A univariate between-subjects analysis
of variance was conducted for each of the measures to compare the means
of the esteem scores between college two-year, college four-year, and honors
level classes. Two of the five esteem measures were statistically
significant: Academic Esteem and Problem Solving Esteem.

Academic esteem, rated on a Likert scale with
scores ranging from one to eight, was found to be statistically significant,
F (2,31)=4.99, p<. 05. Follow-up tests were conducted to evaluate
where the differences lie using a Tukey HSD. The results of this
test, as well as the means and standard deviations for each group, are
reported in Table 1. There was a significant difference among the
means in all three levels of classes (college two-year, college four-year,
and honors). The means for academic esteem based upon track level
are also found in Figure 1.

**Table 1: Tukey Results for Academic Esteem**

Track of Class (A) |
Track of Class (B) |
Mean Difference (A-B) |
Std. Error |
Sig. |

Honors |
Four-year | 1.16 | .5432 | .015* |

Mean-6.71
SD- 0.54 |
Two-year | 1.57 | .6392 | .050* |

Four-year |
Honors | -1.16 | .5432 | .015* |

Mean- 5.09
SD-1.55 |
Two-year | -4.3750E-02 | .5835 | .997 |

Two-year |
Honors | -1.57 | .6392 | .050* |

Mean-5.14
SD-1.59 |
Four-year | 4.3750E-02 | .5835 | .997 |

**Figure 1: Means of Academic Esteem**

Problem Solving esteem, also rated on a Likert scale with scores between one and eight, was significant, F (2,31)=4.87, p<. 05. Follow up tests were then conducted to evaluate differences using the Tukey HSD. The results of this test, as well as the standard deviations and means, are reported in Table 2. There was a significant difference among all three levels of classes (college two-year, college four-year, and honors). The means for problem-solving esteem based on track level are also found in Figure 2.

**Table 2: Tukey Results for Problem Solving Esteem**

Track of Class (A) |
Track of Class (B) |
Mean Difference (A-B) |
Std. Error |
Sig. |

Honors |
Four-year | .2938 | .3657 | .704 |

Mean-5.80
SD-0.42 |
Two-year | 1.29 | .4304 | .015* |

Four-year |
Honors | -.2938 | .3657 | .704 |

Mean-5.51
SD-0.90 |
Two-year | .9937 | .3929 | .043* |

Two-year |
Honors | -1.29 | .4304 | .015* |

Mean-4.51
SD-1.30 |
Four-year | -.9937 | .3929 | .043* |

**Figure 2: Means for Problem Solving Esteem**

Univariate between-subjects analysis of variance
was also conducted to compare means between math esteem, general esteem,
and verbal esteem with track placement, but no significance was found on
these levels between the three groups. For math esteem, of which the mean
was 4.915, F (2, 31)=2.381, p=0.109. Results of the Tukey Post-Hoc
test were also inconclusive, resulting in mean difference scores at p=0.122,
1.00, and 0.204. General esteem also showed non-significant results.
The mean was 6.67, F (2, 31)=0.364, p=0.698. Tukey tests revealed
further inconclusive results with mean differences of p=0.926, 0.891, and
0.675. Further, Verbal esteem also showed unsupportive results.
With a mean of 5.80, F (2, 31)=0.990, p=0.383. Post hoc Tukey tests
showed the same insignificance with mean differences of p=0.353, 0.679,
and 0.924.

Tests were then conducted to evaluate the differences
between level of placement and gender, and then level of placement and
self-reported current grade point average. An independent samples
t-test was used to find differences in means between gender and esteem.
No significance was found between the five esteem measures and gender,
t(32)=0.322 (math esteem), 1.053 (general esteem), -1.189 (verbal esteem),
-0.734 (academic esteem), and 1.381 (problem solving esteem) p=0.75, 0.30,
0.24, 0.47, and 0.18. A graph of the means can be seen in Figure 3. However,
there was a significant difference found between the level of placement
and the estimated current grade point average. Means were found to
be statistically significant, F (2,23)= 5.52, p<. 05. Follow up
tests were then performed to find exactly where between the levels of placement
that the differences lie. The results of this test, as well as the
means and standard deviations, are found in Table 3. Significance
was found between all three levels of placement and current grade point
average, which are to be expected. The means of current grade point
average with level of placement are found in Figure 4.

**Figure 3: Means for Gender and Esteem**

**Table 3: Tukey Results for GPA**

Track of Class (A) |
Track of Class (B) |
Mean Difference (A-B) |
Std. Error |
Sig. |

Honors |
Four-year | .83818 | .25341 | .008* |

Mean-3.62
SD- 0.32 |
Two-year | .58250 | .27126 | .102 |

Four-year |
Honors | -.83818 | .25341 | .008* |

Mean-2.78
SD- 0.73 |
Two-year | -.25568 | .24354 | .554 |

Two-year |
Honors | -.58250 | .27126 | .102 |

Mean-3.04
SD- 0.24 |
Four-year | .25568 | .24354 | .554 |

**Figure 4: Means for Current GPA**