Stewart W. Ehly

Is There a Causal Relation between Self-Concept and Academic Achievement?

AbstractThe relation between self-concept and achievement has often been studied, but the causal relation between these two constructs is still unclear. The purpose of this study was to define better the causal relation between self-concept and academic achievement. Longitudinal data from a large, representative sample of high school students were analyzed using a cross-lagged panel correlation (CLPC) design. CLPC attempts to rule out plausible alternative explanations of a causal effect. The results suggest that there may not be a causal relation between self-concept and achievement, but that a third variable may be causally predominant over both self-concept and achievement.

The Benefits of Tutoring: An Exploration of Expectancy and Outcomes.

The benefits of tutorials on participants have been explored extensively. The impact of expectancy to tutor on specific outcomes remains to be clarified. The present study investigated the effect of tutorial set versus study time on performance of students. Tutors who worked with partners and students who studied materials for a test performed differently than did tutors who expected to work with partners but did not. Discussion of related issues is presented.

The Personality Inventory for Children: Differential Diagnosis in School Settings

Differential diagnosis of the PIC-Shortened Form was assessed in four educational settings (regular education, learning disabilities placements, mental disabilities placements, emotional disabilities placements) using children assigned to each option. Analysis of responses provided by biological mothers resulted in specific profiles for each group on clinical scales, validity scales, and broad-band factor scales. Application of the instrument in educational decision making is discussed.

Perceptions of Job Satisfaction, Job Stability, and Quality of Professional Life among Rural and Urban School Psychologists.

A survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions.

Peer tutoring effects on students who are perceived as not socially accepted

Peer tutoring is effective in increasing academic skills with both the regular and special education populations. Studies also have reported significant findings in the social/affective realm, such as social acceptance. In spite of the numerous studies investigating the effects of tutoring on social benefits, results are inconclusive. It is important to establish the extent to which peer tutoring can be used, especially as a technique for social change. The purpose of this study was to investigate the effects of a structured peer tutoring program on the social acceptance of students. Students perceived as not socially accepted were paired with students who were rated as well liked. Both had the opportunity to serve as tutors and tutees. Participants were administered a questionnaire, pre-and postintervention. The results were significant for type of student, distinguishing between those students rated as liked and those rated as disliked. The results also showed that students in the control group were rated higher on the “dislike” category than were those in the treatment conditions. Significance was obtained for the experimental groups on a time variable, suggesting that regardless of role (tutor vs. tutee) change in acceptance would occur over time. However, evaluation by mean analysis suggested that the students who were rated as disliked and served as tutors were rated as liked more following treatment.

FACTOR/CLUSTER CLASSIFICATION OF PROFILES FROM PERSONALITY INVENTORY FOR CHILDREN IN A SCHOOL SETTING

The Personality Inventory for Children has seen limited use in school settings. This study compared data from the test with educational placement in a public school. 38 children, from either regular education or special education classes for mentally disabled, emotionally disabled, and learning disabled children participated. The regular education group, as expected, scored within normal limits, while students in the special education groups could be classified within specific test factors. Results suggest the potential usefulness of the inventory in school settings.

Experimental Analysis of Some Process Variables in Peer Tutorial Learning.

Forty-eight students from a sixth-grade classroom participated in a month-long peer tutorial study. Following a Peer-Mediated Instruction approach, tutors instructed partners in spelling. Focus of study was on interpersonal processes during tutoring and their effects on outcomes. Analysis of the data on tutorial process factors revealed few predictors of outcome variables. Tutor-learner characteristics did predict several process factors.

Personality Inventory for Children-Short Form: Useful for Educational Screening?

The Personality Inventory for Children (PIC) has been investigated for its validity in identifying children in school and clinical settings. The current study, an extension of an earlier study, used a sample of 95 children participating in public school programs for the nonhandicapped, the learning disabled, the mentally disabled, and the emotionally disabled to establish the best predictors of placement using the short form of the PIC. Additional analyses relating to the application of the nine scales identified as predictors of group assignment are reported.