A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment

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dc.contributor.advisorSippel, Gerden_ZA
dc.contributor.advisorSturgeon, Shonaen_ZA
dc.contributor.authorReid, Cherry Lynnen_ZA
dc.date.accessioned2016-10-24T03:46:38Z
dc.date.available2016-10-24T03:46:38Z
dc.date.issued1987en_ZA
dc.description.abstractA comparison of Lower Grade and Higher Grade pupils with regard to intelligence, self-concept and adjustment. 29 Lower and 29 Higher grade pupils in Stds 8 and 9 at a Jewish community day school were compared with regard to their I Q scores, self-concepts and adjustment level. These variables were measured on the following tests: The NSAGT; the Piers-Harris Children's Self-Concept Scale and the PHSF Relations Questionnaire. The data from the two groups were compared by means of a t-test for small samples and the results demonstrated a significant difference (p≤0,01) for I Q scores and for self-concept but did not reveal a significant difference on most of the 12 sub-scales of the PHSF Relations Questionnaire. As regards the latter, a significant difference (p<0,05) was obtained on the sub-scale Sociability - S for female pupils and a significant difference was obtained on sub-scales Self-Confidence (p≤0,01) and Formal Relations (p≤0,05) for male pupils. The significant difference in I Q scores can be partially understood in terms of the selection criteria for admission to the Lower Grade class. The significant difference in self-concept can be attributed to the difference on the Intellectual and School Status sub-category. The lack of significant differences on the other sub-scales suggest that factors other than academic achievement are important in terms of self-concept formation for example:- class structure; membership of peer groups; extra-mural activities and family relationships. The lack of significant difference between Lower and Higher Grade pupils in the area of ,adjustment can perhaps be explained in terms of the Lower Grade pupils' relatively high scores on other sub-categories of the Piers-Harris Children's Self-Concept Scale i.e. it was only as regards intellectual status that the Lower Grade perceived themselves as less able.en_ZA
dc.identifier.apacitationReid, C. L. (1987). <i>A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Social Development. Retrieved from http://hdl.handle.net/11427/22265en_ZA
dc.identifier.chicagocitationReid, Cherry Lynn. <i>"A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Social Development, 1987. http://hdl.handle.net/11427/22265en_ZA
dc.identifier.citationReid, C. 1987. A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Reid, Cherry Lynn AB - A comparison of Lower Grade and Higher Grade pupils with regard to intelligence, self-concept and adjustment. 29 Lower and 29 Higher grade pupils in Stds 8 and 9 at a Jewish community day school were compared with regard to their I Q scores, self-concepts and adjustment level. These variables were measured on the following tests: The NSAGT; the Piers-Harris Children's Self-Concept Scale and the PHSF Relations Questionnaire. The data from the two groups were compared by means of a t-test for small samples and the results demonstrated a significant difference (p≤0,01) for I Q scores and for self-concept but did not reveal a significant difference on most of the 12 sub-scales of the PHSF Relations Questionnaire. As regards the latter, a significant difference (p<0,05) was obtained on the sub-scale Sociability - S for female pupils and a significant difference was obtained on sub-scales Self-Confidence (p≤0,01) and Formal Relations (p≤0,05) for male pupils. The significant difference in I Q scores can be partially understood in terms of the selection criteria for admission to the Lower Grade class. The significant difference in self-concept can be attributed to the difference on the Intellectual and School Status sub-category. The lack of significant differences on the other sub-scales suggest that factors other than academic achievement are important in terms of self-concept formation for example:- class structure; membership of peer groups; extra-mural activities and family relationships. The lack of significant difference between Lower and Higher Grade pupils in the area of ,adjustment can perhaps be explained in terms of the Lower Grade pupils' relatively high scores on other sub-categories of the Piers-Harris Children's Self-Concept Scale i.e. it was only as regards intellectual status that the Lower Grade perceived themselves as less able. DA - 1987 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1987 T1 - A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment TI - A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment UR - http://hdl.handle.net/11427/22265 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22265
dc.identifier.vancouvercitationReid CL. A comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustment. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Social Development, 1987 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/22265en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Social Developmenten_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherAdolescent psychology - Researchen_ZA
dc.subject.otherAdjustment (Psychology)en_ZA
dc.subject.otherClinical Social Worken_ZA
dc.titleA comparative study of lower grade and higher grade pupils at a Jewish community school with regard to intelligence, self-concept and adjustmenten_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSocScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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