campuses sprung up in areas
heretofore lacking a community college. Lower costs, if
Dad assumed the cost of room and board, and proximity to
Home were other factors affecting the student decision to
complete his first two years at the community college.
Strengthened curricula, particularly at the sophomore
level, and smaller classes helped many decide to stay at
the local community college.

In any case, although no significant differences
were revealed between the small number who transferred and
those who did not, the question reveals an interesting
trend in the behavior pattern of community college students.

The Relationship Between SCAA
and Division Entered

 

 

The third exploratory question was concerned with
the relationship between SCAA and division entered at the

local community college.

trill“. mg.— I.-.

‘7" -.‘.-"

‘qwn — 5'” CI: ..-
‘d

63

The analysis indicated that more males in the Arts
and Sciences Division had higher 8th grade SCAA scores than
was expected when compared to Business students. In
addition, a significant relationship was found between
male 12th grade SCAA and major division enrolled.

For females, a positive relationship was found
between 12th grade SCAA and division entered when only the
two major divisions in which women enroll are considered.
More females enrolled in the Arts and Sciences have higher
self concept of academic ability than females enrolled in
the Business division.

When teaching is considered as a separate curriculum,
the data indicate that more females in other curricula of
the Arts and Sciences have 8th grade SCAA above the mean
than those females enrolled in teaching or business. Of
significance is that more females in teaching have lower
8th grade SCAA than was expected.

It appears that the higher the SCAA, the more likely
a student will enroll in the traditionally more prestigious
curriculums which lead to professional occupations. The
lower the self concept, the more likely a student will
enroll in the more practical and possibly less demanding
fields of business and technology.

An exception seems evident in the field of teaching
for females. The findings of this study, showing more

females in teaching to have SCAA scores below the mean,

 

2.-"

6A

would tend to support other research that indicate that
colleges of education attract students of lesser ability
than those found in other professional programs and that
the curricular pattern in education is less demanding than
other profesisonal curricula.

It is interesting that this study reveals a negative
relationship between female SCAA and choice of teaching,
one of the traditional occupations of women. One can only
speculate as to whether women consider teaching as a

prestigious and professional occupation.

Summary
In summary, the higher the 8th grade SCAA of males

the more likely they are to:
1. Have a higher grade point average in the first
term at the college.
2. Enroll as a full time student for the first
term in college.
3. Complete a full time program at the end of
two years at the college.
A. Enroll in the Arts and Sciences Division
rather than the Business Division.
The higher the 12th grade male SCAA, the more
likely they are to:
1. Have a higher grade point average in the first

term at the college.

[gr-gun! I .- I‘rm‘m—‘T-P‘T‘7'3
-§
' - .1. r

\--.;V

The

65

Enroll as a full time student for the first
term at the college.

Enroll in the Arts and Sciences Division rather
than the Business or Technical Division.

data also reveal that:

Full time students are more likely to have higher
grade point averages than part time students in
both the first term and the sixth term at the
college.

The correlations of the "other" male group are
more than double those found for the male
longitudinal group on the hypothesis concerning
the relationship between 12th grade SCAA and
academic achievement in both the first term and

the sixth term at the college.

In addition, the data also indicates that for females,

the higher the 8th grade SCAA, the more likely they are to:

1.

Enroll in other curricula of the Arts and Sciences
Division rather than the teaching curriculum or

Business Division.

The higher the 12th grade SCAA, the more likely

they are to:

1.

Have a higher grade point average in the first
term at the college.
Have a higher grade point average at the end

of two years at the college.

66

3. Enroll in the Arts and Sciences Division
rather than the Business Division.

The data also reveal that

*1. Females taking 8 hours or more are more likely
to have higher grade point averages than those
taking less than 8 hours in both the first
term and the sixth term at the college.

2. The correlation of the "other" female group

were almost double those found for the female

‘I ' ' .-'. ~2..‘. I

longitudinal group on the hypothesis concerning

Err...” n
'3
V.—.....,~ .

the relationship between 12th grade SCAA and
academic achievement in both the first term

and the sixth term at the college.

Suggestions

 

The results of this study would indicate that the
Michigan State General Self Concept of Academic Ability
Scale might profitably be used by local public school
districts in cooperation with the local community college
in identifying students with low SCAA. Such information
may suggest programs, procedures and services designed to

enhance SCAA and, therefore, subsequent academic achievement

 

*The criteria stated for this study for full time
attendance was 15 hours or more. Since no relationship
was found for females and noting previous discussion on
page 56 concerning the motivation and goal orientation of
women, the full time criteria was lowered to 8 hours or
more for experimental investigation.

67

and behavior in both the local public school district and
in the local community college.

9

Brookover, in his experimental project designed
to enhance SCAA, found that besides "significant others"
such as teachers, counselors and friends, the most
influential factor in changing and enhancing SCAA were
parents attitudes about their children.
Brookover's results and the findings of this study
would suggest that:
l. The local community college in COOperation with
the local school district, administer the SCAA
Scale to all 8th graders in an attempt to
identify students with low SCAA.

Identification of students with low SCAA in
the 8th grade would allow both school districts
to cooperate in designing and implementing
"remedial" programs to enhance SCAA over a four
year period prior to high school graduation.
Parents should be included and positive rein-
forcement of the student the key to such programs.

2. The local community college, in cooperation with
local public school districts, administer the
SCAA to all 12th grade students.

Knowledge of 12th grade SCAA may be of value to the

college counselor in helping a student assess his future

 

9Brookover, et al., op. cit.

68

academic achievement, his choice of curriculum and whether
he should enroll on a full time or part time basis.

This same knowledge may assist other college per-
sonnel in understanding the student and his academic
behavior. Possibilities might include individual attention
by instructors, group counseling and general positive
reinforcement of a student's SCAA in individual confronta-
tions or within remedial programs.

Since this study concerned a rather stable, homo-
geneous group of students, it is suggested that further
research be conducted by the local community college
using the SCAA scale with all students enrolled in the
public schools of the college district. The dramatic
differences in correlations discovered for the "other"
group when compared to the longitudinal group would
warrant this suggestion.

In addition to its use by the local community
college, other two year and four year colleges might well
profit from the use of the SCAA Scale in investigating
similar relationships between SCAA and academic behavior.
Similar findings would broaden the scope of knowledge
regarding the instrument's reliability and validity for
predicting academic behavior on other campuses.

Obvious differences found between males and females
in this study would suggest that future research concern-

ing SCAA include separate analysis for males and females.

69

Finally, we may have to redefine the term "dis-
advantaged," which is associated with race and socio-
economic status, to include those students having low
self concepts of academic ability. Such a definition
might well focus upon a student's SCAA in addition to his
race, creed or socio-economic status.) Such a focus may
suggest programs, services, procedures, guidance and ;]
counseling techniques leading to a more appropriate and

fuller use of this nation's human resources.

 

BIBLIOGRAPHY

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APPENDIX

The Michigan State University
General Self Concept of

Academic Ability Scale

75

Circle the letter in front of the statement which best
answers each question.

 

 

1. How do you rate yourself in school ability compared
with your close friends?

am the best

am above average
am average

am below average
am the poorest

(DQOO‘ID
HHI—H—H—l

2. How do you rate yourself in school ability compared
with those in your class at school?

a. I am among the best

b. I am above average

0. I am average

d. I am below average

e. I am among the poorest

3. Where do you think you would rank in your high school
graduating class?

a. among the best

b. above average

c. average

d. below average

e. among the poorest

A. Do you think you have the ability to complete college?

yes, definitely
yes, probably

not sure either way
probably not

no

(DQOU'W

5. Where do you think you would rank in your class in
college?

a. among the best

b. above average

c. average

d. below average

e. among the poorest

Go on to the next page

 

76

77

In order to become a doctor, lawyer, or university
professor, work beyond four years of college is
necessary. How likely do you think it is that you
could complete such advanced work?

a. very likely

b. somewhat likely

c. not sure either way
d. unlikely

e. most unlikely

Forget for a moment how others grade your work.. In
your own opinion how good do you think your work is?

a. Mijork is excellent

b. My work is good

c. My work is average

d. My work is below average

e. Mijork'is much below average

What kind of grades do you think you are capable of
getting?

a. Mostly A's
6. Mostly B's
0. Mostly C's
d. Mostly D's
e. Mostly E's

HICHIGRN ST

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