The Predictive Validity of Subscales of an Academic Self-Concept Measure Administered Nine Semesters Prior to Acquisition of Criterion Data Reflecting School Achievement

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

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Children who are Physically Separated in the Classroom

Behavioral Disorders ◽

10.1177/019874298000500409 ◽

1980 ◽

Vol 5 (4) ◽

pp. 235-239

Author(s):

Nicholas A. Vacc ◽

Paul Siegel

Keyword(s):

School Administrators ◽

School Achievement ◽

Social Position ◽

Self Concept ◽

Second Grade ◽

Achievement Level ◽

Intelligence Level ◽

Overt Behavior ◽

The Social ◽

Attitude Toward School

The purpose of this study was to investigate differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. Additionally, data were gathered to determine whether there exists a preponderance of children of one sex, racial group, age, intelligence level, or achievement level, who are more frequently separated from other children. Teacher ratings of these children's overt behavior were also examined. No significant differences were found concerning self-concept, attitude toward school, achievement level, and age. Significant differences were found for sex, racial minority status, social position, intelligence level, and overt behavior. The results supported the assumption that the social positions of physically separated children are different from those of the non-physically separated children. The study was interpreted as having implications for teachers, counselors, and school administrators who may overlook the effect of physically separating problem children within the classroom.

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“Sense of Fate Control” and Community Control of the Schools

Education and Urban Society ◽

10.1177/001312457100300303 ◽

1971 ◽

Vol 3 (3) ◽

pp. 277-300

Author(s):

Judith Kleinfeld

Keyword(s):

Black Students ◽

Research Effort ◽

School Achievement ◽

Ninth Graders ◽

Self Concept ◽

Community Control ◽

Blind Alley ◽

Research Attention ◽

Fate Control ◽

Coleman Report

This study suggests that the sense of fate-control findings of the Coleman Report are irrelevant to the debate over community control of the schools. The sense of fate-control findings appear to be based on an erroneous conceptualization of beliefs about fate-control and on a partly invalid measure. The attitude positively related to school achievement among black students appears to be academic self-concept, not beliefs about fate-control. Let me make an important limitation of this study clear. The students in this study were eleventh and twelfth graders, while the Coleman Report found the strongest relationship between a sense of fate-control and school achievement among black ninth graders. It may be that black ninth graders hold the type of internal-external attitude that the Coleman Report suggests, that the Sense of Fate-Control Scale validly measures it, and that it indeed depresses school effort and achievement. Such students may tend to drop out of school before the later grades, so these processes would not be evident in this study. It is customary to call for more research to explore such a possibility, but I cannot recommend what I believe would be wasted effort. My studies of sense of fate-control and school achievement among white ninth and tenth graders have led to similar conclusions (Kleinfeld, 1970), and the Coleman Report suggested that a low sense of fate-control might depress achievement efforts among disadvantaged white students through similar processes. The sense of fate-control and school achievement issue appears to be a blind alley. This study suggests that research effort could be more profitably directed toward exploring Katz' (1969) provocative finding that black students hold unrealistically low estimates of their ability and also toward experiments designed to increase academic self-concept in black students and determine effects on achievement. One of the unfortunate results of the Coleman Report's highly publicized sense of fate-control findings is that they have diverted research attention from such problems.

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A Comparison of the Predictive Validity of the Revised Stanford-Binet Intelligence Scale and the Illinois Test of Psycholinguistic Abilities

Council review ◽

10.1177/001440296903500701 ◽

1969 ◽

Vol 35 (7) ◽

pp. 517-521 ◽

Cited By ~ 17

Author(s):

Alfred Hirshoren ◽

Herman M. Adler

Keyword(s):

Predictive Validity ◽

School Achievement ◽

Achievement Test ◽

Kindergarten Children ◽

Multiple Correlation ◽

Intelligence Scale ◽

Language Deficit ◽

Remedial Programs ◽

Primary Form

The Illinois Test of Psycholinguistic Abilities and the 1960 revision of the Stanford-Binet Intelligence Scale were administered to 40 Caucasian kindergarten children. Two years later the children were tested with the California Achievement Test, Lower Primary Form. The results indicate that the Total Language Score of the ITPA is at least as valid a predictor of school achievement as is the Stanford-Binet IQ. Using stepwise multiple correlation with the ITPA subtests increases the predictive validity of the ITPA. The ITPA has the added advantage of noting specific areas of language deficit so that remedial programs for individual children may be developed.

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