Deviance and the conceptual model variables and their effect on test scores
This study attempts to identify the variables that affect test scores in high school students. Using the Educational Longitudinal Survey, 2002, variables included in the Conceptual Model (Student Role Performance, School, Family and Peers) are examined to see the overall and individual affects on st...
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| Format: | Others |
| Language: | en_US |
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Wichita State University
2008
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| Online Access: | http://hdl.handle.net/10057/1543 |
| Summary: | This study attempts to identify the variables that affect test scores in high school students. Using the Educational Longitudinal Survey, 2002, variables included in the Conceptual Model (Student Role Performance, School, Family and Peers) are examined to see the overall and individual affects on students' test scores. Univariate and bivariate analysis was performed as well as an ordinary least squares regression analysis for the independent variables on test scores. Deviance was found to lower test scores in students but socio-economic status of the students' family was found to have the largest impact on test scores. The student role performance model component was found to impact test scores the greatest out of the four model components. === Thesis (M.A)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Sociology === "December 2007." |
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