The relationship between self-concept and school attendance Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2r36v190d

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  • The purpose of this study was to seek evidence which might lead to the development of more effective ways of dealing with the problem of failure to attend school. Concept of self has long been considered worthy of consideration in evaluating behavior. It is known that significant experiences in life can modify self concept. This study selected 58 truant (T) students on the basis of 10 unexcused absences in a 4 week period from school during one academic year and 58 non truant (NT) students randomly selected from a total group of several hundred students electing to participate in a vocational skill training program, and tested the following hypotheses: I. There will not be a significant difference between the self concept scores of the student who poses an attendance problem and the student who does not pose an attendance problem as measured by the Tennessee Self Concept Scale. II. Self concept of attendance problem students will not change significantly after being in the George Emory School District Skill Center for one semester. III. After having been in the George Emory School District Skill Center for one semester there will be no significant differences between the gain scores of the attendance and nonattendance problem student. Hypothesis I was statistically tested to determine differences in self concept with two tailed unpaired t tests on the 4 mean score areas of the Tennessee Self Concept Scale (T) group vs. (NT) group. Null hypothesis II was statistically tested by comparison of the (T) group pretest vs. (T) group post test scores in the 4 mean score areas of the instrument after one semester of treatment with two tailed paired t tests. Null hypothesis III was tested by (a) repeating the procedure outlined in Null Hypothesis II for the (NT) group and (b) comparing after treatment the (T) mean gain scores vs. the (NT) group mean gain scores with two tailed unpaired t tests on the 4 score areas of the instrument. It was concluded that: 1. There is no difference at the .05 statistical significance level in self concept between the truant and non-truant populations studied as measured by the Tennessee Self Concept Scale score areas. The means of the four self concept score areas of the instrument seem to imply that the truant population had a lower self concept in two of the four score areas than the non-truant population. 2. Rescheduling into the elective vocational skill program used in this study did not improve self concept in any of the 4 score areas at the .05 statistical level of significance for the truant group. The means in three of the four score areas did reveal a trend toward improvement after treatment and there was a favorable change in standard deviation in two of the four score areas. 3. There was no increase at the .05 statistical level of significance in the positive gain scores for the truant population when compared to the non-truant population after treatment as measured by the four self concept score areas of the Tennessee Self Concept Scale. The non-truant group population means in the 4 score areas revealed a trend toward improvement in self concept in all 4 score areas of the instrument. One area (D), at the .05 statistical level of significance, there was a favorable change in the standard deviation for the non-truant group after treatment in one score area of the four. The truant population gain means in the 4 self concept score areas revealed a trend toward larger gain in 3 of the 4 score areas than the non-truant population.
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