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Book
Martel, Laurence D.; Richman, Joel · 1985
A longitudinal policy study examining the relationship between self-concept (measured by the Tennessee Self-Concept Scale) and academic persistence among educationally and financially disadvantaged students in New York's Higher Education Opportunity Programs (HEOP). The research found no significant relationship between self-concept and student retention, suggesting that institutional support services may be more influential than individual psychological attributes in determining success.
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What this book knows
Self-concept, not just test scores, predicts whether academically and financially disadvantaged students persist and succeed in college opportunity programs.
self-and-identity
Those who dropped out after the first year might have a lower self-concept than those who remained to graduate.
RSCP-RC-033The need to feel self-worth or self-importance may be heightened upon arrival in a potentially threatening environment such as college.
RSCP-RC-039Could it be that low achievement leads in the first place to low self-concept? The question cannot easily be resolved.
RSCP-RC-025education-and-formation
With programs to increase opportunity for the disadvantaged student, issues surrounding access, success, and attrition have grown in complexity and urgency.
RSCP-RC-004The disadvantaged student is often caught in transition between two cultures; environmental influences on achievement behavior might be important.
RSCP-RC-036ambition-and-status
The quest for nonintellective correlates of college success for the disadvantaged student in particular has been discouraging.
RSCP-RC-0136 published passages · book excerpt · research analysis
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