dc.contributor.author	Stroud, Victoria
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2018-2019	en_US
dc.date.accessioned	2021-04-07T16:25:58Z
dc.date.available	2021-04-07T16:25:58Z
dc.date.issued	2021-01
dc.identifier.other	2F4055D9-E818-679C-4A85-FCE6AFA3443D	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4714
dc.description.abstract	This study explored the relationship of cognitive and noncognitive variables within academically underachieving high school students. The research on academic achievement variables is plentiful in the literature among high performing populations. Past studies reveal that a multitude of factors effect academic achievement in high school students. This population differs from the majority of the research in that this study utilizes at-risk and beyond at-risk high school students from a rural Georgia system. As a result, the purpose of this study was two fold: to determine if there were academic and background variables that significantly predict course completions and EOC scores in at-risk high school students from data collected in the 2018-2019 school year and to gain an understanding of grit and resilience among gender, minority, and nonminority high school students in the 2018-2019 school year. A quantitative design was employed to investigate the relationship of the aforementioned variables in these at-risk high school students. Descriptive and inferential statistics were applied to discover such relationships. Results indicated several significant predictors in both cognitive and noncognitive variables. Specifically, the variables of attendance and resilience stand out as strong predictors of academic achievement. Implications reveal implementing resilience building characteristics in school may increase academic achievement results. Keywords: resilience; grit; high school; at risk; early warning;	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- A Brief History of Underachieving Students 2 -- Conceptual Underpinnings for Self-Efficacy 4 -- Statement of the Problem 5 -- Purpose Statement 6 -- Limitations and Assumptions 9 -- Definition of Key Terms 9 -- Organization of the Study 10 -- Chapter II: LITERATURE REVIEW 12 -- Theoretical Framework 12 -- Sense of Urgency 12 -- Social Cognitive Theory 14 -- Self-Efficacy Theory 18 -- Why Students Drop Out 24 -- At Risk and Credit Recovery 27 -- Resilience Risk Factors 28 -- Academic Risk Factors 32 -- Academic Resilience 37 -- Growth Mindset 41 -- Summary 42 -- Chapter III: METHODOLOGY 44 -- Research Design 45 -- Participants 47 -- Instrumentation 49 -- Data Collection 55 -- Data Analysis 55 -- Statistical Considerations and Assumptions 58 -- Summary 60 -- Chapter IV: RESULTS 61 -- Description of the Population 63 -- Data Analysis 64 -- Descriptive Statistics 65 -- Results by Question 74 -- Summary 87 -- Chapter V: SUMMARY AND DISCUSSION 92 -- Quantitative Findings 94 -- Discussion of Results 97 -- Implication of Findings 101 -- Limitations and Assumptions 104 -- Recommendations for Future Research 105 -- Summary 106 -- REFERENCES 108 -- APPENDIX A: FTE Data Collection 124 -- APPENDIX B: Free/Reduced Lunch Report 126 -- APPENDIX C: Institutional Review Board Protocol Exemption Report 128 -- APPENDIX D: Surveys 130	en_US
dc.format.extent	1 electronic document, 145 pages	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Underachievers--Education (Secondary)	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Problem youth	en_US
dc.subject	Resilience (Personality trait) in adolescence	en_US
dc.title	A Quantitative Framework for Understanding Academically Underachieving Students	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie
dc.description.committee	Siegrist, Gerald
dc.description.committee	Pate, James
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US