Predicting reading achievement based upon the relationship between students' self-concept and mental ability.

Persistent Link:
http://hdl.handle.net/10150/186443
Title:
Predicting reading achievement based upon the relationship between students' self-concept and mental ability.
Author:
Pullin, Paul Rance.
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this research effort was to determine the predictability of reading achievement based upon the relationship existing between students' self-concept and mental ability. The impact of student grade level on the predictability of reading achievement was also analyzed. The research was done in a multi-dimensional manner by considering the relationship between self-concept and achievement; the relationship between self-concept and mental ability; the relationship between achievement and mental ability; and the relationship between self-concept, academic achievement, and mental ability. The interpretation of research data as it pertains to the predictability of reading achievement based upon the relationship between students' self-concept, mental ability, and grade level resulted in the following conclusions: (1) There was no significant relationship between students' reading achievement and their self-concept. (2) There was no significant relationship between students' self-concept and their mental ability. (3) There was a significant, strong, positive correlation between reading achievement and students' mental ability. (4) The significant predictors of reading achievement were mental ability and grade level. (5) For both boys and girls, the best predictor of reading achievement was mental ability.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Educational Psychology.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Administration and Higher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Nelson, Lawrence O.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePredicting reading achievement based upon the relationship between students' self-concept and mental ability.en_US
dc.creatorPullin, Paul Rance.en_US
dc.contributor.authorPullin, Paul Rance.en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this research effort was to determine the predictability of reading achievement based upon the relationship existing between students' self-concept and mental ability. The impact of student grade level on the predictability of reading achievement was also analyzed. The research was done in a multi-dimensional manner by considering the relationship between self-concept and achievement; the relationship between self-concept and mental ability; the relationship between achievement and mental ability; and the relationship between self-concept, academic achievement, and mental ability. The interpretation of research data as it pertains to the predictability of reading achievement based upon the relationship between students' self-concept, mental ability, and grade level resulted in the following conclusions: (1) There was no significant relationship between students' reading achievement and their self-concept. (2) There was no significant relationship between students' self-concept and their mental ability. (3) There was a significant, strong, positive correlation between reading achievement and students' mental ability. (4) The significant predictors of reading achievement were mental ability and grade level. (5) For both boys and girls, the best predictor of reading achievement was mental ability.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectEducational Psychology.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Administration and Higher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairNelson, Lawrence O.en_US
dc.contributor.committeememberConley, Sharonen_US
dc.contributor.committeememberHeckman, Paul E.en_US
dc.identifier.proquest9408516en_US
dc.identifier.oclc720343339en_US
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