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    Birth Order and Self-concept: Their Relationship to Reading Achievement

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    Author
    Penepent, Laurie Maryjanowski
    Keyword
    Birth Order
    Self-Concept
    Reading Achievement
    Educational Achievement
    Chi-Square Test
    Date Published
    1991-11-01
    
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    URI
    http://hdl.handle.net/20.500.12648/5906
    Abstract
    The purpose of this study was to determine if there was a statistically significant relationship between students’ birth order and reading achievement, self-concept and reading achievement, and their birth order and self-concept. Research has shown that educational achievement was influenced by birth order, and that birth order affected self-concept. A sample population of seventy-two subjects was used for this study. Subjects answered questions about their birth order and completed a self-concept scale. Their reading achievement score was taken from each subject’s permanent folder. The Chi-Square Test of Independence was used to determine if the relationship between each set of variables was statistically significant. The Chi-Square Test of Independence showed that the relationships between birth order and reading achievement, and self-concept and reading achievement were not statistically significant. The variables of birth order and self-concept were found to be statistically significant.
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