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Academic importance: differences among adolescents grouped by class placement and rank within placement

This study compared groups of adolescents on the self-concept aspect of academic importance. Participants consisted of sixth, seventh, and eighth graders placed in general education classes or special day classes and designated by their teachers as either high- or low-achieving. Student self-reports, teacher reports, and school records were examined using a between groups MANOVA design. The results showed that the high-achieving adolescents placed in general education had the highest score on academic importance. The students in special day class settings designated as high-achieving had the lowest scores. Possible reasons for these findings are discussed.

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