The Impact of Academic Development Structures on Self-Perception: Honors vs Non-Honors University Students
Location
Statesboro Campus (2052)
Document Type and Release Option
Thesis Presentation (Open Access)
Faculty Mentor
Dr. Nicolette Rickert
Faculty Mentor Email
nrickert@georgiasouthern.edu
Presentation Year
2022
Start Date
16-11-2022 6:00 PM
End Date
16-11-2022 7:00 PM
Description
The purpose of the current study was to determine if there were variations in the self-perceptions of honors and non-honors collegiate students in areas of academic and non-academic self-concept. This research was important as it provides emphasis on an understudied population as well as gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures. A sample of 236 students (72.6% female, 65.7% White, ages 18-51) took an online survey consisting of questions related to self-concept. By utilizing a series of two-tailed, independent samples t-tests we examined the differences between student self-perceptions of self-concept. Results indicated that honors students had statistically significantly higher academic self-concepts than non-honors students. Both groups of students scored similarly across social self-concepts, however, non-honors students had higher perceptions of their physical self-concepts. These findings will provide new insights into how honors enrollment impacts the formation of self-image.
Academic Unit
College of Behavioral and Social Sciences
The Impact of Academic Development Structures on Self-Perception: Honors vs Non-Honors University Students
Statesboro Campus (2052)
The purpose of the current study was to determine if there were variations in the self-perceptions of honors and non-honors collegiate students in areas of academic and non-academic self-concept. This research was important as it provides emphasis on an understudied population as well as gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures. A sample of 236 students (72.6% female, 65.7% White, ages 18-51) took an online survey consisting of questions related to self-concept. By utilizing a series of two-tailed, independent samples t-tests we examined the differences between student self-perceptions of self-concept. Results indicated that honors students had statistically significantly higher academic self-concepts than non-honors students. Both groups of students scored similarly across social self-concepts, however, non-honors students had higher perceptions of their physical self-concepts. These findings will provide new insights into how honors enrollment impacts the formation of self-image.
