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Dissertations / Theses on the topic 'Predicton of scholastic success'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.

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2

Williams, John David 1948. "A Comparison of Profiles of Success in Two Instructional Methods." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331178/.

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The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students. The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters. Consideration of the data findings of this study permitted the following conclusions: 1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format. 2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format. 3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method. 4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods. 5. There are differences between completers and noncompleters of courses regardless of instructional method.

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3

陳衍輝 and Hin-fai Gregory Chan. "Selection for admission to the undergraduate programmes of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B29910857.

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4

Hoveland, Carole Munson. "Relationships between learning and study strategies and academic achievement in associate degree nursing students." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1136092611&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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5

DeFelice, Carol Esselborn. "The relationship between self-efficacy and academic achievement in associate degree nursing programs /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901449.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.<br>Typescript; issued also on microfilm. Sponsor: Elizabeth H. Tucker. Dissertation Committee: Elizabeth M. Maloney. Bibliography: leaves 75-78.

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6

Frisco, Michelle Lynn. "Adolescents' future opportunity : family, sexual decision-making, and academic achievement /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031598.

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7

Nicholson, Kathleen J. "Use of Cattell-Horn-Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/152.

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8

Stuart, Gale Sherwood. "Making connections the role of the social networks of first-year students enrolled in learning communities in predicting success in college /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1666398331&sid=5&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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9

Thomas, Joan. "The effects of academic monitoring for students who have been academically dismissed and readmitted to the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000thomasj.pdf.

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10

Crumrine, David A. "Effective graduation proficiency assessment parents' perception of high-stakes vs. multiple assessment as a predictor of future success /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/140.

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11

Louise, Christa Claire. "A Bootstrapped Regression Model of Psychological Predictors of Success in Naturopathic Medical School." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4846.

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In response to a need for more primary care physicians and patients' growing attraction to alternative health care, greater numbers of individuals are applying to naturopathic colleges. With increasing numbers of applicants, better methods of predicting potential effectiveness as an N.D. are needed. This study examined factors (both academic and psychosocial) that best predict success in naturopathic school. Demographic, academic, and psychosocial survey data were collected from thirty-three students who had just completed their second year of naturopathic medical school. This information was correlated with scores on the NPLEX Basic Science exams which were taken the following summer. Because of the small sample size, a bootstrap resampling technique was used to produce estimates for a hierarchical regression. Demographic variables (sex, age, whether or not English was the first language) and undergraduate major, explained almost 10% of the variance in Basic Science Exams (BSE) scores; however, none of these variables were significant predictors in the first step of the regression. As predicted, the addition of undergraduate grade point average (GPA) significantly increased the amount of variance accounted for (to 39.9%) in BSE scores. Also as predicted, adding the psychosocial variables to the model increased the amount of variance accounted for to 52%. This addition also made sex a significant predictor, but external locus of control was the only psychosocial variable which was significant in any of the models. The best model contained the psychosocial variables of both internal and external locus of control but not commitment and accounted for 51 % of the variance in BSE scores. Sex, undergraduate GPA, and external locus of control were significant predictors. Results are consistent with previous research using data on students from allopathic medical schools. However, complex relationships exist among the psychosocial variables and between the psychosocial variables and gender. The suppression effect of the psychosocial variables with gender, multicolinearity between the commitment and locus of control variables, and suppression due to common method variance between the internal and external locus of control variables are discussed. Limitations of bootstrap methodology are considered.

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12

King, Sharon Hortense. "High school/college collaborative : the impact of a co-enrollment program on student success /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008369.

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13

Malmin, Kareema Najme Rahim. "Predicting Academic Success and Failure Implications for Stereotype Threat, Motivation, Interest, and Self-Regulation /." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/172.

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14

Moore, Debra. "IQ and achievement verbal-performance differences as moderators /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8805400qm.

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15

Fields, Stanley S. "The effect of family structure on academic achievement in a selected school district in Northeast Oklahoma /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9203794.

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16

Williams, Kathleen T. "The use of parental input in prekindergarten screening." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558346.

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The purpose of this study was to examine the individual and collective relationships between and among sets of predictor variables obtained from an ecological preschool screening model and criterion variables designed to assess performance in kindergarten. A second purpose of this research was to determine the unique contribution of parental input within the ecological preschool screening model. Fall screening included an individually administered standardized test, the Bracken Basic Concept Scale (BBCS), and a structured parent interview, the Minnesota Preschool Inventory (MPI). The BBCS and the Developmental Scale (DEVEL) of the MPI constituted the set of predictor variables. The criterion set of performance measures included a group administered standardized testing procedure, the Metropolitan Readiness Test (MRT), and a teacher rating scale, the Teacher Rating Scale-Spring (TRS-S), completed in the spring of the kindergarten year.Canonical correlation analysis was used to examine the interrelationships between the two sets ofvariables and to determine the best possible combinationof variables for predicting kindergarten achievement. Multiple regression analysis was used to determine the unique contribution of parental input for predicting kindergarten achievement over and above that information supplied by the standardized test.The results of this study supported the use of an ecological model for predicting kindergarten performance. The information gained from parental input and standardized testing contributed significantly and uniquely to the composite of the predictor set. There was both a statistically significant and a meaningfully significant relationship between the screening procedures completed at the beginning of the school year (the BBCS and the DEVEL) and the assessment procedures done at the end of the school year (the MRT and the TRS-S) when these four variables were considered simultaneously.The use of parental input was supported by the multiple regression analyses. Information gained by structured parent interview had something statistically significant, meaningful, and unique to contribute to the prediction of kindergarten performance over and above that information gained from the individually administered standardized test.<br>Department of Educational Psychology

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17

Zelkowski, Jeremy S. "Important secondary mathematics enrollment factors that influence the completion of a bachelor's degree." View abstract, 2008. 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:3327152.

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18

Marsh, Debra M. "English proficiency level correlated with cumulative grade point average for selected Southeast Asian students by gender, grade level, and birthplace." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998marshd.pdf.

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19

Allen, Patricia Hayden. "The relationship of learner entry characteristics and reading and writing skills to program exit outcome." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1141.

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An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering an upper division urban multicultural baccalaureate nursing program. Data were collected by use of a demographic questionnaire, assessment of reading and writing skills of junior students in the nursing program, and obtainment of the program exit grade point average. A recursive path analysis was utilized for data analysis. Findings revealed older male students who transferred to the program from a university with high entry grade point averages excelled in reading assessment scores. University transfer students with a high entry grade point average excelled in writing also. Students for who French, specifically Creole, was a first language had lower writing scores and program exit grade point averages. Spanish as a first language was also associated with lower exit grade point averages. Higher reading and writing scores and entry grade point averages were associated with higher program exit grade point averages. Finally entry grade point average and university transfer were the only entry characteristics mediated by both reading and writing scores.

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20

Wade, Spencer. "Influence of reading and mathematics screening tests and student ages on academic achievement in a two year Canadian college nursing program." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31217.

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Presently the Douglas College General Nursing Program screens its applicants with the Nelson-Denny Reading Test and the Stanford Diagnostic Math Test in the belief that those tests set appropiate standards for admission to the program. No research had been performed to validate this belief. This descriptive, exploratory study examined the available data to determine the influence of the screening tests on academic achievement. Since the literature documents the influence of demographic variables on academic achievement in nursing programs, the students' ages were also included in this study. The students' scores on the screening tests, and the students' ages, were correlated with their scores on six nursing academic scores in the first two semesters in the program. Canonical correlation analysis was performed on the same data to see if insight could be obtained about the interrelationships of the screening tests, the students ages, and academic achievement. The Pearson r correlations indicate that the influence of the screening tests was small to moderate on academic achievement in the individual courses, and that students' ages demonstrated the weakest correlation. Sub-test 3 of the Stanford Diagnostic Math test consistently correlated the highest with the academic course scores with only two exceptions, and in those cases it was the second highest correlate. The canonical correlation analysis demonstrates that there are two underlying linkages or dimensions between the two data sets. The first dimension demonstrates the dominance of the Stanford Diagnostic Math sub-tests in correlating with academic achievement. The second dimension is too weak to make assumptions about the relationship between the two data sets, but it does suggest that the students' ages influence academic achievement.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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21

Wilson, Christina H. Cloud Robert C. "Department chairs' perceptions of music transfer student success." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4898.

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22

Norman, Lynn Purcell Witte James E. "Prediction of nursing student performance in first year coursework." Auburn, Ala., 2006. http://repo.lib.auburn.edu/Send%208-7-07/NORMAN_LYNN_17.pdf.

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23

Henschler, M. Jane Lamal. "COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006henschlerj.pdf.

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24

Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.

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25

Thames, James H. "Admissions Committee Ratings as Predictors of Persistence in Master's-level Theological Education." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935745/.

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This research attempted to ascertain whether the ratings of applicants in the admissions-evaluation process of Dallas Theological Seminary (Admission Committee Rating, or ACR) were related to persistence in seminary study sufficiently to allow reasonable prediction of completion based on the strength of the ratings. Five ACRs were examined - the total ACR and its four components, strength of previous academics, personal references, potential and promise for ministry, and previous ministry experience. Other non-admissions factors were also examined to see what relationship they had to persistence. Those factors were years of matriculation, age at matriculation, gender, marital status, ethnicity, nationality, types of previous higher education, whether or not financial aid was received (if known), and the total amount of financial aid received (if known). Persistence in the study was defined as graduation from the seminary's major four-year master's degree program (Th.M.) within the time limits published for the degree. Analysis results indicated that only two of the five ACRs were statistically significant, ministry potential and ministry experience, but the relationship with completion was weak. The conclusion reached was that the relationship between the strength of the admission evaluation and persistence was practically insignificant and contributed little to the ability to predict completion on that basis alone.

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26

Orawan, Tanchareonrat Brickell John L. "Selected characteristics and academic achievement of international graduate students at Illinois State University." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901470.

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Thesis (Ph. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 20, 2005. Dissertation Committee: John L. Brickell (chair), Carolyn Z. Bartlett, Patricia H. Klass, JoAnn S. McCarthy, John R. McCarthy. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.

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27

Lind, Breena M. "The effects of poverty on K-12 students and the correlation to their academic achievement." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006lindb.pdf.

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28

Manto, James. "A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf.

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29

Olive, James Lee. "Life histories of gay, lesbian, bisexual, and queer postsecondary students who choose to persist education against the tide /." Dayton, Ohio : University of Dayton, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1240519522.

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30

Good, Catherine Denise. "The development of stereotype threat and its relation to theories of intelligence : effects on elementary school girls' mathematics achievement and task choices /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008343.

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31

Adams, William F. (William Franklin). "Identification of College Freshmen According to Scholastic and Persistence Potential." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279134/.

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This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class.

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32

Burke, Sherry Ann. "Predictors of success in a community college basic skills program." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332469/.

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The purpose of this study was to determine if certain student demographics and measures of previous high school academic achievement could differentiate between students who are successful in remedial and college level English and algebra courses and students who are unsuccessful in those courses.

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33

Locuniak, Maria N. "Early predictors of calculation fluency in second grade." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 177 p, 2010. http://proquest.umi.com/pqdweb?did=1992513281&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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34

Fearing, Arleen D. Kennedy Larry DeWitt. "Predictors of academic performance for minority baccalaureate nursing students." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604369.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Franklin Lewis, William Tolone. Includes bibliographical references (leaves 105-110) and abstract. Also available in print.

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35

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.<br>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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36

Spurrell, R. Bruce. "Predicting physics achievement : a hierarchical model of student perceptions, student backgrounds, and school characteristics /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0034/MQ47481.pdf.

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37

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.<br>"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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38

Rambo, James R. "Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4577/.

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The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was taking, and the semester exam grade and semester average in the course related to the test. The standards of success or passing were making a 70% or higher on the mathematics, 88% or higher on the reading, and 76% or higher on the writing portion of the exam. The higher passing standards maintained a pass/fail dichotomy and simulate the standard on the new Texas Assessment of Knowledge and Skills Exit Level Exam. The use of the algorithms can assist school staff in identifying individual students, not just groups of students, who could benefit from some type of academic intervention.

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39

Branum, Barbara K. (Barbara Kay). "Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332173/.

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The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.

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40

Fu, Tak-wah. "A study on the predictive power of HKCE examination results regarding the performance in HKAL examination for science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B3197580X.

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41

Moran, Virginia Rabor. "Perceived scholastic competence in children: What roles do acculturative stress and coping pay?" CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/485.

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Griffith, Robert Jameson Witte James E. "An examination of factors influencing differences in academic performance among active duty military students and Naval Reserve Officer Training Corps scholarship students in an university setting." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/GRIFFITH_ROBERT_51.pdf.

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43

Scott, Kenneth Edward Witte Maria Margarita. "Strategic factors of institutional practice impacting student success in the community college as perceived by students and faculty academic preparation, work ethics and institutional support /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Scott_Kenneth_35.pdf.

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44

Hatfield, Bobby Boyd. "Preschool and kindergarten screening : how well can we predict later academic achievement?" Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902506.

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The purpose of the present study was to examine the nature of the relationship between data gathered during the preschool and kindergarten years and later academic achievement. Children were selected from a group of white, lower to middle-class participants who were screened during a child find procedure and pre-school round-up in the Spring of 1990 and kindergarten screening in 1991. Of the 257 subjects originally screened, 165 were located for theidentified as having complete data. There were approximately equal numbers of male (n=38) and female (n=32) subjects.The following research questions were addressed:1. What is the nature of the relationship between preschool screening and later achievement?2. What is the nature of the relationship between kindergarten screening and later achievement?3. What is the nature of the relationship between preschool and kindergarten screening?The preschool and kindergarten screening data were archival in nature. Preschool screening consisted of the, purposes of this study. However, only 70 subjects were administration of the Bracken Basic Concept Scale (BBCS), Preschool Prediction Minnesota Preschool Inventory (MPI), and the Developmental Test of Visual Motor Integration (DVMI). Kindergarten screening consisted of administration of the Metropolitan Readiness Test (MRT), Bracken Basic Concept Scale, and the Children's Learning Abilities Scale (CLAS).The second grade achievement data was collected by the current researcher. This data set consisted of the administration of the Children's Learning Abilities Scale to each child's teacher and collection of Indiana Statewide Testing for Educational Progress (ISTEP) scores.Results of canonical correlation analyses and post hoc analyses of separate multiple regressions for each dependent variable indicated that the Bracken total battery score, the Children's Learning Abilities Scale, and the Developmental scale of the Minnesota Preschool Inventory consistently accounted for a significant proportion of individual differences in later measures.Taken individually and with other kindergarten variables, teacher ratings proved to be the best predictors of second grade achievement. This is supportive of earlier research using structured teacher ratings as accurate predictors of children's school success (Graue & Shepard, 1988). However, we must continue to enhance our knowledge concerning the utility of preschool and kindergarten screening procedures.<br>Department of Educational Psychology

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Rich, Laura M. "A comparison of achievement-related parenting styles for children with average or low achievement and with learning disabilities." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019478.

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In order to study Maccoby & Martin's (1983) dimensions of parental responsiveness and demandingness among different achievement groups, 237 students were divided into average and low achievers and those with learning disabilities. The students completed the Children's Report of Parental Behavior Inventory (Schaefer, 1965) and their group scores on the three demandingness (Lax Discipline, Enforcement of Discipline, and Extreme Autonomy) and three responsiveness (Child-Centeredness, Rejection, and Acceptance of Individuation) subscales were compared. The MANOVA investigating responsiveness uncovered no differences among the three groups of achievers while only one subscale on the demandingness dimension significantly differentiated students with learning disabilities from the other groups. These findings are intriguing in that they do not support existing literature indicating that higher levels ofresponsiveness and demandingness relate to higher student achievement.<br>Department of Educational Psychology

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46

Johnson, Terri Lynn. "Survival strategies of African-American women in community college /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008362.

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47

Peach, Kent I. "The effects of socioeconomic status on student achievement : a longitudinal study /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720537.

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48

Stoever, Shawn. "Multiple Predictors of College Adjustment and Academic Performance for Undergraduates in Their First Semester." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2778/.

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College success, as defined by adjustment to college and academic performance, is a multidetermined with a number of contributing influences, including academic factors, personality variables, family characteristics, and environmental factors. This study attempted to provide an organizing model of the college success literature that was based on previous research (e.g., Aspinwall & Taylor, 1994) and current stress-coping theory (Moos & Swindle, 1990). Structural equation modeling analyses indicated that the hypothesized model did not fit the data well. However, subsequent regression analyses did validate the view that college success is multidetermined. Specifically, academic performance was predicted by a combination of academic factors (SAT score and class rank) and academic adjustment. In turn, academic adjustment was predicted by locus of control, perceived social support, and high school class rank. Personal adjustment was predicted by coping strategies employed, parents who fostered autonomy, locus of control, self-esteem, and high school class rank. Finally, social adjustment was predicted by optimism, coping strategies employed, and locus of control. Treatment implications as well as directions for future research were discussed.

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Russell, John D. (John David) 1938. "Identification of Predictors of Success in Individualized Computer Courses." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332430/.

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This study provides a rationale for advising students on whether to enroll in individualized/self-paced computer courses. It identifies seven factors that have a significant correlation with success in an individualized computer course. The sample comprises all the students enrolled in individualized computer courses at Lee College, Baytown, Texas in the spring semester of 1988. Students completed a survey to determine whether they had previous computer experiences, whether they operated with a level of introvert personality characteristics, and whether the individualized computer course was their first choice. Students completed a learning style inventory and a score was determined using the items relating to individualized computer studies. Data collected in the Lee College records office included high school percentile rank, standardized reading score, standardized mathematics score, college hours completed, course withdrawals, and age. The following seven factors were shown by the data to have a significant correlation with a final grade (in order of decreasing significance): (a) learning style inventory, (b) high school percentile, (c) standardized mathematics score, (d) standardized reading score, (e) previous computer experience, (f) number of college hours, and (g) age. The following three factors were shown by the data to have no significant correlation with a final grade: (a) course withdrawals, (b) degree of personality introversion, and (c) the individualized computer course as first choice. The findings substantiate the hypothesis that success in an individualized computer course might be attributed to certain factors, and once identified, these factors can be used in advising students. Advisors should use as many of the seven factors (identified as significant), as possible in helping students choose between individualized and traditional computer courses.

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Noonan, Coral M. "The role of financial aid in determining the success of community college students enrolled in developmental education courses." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034942.

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