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Effects of Social Stimulus Value on Academic Achievement and Social Competence: A Reconsideration of Children's First-Name Characteristics.
Peer reviewed Peer reviewed
Ford, Martin E.; And Others – Journal of Educational Psychology, 1984
The evidence for possible negative effects of first-name characteristics on personal functioning is equivocal. Two studies were conducted that avoided previous methodological problems of measurement, sampling, and statistical control. Results indicated that children's social competence and school achievement were unrelated to the frequency or…
Descriptors: Academic Achievement, Age Differences, Elementary Secondary Education, Interpersonal Competence
Differences Need Not Be Deficits: A Response to Criticisms on a Reanalysis relating Self-Concept and Participation.
Peer reviewed Peer reviewed
Walsh, John; Winne, Philip H. – Journal of Educational Psychology, 1980
Data in Yarworth and Gauthier's article on student self- concept and participation in school activities (EJ 189 606) were reanalyzed by Walsh and Winne (TM 505 375). Yarworth and Gauthier's criticism of the reanalysis (TM 505 376) is answered. (GDC)
Descriptors: Extracurricular Activities, High Schools, Hypothesis Testing, Multiple Regression Analysis
Conceptual and Methodological Considerations in Self-Concept and Participation in School Activities Reanalyzed.
Peer reviewed Peer reviewed
Gauthier, William J., Jr.; Yaworth, Joseph S. – Journal of Educational Psychology, 1980
Winne and Walsh's Reanalysis (EJ 229 157) of Gauthier and Yarworth's study of self-concept and participation in high school activities (EJ 189 606) is addressed, particularly with respect to the statistical techniques used. The intentions of the original article are also clarified. (GDC)
Descriptors: Extracurricular Activities, High Schools, Hypothesis Testing, Multiple Regression Analysis
Self-Concept and Participation in School Activities Reanalyzed.
Peer reviewed Peer reviewed
Winne, Philip H.; Walsh, John – Journal of Educational Psychology, 1980
Yarworth and Gauthier (EJ 189 606) examined whether self-concept variables enhanced predictions about students' participation in school activities, using unstructured stepwise regression techniques. A reanalysis of their data using hierarchial regression models tested their hypothesis more appropriately, and uncovered multicollinearity and…
Descriptors: Extracurricular Activities, High Schools, Hypothesis Testing, Multiple Regression Analysis