A Study of Ability Grouping and the Self-Concept |
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| Abstract: | AbstractThis study Investigated the relationships between acceptance of self, academic self-concept and two procedures used to group seventh-grade students for Instruction. The two facets of the self-concept were indexed for 323 heterogeneously grouped students and 244 homogeneously grouped students. Chi-square tests were applied to study the data by total groups, sex and achievement levels. Regardless of grouping procedures used, high achievers reported significantly more positive academic self-concepts (.01), while these concepts for low achievers were significantly less positive (.01). No other significant differences were found. It was concluded that grouping procedures do not significantly effect either facet of the self-concept, but success In school significantly influences the academic self-concept regardless of the grouping procedure used. |
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