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Dissertations / Theses on the topic 'Academic performance of achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Edwards, Jennifer Paige Buckhalt Joseph Archie. "Sleep habits and academic performance." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Edwards_Jennifer_30.pdf.

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2

Volbrecht, Adam A. "Residence hall discipline and academic performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339139.

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The purpose of this study was to examine the grades and demographic characteristics of students involved with the residence hall disciplinary process during the 2005 fall semester at Ball State University. These characteristics were studied to determine if differences existed in the academic performance and demographic characteristics of disciplinary students and the general residence hall population. Differences between the disciplinary sample and residence hall population were found to exist. Freshmen and sophomores in the disciplinary sample achieved lower mean grade point averages. Freshmen and males were over-represented in the disciplinary sample.
Department of Educational Studies

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3

Earl-Novell, Sarah. "Gender differentiation in first class academic achievement at university." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270508.

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It is claimed that, nationally, women undergraduates obtain proportionately fewer First Class degrees than their male counterparts. This thesis examines the extent to which gender differentiation in First Class achievement exists in Higher Education. Historically, various hypotheses have been presented within literature on Higher Education to account for this pattern and the thesis explores the extent to which these hypotheses continue to hold explanatory power using the University of Sussex as a case study. To ascertain the hypotheses' continued relevance and salience, a multi-faceted methodological approach was employed. The empirical programme comprised a national (N=657534) and a local statistical survey (N=8349) examining HESA defined subject groups, in addition to a local statistical survey (N=568) examining specific disciplines. The empirical programme also included detailed analyses of a student cohort of 'high achievers' (N=199) who were tracked throughout their degree. A range of information was collected on this cohort including cognitive ability and personality test scores, socio-demographic data, pre-university qualifications and measures of application. Some of the cohort (N=84) completed a questionnaire, and interviews were carried out with a smaller sub-section (N=23). Structured observations of seminars (N=24) were also conducted alongside interviews with members of faculty (N=21). Findings indicate that, nationally, gender inequity in First Class performance is prevalent in the Humanities, Social Sciences and Physical Sciences. In relation to local patterns of performance, evidence suggests that the University of Sussex may be spearheading incipient shifts in attainment with gender differentiation in existence only in the Humanities. Notwithstanding this moving and improving picture vis a vis the gender distribution of Firsts, the thesis concludes that many of the hypotheses remain pertinent.

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4

Makar, Kathryn. "Predictors of Students' Academic Performance." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216590.

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Educational Psychology
Ph.D.
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University--Theses

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5

Stone, William Daryl. "Bullying prevention program possible impact on academic performance /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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6

Vivekananda, Kitty. "Long-term multiple stressors, coping and academic performance /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030507.140731/index.html.

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7

Sowid, Sarah. "The Connection Between School Culture and Academic Performance." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.

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This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.

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8

Cheung, Sau-wan Judith. "Parenting style, parental academic support, and academic performance of early adolescents in Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B42577706.

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9

Mangrum, C. W. (Clifton William). "The Effects of Listening Skills Instruction on Students' Academic Performance." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278110/.

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Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.

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Sun, Hui. "The built environment and children's academic performance." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841252.

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Yu, Mei-fong. "A study of physical fitness and academic performance of teenagers." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13786982.

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12

Hackett, Julie. "Exploring the Links among Professional Development, Teacher Performance, and Student Achievement: A Case Study." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HackettJ2005.pdf.

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13

Frost, Gregory D. "The effects of grade level retention on academic performance /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841198.

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14

Chan, Po-wah. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children : the Bender Gestalt Test /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876729.

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15

Huffine, John Harold. "Causal Attributions, Attributional Dimensions, and Academic Performance in a School Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330619/.

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The attribution model of achievement motivation has been applied to academic achievement as a way of understanding underachievement and as a basis for developing intervention programs. There has been little applied research in this area, however, that supports the use of the model in school settings. The purpose of the present study was to test the applicability of the model to an actual school setting. Subjects were 149 tenth grade students in a large urban school district. In accordance with the model, specific attributions for success or failure were assessed, as well as subjects' perceptions of the locus, stability, and controllability of attributions. Attribution patterns found in previous analog research were not found in a school setting. Immediate effort attributions were the most prevalent, regardless of performance level or outcome. Causal beliefs were found to relate to performance in ways predicted by the model but also in some ways not predicted. Relationships were generally stronger for high performers. Comparing subjects' perceptions of the dimensional properties of attributions across outcomes showed a strong outcome bias. Attributions were perceived as more internal and stable following successes, consistent with previous research. In addition, a performance level bias was found. Low performers rated attributions as less internal, stable, and controllable following successes and more so following failures than did high performers. This bias, termed the underachievement bias, was discussed in terms of its detrimental effects on school performance. The differences between high and low performers regarding perceptions of dimensionalities were consistent with the predictions of the attribution model. It was concluded that the attribution model is applicable to school settings. Suggestions were made that more applied research be conducted, that intervention programs based on this model should target subjects' perceptions of attributions rather than just the specific attributions themselves, and that because of the differences among subjects in perceptions of dimensional properties of attributions, researchers should obtain a direct measure of subjects' perceptions rather than assuming them.

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16

Klass, Patricia Harrington Brickell John L. Halinski Ronald S. "Factors affecting undergraduates' academic performance and satisfaction a causal model /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8626592.

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Thesis (Ph. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 15, 2005. Dissertation Committee: John L. Brickell, Ronald S. Halinski (co-chairs), John F. Chizmar, Mary Ann Lynn, John R. McCarthy. Includes bibliographical references (leaves 153-164) and abstract. Also available in print.

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17

Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.

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18

Yip, Loch-ling Cathryn. "Perceived family and school climate and their relations to differentiation level & academic performance among college students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789904.

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Chen, Haiqin Wang Ze. "The effect of father involvement on adolescents' academic performance." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6650.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 10, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Ze Wang. Includes bibliographical references.

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Niño, de Guzmán Isabel, Arturo Calderón, and Mónica Cassaretto. "Personality and academic achievement in nniversity students." Pontificia Universidad Católica del Perú, 2003. http://repositorio.pucp.edu.pe/index/handle/123456789/99879.

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The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age.
Se investigó la relación entre personalidad, rendimiento académico y otras variables en 170 universitarios, mediante dos instrumentos validados para esta población: el NEO PI-R de Costay McCrae y el EPPS de Edwards4• Se consideró las variables edad, ciclo académico, percepcióndel rendimiento, de la propia motivación para estudiar, y fuentes de apoyo. Se confirmo la validez y confiabilidad de ambas pruebas y sus respectivas correlaciones. Se encontraron asociaciones entre el rendimiento y conciencia, perseverancia, cambio y agresión. El rendimiento fue mejor explicado por la aspiraciones de logro, reflexión, cambio, percepción del rendimientoy edad del estudiante.

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21

Diehl, Megan. "The academic performance of Division I men's college basketball views from academic advisors for athletics /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237830156.

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22

Gremillion, John D. "Undergraduate academic achievement as an indicator of fleet performance and retention." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA354302.

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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, Aug. 1998.
"June 1998." Thesis advisor(s): Alice Crawford, Greg Hildebrandt. Includes bibliographical references (p. 89-91). Also available online.

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McIlroy, David. "Achievement in education : improving measurement and testing models and predictors." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342390.

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Barbo, Elizabeth Jane. "Causal influences of mental overload and self-efficacy on academic performance." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1179.

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In the past, literature has proposed relationships between several different factors. Multiple roles influence performance and stress, good performance increases self-efficacy, high self-efficacy increases performance, and increased amounts of stress decrease performance. While performance can be measured in different ways, the literature has supported using academic achievement as a performance indicator.

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25

Rosenberger, Maureen E. "How one Georgia performance learning center helps students succeed." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/maureen_e_rosenberger/rosenberger_maureen_e_200801_edd.pdf.

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Thesis (Ed. D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Barbara Mallory. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 135-146) and appendices.

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Plenzler, Nicole Lynn. "Student performance and educational resources : a spatial econometric examination /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083353063.

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Thesis (M.A.)--University of Toledo.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Economics." Includes bibliographical references (leaves 54-55).

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Lai, Hing-biu. "A study of the factors affecting the first year performance of students in technical institutes." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1378738X.

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28

Farnsworth, Timothy Lloyd. "The construct of academic English in tests of academic achievement and its effect on student performance a confirmatory factor analytic study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579966941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Zoelle, Ben. "Nutrition, perception of nutrition, and academic performance in ninth grade students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998zoelleb.pdf.

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Harvey, M. Christopher. "The influence of varsity athletics on midshipman performance /." access online version, 2003. http://handle.dtic.mil/100.2/ADA417036.

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31

Harris, Jodet-Marie Morreau Lanny E. "Relationships between violent experiences and academic performance in public schools." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633394.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau (chair), Thomas Caldwell, Eddie Glenn, Nick Maroules, William Tolone, Mark Fleischer. Includes bibliographical references (leaves 114-136) and abstract. Also available in print.

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Shells, Tracy. "Expectations of Teachers, Administrators, and Parents for the Academic Achievement of Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/422.

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In recent years, states in the United States have developed assessment testing to help ensure that schools meet academic standards. This study investigated an educational problem of low student academic achievement and low scores on a state test in a middle school in the southeastern United States. It specifically queried whether expectations for student achievement had a positive influence on students' academic success. The research questions were designed to investigate parents, teachers, and administrators' expectations for the academic achievement of students. The conceptual framework guiding this study used the ecological model of human development, which postulates that personal development is influenced by proximal processes. Key findings focused on expectations, academic performance, and ways to help students meet academic standards. This information was used to create a parent-teacher professional development seminar, which presented strategies to urge academic achievement and encourage student engagement with content. The seminar also provided parents and teachers with information about the impact that their expectations may have on students. Recommendations for improvement include careful review of current critical inquiry strategies that are used to increase student engagement and academic achievement. Implications for social change include using the professional development project and other appropriate opportunities with parents and educators to inform them about the importance of their role and the expectations they have for student academic achievement.

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Wong, Ming-yan, and 黃明欣. "The relations between teacher's meta-emotion, student's bonding to school and academic performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589628.

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Holt, Edna Edith. "High school student's nutritional status and their academic performance." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3202.

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Yu, Mei-fong, and 余美芳. "A study of physical fitness and academic performance of teenagers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3197756X.

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Chan, Po-wah, and 陳寶華. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children: the Bender Gestalt Test." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959258.

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Broomall, Hugh T. Jr. "A proposal for raising the academic performance of disruptive students and their classmates." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221085.

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Lo, Kam-cheong. "A study of self-regulated learning and academic performance of high and low achieving students in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706197.

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Walter, Jon Douglas. "The effect of sexual victimization on the academic performance of college women." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/j_walter_0042409.pdf.

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Thesis (M.A. in education)--Washington State University, May 2009.
Title from PDF title page (viewed on May 26, 2009). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 25-27).

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Cheung, Sau-wan Judith, and 張秀雲. "Parenting style, parental academic support, and academic performance of early adolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B42577706.

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El, Mallah Shereen. "Social behavior and academic performance: Examining relations between forms of prosocial behavior and aggression in predicting academic outcomes." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/76942.

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Numerous researchers have argued early adolescent behavior patterns are among the best predictors of later achievement and social-psychological adjustment outcomes. In the current study, a secondary data analysis was conducted to determine the extent to which four prosocial behaviors (cooperation, assertiveness, self-control and prosocial behaviors toward peers) and two forms of aggression (overt and relational) influence academic performance (as indexed by GPA and standardized achievement scores). Additionally, the potential moderating role of two school environment variables (perception of school climate and teacher bonding) were also considered in order to further examine the social-emotional environment of middle schools. Examining concurrent relations between grade 5 social behaviors and academic performance revealed all four forms of prosocial behavior were positively related to higher academic performance. Predictive relations between grade 6 social behaviors and academic outcomes at grade 9 indicated that of the four prosocial behaviors and two forms of aggression, cooperation alone predicted the likelihood of later academic achievement. Finally, it was hypothesized that prosocial behaviors, perception of school climate and teacher bonding would serve as moderators between aggression and academic performance; however, this prediction was unsupported. By drawing attention to the limited typology employed in studying prosocial behavior, as well as the methodological challenges that arise when examining these behaviors during adolescence, the hope is to spur research geared towards a more comprehensive understanding of prosocial development.
Master of Science

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Mchunu, Makhosi Queeneth. "The relationship between motivational factors and school achievement among learners in the Further Education and Training Phase." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1560.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017
This study focused in investigating student’s poor academic performance with emphasis on the relationship between motivational factors and scholastic achievement amongst students across the Further Education and Training phase. Using rural-based schools as a case study that underperformed in 2014, this study presented the results from a survey and that was conducted to Grade 10 to 12 students using Motivation and Engagement Scale-High School (MES-H). The findings suggested that both internal and external factors contributed to student’s academic performance. The results showed that internal factors like student self-confidence, planning, hard work were some of the dominant internal factors that promoted student engagement high academic performance while anxiety, uncertain control and self-sabotage were major indicators of poor academic performance and disengagement. The study found that external factors like parental involvement, collaborative learning and good life were highly illuminated as positive external contributors to student’s high academic performance. This study argued that both the internal and external factors played a vital role towards enhancing and developing student’s high academic performance standards. This study contributed to the body of knowledge in the student academic performance arguing that parents and teachers have an equal and dual responsibility towards student success. For the future research, the researcher propose that the investigation should be extended to the majority of students for the better generalization of the findings based on the relationship between motivational factors and school success. Further research that includes educators, students and parents in the education system could be ideal. The research that will focus on parents, teachers and students should be undertaken to further contribute to the research agenda that seeks to understand student motivation and academic success. This type of research will extend the understanding of motivational factors and student success from an extended view beyond the classroom and school setting. The research should be conducted in both urban and rural areas. The study gives some information relating to the issue of students affected by their environment. Further investigation can be done on students from, different environments (township, suburbs, rural etc.)

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Ross, Caryn J. "The effect of mathematical manipulative materials on third grade students' participation, engagement, and academic performance." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002092.

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44

Sitkowski, Lee. "The effects of participation in athletics on academic performance among high school sophomores and juniors." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Yung, Mie-shiu, and 容美韶. "The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589732.

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46

Janosik, Steven M. "Relationship of residence hall environments and student sense of competence and academic achievement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77906.

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The relationship between student-environment fit and sense of competence and academic achievement among freshmen at a large, land-grant university in the southeast was examined. Fit scores derived from the University Residence Environment Scale (URES) were used as independent measures. Sense of competence, one's level of interpersonal and intellectual confidence, was measured by scores on the Sense of Competence Scale (SCS) developed by the researcher. Grade point averages served as the measure of academic achievement. These latter measures, sense of competence and academic achievement, were used as dependent measures. Multiple regression was used to examine the relationship between these two sets of variables. A stratified sample of 600 freshmen students was selected from a freshmen class of 4280 who were required to live in residence halls. Of the 600, 428 (71.3%) returned usable questionnaires. Respondents indicated that the residence hall environment was not as emotionally supportive nor intellectually stimulating as expected. They reported that the residence hall environment was too competitive and that there needed to be more opportunity for student influence. The relationships between student-environment fit and sense of competence, and student-environment fit and academic achievement were not strong. Actual discrepancy scores proved to be the better measure of fit when compared to perceived discrepancy scores.
Ed. D.

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47

Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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48

Rees, Elizabeth G. "The effects of participation in extracurricular activities on academic performance in secondary school students." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/ERees2008PartI.pdf.

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49

Ashley, Samuel. "The effects of informal science education on students' attitudes and academic performance." Master's thesis, Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002166.

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50

Sowles, Gregory S. "The relationship between background variables and the academic performance of college frehmen." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774757.

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The purpose of this investigation was to provide information about those variables which are predictive of academic success during the freshmen year of college in order to aid high school counselors and college admissions personnel with students pursuing postsecondary education. Subjects were 87 randomly sampled mid-western freshmen students who were administered the Interpersonal Problem Solving Assessment Technique (IPSAT) by Nowinski and Getter (1977) and surveyed to determine their birth order positions. High school grade point average (HSGPA), collegiate entrance examination scores on either the SAT or ACT, and college grade point average (CGPA) were gathered from students' collegiate records. Pearson correlations were computed for all predictors and the criterion. Collegiate entrance examination math and verbal scores were significantly correlated with students age and HSGPA. Gender was significantly correlated with IPSAT effectiveness scores and collegiate entrance examination math scores. HSGPA was significantly correlated with CGPA. Multiple regression analyses were employed to determine which variables had predictive utility. Both simple and stepwise multiple regression analysis revealed that HSGPA was the only variable which significantly predicted CGPA. Post hoc analysis revealed that collegiate entrance examination math, verbal subtest scores, and true ordinal position did not add to the prediction of CGPA. These findings support previous investigations which promoted the use of HSGPA and questioned the validity of collegiate entrance examinations such as the SAT or ACT for predicting college success.
Department of Educational Psychology

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