Dissertations / Theses: 'Academic success'

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Venter, H. "Measuring academic success." Tshwane University of Technology, 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001658.

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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring: Promoting Nursing Students Academic Success." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8455.

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Zubenko, O. V., and О. В. Зубенко. "Academic Success in Mastering a Foreign Language." Thesis, ВНТУ, 2019. http://ir.lib.vntu.edu.ua//handle/123456789/24398.

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The importance of academic success in mastering a foreign language is considered in this paper, taking into account linguistic and non-linguistic factors of influence, the combination of which makes it possible to improve the efficiency of learning not only a foreign language but also stimulates and improves the success in other disciplines and fields of activity
В даній роботі розглядається важливість академічного успіху в опануванні іноземної мови із урахуванням лінгвістичних та нелінгвістичних факторів впливу, сукупність яких дає можливість підвищити ефективність засвоєння не тільки з іноземної мови, але й стимулює і покращує успішність з інших дисциплін та сфер діяльності.

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Turpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.

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Somo, Charity Mokgaetji. "Success stories of students after academic probation." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/43249.

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This study focused on the success stories of students after academic probation in order to explore, understand and describe their personal perceptions, perspectives and the meanings they ascribed to academic probation. I also hoped to gain insight into the success factors that enabled the students success after academic probation. Through these insights I hoped to add to our understanding of supporting students on academic probation. The conceptual framework for my study was based on the strength-based approach and Bean and Eaton’s psychological model of college student retention. I also explored literature on the experiences of students who encountered academic failure as part of framing and understanding of the students’ experiences. For the purposes of the aforementioned objectives I followed a qualitative research approach, anchored in an interpretivist paradigm. I collected data through a focus group interview with three participants. The participants were purposively selected on the basis that they themselves were placed on academic probation. With the permission of the participants the interview was tape-recorded, the recording was supported by a research field journal. Three core themes in the data were identified namely Psychological Processes, Institutional Support Structures and Personal Support Systems. These core themes were integrated with literature and further linked to sub-themes and related themes. The results of my study found that students were enabled by four psychological processes namely attitudes and behaviours, coping behaviours, an internal locus of control and high self-efficacy beliefs to succeed. Institutional structures, including the policy on academic probation, played a crucial role in supporting the students to succeed, and it was because of personal support structures such as family and friends that students had the courage to return to their studies and make a good effort at succeeding. As a conclusion, this study suggested that it is possible for students to rise above academic probation and persist towards academic achievement and to have positive experiences which enable them to complete their studies.
Dissertation (MEd)--University of Pretoria, 2013.
lk2014
Educational Psychology
MEd
Unrestricted

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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.

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Morgan, Troy P. "Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students." Kansas State University, 2011. http://hdl.handle.net/2097/10746.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Brandonn S. Harris
Student affairs personnel in higher education have an extraordinary ability to affect positively the academic, personal, social, emotional, and vocational development of students, as well as to provide an understanding of the challenges that students experience. In addition, an increase in investigating student success, as well as how to quantify success has occurred. The purpose of this report is to reflect the areas of student development upon which student affairs personnel can have a profound impact—that being the psychosocial variables to student success. In combination with exploring how Academic Assistance Centers (AAC’s) focus on psychosocial factors that influence student success, this report looks at the similarities between theory and the pragmatic programming that one particular Midwestern university employs to help facilitate student awareness and practice of psychosocial factors. The overarching belief of the author is that students can and will find success through challenge and support. This report will demonstrate, through a brief history of the challenges that higher education has faced, how student affairs personnel are often times the first and last line of defense in student support. Moreover, student affairs personnel have been charged with the task of providing support to an ever growing diverse student body in addition to providing the proper support needed to enhance the academic and personal success of such a diverse student body. Through a review of the literature investigating student attrition as well as retention, two subgroups of undergraduates were specifically identified as to how academic assistance centers can facilitate their success and, ultimately, their retention. The two subgroups are students who identify as multicultural and students who are on academic probation. Lastly, the author offers suggestions on what student affairs personnel, as well as higher education, can do to facilitate holistic student development and promote the awareness of psychosocial variables that will aid students in their academic development and success.

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Wharton, Barbara Ingling. "First-year student financial behavior and academic success." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174680607.

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Laib, Nicole A. "Promoting academic success for limited English proficient students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Laib_N%20MITthesis%202007.pdf.

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Richardson, Jessica Jane. "Term-time Employment and Tertiary Students' Academic Success." Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/5121.

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There is growing concern surrounding the detrimental effect of term-time employment on university students’ academic success. The narrow focus of previous studies has resulted in the literature being characterised by mixed results. This study sought to clarify the effects by comprehensively investigating and controlling for a large number of variables across a diverse range of university students (N = 1841). Students completed an online survey during the first semester of study (2010) and their responses were later matched to their academic records for that semester. The results show that the majority of working students reported working out of financial necessity. There was no difference in grades between employed and non-employed students; however, hours worked had a direct negative linear effect on the grades of employed students. Analysis indicated that employed students would have had significantly higher grades than the non-employed subsample, if they had not worked during term. The variable ‘reported negative effects of work on study’ partially mediated the effect of hours worked on grades. Studying engineering moderated the effect; when engineering students worked, the negative effect on grades was greater than for those studying other subjects. In addition, hours spent in employment partially mediated the effects of age, debt and financial pressure on GPA. Students also reported that work affected other areas of their life (time spent socialising/relaxing, in leisure/sport, sleeping and with family). Just over a fifth of the working students reported feeling that the university did not make it possible to combine work and study. These findings have implications for students, student supporters and academic institutions. Students should be aware of the negative effects of work on academic performance and seek to minimise the amount they work. Supporters may be able to relieve financial pressure on students, encourage realistic perceptions about students’ financial needs, and encourage students to limit the number of hours they work. Finally, academic institutions can also assist students in balancing work and study by providing a flexible learning environment.

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Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.

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The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends.

Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males.

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D'Intino, Joseph. "Barriers to Academic Success forStudents with Learning Disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122942.

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Note:
Many studies have explored the effectiveness of interventions directed towards helping highschool students with learning disabilities to achieve academic success. These studies oftenoverlook the perspectives of the students, or the common deficits among students with differentlearning disability diagnoses, when developing or implementing the interventions. This studylooked to develop a grounded theory regarding the perspectives of these students towards theirperceived barriers to academic success in addition to their perspectives regarding their resourcesfor coping. The theory is grounded upon qualitative data that were collected from participants inan academic support program for students with learning disabilities. A convenience sample wastaken from this program, which is based upon the cognitive apprenticeship model that pairsstudents with tutor mentors who help them to succeed academically. Data collection includedaudio-recorded interviews, student reflection sheets, tutor journals, and video-recorded sessions.The data were triangulated and analyzed to develop a theory designed to inform practice forschools and support programs that offer resources for students with learning disabilities. Thedevelopment of a theory based on the perspectives of the students can provide the inspiration forthe future development of potentially effective intervention programs.

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Van, den Berg Andre. "Alternative academic access - analising the success (part one)." Interim : Interdisciplinary Journal, Vol 5, Issue 1: Central University of Technology, Free State, Bloemfontein, 2006. http://hdl.handle.net/11462/418.

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Published Article
The contemporary challenge facing all Higher Education Institutions (HEI's) since 1994 focuses on generating methods to broaden the access for schoolleavers who are ill-prepared and not ready for higher education. In response to this challenge the CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE'S SCHOOL FOR ENTREPRENEURSHIP AND BUSSINESS DEVELOPMENT (SEBD) developed and presented a foundation programme since 2001. This article is aimed at assessing its success. Although the success rate of the first intake was very low the author believes that by modifying the programme on a continuous basis, it has a justifiable place in the Institution's "access with success programme".

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Wharton, Barbara I. "First-year student financial behavior and academic success." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1174680607.

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Takagi, Kristy King. "Predicting Academic Success in a Japanese International University." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127937.

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CITE/Language Arts
Ed.D.
The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a questionnaire after matriculation, best predicted later academic performance in an international English-medium university in Japan, and to examine the "big picture" of how cognitive and non-cognitive variables interact over time in accounting for student success in an English for Academic Purposes (EAP) program and in the regular university program. The study was divided into three parts that separately examined student application information, university entrance examinations, and the larger picture of student success. In the first part of the study, a hierarchical multiple regression was employed to determine the extent to which a variety of variables derived from application information predicted grade point average (GPA) in the EAP program, as well as first-year GPA and final GPA in the regular university program. The independent variables examined in the main regression analysis were: high school grade point average (HSGPA); ITP TOEFL scores obtained in April of the students' first year at the university; and hensachi rankings of the students' high schools. Results indicated that HSGPA was a consistently significant predictor of all levels of university GPA. ITP TOEFL scores significantly predicted EAP GPA, and hensachi
Temple University--Theses

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Warren, Jeremy Eugene. "Small Learning Communities and High School Academic Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2905.

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Thousands of students drop out of high school every day in the United States and the repercussions affect more than just the individual. Research on smaller learning communities (SLC) reveals increased student achievement, as well as improved teacher perception of student engagement. Student attendance, grade point average, and standardized test scores have been seen to improve within the SLC. In addition, graduation rates for students enrolled in a SLC have revealed increases, but this research focuses on the SLC as an intervention for any student. The current research targets at-risk students in an educational climate of sparse resources, and an increasing need for clever use of capital. The current research fills this gap by evaluating a SLC developed for and populated solely with students identified as at-risk by collecting data from students enrolled in a SLC and comparing them to a population of similar at-risk students not enrolled in the SLC. A Chi-square analysis was conducted comparing graduation rates, a 1-factor analysis of variance compared state test scores, and a 2-factor mixed analysis of variance was conducted to compare GPA, attendance, and discipline between and within the 2 groups. The alpha level was adjusted per the Bonferroni method to correct for multiple data points on the same sample and resulting in a sample size of 106. Findings from this research found a one year SLC intervention made a difference in school attendance, and revealed an overall trend of difference between SLC and control at-risk students in all other areas. These findings contribute to positive social change understanding a one year SLC intervention is capable of improving attendance as well as producing an overall positive trend for at-risk high school students in the areas of graduation, standardized assessment, discipline, and standardized assessments.

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Oung, Chanthol. "Determinants of Academic Success of Cambodian American Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3818.

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Cambodian Americans' (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents' and the children's factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs' households that might affect CASs' academic success. Survey data were collected from a purposive sample of 153 CASs' parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p < .05) between academic success of CASs and the parents' education in Cambodia and the children's age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs' academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs' success and parents' involvement in their children's education.

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Rojas, Joanne P. "THE RELATIONSHIPS AMONG CREATIVITY, GRIT, ACADEMIC MOTIVATION, AND ACADEMIC SUCCESS IN COLLEGE STUDENTS." UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/39.

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Creativity research is an underdeveloped area of educational psychology. For example, studies of students’ creativity as a predictor of academic achievement are uncommon in the field. Moreover, perseverance—which is an integral part of the definition of creativity (Sternberg, 2012)—is not typically measured in creativity research. To address these issues, the current study sought to discern within an academic context whether perseverance serves as a mediating factor between creativity and academic achievement. Two undergraduate student samples (N = 817; N = 187) participated in a survey measuring their creativity and perseverance. This multiple manuscript dissertation sought to examine the psychometric properties of a measure of creativity: the Runco Ideational Behavior Scale (RIBS) and a measure of perseverance: the Grit Scale and to explore the relationships between creativity, perseverance, academic motivation, and academic achievement. Study 1 found that the RIBS had a correlated two-factor structure with two subscales: the Scatterbrained Subscale and the Divergent Thinking Subscale. Grit had a correlated two-factor structure reflecting interest and effort, and this reinforced previous findings regarding this scale These two scales hold promise as measures of the creative process. Study 2 found that although traditional motivation measures consistently predicted grades, grit only predicted grades in one sample, and creativity had no relationship with grades. Creativity appears to be orthogonal to academic achievement as measured by grades. There was evidence that grit can mediate the relationships between motivation and grades, but only in one sample. This research shares the limitations of other self-report surveys, but the psychometrics behind the measures were strong. Future research should continue to examine creativity and perseverance as important noncognitive constructs in academic contexts especially among diverse populations.

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Gribble, Susan Joan. "Kimberley schools : a search for success /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20031008.125947.

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Shen, Ying 1974. "A study of Chinese students' academic listening needs for academic success in Canadian universities /." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99604.

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With English becoming a world language, an increasing number of non-native-English-speaking (NNES) students are pursuing studies in English-medium universities. Of these NNES students, Chinese students constitute a large proportion. Most of these Chinese students are NNES and need English language support to help them meet academic demands in English-speaking settings. However, there are a very limited number of studies conducted on linguistic needs and deficiencies among Chinese students at English-speaking universities in Canada.
The main objective of this thesis is to discover Chinese students' perceptions of academic English listening competence and to investigate their academic listening needs for academic success at Canadian universities. This small-scale study at two Canadian universities, conducted through a questionnaire survey and follow-up interviews, fills a gap in the limited number of studies concerning Chinese students' language-development needs at Canadian universities.
Findings of this study support the following points. Firstly, Chinese students think that having sufficient English academic listening competence is crucial and necessary for academic success in academic English settings. Secondly, Chinese students still have difficulties in various academic listening skills, and factors that affect students' listening comprehension are both linguistically and socio-culturally related to the new settings. Thirdly, Chinese students still need target-language linguistic support even though they are admitted into English-medium universities. Finally, apart from academic listening competence, Chinese students report deficiencies in academic writing, reading and speaking as well. In addition, this study also suggests that Chinese students may lack good strategies for enhancing their English-language proficiency.

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Andersson, Natalia. "Searching For Success. : An overview of factors relating to academic achievement." Thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89528.

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The purpose of this three-part study is to acquire greater knowledge of success in school and the factors that affects it, in order to better understand the school-related reality that students face every day. It is made up of a document study of some of the currently leading literature on academic and other types of success and of the Swedish steering documents that regulate the Swedish school system and a questionnaire based survey on what Swedish high school students believe it takes to succeed in school. Largely, the study finds that both inner factors, like personality traits and soft skills, and outer factors like school organization and good teachers, have a massive impact on academic outcome and therefore also adult outcome. The study largely finds that there are much empirical evidence suggesting that certain things affect achievement both positively and negatively. Nothing is left up to chance.

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Donnelly, Patrick James. "Examining pre-college academic variables investigating future college success /." Cincinnati, Ohio : University of Cincinnati, 2010. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1267557465.

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Thesis (Dr. of Education)--University of Cincinnati, 2010.
Advisor: Kenneth E. Martin. Title from electronic thesis title page (viewed Apr. 28, 2010). Includes abstract. Keywords: student success; retention; academic advising; developmental education; post-secondary education; college admissions. Includes bibliographical references.

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Rode, Cheryl Rebecca. "Academic programs and services that affect student athlete success." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2763.

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Roy, Roger A. "An Application of Landscape Design to Student Academic Success." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/RoyRA2006.pdf.

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Obeda, Larry. "Impact of Learning Acceleration Program on Students Academic Success." Thesis, Wingate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685692.

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This study is a review of the Learning Acceleration Program and the impact it has on student academic success in the Rural School District (pseudonym). This mixed-methods study used qualitative and quantitative data analyses to identify the impact that the Learning Acceleration Program has on the overall attendance and graduation rates for the district. The study also provided an understanding of the impact the Learning Acceleration Program has on perceptions as it pertains to the program. Data for this study were collected for the period of three academic school years on attendance, graduation rate for each year, and surveys completed by participants who have first-hand knowledge of the Learning Acceleration Program. The participants in this study were high school principals, one assistant principal, high school counselors, and Learning Acceleration Program personnel. The findings exhibited statistical significant difference in attendance or graduation rates on district. Furthermore, the findings from the survey highlighted the ability to meet the needs of each individual on an individual basis and provide future recommendations.

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Smith, La Toya Bianca. "PREDICTORS OF ACADEMIC SUCCESS AMONG AFRICAN AMERICAN COLLEGE STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/24.

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African American students are graduating from high school and enrolling in higher educational institutions at greater rates than in previous years (U.S. Department of Education, 2009). Yet, they have not achieved the same level of academic success as their racial counterparts (American Council on Education, 2010; Ross, 2012). Ultimately, this disparity has resulted in only 17.7% of the African American population 25 years of age and older having at least a Bachelor’s degree (U.S. Department of Commerce, 2012). Many researchers have employed comparative study designs to explore this disparity. Additionally, researchers commonly study academic success through the exploration of intrapsychic or environmental contributing factors. As a result, limited studies examining the confluence of these factors exist in the literature, and the impact of these contributing factors is not clearly understood. This study seeks to explore the predictive factors of academic success among African American students by attending to both intrapsychic and environmental factors without the comparison of African American students to students from other races/ethnicities. Employing Tinto’s longitudinal model of institutional departure (Tinto, 1993) and positive psychological approaches, this study will use multiple foci and strengths to answer the research question: Do racial identity, goal commitment, and institutional climate predict academic success among African American college students? Academic success was measured in this study by academic adjustment, social adjustment, and self-reported grade point average (GPA). Data consisted of 240 African American freshmen from colleges and universities across the nation. Participants completed an online survey that assessed their perceptions regarding racial identity, institutional climate, goal commitment, academic adjustment, social adjustment, and GPA. The results showed that racial identity and institutional climate predicted academic adjustment and social adjustment, but not GPA. Goal commitment predicted academic adjustment, social adjustment, and GPA. When all predictors were combined in the same regression analysis, academic adjustment, social adjustment, and GPA were each predicted and unique significant contributors to the explained variance in those analyses emerged. These findings may help address some of the gaps in the literature regarding academic success among African American students These results can aid in the understanding of the impact of racial identity, institutional climate, and goal commitment among African American college students. Additionally, these results may to the creation of environmental conditions that can facilitate a connection and commitment to higher educational institutions and thus, adaptive academic and psychological outcomes.

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Shepherd, Karen Clark. "Learning style, academic success, and the baccalaureate nursing student." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560279.

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The purpose of the study was to examine the difference in academic success based on learning styles of baccalaureate nursing students. A convenience sample of 19 sophomore, 43 junior, and 19 senior baccalaureate nursing students was selected from those enrolled in summer and fall nursing courses at a NLN accredited Midwest university. Differences in academic success based on learning style were analyzed for each level as well as for the entire group. The predominance of one learning style for baccalaureate nursing students was an additional research question that was addressed.The Kolb Learning Style Inventory was utilized to elicit and categorize student learning styles. Academic success was operationally defined as the student's nursing GPA. Nursing GPAs were obtained and calculated from the student's academic record.Differences were analyzed utilizing a two way analysis of variance. The study's results indicated that there is no significant difference in academic success as it relates to learning style or level in the baccalaureate nursing program. Data also suggests that the predominant learning styles among baccalaureate nursing students are concrete in nature.
School of Nursing

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Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630568.

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Increasingly, educational reform efforts are turning towards data-driven decision making strategies to help teachers improve instruction through skills-based instruction/content that is both measurable and aligned to common rigorous standards, such as the Common Core State Standards (CCSS). Examining the impact of a formative online assessment system on a summative measurement of student achievement may provide evidence that data-driven instructional platforms can impact student achievement and learning outcomes. Guided by the theoretical frameworks of Vygotsky and Dewey, along with the concepts of multiple intelligence, constructivism, and mastery learning, this study examined the relationship between student scores from an online formative assessment administered quarterly and an end-of-year summative evaluation. A stepwise multiple regression analyzed the predictive power of the iReady formative assessment program towards archived SAT-10 reading and mathematics data among Grades 1-4 students, before and after the iReady program was implemented (N = 339). The results showed a significant relationship between the iReady program and SAT-10, explaining 11.6% of the variance in SAT-10 scores. The study's intended audience is educators, school districts, and policy makers who are using the achievement data produced by formative assessments to improve results on measures of academic achievement, leading to positive social change.

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Hendrickson, Nathan. "Impact of an academic success class on probationary students." Thesis, Rochester Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1564785.

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One of the primary the missions of colleges and universities is dedicated to student success. Traditionally, helping academically probationary students has been challenging for all educational institutions, because there are a multitude of factors involved for the schools and the students including, for example, demographics, socioeconomic issues, student motivation, and student time-management skills. The complexity introduced by these various factors creates obstacles in developing effective programs to aid and assist these students. At the Rochester Institute of Technology (RIT), there exists a course entitled Insights on Success that is designed as an intervention step to improve individual academic performance through self-discovery. The Insights on Success curriculum also works with students on several of the factors that are found in the current literature discussing academically probationary students and examining the factors that contribute to their poor performance, but this study focuses on the effectiveness of the Insights on Success course, itself. Effectiveness of the course for this study was determined by the improvement of the GPA scores of the probationary students who attended the class versus a control group of students who did not attend the class.

This research study evaluates the effectiveness of the Insights on Success course on the academic performance of probationary students attending baccalaureate degree programs within RIT's College of Applied Science & Technology. This study presents the research design, discusses strategies for engaging the students, and explains the metrics that were assessed to determine the success or failure of the intervention.

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Riley, Lynette. "Conditions of academic success for Aboriginal students in school." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/86671f9ef76e90f376ca68a422570e2781b62bb5cef2ebbcf336e12a814d7c42/2375553/Riley_2016_Conditions_of_academic_success_for_aboriginal.pdf.

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Despite a willingness by stakeholders to address Aboriginal education disadvantage and recent successes in outcomes, Australian education largely continues to fail to provide Aboriginal Australians with educational outcomes and life opportunities commensurate with those of their non-Aboriginal peers. Well-intentioned and widely presumed assumptions about what works to seed success for Aboriginal students seem to prevail and are often unquestionably accepted and implemented as making a real difference in the absence of tangible proof and systemic results. Whilst a diversity of interventions have been implemented they are small-scale in nature, have not been rigorously tested, often rely on a deficit model as opposed to what works for successful students, and have not resulted in fuelling systemic change. Lack of reliable data is impeding progress in addressing the educational disadvantage that Aboriginal children suffer and the development of new solutions for interventions aimed at enhancing the educational outcomes of Aboriginal students. Theory, research, and practice are all inextricably intertwined; neglect in any one area will undermine the others. The overarching purpose of this research was to determine what conditions surround Aboriginal students in achieving sound academic outcomes, using information gleaned from the NSW Aboriginal Education Review (AER, 2004) to determine a theoretical model of the conditions of success for Aboriginal students (also see Craven, 2006). The research aims to gain information from those students most affected by educational outcomes and the least engaged in research. This research in focusing on Aboriginal students who have been placed in the top 10%–25% as evidenced in their NAPLAN Year 5 tests, has taken a qualitative approach across seven primary schools in the NSW public education system: three Metropolitan and four Regional schools. The research was carried out with N=34 Aboriginal students, using in-depth interview techniques through use of individual brainstorm focus session and photography to elicit Aboriginal students’ perspectives as to the conditions they believed most supported their achieving sound academic outcomes. This was further strengthened by in-depth interviews with key stakeholders in students’ achieving academic success: their parents; teachers the student had in Years 3, 4 and 5; principals and Aboriginal staff in the selected schools. The findings in this research whilst supporting much of the theorised determinants provide valuable insights and practical recommendations specifically in the practice of teaching Aboriginal students and in provision of support which may assist in raising academic outcomes for all Aboriginal students.

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Amelink, Catherine T. "Predicting Academic Success among First-Year, First Generation Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27094.

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Due to immigration the non-Hispanic White population continues to decrease and the population continues to change in regard to the ethnic and racial make-up. As these demographic changes take place higher education institutions will face increasing pressure from stakeholders to create environments that facilitate degree completion among mounting numbers of populations who are at risk in terms of academic success. First generation status denotes one group of students who are at risk in terms of persistence towards a bachelor's degree. The purpose of this study was to examine what factors predict the academic success of first year, full-time first generation students. Furthermore, this study examined whether there is a relationship between race, gender, financial need, and language ability and factors used to predict the academic success of first generation students. Factors were defined as variables measured by the 2002 Your First College Year Survey (YFCY) data (HERI, 2004a). Factors fell into five main areas: Student Background Characteristics, Agents of Socialization, Structural Characteristics, Institutional Environment, and Student Effort (Pascarella & Terenzini, 1991). The study was based on secondary analysis of the 2002 YFCY data provided by the Higher Education Research Institute at the University of California, Los Angeles. A combination of descriptive statistics, factor analysis, and logistic regression was used for this study. Findings revealed there are significant differences between academically more successful FGs and FGs who are academically less successful in relation to three factors: Institutional Environment, Student Effort, and Agents of Socialization. FGs are more likely to experience academic success in regard to variables associated with the factor Institutional Environment. There is a greater likelihood FGs will be academically less successful in relation to variables associated with the factors Student Effort and Agents of Socialization. When considering demographic variables in relation to the three significant institutional factors, FGs who are Asian American are more likely to experience academic success. Alternatively, FGs have greater odds of being academically less successful if they are male, African American, Mexican American, and non-native speakers of English.
Ph. D.

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Post, Jennifer B. "The Effect of Freshmen Year Programs on Academic Success." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36720.

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Student affairs practitioners attempt to combine in-class and out-of-class learning. One example of this is first year residential programs. In these programs freshmen live together in one residence hall. Each program is different, but common characteristics include increased student staff, freshmen seminar, and increase programming on adjustment issues.

This study examines one first year program (FYP) and attempts to determine the effects of the program on the academic success of the participants. Gender differences and ethnic differences were also examined. Academic success was defined as those elements of students' collegiate experiences that relate to retention and graduation. The instrument used in this study was based on a specific definition of academic success.

Five hundred and thirty five students were asked to participate in the study, and a total of 249 usable instruments were returned, for a response rate of 48.44%. Of the 249 participants, 264 (49.35%) were in the FYP and 271 (50.65%) were not in the FYP. The non-FYP students lived in a variety of buildings on campus.

There were significant findings in several areas of academic success. FYP participants had higher grades overall and completed more class credits. FYP students were more likely to understand academic policies and requirements. FYP students were more likely to complete all assignments before class and they were more likely to begin taking steps towards their career goals. Students in the FYP also reported higher levels of contact with faculty and higher attendance at university events. The FYP appeared to offer opportunities that enabled students to reach higher levels of academic success.
Master of Arts

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33

Detwiler, Robert R. "Assessing Factors Influencing Student Academic Success in Law School." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1318730664.

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Donnelly, Patrick. "Examining Pre-College Academic Variables: Investigating Future College Success." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1267557465.

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35

Anderson, Molly. "Establishing core competencies for "Stragies for Academic Success" course." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002andersonm.pdf.

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Welch, Deal Molly R. "Gender differences in expectancy of academic success in mathematics." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003welchdealm.pdf.

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Ingersoll, Deborah Jeanne Hodge. "College students with learning disabilities: Perceptions of academic success." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284222.

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Semi-structured interviews provided the primary source of data in this qualitative study that was designed to determine factors that determine academic success and failure of college students with learning disabilities. All student participants were using either of two support programs for learning disability support services on a large Research I Land Grant University. Students were matched on cumulative high school grade point average (3.0 or higher), full-scale scores intelligence measures, and composite college entrance examinations scores. Students were further grouped as Successful (cumulative college grade point average of 3.0 or higher) or Jeopardy (cumulative college grade point average of less than 2.0). Participating instructors and learning disability support services personnel were identified by students during the interview process as examples of effective instructors/practitioners. Perceptions of students, instructors, and learning disabilities support staff were gathered and examined regarding the nature of students, teaching, environmental factors that facilitate and inhibit learning, and support services of the two programs providing support services for these college students with learning disabilities. Elements of self-efficacious attitudes, beliefs, and behaviors of students were also examined. Data was analyzed to determine differences and commonalties between successful and unsuccessful students with learning disabilities. Concepts from social construction theory were used to identify the social context. Retention theory, self-efficacy theory, and literature from the fields of good practice and learning communities were also instrumental in the approach to data analysis. Suggestions for further research and implications for practice are offered while acknowledging the limitations of this study.

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Goettel, Colby. "A Cognitive Approach to Predicting Academic Success in Computing." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6732.

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This research examines the possible correlations between a computing student's learning preference and their academic success, as well as their overall satisfaction with their major. CS and IT seniors at BYU were surveyed about their learning preferences and satisfaction with their major. The research found that IT students who are more reflective in their learning preference tend to have higher grades in their major. Additionally, it found that student age and their parents' education level were significant players in their academic success. However, there were no correlations found between major satisfaction and academic performance.

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Marks, Lori J. "Home Support for the Academic Success of Your Child." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3581.

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Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1145.

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Increasingly, educational reform efforts are turning towards data-driven decision making strategies to help teachers improve instruction through skills-based instruction/content that is both measurable and aligned to common rigorous standards, such as the Common Core State Standards (CCSS). Examining the impact of a formative online assessment system on a summative measurement of student achievement may provide evidence that data-driven instructional platforms can impact student achievement and learning outcomes. Guided by the theoretical frameworks of Vygotsky and Dewey, along with the concepts of multiple intelligence, constructivism, and mastery learning, this study examined the relationship between student scores from an online formative assessment administered quarterly and an end-of-year summative evaluation. A stepwise multiple regression analyzed the predictive power of the iReady formative assessment program towards archived SAT-10 reading and mathematics data among Grades 1-4 students, before and after the iReady program was implemented (N = 339). The results showed a significant relationship between the iReady program and SAT-10, explaining 11.6% of the variance in SAT-10 scores. The study's intended audience is educators, school districts, and policy makers who are using the achievement data produced by formative assessments to improve results on measures of academic achievement, leading to positive social change.

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Harris, Paula Williams. "African American High School Graduates' Perceived Academic Success Factors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2447.

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A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their academic success. Purposeful sampling was used to select 10 African American graduates who scored proficient on the EOC reading/language arts exam and who were 18 years or older. The data were collected through one-on-one interviews and were analyzed using qualitative content analysis. The data revealed that all the participants had a positive adult figure who motivated and encouraged them to continue to succeed. Based on the research findings, a project on mentoring was developed. Implementation of a professional development workshop on mentoring could bring about a positive social change for more African American students because the project provides a mentor for more African American students at this high school, which may lead to more African American students improving their academic success.

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McKenzie, Kirsten. "Exploring first year academic success through structural equation modelling." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36788/2/36788_Digitised%20Thesis.pdf.

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Amenkhienan, Charlotte A. "Perception of the Impact of Freshmen Academic Involvement Activities, and Use of Academic Support Services on Academic Performance - (A Case Study of Virginia Tech Second Year Engineering Students): Implications for Counseling." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/29155.

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This study identifies and discusses the academic activities and support services that second-year-engineering students perceived as having impacted their freshman year academic performance. Guided by Astin's (1984) student involvement theory, this investigation involved a total of 34 participants, and was conducted at a large land-grant university in the southeastern United States during the spring semester of the 1998/99 academic year. The following questions were addressed by this study: (1) Which academic activities do students consider as important to their academic performance? (2) Which academic support services do students consider as important to their academic performance? (3) Are there academic performance level-related differences in students' perceptions of the impact of various academic activities in which they are involved, relative to their academic performance? (4) Are there academic performance level-related differences in students' perceptions of impact of the academic support services they use, relative to their academic performance? (5) Are there gender-related differences in students' perceptions of the impact of various academic activities in which they are involved, relative to their academic performance? (6) Are there gender-related differences in students' perceptions of impact of the academic support services they use, relative to their academic performance? (7) Are there race-related differences in students' perceptions of the impact of various academic activities in which they are involved, relative to their academic performance? (8) Are there race-related differences in students' perceptions of impact of the academic support services they use, relative to their academic performance? The data for this study were gathered from 9 focus group interviews and from an accompanying open-ended questionnaire. The 34 participants were divided into groups according to their academic performance levels, gender and race. There were six unsuccessful academic performers with below 2.00 GPAs; 12 low academic performers with GPAs below 2.7 but not less than 2.00; and 14 high academic performers with GPAs of 2.7 and above. The racial and gender composition was: 25 White students, 9 Black students; and equal numbers of males and females (17 each). The criteria for participation were being a second-year, full-time student enrolled in the 1998/99 academic year. Data were analyzed through content analysis, constant comparative data analysis and supplemented by NUD*IST. The resulting findings demonstrate a link between academic involvement activities and academic performance. The academic involvement factors that students perceived as either positively or negatively impacting their freshman year academic performance were identified and categorized into three general themes: (1) effort and involvement, (2) peer interaction and (3) faculty interaction. Effort and involvement factors refer to the specific learning activities implemented and the academic support services students used during the freshman year. Peer interaction factors are the relationships and contacts with fellow students that were perceived as impacting academic performance. Faculty interaction refers to a student's contact with professors inside and outside of the classroom and the perceived impact of these interactions on academic performance. The critical factors identified for success in engineering include doing homework and completing assignments, making good use of one's time, using supportive programmatic resources, and receiving academic support from interacting with peers and faculty. Students who expend effort in these areas are more likely to perform at a higher academic performance level than those who do not.
Ph. D.

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Bass, Joseph. "Success in Technology Organizations." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5604.

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In today's economic environment, it is advantageous for technology organizations to be cognizant of prevalent influences on success and failure and to incorporate this knowledge into their business and innovation strategies. Technology organizations were defined within this research as those in the business of created competence which is expressed in terms of entities consisting of devices, procedures, and acquired human skills (Clarke, 2005). Although, no organization contains the ideal mix of culture and ideological emphases, some have amassed impressive track records of great success. A literature review was used to identify factors relevant within similar contexts such as influences on creativity, innovation, Research and Development (R&D), etcetera. The salient factors identified within the literature review were hypothesized as being very important to great success within technology organizations. A conceptual model was created that visually illustrated the interactions of those factors and their influence on technology organization success which was defined as average annual revenue growth and direct new job creation. An internet questionnaire was utilized to test the hypotheses among 15 very successful technology organizations according to their respective Chief Technology Officers (CTOs) or equivalents. These companies were randomly chosen from a population of the technology organizations included in Inc. Magazine's Inc. 5000, a list of the 5000 fastest growing companies in America. The questionnaire primarily consisted of Likert questions designed to test the hypotheses. The dependent variable in the statistical analyses, technology organization success, was ranked according to average annual revenue growth and direct new job creation relative to the other organizations within the sample set. The top category in typical questionnaire Likert questions included the adjective “very” that was interpreted to imply that the particular factor was exactly or precisely essential to affect that level of success, this in the collective opinion of the CTOs. Not meeting the threshold of exactly or precisely was interpreted that the factor may not be essential to that level of success. Rejection of the respective null hypotheses and subsequent acceptance of the alternative hypotheses were interpreted as evidence that particular factors were essential to great levels of technology organization success. And, the conceptual model was updated accordingly. Acceptance of null hypotheses demonstrated that the factors may not be essential; therefore, they were excluded from further discussion and the model. Seventeen key factors and/or categories were identified according to the Chief Technology Officers within the population of very successful technology organizations as having substantial influence on the success of those organizations. Recommendations were made to technology organizations aspiring towards prolific levels of success. As a check, three open-ended questions were included and used to verify that no consensus crucial elements were omitted within the Likert question section of the questionnaire. There were no consensus factors identified within those open-ended questions.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering

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Elms, Richard T. "The role of religiosity in academic success : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/R_Elms_043007.pdf.

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Respondek, Lisa [Verfasser]. "The relevance of perceived academic control and achievement emotions for undergraduate academic success / Lisa Respondek." Ulm : Universität Ulm, 2020. http://d-nb.info/1203716206/34.

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47

Worley, Catherine Lynn. "At-Risk Students and Academic Achievement: The Relationship Between Certain Selected Factors and Academic Success." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28037.

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This research study examines the relationship between academic achievement and at-risk students. Many issues today affect the achievement gap and the ability for at-risk students to succeed. Most data, as revealed in the studies included in this review, conclude the factors identifying at-risk students do have significant impact on the academic achievement of individual students and schools. Most often, these students are not successful and eventually drop out of school or pursue a GED. Data indicate that teacher-student relationships, parent or caregiver-student relationships, motivation, SES (socioeconomic status), and peer influence can affect success for at- risk students. Twelfth grade students from two high schools in an urban school district were given the opportunity to participate in a survey. This study investigates correlations between the dependent variable grade point average (GPA), and the independent variables teacher-student relationships, parent or caregiver-student relationships, motivation, SES, and peer influence. Five regressions were run to determine if any of the independent variables predict GPA. Data from this study indicate that the variance between the dependent variable of GPA and each of the five independent variables is significant; however the practicality of these resultsâ having a significant influence on the GPA of the study participants is minimal. The strongest variance found was between GPA and motivation and between GPA and peer influence. Other findings include a relationship between GPA and participation in sports or activities. As GPA increases, the percentage of students participating in sports and activities increased. The students in this study do have positive relationships with their teachers; have a parent or caregiver encouraging them to do well in school; and plan to attend college.
Ed. D.

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Havill, Amanda Marie. "Relationships among child abuse experiences, social support, and academic success." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/395.

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Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.; Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success.
B.S.
Bachelors
Sciences
Psychology

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49

Long, Sarah. "Emotional Intelligence and Its Relationship to Academic Success and Leadership." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/403.

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Emotional intelligence is a relatively new construct within the field of psychology. Since its formal introduction in 1990 by Salovey and Mayer, emotional intelligence and its relationship to other constructs has been widely researched. Current research does not provide conclusive evidence of the relationship of motional intelligence to academic performance, nor does it fully address its possible empirical relationship to leadership. This study addressed emotional intelligence, as measured by Bar-On's Emotional Quotient Inventory (EQ-i), and its predictive relationship to academic success as well as to involvement and leadership in campus organizations. An archival data set was used to longitudinally assess the relationship between students' academic progress and social activity with scores on the EQ-i. Due to student attrition over the 4 year time period, analysis was conducted on the full sample as well as two subsamples of those who stayed and those who left the university. Results indicated that emotional intelligence was predictive of only one of the three measures used to assess academic success; ACT scores were a better predictor of all three measures of academic success. Results also indicated that emotional intelligence was not predictive of involvement and leadership in campus organizations. These results suggest that emotional intelligence is not a useful predictor of academic success or involvement and leadership in students in a college setting.

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Horton, Claudia Dean Thompson Carolyn. "Predictors of academic success for undergraduate nursing students and graduates." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Carolyn J. Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 210-219). Online version of the print edition.

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Dissertations / Theses on the topic 'Academic success'

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