The Outward Bound Bridging Course for Low-Achieving High School Males: Effect on Academic Achievement and Multidimensional Self-Concepts.

Autor/inn/en	Marsh, Herbert W.; Richards, Garry
Titel	The Outward Bound Bridging Course for Low-Achieving High School Males: Effect on Academic Achievement and Multidimensional Self-Concepts.
Quelle	(1986), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Rating Scales; Course Evaluation; Foreign Countries; Grade 9; High Schools; Low Achievement; Males; Mathematics Achievement; Multitrait Multimethod Techniques; Parent Participation; Reading Achievement; Residential Programs; Self Concept; Self Concept Measures; Standardized Tests; Test Reliability; Test Validity; Australia; Academic Self Concept Scale; Coopersmith Self Esteem Inventory; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Unterdurchschnittliche Leistung; Male; Männliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternmitwirkung; Leseleistung; Sozialer Wohnungsbau; Selbstkonzept; Standadised tests; Standardisierter Test; Testreliabilität; Testvalidität; Australien
Abstract	The Outward Bound Bridging Course is a 6-week residential program designed to improve academic achievement and self-concepts in low-achieving high school males. During 1980-1984, five courses were conducted for 66 Australian high school males. Most of them were ninth grade students, chosen on the basis of poor academic performance, an apparent potential to perform better, and strong parental support. The design of the evaluation component of this study evolved during the 5-year period. After the first 2 years, standardized mathematics and reading tests, the Self-Esteem Instrument (SEI) and the Self-Description Questionnaire (SDQ) were administered before, during, and after each course. Findings supported: (1) the effectiveness of the Outward Bound Bridging course coupled with parental involvement as an academic intervention for low-achieving high school males on both academic achievement and academic self-concept; and (2) the validity of multidimensional self-concept responses to the Self-Description Questionnaire in relation to academic performance and in relation to the impact of an effective academic intervention. The short multiple time-series design, the specificity of the effects to academic outcomes, and the generality of the effects across academic self-concept and achievement make implausible many possible internal and external threats to the validity of the interpretations. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC