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Advanced learner perceptions of psyc...

Robertson, Janice C.

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Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings./
作者:	Robertson, Janice C.
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0835.
Contained By:	Dissertation Abstracts International72-03A.
標題:	Education, Gifted. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438555
ISBN:	9781124421551

Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings.
Robertson, Janice C.

Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings. - 265 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0835.

Thesis (Ed.D.)--The College of William and Mary, 2011.

The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state.

ISBN: 9781124421551Subjects--Topical Terms:

1673432
Education, Gifted.

Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings.
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520 $a The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state.
520 $a Self-concept for the total group appeared adequate to strong, and the two student groups were similar in total self-concept and its dimensions ( p > .01), as measured by the Piers-Harris Children's Self-Concept Scale -- Second Edition (Piers- Harris 2). However, frequent worry, nervousness, and feelings of differentness were revealed by a number of participants. The findings for the School Attitude Assessment Survey -- Revised suggested that the Governor's School students were more satisfied with the Governor's Schools than with their district schools (p < .05), although academic self-perception, on average, was significantly lower in the Governor's Schools. They also appeared more satisfied with the Governor's Schools than the district students were with their schools (p < .05). Several positive correlations were found between self- concept and school attitudes.
520 $a For the total sample, while obtaining similar results to those of the males in most self-concept dimensions, the females obtained a significantly lower mean score for the Piers-Harris 2 Freedom From Anxiety domain ( p <.05). In addition, significantly higher goal valuation and motivation/self-regulation, and lower academic self-perception (p < .05), were found for the sample of 159 females in the district setting. Implications for educational practice, counseling interventions, and future research are provided.
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