Antecedent variables of the self concept of children who succeeded or failed in the high school entrance examinations
Başlık çevirisi mevcut değil.
- Tez No: 364353
- Danışmanlar: DR. NECLA ÖNER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1988
- Dil: İngilizce
- Üniversite: Boğaziçi Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 102
Özet
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Özet (Çeviri)
The purpose of the present study is to examine variables anticipated to have impact on the self concept of 10-12 year old youngsters who succeeded and failed in the high school entrance examinations. A large number of students take these examinations every year. With consistent increases in the number of potential applicants each year, however, competition mounts and exams gain great importance. The competitive nature of these exams, plus success expectation of parents and teachers, contribute to the pressures students are made to feel. The common view is that such created pressures of entrance exams have negative impact on children's psychological well-being. Up to nOi“ however, no systematic research is known to have been conducted to find out how these student feel about, before and after entrance exams. One particular point of interest is impact of these exams on the self concept of youngsters. Does success or failure in entrance exams make a difference in their self concept? What are some important variables that contribute to the self concept of the success and failure groups? To anSHer these questions, a close systematic examination of potential variables was needed. It is wi th this purpose that the present study is conducted. Based on earlier research findings and informal observations of the researcher, five main hypotheses were formulated. It was expected that failure in high school entrance exams following high effort expenditure in preparation for these exams, and high level of test anxiety would have negative effect on children's self concept. It was also expected that post exam academic achievement, actual and/or perceived parental child rearing attitudes (such as democratic, acceptance of the mother's home making role, ~_E!.Lllarmony), and parent education would have positive effect on .. s.elf .. concept. Parental attitudes of over protection and strict discipline were expected to show no effect. Fourty five students from the preparatory classes of Robert College and sixty-four students from the preparatory classes of Ozel AtaLisesi, representing the successful and unsuccessful students in high school entrance exams, respectively, and their 109 mothers participated in the study. Four instruments were used in data collection. They are the Turkish forms of the (1) Parental Attitude Research Instrument, (2) Piers-Harris Children's Self Concept Scale, (3)leS-t Anxiety Inventory, and (4) a questionnaire developed specially for this research. In testing the first hypothesis of the study, self concept scores of exam success and exam failure after high effort groups were compared by means of a t-test. Impact of post-exam school achievement, test anxiety, parental child rearing attitudes, and parent education on children's self concept were investigated using the stepwise multiple regression analysis. Additional analyses (ANOVA) were conducted for differences between the successful and unsuccessful entrance exam samples. t-test analysis showed that there was no difference between the self concept scores of the exam success and exam failure after high effort groups. Findings of the mul tiple regression analysis revealed that six of the fourteen variables included in the analysis contributed significantly (R2) to the students self concept scores. They are test anxiety, sex of the student, mother's education, percei ved democratic mother attitude, perceived mother attitude toward marital harmony and post-exam school achievement. Analysis including the total sample yielded four predictors of self concept. Factors accounting for variance in self concept, in order of importance, were test anxiety (10%), sex of the student in favor of females (5.1%), mother's education (4.6%) and mother's perceived democratic child rearing attitude (3.0%). Findings from two independent sample groups showed that marital conflict has negative impact on the Robert College (successful) group's, but post-exam academic achievement has positive impact on the Ozel Ata Lisesi (unsuccessful) group's self concept scores. The two-way analyses of variance comparing schools on six significant antecedent variables indicated that Robert College and Ozel Ata Lisesi differed in self concept scores only in terms of two variables, sex and perceived democratic attitude. Thus, three of the main hypotheses related to test anxiety, parental attitudes of democracy and equality, over protection and strict discipline, and parent education were fully supported. The two hypotheses related to post-exam academic achievement and parental attitude toward marital harmony were partially supported. There are three limitations of this study. They are related to (1) the sample size, (2) the procedure, and (3) the measurement of ”effort" in exam preparation and self concept. To mitigate these limitations, in future research, it is recommended that: (1) sample sizes be large enough to include multiple variables in the regression analysis without violating the assumption of the statistical technique, (2) the self concept scale be administered twice, a t the beginning and end of the year, to examine the change students go through the year after the exams, (3) for more reliable measurement of effort expenditure, parents and teachers be consulted rather than the child, and an academic self concept scale rather then a general self concept scale be used in such a study. Finally, it is suggested that, for a more meaningful assessment of the impact of failure experience in the entrance exams, parents' and teachers' attitudes toward these exams be taken into account and ceasured.
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