The relationship between achievement differential, mothers' value of education, students' value of education and students' self-appraisal of performance.

Duggan, Gerald Adrian (1975) The relationship between achievement differential, mothers' value of education, students' value of education and students' self-appraisal of performance. Masters thesis, Memorial University of Newfoundland.

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Abstract

The main purpose of this study was to examine the relationship between achievement differential and mothers' value of education, students' value of education, and students' self-appraisal of performance. The relationship between mothers' value of education and students' self-appraisal of performance was also a major concern in the study. -- The present study involved Grade V-VIII boys in one school in the City of St. John's. Information was obtained from mothers and pupils. Mothers' value of education was determined using an instrument devised by Medinnus and also by using an instrument devised by Rundquist and Sletto, further revised by Moss. Information on students' value of education and students' self-appraisal of performance was determined by use of questionnaires devised by the writer and Jones. Achievement differential for all pupils was determined by use of the Canadian Large-Thorndike Intelligence Tests, Nonverbal Battery, and by use of results of school exams in English Language, Literature, and Mathematics. -- The sample consisted of 39 randomly selected students and their mothers. The students were chosen from a larger group of underachievers and overachievers. Mothers were selected on the basis that their sons had previously been chosen. -- A significant relationship was found between students' self-appraisal of performance and their achievement differential. This was consistent with the literature. One of the additional relationships investigated was that which existed between students' value of education and students' self-appraisal of performance. This relationship was significant for the total sample and for underachievers taken separately. -- Some implications of the study were as follows: measurement of students' self-appraisal could be part of the school's testing program, teachers and counsellors could be trained to develop an understanding of self-appraisal theories and how they are related to various aspects of the school situation, and work to increase self-appraisal of performance and value of education might be done independently of the home and still be effective. -- Future studies could investigate the degree that improvement of self-appraisal of performance affects test scores. There is also a need to continue efforts to develop valid and reliable instruments with which to assess affective variables such as the ones in the present study.

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