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| Autor/in | Bourn, Ken |
|---|---|
| Titel | Self Concept Development for High Risk Students in the Community College. |
| Quelle | , (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Basic Skills; Community Colleges; Developmental Programs; Educationally Disadvantaged; High Risk Students; Individual Development; Low Achievement; Remedial Programs; Remedial Reading; Self Concept; Self Concept Measures; Two Year College Students; Two Year Colleges; Tennessee Self Concept Scale |
| Abstract | A study was conducted to ascertain whether a basic skills development program, an individualized, programmed laboratory experience in which students contracted to work toward a self-defined resolution of their skill deficiencies, would result in a measurable change in the self concept of high-risk students enrolled in the program at Essex Community College (Maryland). The Tennessee Self Concept Scale was administered to the 11 students enrolled in the class at the outset and the conclusion of the semester. Actual growth in self concept was calculated by subtracting the pre-test score from the post-test score with the extent of the student's self concept change rated as a percent of the actual growth score in relation to potential growth. Analysis of the data revealed the percent of growth in self concept of the study subjects ranged from -1 to 57. Student grade point averages (GPA) were also used in the evaluation: five students showed a decline in GPA compared to the previous semester, three an increase, and for the remaining three there were no comparable data. It was concluded that growth in self concept was achieved but was not always directly reflected in student GPA. When other variables such as course loads and persistence are considered, a growth relationship can be seen. (JDS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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