School Psychology Commons^™

Effects Of Casual Attributions Of Performance Outcome On Nature Of Self-Statements And Self-Esteem, Samuel Horace Wood

Master's Theses

36 college students participated in a study to determine the role of causal attributions of success and failure on the modification of self-esteem. Although Brockner (1979) has suggested that the key to augmenting self-esteem is the increasing of positive self-evaluation that follows success, several studies suggest that it is not the positive self-evaluation after success but the negative self-evaluations after failure that are crucial in determining one's level of self-esteem. Thus it was hypothesized in the present study that if external attributions were made for failures while internal attributions for success were maintained, self-esteem would increase. Subjects high and low …

The Validity Of The Leiter International Performance Scale In Measuring The Intelligence Of Intellectually Superior Children, Susan Braxton Paltrow

Dissertations and Theses

The thrust of this project was to compare the obtained IQ scores between the Wechsler Intelligence Scales for Children-Revised Full Scale score at 120 and above of public school students who were in classes for "gifted and talented" with the scores obtained when the Leiter International Performance Scale was administered.

The Validity Of The Leiter International Performance Scale In Measuring The Intelligence Of Normal, Borderline, And Mentally Deficient Children, Marlin Pezner

Dissertations and Theses

The purpose of this project was to compare IQ scores obtained using the Leiter International Performance Scale to those obtained using the Wechsler Intelligence Scale for Children-Revised (WISC-R).

A Descriptive Research Study Of The Pilot Learning Adjustment Classes I And Ii Including A Summary Of Related Research On Compensatory Education, Melodye Maye Williams

Masters Theses

Statement Of The Problem

There were two sets of problems which were of focal interest: (1) Did the achievement levels of the students selected come up a significant degree? (The administration wished a month's gain for a month's instruction.) (2) Did the children's personality and behavior characteristics change for the better?

Procedure

The design used was a one-group pretest-posttest design. Achievement, behavior, and personality traits were measured on the original sixteen children and in remaining ten who were still in the classes after two years.

Conclusions

As stated previously, the primary purposes of this descriptive research study were: (1) Did …