School achievement as an influence upon the affective characteristics of secondary migrant students /

Abstract

The significant differences between high and low achievement of migrant students in grades seven, nine, and eleven on study habits, study attitudes, and self concepts were examined using the Survey of Study Habits and Attitudes (SSHA) (Brown & Holtzman, 1967) and the Tennessee Self Concept Scale (TSCS) (Fitts, 1964). The three dependent measures were analyzed within a 2 x 3 multivariate analysis of variance design. These data were also analyzed by gender. A total of 210 students (112 girls and 98 boys) were randomly assigned to one of six groups based on high and low achievement as determined by scoring above or below the fiftieth percentile on the California Achievement Test by grade level.

The results of the study indicated when secondary migrant students were separated by achievement significant differences were found on study habits, study attitudes, and self concepts. A significant achievement level effect was found on all three dependent measures, and a significant grade level effect was evidenced on study attitudes and self concepts. A significant achievement level effect by gender was found on all three dependent measures. A significant grade level effect by gender on all three dependent measures was also found.

Implications regarding improving the school holding power for secondary migrant students are discussed.

Significant results on the demographic data found achievement to be associated with age of student, occupational status of father, number of counselor visits, mobility, subject liked best, graduation plans, future plans, job aspirations, and job reality.

In interviews it was found that regardless of achievement or grade level students liked school, felt getting good grades was important, and felt they would graduate from high school. A lack of communication between students and parents about school was identified during the interviews.