Self-Evaluation, Social Reinforcement, and Academic Achievement of Black and White Schoolchildren

1976 ◽  
Vol 47 (2) ◽  
pp. 368 ◽  
Author(s):  
Irwin Katz ◽  
O. Jackson Cole ◽  
Reuben M. Baron
Keyword(s):  
Academic Achievement ◽  
Social Reinforcement ◽  
Black And White ◽  
Self Evaluation

Birth Order, Sex, and Achievement Gain of Institutionalized Retardates

1966 ◽  
Vol 19 (1) ◽  
pp. 327-330
Author(s):  
William F. Patton ◽  
Charles C. Cleland
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Birth Order ◽  
Social Reinforcement ◽  
Achievement Gain ◽  
Staffing Patterns ◽  
Academic Year

88 institutionalized retardates were dichotomized by sex and by two ordinal positions of birth, i.e., “first-born” and “later-born.” It was hypothesized that later-borns would improve more in academic achievement than first-borns over an academic year regardless of level of achievement. Also, it was hypothesized that females would improve more than males. The first hypothesis was supported, but no general sex differences were found. Results were discussed in relation to varied patterns of social reinforcement indigenous to institutional staffing patterns.

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