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Dissertation Information for James Laffey

NAME:
- James Laffey
- (Alias) James M. Laffey
- (Alias) James Michael Laffey

DEGREE:
- Ph.D.

DISCIPLINE:
- Curricula and Teaching

SCHOOL:
- University of Chicago (USA) (1980)

ADVISORS:
- None

COMMITTEE MEMBERS:
- None

MPACT Status: Incomplete - Inspected

Title: THE ASSESSMENT OF INVOLVEMENT WITH SCHOOL WORK AMONG URBAN HIGH SCHOOL STUDENTS

Abstract: "This study investigated the involvement of high school students with instructional activities. Involvement means the attention, concern, and effort that a student invests in school work. Hypotheses predicting positive associations of expectations of success and incentives for participating in school activities with involvement, and between involvement and achievement were tested.

Eighty-eight students in four social studies classes from an urban high school comprised the sample. Students were observed during ten class periods and reported their assessments and feelings. A random signal, sounding once during each of six class periods, cued the student reports. Class records were examined for attendance, assignments completed, and aptitude and achievement scores. In addition, teachers were asked to rate each student's participation, and a subsample of students were interviewed. The data elements were grouped into the categories of indices of involvement, achievement scores, aptitude scores, student orientations, and student assessments of in-class activities.

A factor analysis of the measures of involvement clustered, albeit weakly, the eight indices into two factors. The first factor included the measures of sustained participation (attendance, assignments completed, and teacher rating). The indices specific to in-class activity composed the second factor. Stepwise regression analyses revealed student appraisals of personal skillfulness and expectations for grades to be significantly and positively related to attendance, completion of assignments, teacher ratings of student involvement, and students' feelings of involvement during class activities. In turn, these four involvement indices were significantly related to achievement in the social studies classes.

These findings support a belief that the student's understanding of the class situation provides a base of action, helping to explain the intensity and amount of classroom behavior. In general, those students were the most involved who expected the most out of school and who subjectively anticipated success. The interview responses of students supported this conclusion and added insight into how the anticipation of success might arise. Appraisals of personal skillfulness, teacher's abilities, and whether peers will facilitate or hinder success are components in the anticipation of success which leads to involvement. Implications for the assessment and explanation of involvement are discussed."

MPACT Scores for James Laffey

A = 5
C = 9
A+C = 14
T = 5
G = 1
W = 5
TD = 5
TA = 0
calculated 2010-03-28 21:13:30

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