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The present study examined the relationship of self-concept, home environment, and academic achievement in elementary school children. The home environment variables examined were television viewing, parental involvement, and socioeconomic status (SES). Previous research was extended by examining all variables within the same study. Seventy-eight children from grades 4--7 responded to self-report measures on television viewing, self-concept (Piers-Harris Self-Concept Scale, 1984), and parental involvement (Watkins, 1997). Parents responded to the same parental involvement scale. SES was determined by parent education and occupation. Academic achievement was based on teacher report and student self-report. Correlational analysis indicated a significant relationship between self-concept and academic achievement. No other variables were significantly correlated with academic achievement. SES was positively correlated with self-concept and father involvement was negatively related with self-concept. Results provide support for self-concept as a salient predictor of academic achievement in elementary school children and offers several avenues for future research. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2000 .B57. Source: Masters Abstracts International, Volume: 39-02, page: 0331. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2000.
Bissonnette, Jacqueline Tyrer., "Predicting academic achievement: The role of self-concept and the home environment." (2000). Electronic Theses and Dissertations. 3149.