{"id":{"repo_id":"sask","oai_identifier":"oai:harvest.usask.ca:10388/15064"},"canonical_url":"https://search.dev.ndltd.org/etd/sask/oai:harvest.usask.ca:10388/15064","repository":{"repo_id":"sask","name":"University of Saskatchewan","base_url":"https://harvest.usask.ca/server/oai/request"},"display":{"title":"ACADEMIC ACHIEVEMENT AS A FUNCTION OF PSYCHOMETRIC FEEDBACK, ANXIETY AND SEX DIFFERENCES","abstract":"The study investigated whether a high school pupil's knowledge Of measures of his intelligence and study habits and attitudes, together with an interpretation of these measures, affect his academic achievement. Interactions of such feedback with anxiety and/or sex of the pupils were also examined. A sample of 84 grade 10 subjects, consisting of 42 boys and 42 girls, was divided into two groups. The feed-back treatment group received psychometric information, while the placebo treatment group didn't. Measures of achievement were obtained from objective type achievement tests in English, social studies, science and algebra at the end of the year. A three-way (Sex x Anxiety x Treatment) multivariate analysis of covariance of these achievement scores with intelligence and study habits and attitudes as the covariates showed a strong sex effect (p< .001) in favour of girls in the subject area of English. A Sex x Treatment interaction appeared in social studies (p< .02) and English (p< .10). Psychometric feedback appeared to be beneficial to boys but detrimental to girls. Two other analyses were 'carried out incorporating intelligence and study habits and attitudes as the factors in place of anxiety. The main effect of intelligence was significant, but no other main effects or interactions were.","abstract_html":"The study investigated whether a high school pupil's knowledge Of measures of his intelligence and study habits and attitudes, together with an interpretation of these measures, affect his academic achievement. Interactions of such feedback with anxiety and/or sex of the pupils were also examined. A sample of 84 grade 10 subjects, consisting of 42 boys and 42 girls, was divided into two groups. The feed-back treatment group received psychometric information, while the placebo treatment group didn't. Measures of achievement were obtained from objective type achievement tests in English, social studies, science and algebra at the end of the year. A three-way (Sex x Anxiety x Treatment) multivariate analysis of covariance of these achievement scores with intelligence and study habits and attitudes as the covariates showed a strong sex effect (p< .001) in favour of girls in the subject area of English. A Sex x Treatment interaction appeared in social studies (p< .02) and English (p< .10). Psychometric feedback appeared to be beneficial to boys but detrimental to girls. Two other analyses were 'carried out incorporating intelligence and study habits and attitudes as the factors in place of anxiety. The main effect of intelligence was significant, but no other main effects or interactions were.","abstract_has_math":false,"creators":["Singh, Nirwair"],"institution":"University of Saskatchewan","degree_name":"Bachelor of Education (B.Ed.)","degree_level":"Masters","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1972,"date_issued":"1972-09","date_published":"1972-09","updated_at":"2026-07-24T04:26:54Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10388/15064","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Singh, Nirwair"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-09-26T16:17:50Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-09-26T16:17:50Z"]},{"key":"dc:date.issued","label":"Date","values":["1972-09"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Bachelor of Education (B.Ed.)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Saskatchewan"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10388/15064"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study investigated whether a high school pupil's knowledge Of measures of his intelligence and study habits and attitudes, together with an interpretation of these measures, affect his academic achievement. Interactions of such feedback with anxiety and/or sex of the pupils were also examined. A sample of 84 grade 10 subjects, consisting of 42 boys and 42 girls, was divided into two groups. The feed-back treatment group received psychometric information, while the placebo treatment group didn't. Measures of achievement were obtained from objective type achievement tests in English, social studies, science and algebra at the end of the year. A three-way (Sex x Anxiety x Treatment) multivariate analysis of covariance of these achievement scores with intelligence and study habits and attitudes as the covariates showed a strong sex effect (p< .001) in favour of girls in the subject area of English. A Sex x Treatment interaction appeared in social studies (p< .02) and English (p< .10). Psychometric feedback appeared to be beneficial to boys but detrimental to girls. Two other analyses were 'carried out incorporating intelligence and study habits and attitudes as the factors in place of anxiety. The main effect of intelligence was significant, but no other main effects or interactions were."]},{"key":"dc:title","label":"Title","values":["ACADEMIC ACHIEVEMENT AS A FUNCTION OF PSYCHOMETRIC FEEDBACK, ANXIETY AND SEX DIFFERENCES"]}]}],"canonical_facts":{"dc:creator":["Singh, Nirwair"],"dc:date.accessioned":["2023-09-26T16:17:50Z"],"dc:date.available":["2023-09-26T16:17:50Z"],"dc:date.issued":["1972-09"],"dc:description.abstract":["The study investigated whether a high school pupil's knowledge Of measures of his intelligence and study habits and attitudes, together with an interpretation of these measures, affect his academic achievement. Interactions of such feedback with anxiety and/or sex of the pupils were also examined. A sample of 84 grade 10 subjects, consisting of 42 boys and 42 girls, was divided into two groups. The feed-back treatment group received psychometric information, while the placebo treatment group didn't. Measures of achievement were obtained from objective type achievement tests in English, social studies, science and algebra at the end of the year. A three-way (Sex x Anxiety x Treatment) multivariate analysis of covariance of these achievement scores with intelligence and study habits and attitudes as the covariates showed a strong sex effect (p< .001) in favour of girls in the subject area of English. A Sex x Treatment interaction appeared in social studies (p< .02) and English (p< .10). Psychometric feedback appeared to be beneficial to boys but detrimental to girls. Two other analyses were 'carried out incorporating intelligence and study habits and attitudes as the factors in place of anxiety. The main effect of intelligence was significant, but no other main effects or interactions were."],"dc:identifier.uri":["https://hdl.handle.net/10388/15064"],"dc:title":["ACADEMIC ACHIEVEMENT AS A FUNCTION OF PSYCHOMETRIC FEEDBACK, ANXIETY AND SEX DIFFERENCES"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Bachelor of Education (B.Ed.)"],"thesis:institution_name":["University of Saskatchewan"]},"updated_at":"2026-07-24T04:26:54Z"}