Ability Grouping, Attitudes toward School, and Self-Concept of Seventh-Grade Students

1972 ◽  
Vol 30 (1) ◽  
pp. 12-14 ◽  
Author(s):  
Barbara J. Weiner ◽  
Elliot A. Weiner
Keyword(s):  
Analysis Of Variance ◽  
Ability Grouping ◽  
Past Research ◽  
Self Concept ◽  
Attitudes Toward School ◽  
Seventh Grade ◽  
School Subjects ◽  
Ability Groups ◽  
Attitude Scales

This study investigated the effects of placement in ability groups on how 215 7th grade students felt about school and themselves. Past research has suggested that ability grouping has no consistent significant effects on attitudes toward school but that this procedure has appeared to have considerable effects on self-concept. Three inventories were administered to 215 7th grade students. The hypothesis of no difference between means of ability groups on each of the three attitude scales for each of four school subjects was tested, using an unweighted means solution for the analysis of variance, and was supported for attitudes toward school and self-concept.

Anonymity of Response to Self-Evaluations: Are We Misinterpreting Self-Concept Research?

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1187-1194
Author(s):  
David Watkins ◽  
Sally Kemp
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Ability Grouping ◽  
Chinese Students ◽  
Self Esteem ◽  
The Self ◽  
Hong Kong Chinese ◽  
Self Concept ◽  
Ability Groups

This study investigated the possible effect of anonymity of response on the self-esteem of 289 12- and 13-yr.-old Hong Kong Chinese students in secondary school. Responses to the Self-description Questionnaire-1 by anonymous or non-anonymous groups differed according to the ability band of the students but not their gender. The higher the ability band, the higher was the tendency to report higher self-esteem in the anonymous condition. It is argued that researchers of self-concept may need to consider the implications of anonymity. In particular, the possibility of an interaction between anonymity and ability groups may well need to be taken into account when interpreting research into the influence of ability grouping on self-esteem.

Attitude toward Physical Education and Self-Concepts of Asthmatic and Nonasthmatic Children Taught by Physical Education Specialists

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1320-1322 ◽  
Author(s):  
J. Randy Routon ◽  
Claudine Sherrill
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Paired Comparison ◽  
Self Concept ◽  
Scale Analysis ◽  
School Subjects ◽  
Attitude Inventory ◽  
Attitudes Toward Physical Education

50 asthmatic and 741 nonasthmatic children in Grades 4 to 6 were compared on attitudes toward physical education and self-concept. Data were collected using the Children's Attitude Inventory Toward Physical Education, a paired-comparison inventory for indicating preferences among 10 school subjects, and the Children's Self-concept Scale. Analysis of variance and χ2 indicated no significant differences between asthmatic and nonasthmatic children on the three measures.

Finding Brands and Not Losing Your Religion? Exploring the Relationship Between Brand Engagement in Self-Concept and Religious Commitment

2021 ◽  
Vol 18 (3) ◽  
pp. 201-217
Author(s):  
Wiktor Razmus ◽  
Beata Zarzycka
Keyword(s):  
Religious Commitment ◽  
Past Research ◽  
Cross Sectional Study ◽  
Self Concept ◽  
Sectional Study ◽  
Grandiose Narcissism ◽  
Cross Sectional ◽  
Brand Engagement ◽  
The Relationship

Past research links a decrease in religiosity with the development of marketing and, in particular, with the growing role of brands in consumers’ lives. Building on James's (1920) theory of the self, we propose that focusing on brands as a strategy for self-expression (brand engagement in self-concept; BESC) does not exclude religious commitment and may even be related with higher levels of religious commitment. We also suggest that this relationship is moderated by grandiose narcissism. The hypotheses were tested on a sample of 306 individuals in a cross-sectional study. The findings provide evidence that BESC is positively related to religious commitment and the higher an individual’s narcissism is, the stronger the positive relationship between BESC and religious commitment. These findings suggest that using brands as a strategy for self-expression is not a substitute for religious commitment.

Ability Grouping in the Early Grades: Long-Term Consequences for Educational Equity in the United States

2019 ◽  
Vol 121 (2) ◽  
pp. 1-50
Author(s):  
Anthony Buttaro ◽  
Sophia Catsambis
Keyword(s):  
Test Scores ◽  
Ability Grouping ◽  
Educational Equity ◽  
Eighth Grade ◽  
High Ability ◽  
Ability Group ◽  
English Classes ◽  
Early Grades ◽  
Ability Groups ◽  
Educational Paths

Background Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students’ diverse needs. Critics answer that this practice places students in divergent educational paths that reproduce educational and social inequalities. Despite the contested nature of ability grouping, research has yet to produce reliable longitudinal evidence to evaluate critics’ claims. Objective We examine the degree to which exposure to within-class grouping for reading instruction from kindergarten to third grade is predictive of students’ reading test scores and English coursework in the middle grades. Research Design We use multilevel achievement growth models predicting average reading achievement from kindergarten to eighth grade as a function of years of exposure in low, average, or high ability groups in kindergarten through third grade and control variables relevant to each grade. We evaluate the achievement differences between students who are grouped in these ability groups for one or more years and those who were never ability grouped. We use multinomial logistic regression models to estimate the degree to which number of years in each ability group in K–3 grades predicts placements in eighth-grade English classes (below grade or honors, as opposed to regular English classes). Data We use data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS–K), a national panel study of the 1998 U.S. kindergarten cohort sponsored by National Center for Education Statistics, U.S. Department of Education. Our sample consists of 7,800 students with data for fall of kindergarten, and spring of kindergarten and first, third, fifth, and eighth grades. Findings Compared with similar students who were ungrouped in the early grades, those in high-ability reading groups have higher test scores, whereas those in low-ability groups have lower test scores in every grade from kindergarten to the eighth grade. In addition, compared with their ungrouped counterparts, students in low-ability groups in the early grades are more likely to enroll in eighth grade English classes that are below grade level, whereas those in high-ability groups in these grades are more likely to enroll in honors eighth-grade English classes. Achievement gaps between previously grouped and ungrouped students increase with every additional year of exposure to ability grouping. Conclusions Students’ ability group placements in the early grades evolve into divergent educational paths that grow further apart with multiple years of grouping. These findings provide the first longitudinal evidence linking ability grouping to the reproduction of educational inequalities.

Does the Organization of Instruction Differ in Charter Schools? Ability Grouping and Students’ Mathematics Gains

2016 ◽  
Vol 118 (11) ◽  
pp. 1-38
Author(s):  
Mark Berends ◽  
Kristi Donaldson
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Mathematics Achievement ◽  
Ability Grouping ◽  
Market Theory ◽  
Ability Group ◽  
Achievement Gains ◽  
Traditional Public Schools ◽  
Ability Groups ◽  
Group Placement

Background Although we have learned a good deal from lottery-based and quasi-experimental studies of charter schools, much of what goes on inside of charter schools remains a “black box” to be unpacked. Grounding our work in neoclassical market theory and institutional theory, we examine differences in the social organization of schools and classrooms to enrich our understanding of school choice, school organizational and instructional conditions, and student learning. Purpose/Objective/Research Question/Focus of Study Our study examines differences in students’ mathematics achievement gains between charter and traditional public schools, focusing on the distribution and organization of students into ability groups. In short, we ask: (1) How does the distribution of ability grouping differ between charter and traditional public schools? And (2) What are the relationships between ability group placement and students’ mathematics achievement gains in charter and traditional public schools? Research Design With a matched sample of charter and traditional public schools in six states (Colorado, Delaware, Indiana, Michigan, Minnesota, and Ohio), we use regression analyses to estimate the relationship between student achievement gains and school sector. We analyze how ability grouping mediates this main effect, controlling for various student, classroom, and school characteristics. Findings We find significant differences in the distribution of students across ability groups, with a more even distribution in charter compared to traditional public schools, which appear to have more selective placements for high groups. Consistent with prior research on tracking, we also find low-grouped students to be at a significant disadvantage when compared with high- and mixed-group peers in both sectors. Conclusions Although we find some significant differences between ability group placement and student achievement gains in mathematics, these relationships do not differ as much by sector as market theory (with its emphasis on innovation and autonomy) would predict. Consistent with institutional theory, both sectors still group students by ability and have similar relationships between gains and grouping.

Effects of Talents Unlimited Counseling on Gifted/Learning Disabled Students

2009 ◽  
Vol 25 (2) ◽  
pp. 144-164 ◽  
Author(s):  
F. Richard Olenchak
Keyword(s):  
Qualitative Data ◽  
Positive Impact ◽  
Learning Disabled ◽  
Self Concept ◽  
Attitudes Toward School ◽  
Personal Strengths ◽  
Creative Productivity ◽  
Instructional Environments ◽  
Counseling Interventions ◽  
Quantitative Results

Students who have learning disabilities concurrently with giftedness continue to trouble educators regarding the nature of programming best suited to their needs. While numerous extant studies have concentrated on the disabilities of such students, this analysis, patterned after a similar study (Olenchak, 1995), has focused on their personal strengths. This inquiry was structured to ascertain the effects of counseling aimed at enhancing their success in instructional environments. The counseling interventions were based predominately on Talents Unlimited (Schlichter & Palmer, 1993) and the study probed their effects on the attitudes, self-concepts, and creative productivity of gifted/LD youngsters enrolled in the sixth through eighth grades. Quantitative results indicated that year-long participation in such counseling had significant positive impact on attitudes toward school and self-concept. Furthermore, qualitative data consisting of interviews, journal analyses, and classroom observations reinforced the quantitative findings.

Academically Unpredictable School Children: Their Attitudes Toward School Subjects

1984 ◽  
Vol 77 (5) ◽  
pp. 273-276 ◽  
Author(s):  
Herbert C. Richards ◽  
Donna Gaver ◽  
Heidi Golicz
Keyword(s):  
School Children ◽  
Attitudes Toward School ◽  
School Subjects

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

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