Affective Reactions and Psychosocial Functioning in the Course of Psycho-Educational Assessment

Description:

Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.

Creator(s): Buenrostro, Martha
Creation Date: August 1999
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 521
Past 30 days: 52
Yesterday: 5
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 1999
  • Digitized: June 12, 2007
Description:

Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.

Degree:
Level: Doctoral
Discipline: Clinical Psychology
Language(s):
Subject(s):
Keyword(s): psychological evaluation | achievement tests | gifted and talented | special education
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 45155944 |
  • UNTCAT: b2231784 |
  • ARK: ark:/67531/metadc2210
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Buenrostro, Martha
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.