Of interest to school counselors are the variables associated with academic success and failure among high school students. This study examined the effects of school discipline (overnight suspension, in-school suspension, out-of-school suspension, and recommendation for expulsion), race/ethnicity, and gender on students' attitudes toward school. Five research questions guided the study: 1) Do school discipline, race/ethnicity, and gender predict academic self-perceptions? 2) Do school discipline, race/ethnicity, and gender predict students' attitudes toward teachers? 3) Do school discipline, race/ethnicity, and gender predict students' attitudes toward school? 4) Do school discipline, race/ethnicity, and gender predict goal valuation? 5) Do school discipline, race/ethnicity, and gender predict motivation/self-regulation? Participants were tenth and eleventh graders enrolled in three SC public high schools during the 2010-2011 academic year. Respondents completed the School Attitude Assessment Survey-Revised and a demographic questionnaire. A descriptive, correlational methodology was be used in this quantitative study. Data were analyzed using descriptive statistics and multiple regression analyses. Overnight suspension was a significant predictor of attitudes toward teachers. Gender and recommendation for expulsion were significant predictors of goal valuation. Gender was a significant predictor of motivation.
","abstract_html":"<p>Of interest to school counselors are the variables associated with academic success and failure among high school students. This study examined the effects of school discipline (overnight suspension, in-school suspension, out-of-school suspension, and recommendation for expulsion), race/ethnicity, and gender on students' attitudes toward school. Five research questions guided the study: 1) Do school discipline, race/ethnicity, and gender predict academic self-perceptions? 2) Do school discipline, race/ethnicity, and gender predict students' attitudes toward teachers? 3) Do school discipline, race/ethnicity, and gender predict students' attitudes toward school? 4) Do school discipline, race/ethnicity, and gender predict goal valuation? 5) Do school discipline, race/ethnicity, and gender predict motivation/self-regulation? Participants were tenth and eleventh graders enrolled in three SC public high schools during the 2010-2011 academic year. Respondents completed the School Attitude Assessment Survey-Revised and a demographic questionnaire. A descriptive, correlational methodology was be used in this quantitative study. Data were analyzed using descriptive statistics and multiple regression analyses. Overnight suspension was a significant predictor of attitudes toward teachers. Gender and recommendation for expulsion were significant predictors of goal valuation. Gender was a significant predictor of motivation.</p>","abstract_has_math":false,"creators":["King, LaShawn Denise"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Kathy Evans"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:21Z","subjects":["Education","Educational Methods","gender","goal valuation","motivation","race/ethnicity","school discipline","students' attitudes"],"languages":[],"rights":["© 2011, LaShawn Denise King"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/828","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kathy Evans"]},{"key":"dc:creator","label":"Author","values":["King, LaShawn Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Methods","gender","goal valuation","motivation","race/ethnicity","school discipline","students' attitudes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, LaShawn Denise King"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/828"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Of interest to school counselors are the variables associated with academic success and failure among high school students. This study examined the effects of school discipline (overnight suspension, in-school suspension, out-of-school suspension, and recommendation for expulsion), race/ethnicity, and gender on students' attitudes toward school. Five research questions guided the study: 1) Do school discipline, race/ethnicity, and gender predict academic self-perceptions? 2) Do school discipline, race/ethnicity, and gender predict students' attitudes toward teachers? 3) Do school discipline, race/ethnicity, and gender predict students' attitudes toward school? 4) Do school discipline, race/ethnicity, and gender predict goal valuation? 5) Do school discipline, race/ethnicity, and gender predict motivation/self-regulation? Participants were tenth and eleventh graders enrolled in three SC public high schools during the 2010-2011 academic year. Respondents completed the School Attitude Assessment Survey-Revised and a demographic questionnaire. A descriptive, correlational methodology was be used in this quantitative study. Data were analyzed using descriptive statistics and multiple regression analyses. Overnight suspension was a significant predictor of attitudes toward teachers. Gender and recommendation for expulsion were significant predictors of goal valuation. Gender was a significant predictor of motivation.
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