Split-up of the sample on basis of gender, type of... ……………………….. The t-values relating to items in the draft achievement
LIST OF TABLES Table 1 Split-up of the sample on basis of gender, type of school and level of academic performance……………………….. Table 2 109 Classification of respondents on the basis of occupational status of the father……………………….............................. Table 11 109 Classification of subjects on the basis of education of the mother………………………................................................. Table 10 108 Classification of respondents on the basis of education of the father………………………............................................. Table 9 108 Classification of respondents on the basis of living with own parents or other relatives………………………........... Table 8 107 Classification of respondents on the basis of number of brothers and sisters………………………............................. Table 7 96 Classification of respondents on basis of socio-economic status………………………................................................... Table 6 92 The t-values of items in the draft home environment scale……………………….................................................... Table 5 89 The t-values relating to the items in the draft classroom climate scale………………………....................................... Table 4 83 The t-values relating to items in the draft achievement motivation inventory……………………….......................... Table 3 Page No 110 Classification of respondents on the basis of occupational status of the mother………………………............................ 110 Table 12 Classification of subjects on the basis of monthly income… 110 Table 13 Correlation of socio-economic and familial variables with academic achievement, intelligence, and achievement motivation. ………………………......................................... xii 111 Table 14 Differences in the mean scores on the study variables obtained by public and private school students…………...... Table 15 Differences in the mean scores on the study variables obtained by boys and girls. ………………………................ Table 16 118 119 Differences in the mean scores on the study variables obtained by respondents who are living with own parents/with other relatives. ……………………….............. Table 17 Differences in mean scores on the study variables obtained by of low and high achievers status………........................... Table 18 121 Mean and SD of scores on the study variables obtained by low, middle and high socio-economic status groups……….. Table 19 120 123 Results of one way ANOVA done on the mean scores on study variables using socio-economic status on the independent variable……………………….......................... Table 20 124 Results of multiple comparison (Duncan’s test) done on the mean scores on perceived class-climate obtained by low, middle, and high socio-economic status groups…………… Table 21 128 Results of multiple comparison (Duncan’s test) done on the mean score on home environment obtained by low, middle and high socio-economic groups………………………........ Table 22 129 Results of multiple comparison (Duncan’s test) done on the mean score on academic achievement obtained by low, middle and high socio-economic status groups……………. Table 23 130 Results of multiple comparison (Duncan’s test) done on the mean scores on intelligence obtained by low, middle and high socio-economic status groups……………………….... Table 24 130 Mean and SD of scores on achievement motivation obtained by respondents classified on the basis of gender and type of school……………………................................ xiii 131 Table 25 Details of 2-way ANOVA (Gender X Type of school) conducted on the mean scores on achievement motivation... Table 26 132 Mean and SD of scores on class-climate obtained by respondents classified on the basis of gender and type of school. ……………………................................................... Table 27 Details of 2-way ANOVA (Gender X Type of School) conducted on the mean scores on class climate ………….... Table 28 134 134 Mean and SD of scores on home environment obtained by respondents classified on basis of gender and type of school………………………............................................... Table 29 Details of 2-way ANOVA (gender X type of school) conducted on mean scores on home environment………...... Table 30 135 135 Mean and SD of scores on academic achievement obtained by respondents classified on the basis of gender and type of school………………………................................................. Table 31 Details of 2-way ANOVA (gender X type of school) conducted on the mean scores on academic achievement….. Table 32 136 136 Mean and SD scores on intelligence obtained by respondents classified on the basis of gender and type of school………………………................................................. Table 33 Details of 2-way ANOVA (gender X type of school) conducted on the mean scores on intelligence……………... Table 34 138 139 Mean and SD of scores on achievement motivation obtained by respondents classified on basis of gender and socio-economic status. ……………………….................... xiv 141 Table 35 Details of 2-way ANOVA (gender X socio-economic status levels) conducted on the mean score on achievement motivation………………………........................................... Table 36 141 Mean and SD scores on class-climate obtained by respondents classified on basis of gender and socioeconomic status levels. …………………….......................... Table 37 142 Details of 2-Way ANOVA (gender X socio economic status levels) conducted on the mean scores on class room climate. ……………………….............................................. Table 38 142 Mean and SD of scores on home environment obtained by respondents classified on the basis of gender and socioeconomic status levels. ………………………...................... Table 39 143 Details of 2-Way ANOVA (gender X socio-economic status levels) conducted on mean scores on home environment. ……………………….................................... Table 40 144 Mean and SD of scores on academic achievement obtained by respondents classified on the basis of gender and socioeconomic status levels...............………………................... Table 41 146 Details of 2-way ANOVA (gender X socio-economic status) conducted on the mean scores on academic achievement………………………........................................ Table 42 146 Mean and SD of scores on intelligence obtained by respondents classified on basis of gender and socioeconomic status levels. ………………………...................... Table 43 147 Details of 2-way ANOVA (gender X socio-economic status levels) conducted on the mean scores on intelligence xv 148 Table 44 Mean and SD of scores on achievement motivation obtained by respondents classified on basis of levels of socio-economic status (low/middle/high) and achievement status (high/low) achievers. ………………………............ Table 45 Details of 2-way ANOVA (levels of SES X achievement Status) on the mean scores on achievement motivation….... Table 46 149 149 Mean and SD of scores on class-climate obtained by respondents classified on basis of levels of SES (low/middle/high) and achievement status (high/low) achievers. ………………………........................................ Table 47 Details of 2-way ANOVA (levels of SES X achievement status) on the mean scores on class-climate………………. Table 48 150 151 Mean scores and SD of scores on home environment obtained by respondents classified on basis of levels of SES (low/middle/high) and achievement status (high/low) achiever………………………............................................ Table 49 Details of 2-way ANOVA (levels of SES X achievement status on the mean scores on home environment……….... Table 50 151 152 Mean and SD of scores on academic achievement obtained by respondents classified on basis of levels of SES (low/middle/high) and achievement status(high achiever/low achiever) ………………………................... Table 51 Details of 2-way ANOVA (levels of SES X achievement status) on the mean scores on academic achievement........ Table 52 152 153 Mean and SD of scores on intelligence obtained by respondents classified on basis of levels of SES (low/middle/ high) and achievement status (high achiever /low achiever). ……………….......................................... xvi 153 Table 53 Details of 2-way ANOVA (Levels of SES X achievement status) on the mean scores, on intelligence………………... Table 54 154 Unstandardized and standardized coefficients associated with variables retained in the regression equation to predict achievement motivation. ………………………................... Table 55 Variables excluded from the regression equation to predict achievement motivation. ………………………................... Table 56 155 155 Unstandardized and standardized regression coefficients associated with variables in the regression equation to predict achievement motivation with academic achievement dropped from the predictor list. ……………....................... Table 57 157 Variables excluded from the regression equation to predict achievement motivation with academic achievement dropped from the predictor list. ……………........................ Table 58 158 Unstandardized and standardized coefficients associated with variables retained in the equation to predict academic achievement. ………………………................................... Table 59 Variables excluded from the regression equation to predict academic achievement. ……………………….................... Table 60 166 Unstandardized regression weights relating to the path model depicted in figure 15... ………………………........... Table 62 161 Model fit indices relating to the path model depicted in figure 15. ………………………........................................... Table 61 161 166 Hypothesis formulated for the study and their tenability……………….............................………............. xvii 178 LIST OF FIGURES Page No. Structural model of students achievement put forward by Glassman Biniaminov (1981). ………………………........... 7 An integrated motivational model of Academic performance put forward by Ahmend and Bruinsma (2006) ………………………............................................................ 8 Personality and deep learning mediating the effects of ability on Exams. ………………………............................... 10 Personality IQ and deep learning mediating the effects of fluid intelligence on exams. ……………………….............. 11 Figure 5 Proposed model of academic performance……………….... 76 Figure 6 Mean scores on class-climate obtained by the low, middle and high socio-economic status groups. ................................ 125 Mean scores on home environment obtained by the low, middle and high socio-economic status groups….................. 126 Mean scores on academic achievement obtained by low, middle and high socio-economic status groups…………...... 126 Mean of scores on intelligence obtained by the low, middle, and high socio-economic status groups……………….......... 127 Mean scores on achievement motivation obtained by low, middle and high socio-economic groups…………………… 127 Two way interaction effect of gender and type of school on achievement motivation. ………………………................... 133 Two way interaction of gender and type of school on academic achievement. ………………………..................... 138 Two way interaction of gender and type of school on intelligence ………………………........................................ 140 Figure 14 Gender and socio-economic status on home environment, 145 Figure 15 Path model depicting the relationship among independent and dependent variables in the study. …………………........ 165 Figure 1 Figure 2 Figure 3 Figure 4 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 xviii
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