Zarb J M
Adolescence. 1984 Summer;19(74):335-48.
Three groups of Grades 9-10 adolescents were compared across a combination of self-perception and school performance variables (past and present). The three groups studied were (1) students in remedial math and English classes (Remedials), (2) unsuccessful regular-stream students failing three or more subjects (Failures), and (3) successful regular-stream students failing no more than one course (Controls). The sample of 96 students was predominantly female, and subjects were enrolled in a general nonuniversity preparatory program at a commercial high school in an inner-city working-class district. Five sets of measures were used: Self-Perception Measures (Peer, Family, and Academic Self-Concept scales, as well as self-report measures of Study Habits and Educational Aspirations), Current, Past and Follow-up School Performance Measures (academic and nonacademic), and Attribution Measures (student and teacher attributions of reason for failure). Results indicated significant differences between the three groups on several variables. Compared with the Controls, both Remedials and Failures had lower Academic Self-Concepts and lower Reading Levels, but only the Remedials had significantly lower levels of Intellectual Functioning, in addition to lower Math Achievement Levels than the Controls. The Failure group was significantly lower than the other two groups on Family Self-Concept, Attendance, and Overall Grade Percentage (both at the initial and follow-up periods), and they had records showing a higher frequency of elementary school Behavior Problems. Thus it was suggested that school failure was related to emotional difficulties to a significantly greater degree for the Failure group as compared to the Remedial group, which was characterized by more straightforward academic and intellectual deficits. Finally, Failures and Remedials and their teachers tended to attribute the student's failure in particular courses fairly equally to either the student's difficulty in grasping the subject matter, or to insufficient effort, whereas those Controls who were failing a course tended to blame their failure on "Teacher Problems."
对三组9至10年级的青少年在自我认知和学业成绩变量（过去和现在）的综合情况进行了比较。所研究的三组分别是：（1）参加数学和英语补习课程的学生（补习生）；（2）常规班中成绩不佳、有三门或更多科目不及格的学生（失败者）；（3）常规班中成绩优异、不及格科目不超过一门的学生（对照组）。96名学生的样本以女性为主，这些学生就读于市中心工人阶级社区一所商业高中的普通非大学预科课程。使用了五套测量方法：自我认知测量（同伴、家庭和学业自我概念量表，以及学习习惯和教育抱负的自我报告测量）、当前、过去和随访学业成绩测量（学术和非学术）以及归因测量（学生和教师对失败原因的归因）。结果表明，三组在几个变量上存在显著差异。与对照组相比，补习生和失败者的学业自我概念较低，阅读水平也较低，但只有补习生的智力功能水平显著较低，此外数学成绩水平也低于对照组。失败者组在家庭自我概念、出勤率和总体成绩百分比（初始期和随访期）方面显著低于其他两组，他们的记录显示小学行为问题的发生率更高。因此，有人认为，与补习组相比，失败者组的学业失败与情感困难的关联程度要大得多，补习组的特点是更直接的学业和智力缺陷。最后，失败者和补习生及其教师倾向于将学生在特定课程中的失败相当平均地归因于学生理解学科内容的困难或努力不足，而那些在某门课程中不及格的对照组学生则倾向于将失败归咎于“教师问题”。
