Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings

• Main Author: Robertson, Janice C.
• Format: Others
• Language: English
• Published: W&M ScholarWorks 2011
• Subjects: Educational Psychology; Gifted Education; Secondary Education; Special Education and Teaching
• Online Access: https://scholarworks.wm.edu/etd/1539618401; https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1611&context=etd

The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The research designs were causal-comparative and correlational. Participants were 224 partial-day academic Governor's School students and 56 academically advanced students in district schools in a southern U.S. state.;Self-concept for the total group appeared adequate to strong, and the two student groups were similar in total self-concept and its dimensions ( p > .01), as measured by the Piers-Harris Children's Self-Concept Scale -- Second Edition (Piers- Harris 2). However, frequent worry, nervousness, and feelings of differentness were revealed by a number of participants. The findings for the School Attitude Assessment Survey -- Revised suggested that the Governor's School students were more satisfied with the Governor's Schools than with their district schools (p < .05), although academic self-perception, on average, was significantly lower in the Governor's Schools. They also appeared more satisfied with the Governor's Schools than the district students were with their schools (p < .05). Several positive correlations were found between self- concept and school attitudes.;For the total sample, while obtaining similar results to those of the males in most self-concept dimensions, the females obtained a significantly lower mean score for the Piers-Harris 2 Freedom From Anxiety domain ( p <.05). In addition, significantly higher goal valuation and motivation/self-regulation, and lower academic self-perception (p < .05), were found for the sample of 159 females in the district setting. Implications for educational practice, counseling interventions, and future research are provided.