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