Date Approved

5-5-1998

Embargo Period

8-22-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Academic achievement; Self-perception in children; Third grade (Education)

Disciplines

Educational Psychology

Abstract

The purpose of this study was to determine if a positive relationship exists between self-concept, academic achievement, and gender. The subject sample consisted of fifty-two students from a suburban public school district in southern New Jersey. Twenty-seven females and twenty-five males participated in the study. The Piers-Harris Children's Self-Concept Scale was used to evaluate self-perception. Academic achievement was evaluated with the use of math and reading grades from the students' report cards. The correlation coefficient results indicated that a significant relationship between self-concept and both reading (.291) and math (.307) achievement exists. Frequency polygons were used to display the distribution of each set of scores. Accordingly, a positive relationship exists between a students self-perception and academic achievement.

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