This experimenter had been long interested in attempting to find what correlation existed, if any, between self-concept and achievement. During his years as a teacher and counselor, he had continually been concerned with that student who had been classified as an underachiever, the one who seemed to have the ability to achieve, but for reasons personal to him was not able to utilize this ability constructively in the academic area of study. Therefor, the assignment of a thesis afforded this writer an opportunity as well as a challenge in working with this type of individual.Being a counselor in a junior high school, he decided to conduct the experimentation within this environment. The grade level selected was grade seven. He selected these seventh grade individuals since they were new to the junior high and therefore had not been previously exposed to any individuals known as counselors. They were also new to departmentalized instruction. This author felt that from the newness aspect, perhaps they would be more receptive to new methods useful in helping themselves to become better students.In attempting to devise a technique in which this experiment could be conducted, various research materials were researched. This author then attempted to identify with any research with which he was familiar. Following the research, group counseling was the technique selected around which the experimentation would be run.In setting up the guidelines for the thesis study, he decided to select only those students classified as underachievers. A questionairre was sent to each elementary principal of the five respective schools asking them to list those prospective seventh graders whom they felt could be classified as underachievers. In addition, a letter was also sent to the respective sixth grade teachers asking their opinions concerning the class of sixth graders they had taught the previous year. All principals and teachers cooperated extremely well by returning their letters with personal notations concerning several students. Having received these lists, the author then turned to the student files where he evaluated each student whose name had appeared on the list with his personal files. By doing so, he was able to eliminate several students who were not classified as underachievers. Having performed this task, he then narrowed the list of students down to sixteen, the number who were involved with the experimentation.Two groups were established with both groups being as homogeneous as this author was able to construct. The sixteen students, eight in each group, consisted of twelve males and four females. These students represented homogeneity of socio-economic status and race as well as academic ability. One group was the experimental group while the second was a control group. The experimental group members became involved in a group counseling program which met twice weekly for at least one hour each meeting. Group counseling offered the students the opportunity to interact with each other and to share those innermost feelings which they had personalized in the past. The group method also allowed the author, who served as group leader, the opportunity to more carefully observe each student and to acquaint himself more personally with the feelings of each member. It should be stated that this author had been involved with group counseling through several instructional classes and as a participant, both as a member and a group leader, thus he felt very capable of professionally running a group experience.The group counseling involved interaction as the most basic technique in attempting to gain insight into each individual's feelings. Sensory awareness techniques were used very minimally in an effort to insure more comfortable feelings with group interaction.The experimental group also took the Otis-Lennon Mental Ability Test, Form J, Intermediate and the California Test of Personality. These two testing devices we-re-selected after careful research into various testing instruments.The control group was active only as far as taking the two tests mentioned above. They were not involved in any group counseling whatsoever and received individual counseling only when they referred themselves.Following the conclusion of the group sessions and of the testing procedures, all tests were scored and evaluated. These test scores were assembled into an apporpriate order through which comparisons were discovered and calculated. The scores were set up as to measure the pretest and post test of the same test within the same group.. This resulted in a score for one group alone. By using this device, four samples resulted; two samples for each group.From research and fro.: meetings with the writer's committee, it was decided to utilize the t-score for the measurement technique of the test results. This scoring device was utilized in most experiments researched. It was also determined to be the most valid and effective measure for this type of experimentation.In order to calculate the t-score on any sample, it was first necessary to extract the mean, the standard deviation, the deviation of the mean, the correlation, and the standard error of measurement. These various terms were explained in much detail within the body of the thesis.Thus, a t-score resulted within the following samples:(1) Experimental Group Otis Lennon Mental Ability(2) Experimental Group - California Test of Personality(3) Control Group - Otis Lennon Mental Ability Test(4) Control Group - California Test of PersonalityThe t-scores were tested at the .05 level of significance to determine whether or not any significant findings had resulted. In each of the four samples no significance was found.In order to obtain a more accurate calculation, a pooled t-score was run on the post test results of the tests administered. Thus a t-score resulted from the following tests:(1) Otis Lennon Mental Ability Test: Experimental Group post test with Control Group post test(2) California Test of Personality: Experimental Group post test with Control Group post testThis t-score resulted in a nonsignificant reading at the .05 level of significance.Even though the results of this hypothesis were not such as to allow this experimenter to show significant findings, neither was he able to discard that which had been performed. In the statistical data collected, the writer perceived several directional patterns which had developed. A few students in the study did not gain whatsoever in self concept or achievement according to test results. There were two students whose post test scores were less than their pretest scores which demonstrated a decrease in self-concept and achievement as measured by the two testing instruments. This demonstrated that even though the hypothesis had failed in gaining overall gains in the areas under study, it had succeeded in improving those stated qualities of a few students.This was a pleasing discovery and it did give hope to the experimenter that some positive signs of growth did accompany this thesis. Thus, in a few students there was a definite correlation between self-concept and achievement even though it was not significant in, the overall picture.From this experimentation additional group counseling sessions have begun with students classified as underachievers. These students are being tested in similar patterns as were the students in the thesis experiment. This author believes that by experimenting with various techniques within the group setting, by experimenting with various testing devices, and by performing additional research into this stated area of study, a correlation may be found and a significant method of attacking this dilemma may be discovered. This would allow this author to more validly work with the underachiever in assisting him to find his place in society by perceiving a greater sense of worth in himself.Although this thesis has not shown any significant pattern in the findings resulting from the study, it has laid the groundwork for a continuation of work within this area. It has created hope that the underachiever can be assisted in a valid manner in such a tray as to help him help himself to greater challenges and greater rewards in his personal future.Ball State UniversityMuncie, IN 47306

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

The purpose of this study was to develop a rationale for the implementation of an in-service program that would aid in the development of judgmental abilities of teachers to identify the underachieving student. The underachiever was defined as any student whose academic performance, as measured by his total grade point standing, was significantly below his ability.A review of research studies on underachievement revealed a long list of factors concomitant to underachievement. These concomitant factors were generally identified as psychological, sociological, pedagogical, or physiological in nature. Judgmental evaluations of 206 selected ninth grade students were made by classroom teachers using a sixteen item check list that was representative of the concomitant factors of underachievement as determined from the research studies. These evaluations were then compared to a statistical evaluation of the 206 students that was designed to identify academic underachievers.The research procedure was two-fold. The initial procedures were designed to identify the underachieving students within the sample population. Data were collected on 206 selected ninth grade students. I.Q. scores as determined from the SRA Test of Educational Ability, and a numerical grade point total determined from letter grades received in English, mathematics, social studies, and science provided a basis for the determination of underachievement or normal achievement.Individual I.Q. and Total Grade Point scores were converted to stanines in order to facilitate the comparison of scores. Students whose Total Grade Point stanine was two or more stanines below their I.Q. stanine were considered to be underachievers. Twelve per cent of the sample were identified as underachievers.The data indicated that the underachievers identified in this study had a slightly higher mean I.Q. score and a considerably lower Total Grade Point than the sample population. The data also indicated that students with a low I.Q. are unlikely to be statistically identified as underachievers and that those students most likely to be underachieving are in the average to above average category.The second part of the research procedure concerned the establishment of criteria that would be valid in helping the teacher identify concomitant factors of underachievement characteristically exhibited by students. The teachers were provided a rating form composed of sixteen items that were descriptive and representative of the concomitants of underachievement. The teachers rated each student on each of the concomitant factors presented on the rating form. An ascending scale of 1 - 5 was used with a rating of 5 indicating that in the teacher's judgment the student's observed behavior or situational circumstances were highly characteristic of the concomitants under consideration.A product moment correlation was determined between each of the sixteen items on the rating sheet and a point biserial correlation was computed for each of the sixteen items and underachievement. Fifteen of the items were found to have a high intercorrelation; twelve of the items were found to have a significant point biserial correlation when used by teachers as criteria for making judgmental evaluations in identifying concomitant factors of underachievement. Two other items were slightly below the critical level of significance, and two of the sixteen items had a very low correlation.A correlation of performance of the 206 students over the four classes was computed to determine if there was a significant occurrence of underachievement across subject matter lines. A significant correlation was found to exist between the dependent variable of underachievement and subject matter grades from the four classes.The concomitant factors of underachievement, as identified by research studies and as represented on the teacher rating form, were found to be helpful when used by teachers as criteria for making differential judgments of students. Recommendations for further consideration of this study, for further studies relative to the data presented in this study, and suggestions for the implementation of the major findings into the instructional program of interested school systems were included.

No description available.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Proefschrift--Groningen. / "Theses": leaf inserted. Bibliography: p. 57-64.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 38-39).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.