Relationship of action control and student participation among students with high and low school abilities

• Main Authors: De Gala, Gabriel Immanuel B., Fernandez, Juan Paulo G., Regodon, John Paul V.
• Format: text
• Language: English
• Published: Animo Repository 2008
• Subjects: Control (Psychology); Students with disabilities > Psychological testing; Educational tests and measurements; Behavioral assessment; Learning, Psychology of
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/7120
• Institution: De La Salle University

The study determined the relationship of action control and student's participation among high school students with high and low school ability. The participants are 4th year high school students with high (N=114) and low (N=110) school abilities that are studying in a private school in Makati. The student's ability group of the students was based on their OLSAT scores provided by the school. The students were first asked to answer the Action Control Scale (ACS). Then the advisers of the students were requested to use the Student Participation Questionnaire (SPQ) to rate the behavior of their students, on the subscales effort, initiative, inattentive, and disruptive. The scores in the SPQ and ACS were correlated using the Pearson's r. Two sets of correlations were conducted: One for the high ability group and another for the low ability group. For the high ability group, significant correlations were found between inattention and preoccupation (r=0.29), initiative control and inattention (r=-0.25) and volatility and inattention (r = 0.23). While for the low ability group, the only significant relationship was found between disruptive and volatility (r = -0.22) Correlation coefficients between the high and low ability group were converted to z statistic and was compared and the difference of the r's was tested for significance. Significant differences were found for the correlations of disruptive and persistence (low = .21, high = -.17), inattentive and disengagement (low=.05, high=-.18), inattentive and initiative control (low=.06, high=-.25), and inattentive and preoccupation (low=-03, high=-.29).