Document Type

Dissertation

Date of Degree

Summer 2011

Degree Name

PhD (Doctor of Philosophy)

Degree In

Rehabilitation and Counselor Education

First Advisor

David K. Duys

Abstract

The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junior high students who had been enrolled in Iowa schools for less than 24 months or more than 24 months. Results indicated a significant relationship between academic self-concept and academic achievement measures of ITBS composite scores and cumulative GPA. Gender and the length of time since transition were not shown to be linked to students' academic ability or performance in school. Data gathered from this study will assist administrators, parents, educators, and school counselors with understanding geographic mobility, academic self-concept, and academic achievement. Information obtained will also provide insight about other factors that relate to the academic setting and students' assessment of school such as student motivation, perceptions of peers, the academic self-perceptions students possess, students' attitude towards teachers and classes, and students' attitude towards school.

Keywords

Academic achievement, Academic self-concept, Adolescents, African American, School transition

Pages

xii, 101 pages

Bibliography

Includes bibliographical references (pages 93-101).

Copyright

Copyright 2011 La Shawn C. Bacon

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