Date of Award
Doctor of Education
Educational Leadership, Research and Technology
Dr. Uldis Smidchens
Dr. Edgar Kelley
Dr. Robert Brashear
Dr. Charles Warfield
In this study, levels of self-efficacy and levels of academic success of emotionally impaired adolescents in both integrated and segregated settings were analyzed. The data were analyzed to determine if placement setting (integrated or segregated) impact: self-efficiency levels, academic success levels, and the relationship between self-efficiency and academic success.
Subjects were selected from two junior high schools within Macomb County, Michigan. The integrated junior high educated emotionally impaired students with nonimpaired students and the segregated junior high educated emotionally impaired students with only other emotionally impaired students. Eleven students from the integrated junior high and 28 students from the segregated junior high were selected for this study. Brookover's (1952) Self-Concept of Ability Scale was administered to all 39 students. Grade point averages of the succeeding two 10-week marking periods were obtained from student records and calculated.
Findings support the hypothesis that levels of self-efficacy are higher among emotionally impaired adolescents in a segregated setting than in an integrated setting . No conclusion can be drawn about difference in academic success levels of emotionally impaired adolescents between segregated and integrated settings, as well as a relationship between self-efficacy and academic success in either placement setting .
Davisson, Jerry William, "Self-Efficacy and Academic Success of Integrated and Segregated Emotionally Impaired Adolescents" (1992). Dissertations. 1935.