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dc.contributor.advisorDuCette, Joseph P.
dc.creatorMakar, Kathryn
dc.date.accessioned2020-10-27T15:14:21Z
dc.date.available2020-10-27T15:14:21Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1814
dc.description.abstractResearch conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
dc.format.extent112 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectAcademic Achievement
dc.subjectParental Involvement
dc.subjectSelf-esteem
dc.subjectStudent Perception
dc.subjectTeacher Perception
dc.titlePredictors of Students' Academic Performance
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFarley, Frank
dc.contributor.committeememberPartlow, Michelle Chaplin
dc.contributor.committeememberFullard, William
dc.contributor.committeememberStahler, Gerald
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1796
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:14:21Z


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