Do You Care? :
Gender and High School Background Effects on Self-Monitoring in the Classroom
Floyd Wilks Jr.
In today’s society education has become a vital instrument to achieve success. Over the past couple of decades we saw a huge change in the way children would be educated as certain laws were passed to help grantee better education possibilities to those who were less fortunate. Unfortunate, we still have great disparity between students who come to college from different types of high school backgrounds. These disparities may arise from funds for schools, smaller class size, or better equipment for teachers and students. In this study, we will test to see if the type of high school one attends and gender effects the ability for the student to use self-monitoring for evaluating progress on doing well in classes. The three different types of high school students will be private, public schools in rural areas, and public schools in urban areas, and male and female for gender. I hypothesize that the three different groups of students and the different genders will have different scores. The students from private high schools and females will have higher scores for the self-monitoring test.
The measure of the t-test (independent) and one-way ANOVA test is the “Goal” items and computed scales are from a modified version of the Goal System Assessment Battery (GSAB; Karoly, P. & Ruehlman, L.S., 1995). The GSAB is a measure of goal process thinking derived from a control systems model of human self-regulation. The GSAB has nine subscales where each item in the subscales is rated on a 5 point Likert scale where 0=not at all and 4=extremely and the nine subscales of the GSAB are computed by summing the items for that subscale. The subscale used in this study is the self-monitoring scale which Higher scores indicate greater use of self-monitoring for evaluating progress on doing well in classes and the Cronbach’s...