ACADEMIC ACHIEVEMENT AS A FUNCTION OF PSYCHOMETRIC FEEDBACK, ANXIETY AND SEX DIFFERENCES
Date
1972-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
The study investigated whether a high school pupil's knowledge Of measures of his intelligence and study habits and attitudes, together with an interpretation of these measures, affect his academic achievement. Interactions of such feedback with anxiety and/or sex of the pupils were also examined. A sample of 84 grade 10 subjects, consisting of 42 boys and 42 girls, was divided into two groups. The feed-back treatment group received psychometric information, while the placebo treatment group didn't. Measures of achievement were obtained from objective type achievement tests in English, social studies, science and algebra at the end of the year.
A three-way (Sex x Anxiety x Treatment) multivariate analysis of covariance of these achievement scores with intelligence and study habits and attitudes as the covariates showed a
strong sex effect (p< .001) in favour of girls in the subject area of English. A Sex x Treatment interaction appeared in social studies (p< .02) and English (p< .10). Psychometric feedback appeared to be beneficial to boys but detrimental to girls. Two other analyses were 'carried out incorporating intelligence and study habits and attitudes as the factors in place of anxiety. The main effect of intelligence was significant, but no other main effects or interactions were.
Description
Keywords
Citation
Degree
Bachelor of Education (B.Ed.)
Department
Educational Psychology and Special Education
Program
Education