Dissertation
Socio-economic status, student perceptions and college readiness
Washington State University
Doctor of Education (EdD), Washington State University
12/2008
DOI:
https://doi.org/10.7273/000005827
Abstract
The purpose of this study was to examine the differences between low socio-economic students and their peers' attitudes about achievement, perceptions of their teachers' supportive behaviors, academic performance and college readiness and to analyze how these factors are related. Approximately 2100 students in grade 11 from two large school districts were surveyed using academic self-perception, motivation selfregulation, and concrete achievement attitude scales and the Teacher Support Scale Revised. This information was linked to demographic and academic performance data. Correlations and analysis of variance were conducted on the variables disaggregated by gender and ethnic grouping. Multiple regression was conducted on the demographic, academic performance, achievement attitude, and perception variables to determine the amount of variation in college readiness which could be accounted for by each variable. The results showed that, while socio-economic status is correlated with achievement attitudes, student perceptions, academic performance and college readiness, the relationship between these variables varies by gender and ethnic grouping. Further student perceptions were not as strongly related to academic performance or college readiness as achievement attitudes.
Metrics
64 File views/ downloads
189 Record Views
Details
- Title
- Socio-economic status, student perceptions and college readiness
- Creators
- Catherine E. Matthews
- Contributors
- Paul Goldman (Chair)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Educational Leadership, Sport Studies, and Educational/Counseling Psychology
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 241
- Identifiers
- 99901055139001842
- Language
- English
- Resource Type
- Dissertation