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Parkinson, Lisa Michiko. "Prospective First-Generation College Racial Minority Students: Mediating Factors that Facilitate Positive Educational Characteristics for College Admission." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6043.
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First-generation college (FGC) students represent a small portion of the population of students on college campuses across the nation. Racial minority students are also highly underrepresented at four-year institutions. When one combines FGC students who are also racial minorities, they comprise an even smaller subgroup of students attending four-year college campuses. Research conducted to evaluate how FGC students perform their first year in college is prevalent. Additionally, research has been completed on factors that help predict a high school student's admission into and performance in college. However, very little research exists about factors identified in high school that may help strengthen a prospective FGC, racial minority, and high school student's admission into college. This study will utilize the RELATE questionnaire to evaluate individual characteristics or circumstances identified in prospective first-generation college racial minority students that may be potentially mediated for by high school counselors or college administrators to help strengthen college or university admission. Counselors or advisors could have an impact on improving the likelihood of college or university admission for this population by facilitating the process of coming to terms with family stressors and/or strengthening their flexibility or adaptability to new or different environments, learning, and people. Since the RELATE database does not include direct data regarding college admission, positive student educational characteristics such as sociability, calmness, organization, maturity, and happiness will be utilized to represent potential stronger preparation for admission into college. RELATE is a questionnaire designed for individuals in a committed relationship and provides important information regarding the individual, the partner, and the relationship. Research with the RELATE questionnaire data is generally utilized in family and social science domains. This study is unique since it accesses the individual instead of couple data for positive educational characteristics and research. This comparative study between prospective first-generation college White students and prospective first-generation college racial minority students is designed to assist educators in secondary and higher educational levels to better prepare prospective FGC students, particularly prospective FGC racial minority students, for college admission. Also, this study will distinguish between various characteristics that may assist college recruiters identify prospective FGC students who may be a strong fit for their institutions.
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Abell, Patricia P. Klass Patricia Harrington. "The efficacy of quantitative factors incorporated into the college admissions process as predictors of college success." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064506.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed March 10, 2006. Dissertation Committee: Patricia H. Klass (chair), Al Azinger, Carolyn Z. Bartlett, Ross Hodel. Includes bibliographical references (leaves 116-130) and abstract. Also available in print.
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Silman, Timothy. "Race, class rank, and college admission probability." CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3616.
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Zhang, Haibo. "Analysis of the Chinese college admission system." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4463.
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This thesis focuses on the problems of the Chinese University Admission (CUA) system. Within the field of education, the system of university admissions involves all of Chinese society and causes much concern amongst all social classes. University admissions have been researched since the middle of last century as an issue which has economic impact. However, little attention has been paid to the CUA system from the perspective of economics. This thesis explores a number of interesting aspects of the system. As a special case of the priority-based matching mechanism, the CUA system shares most properties of the Boston Mechanism, which is another example of a priority-based matching mechanism. But it also has some unique and interesting characteristics. The first chapter will introduce the main principles of the CUA system in detail and discuss stability, efficiency, strategy-proofness, and other properties under different informational assumptions. There is a heated debate about whether the CUA system should be abandoned or not. Educational corruption is one of the issues that have been raised. Corruption is a major issue of the CUA system as well as university admission systems in other areas in the world, e.g. India, Russia, etc. We contrast the performance of markets and exams under the assumption that there exists corruption in the admission process. The problem will be analyzed under perfect capital markets and also under borrowing constraints. We use auction theory to obtain equilibria of the market system and the exam system and analyse the effects of corruption on the efficiency of the two systems. We conclude that the exam system is superior to the market system if we only consider the issue of corruption. In the third chapter, we construct a model to reveal the forces that positively sort students into different quality universities in a free choice system under assumptions of supermodular utility and production functions. Given a distribution of student ability and resources, we analyse the planner's decisions on the number of universities and the design of the "task level" for each university, as well as the allocation of resources between universities. Students gain from completing requirements (tasks) in universities, while having to incur costs of exerting effort. In contrast to previous literature, our model includes qualifications as well as cost in the student's utility function, and educational outputs depend on qualification, ability and resources per capita. Our main focus is on the design of task levels. Our result differs from the literature as regards the optimal number of colleges. A zero fixed cost of establishing new colleges does not necessarily result in perfect tailoring of tasks to students. Furthermore, if the fixed cost is not zero, then the planner has to take fixed costs into account when deciding the number of universities.
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Tucker, Jessica Janice. "Predictors of Admission for Stroke or Transient Ischemic Attack Patients." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7257.
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Approximately 11% of patients diagnosed with a stroke or a transient ischemic attack are readmitted to the hospital, creating a cost burden of nearly $2 billion per year for Medicare beneficiaries. Because researchers and policy makers consider hospital readmission for patients with strokes or transient ischemic attack to be an indicator for the delivery of quality care, the Centers for Medicare and Medicaid Services has imposed financial penalties of up to 3% of a hospital's Medicare reimbursement in 1 year for excessive readmissions, potentially impacting the financial sustainability of various healthcare organizations. The ecological systems theory allows for the understanding of how microsystems, mesosystems, exosystems, macrosystems, and chronosystems impact the development, influence, and predictability characteristics of a specific population serviced in a healthcare setting. This quantitative study analyzed cross-sectional data from the 2016 National Hospital Ambulatory Care Survey, using cross-tabulations with chi-square followed by multiple regression analyses. Overall, this study addressed the gap in the existing literature by examining admission rates for patients with the diagnoses of strokes or TIA and the association between ancillary service use, insurance status, and provider level evaluation. The study concluded that few predictors that exist between the independent and dependent variables, with the exception of the amount of laboratory tests ordered. Maintaining the financial reasonability by avoiding penalties for stroke or transient ischemic attack unnecessary admission from value-based purchasing, the implication for social change is maintaining access to care for patients by avoiding hospital closures.
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Williams, Wayne W. "Borrowing the Price of Admission." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592899.
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The purpose for this dissertation is to explore how students who have borrowed to attend a large, urban community college develop their value proposition for postsecondary education. Nearly half of all students in the United States begin their postsecondary education at community colleges. In the aftermath of the Great Recession when unemployment rates were unusually high, enrollment at community colleges increased dramatically, especially amongst minority students. This study focuses on three central questions: how do community college students describe their demand for higher education? Secondly, how do these students describe the economic and social benefits of college? And thirdly, to what extent do students understand the costs of college and their sources of financial aid? The study modifies Perna's Multi-Level Conceptual Model of Student Enrollment based upon the findings derived from qualitative interviews with twenty, currently community college students during the 2012 fall semester to determine how community college students define their value proposition. This value proposition was found to be comprised of the student's demand for higher education through academic preparation, availability of financial resources and the student's aspirations. Additionally, the value proposition was comprised of the expected benefits as expressed in monetary and non-monetary expectations as well as cost considerations. These combined enrollment factors were used to determine what criteria formed the basis for the student's borrowing decision and the use of the loan proceeds. The student interviews were analyzed through the lens of the multi-level conceptual framework and an interview with the institution's lending officer was used to interpret the student responses. The choice to attend community college was found to be more circumstantial than deliberate. The increasingly nontraditional students who do enroll in these institutions often have to balance employment and family obligations in pursuit of their aspirations. While these students pursued college with the expectation of higher earnings upon completion, many had an altruistic purpose in serving others. Finally, there exists a significant knowledge gap with regard to financial literacy exists among students which is exacerbated by the complexity of the financial aid process and the limited institutional resources available to support the nontraditional students attending community colleges.
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Moore, Thomas Frank. "Admission Predictors of Student Success on the Physician Assistant National Certifying Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7410.
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In 2009, a local physician assistant (PA) program lost accreditation due to decreased success in licensure pass rates on the Physician Assistant National Certification Examination (PANCE). In response, the program's admissions committee required additional metrics for accepting quality candidates more likely to pass the licensure examination on the first attempt. The purpose of this study was to gain a better understanding of these metrics, specifically the relationship between demographics, prerequisite admission requirements, and PANCE success. The theoretical framework and conceptual model shaping this study was Bordage's illumination and magnify framework and Swail's geometric model of student persistence and achievement. The purpose of this nonexperimental quantiative study was to investigate the relationhip between the demographic variables, preadmission requirements, and their relationship to predict first-time PANCE success. Using archival data, total sampling (N = 107) included all students who took the PANCE from 2012 to 2016. Binary logistic regression results showed that The Graduate Record Examination quantitative reasoning score was statistically significant (p < .01), and a poor predictor of success, secondary to not having a significant effect on the odds of observing PANCE success. The overall results did not provide admission predictors of student success on the first-time attempt to pass PANCE. The study has significance for social change in the area of admissions policy development that supports a nonbiased process for the identification and selection of quality PA candidates.
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Lyrén, Per-Erik. "A perfect score : Validity arguments for college admission tests." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-25433.
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College admission tests are of great importance for admissions systems in general and for candidates in particular. The SweSAT (Högskoleprovet in Swedish) has been used for college admission in Sweden for more than 30 years, and today it is alongside with the upper-secondary school GPA the most widely used instrument for selection of college applicants. Because of the importance that is placed on the SweSAT, it is essential that the scores are reliable and that the interpretations and uses of the scores are valid. The main purpose of this thesis was therefore to examine some assumptions that are of importance for the validity of the interpretation and use of SweSAT scores. The argument-based approach to validation was used as the framework for the evaluation of these assumptions.The thesis consists of four papers and an extensive introduction with summaries of the papers. The first three papers examine assumptions that are relevant for the use of SweSAT scores for admission decisions, while the fourth paper examines an assumption that is relevant for the use of SweSAT scores for providing diagnostic information. The first paper is a review of predictive validity studies that have been performed on the SweSAT. The general conclusion from the review is that the predictive validity of SweSAT scores varies greatly among study programs, and that there are many problematic issues related to the methodology of the predictive validity studies. The second paper focuses on an assumption underlying the current SweSAT equating design, namely that the groups taking different forms of the test have equal abilities. The results show that this assumption is highly problematic, and consequently a more appropriate equating design should be applied when equating SweSAT scores. The third paper examines the effect of textual item revisions on item statistics and preequating outcomes, using data from the SweSAT data sufficiency subtest. The results show that most kinds of revisions have a significant effect on both p-values and point-biserial correlations, and as a consequence the preequating outcomes are affected negatively. The fourth paper examines whether there is added value in reporting subtest scores rather than just the total score to the test-takers. Using a method derived from classical test theory, the results show that all observed subscores are better predictors of the true subscores than is the observed total score, with the exception of the Swedish reading comprehension subtest. That is, the subscores contain information that the test-takers can use for remedial studies and hence there is added value in reporting the subscores. The general conclusion from the thesis as a whole is that the interpretations and use of SweSAT scores are based on several questionable assumptions, but also that the interpretations and uses are supported by a great deal of validity evidence.
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Stratton-Zimmer, Marilyn Lauren. "Waiting in vain for college admission, experience and effects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22101.pdf.
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Lyrén, Per-Erik. "A perfect score validity arguments for college admission tests /." Umeå : Institutionen för beteendevetenskapliga mätningar, Umeå universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-25433.
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Stratton-Zimmer, Marilyn Lauren Carleton University Dissertation Psychology. "Waiting in vain for college admission; experience and effects." Ottawa, 1997.
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Downey, Jayne A. "Predictors of intimacy in college-age students." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Manning, Kathy A. "Pre-admission predictors of student success in an online associate degree nursing program." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1313912311&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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McCleary-Gaddy, Asia. "Prejudice against Black Americans versus Black Africans in College Admission." ScholarWorks @ UVM, 2016. https://scholarworks.uvm.edu/graddis/609.
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Three studies examined prejudice as an explanation for the overrepresentation of Black Africans and the under-representation of native-born Black Americans in Ivy League institutions. I hypothesized admission officers may use Black Africans as a "cover" for their prejudice against Black American natives. The admission of more Black Africans may allow admission officers to express their prejudice toward Black American natives while maintaining an egalitarian image. In Study 1, although the Black African applicant was evaluated as more likable, competent, and had a greater chance of being admitted than the Black American native applicant, differences were only significant when compared with the White American applicant. In Study 2, the Black American native applicant was significantly less likely to be admitted when being directly compared to a Black African applicant (versus a White American applicant). Study 3, tested the boundary effects of Study 2 by exposing participants to an Affirmative Action statement. Similar to Study 2, the target Black American native applicant was significantly less likely to be admitted when in direct comparison with a Black African applicant. In Studies 1 and 3, levels of internal motivation and/or levels of external motivation to respond without prejudice significantly moderated the relationship between ethnicity and decision to admit. Furthermore, findings indicated that the decision to admit the target Black American native versus the competitor was dependent on perceptions of SES. Collectively, these studies offer evidence that the admittance of Black African applicants may provide a cover for discrimination against Black American natives. These results suggest that ethnicity, in addition to race, may affect the educational opportunities of minority group members.
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Pu, Yun. "Three Essays on College Admission and Stock Market in China." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1540812943237987.
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Casey, Annemarie. "Linguistic predictors of negative affectivity /." View abstract, 2001. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1637.
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Thesis (M.A.)--Central Connecticut State University, 2001.Thesis advisor: Joanne DePlacido. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 33-40). Also available via the World Wide Web.
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Bartoszuk, Karin, and James E. Deal. "Predictors of College Students’ Drop Out/Stop Out." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3210.
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Gillig, Benjamin. "Academic motivation among college students: variance and predictors." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6112.
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This three-paper dissertation addresses the manner in which students’ intrinsic motivation to engage in academic tasks changes during the four years of college. The first paper examines the variance of students’ academic motivation during college. The second paper analyzes whether good practices in undergraduate education promote academic motivation, and the third paper seeks to determine whether those good practices benefit certain students more than others. Implications are explored in each paper.
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Da, Silva Jean Merle. "Predictors of Stress Among Caribbean Community College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2312.
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Research on North American and European students have reported moderate to severe levels of stress in more than 90% of students, which has been linked to negative health outcomes. However, there is a paucity of data on the stress of Caribbean students. Higher education in the Caribbean has undergone a transformation with wider access and higher enrollment; thus, it is important that the effects and characteristics of this transformation are researched and documented. Accordingly, the purpose of this quantitative study was to examine the experience of students in 2 year community colleges in the Caribbean. Using the theoretical foundation of Lazarus and Folkman's (1989) appraisal theory of stress, the research questions focused on the predictors of stress, socioeconomic differences in the levels of stress, and coping styles. The undergraduate stress questionnaire, the perceived stress scale, and the brief cope questionnaire assessed 150 students recruited through response to flyers posted on campuses. Data were analyzed using generalized linear model, ANOVA and MANOVA. Results indicated student status and marital status significantly predicted the stress level of students, but significant socioeconomic status differences in stress and coping styles did not. The research contributes to positive social change by helping to inform educators, administrators, and parents on the particular stressors students face, thus contributing to a better understanding of the phenomena of stress and coping among Caribbean students. It also broadens the body of research, extending it to populations outside of the North American and European contexts and providing valuable data for subsequent research.
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Phillips, Lauren E. "The Ethics of College Admissions." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/775.
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“Our society is quickly reaching a point where notions of right and wrong have become so binary as to virtually eliminate all areas of grey. One result of increased regulatory and enforcement pressure is the suppression flexibility and creativity.”
Kenneth S. Phillips Founder and Chief Executive Officer (CEO) HedgeMark International, LLC An Affiliate of BNY Mellon
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Hale, Lynne Rochelle. "Relationships Among and Between Early and Late Freshmen Admission Applications and Academic Persistence." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30461/.
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This quantitative study investigated relationships among and between university early and late admitted freshmen and academic performance and persistence. The participants in this study consisted of 3,197 early freshmen applicants and 309 late freshmen applicants admitted at a large southwestern student centered public research university over the course of the year prior to the fall 2008 academic year. Significant results, using a statistical significance level of p < .05, were reported for the majority of variables examined: chi-square analysis revealed a significant relationship between application date and ethnicity; independent-samples t-tests revealed significant differences in SAT scores; 78.06% of late applicants were male compared to 40.83% of early applicants; mean GPA of early applicants was 2.62 compared to 2.18 among those who applied late; and lastly, 76.62% of early applicants returned the following year in comparison to 57.42% of late applicants. The results of this study provide preliminary support for the examination of admission policies and procedures in relation to late application. Recommendations are made for advising, counseling, and other interventions that may ease the transition of freshmen late applicants while enhancing retention and persistence.
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Jaffe, Emma J. "Romance and Religion in College: The Predictors of Quality in College Romantic Relationships." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/38.
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The primary goal of the current study was to investigate the influence of religion, conflict, sex, and duration on the quality of romantic relationships in college. The transition period of college lends itself to new opportunities and experiences in which young adults learn to express themselves within different types of romantic relationships. One aspect of college that influences these relationships is the emerging “hookup” culture, leading to relationships being less of a norm in college settings. Another influence of college is the diversity of students within the college setting, yielding higher rates of intercultural (or in the case of this study, interfaith) relationships between students. There is little research about how interfaith relationships in college fair in contrast to intrafaith relationships. Thus, the current study was designed to address the gap in the literature on how religious similarity factors into overall relationship quality, along with sexual intimacy, conflict, and duration of relationship. Results reveal that religious similarity and overall religiosity do not influence the quality of relationships in college. However conflict and duration were found to negatively influence the quality of relationships and sexual intimacy showed a strong positive influence on the quality of relationships in college. This study uncovers the predictors of quality in romantic relationships in a college environment.
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Gebre, Azeb B. "A Path to College Success: Analyzing the Precursors and Predictors of College Adjustment." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/430574.
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PsychologyPh.D.
College enrollment rates have increased drastically through the years. Yet, retention rates have remained stagnant, particularly from the first to the second year. Some have attributed early departure to poor college adjustment. Bridging together theoretical perspectives and models rooted in retention research and social media research, this study tested a predictive model of college adjustment. An online survey was completed by 611 (22.8% male, 77.2% female) undergraduates. A path analysis revealed that well-adjusted students had strong kinship support, self-esteem and academic self-efficacy, were highly involved both academically and socially, and experienced lower levels of loneliness and academic stress. Shyness was found to forestall successful overall college adjustment by diminishing students' social involvement, which in turn increased perceived loneliness and contributed to poor self-esteem. On the other hand, active coping style was found to facilitate overall college adjustment by increasing academic involvement, which subsequently enhanced academic self-efficacy and self-esteem. The findings also indicate that academic Facebook use promotes greater overall college adjustment by enhancing students' social involvement. Furthermore, moderation analyses showed that the use of Facebook for interpersonal purposes increases social and academic involvement, particularly among less shy and high self-esteemed students. Interpretation of these results and practical implications are discussed.
Temple University--Theses
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Blumenthal, Shelley M. "Preparing the public secondary school student for highly selective college admission." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29357.
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Typical public secondary school students seem unable to compete with distinguished public and elite private secondary school students when seeking admission to highly selective colleges. This study has identified the characteristics that distinguish college guidance and school-wide programs at public secondary schools perceived to be the strongest (distinguished) from other public secondary schools. School boards, public secondary school counselors, school administrators, and the communities they serve now have college guidance programs they can emulate to better prepare students for admission to highly selective colleges.Ph. D.
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Szerman, Christiane. "The effects of a centralized college admission mechanism on migration and college enrollment: evidence from Brazil." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/13875.
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No Brasil, a recente reformulação do Exame Nacional de Ensino Médio (ENEM) e a criação do Sistema de Seleção Unificada (SISU), um mecanismo de admissão centralizado que aloca os alunos às instituições, promoveram mudanças relevantes no Ensino Superior. Neste artigo, investigamos os efeitos da introdução do SISU na migração e evasão dos alunos ingressantes a partir dos dados do Censo de Educação Superior. Para tal, exploramos a variação temporal na adesão das instituições ao SISU e encontramos que a adoção do SISU está associada a um aumento da mobilidade entre municípios e entre estados dos alunos ingressantes em 3.8 pontos percentuais (p.p) e 1.6 p.p., respectivamente. Além disso, encontramos um aumento da evasão em 4.5 p.p. Nossos resultados indicam que custos associados à migração e comportamento estratégico são importantes determinantes da evasão dos alunos.
Although decentralized assignment mechanisms have been increasingly replaced by centralized systems as part of education reforms, empirical evidences of such transitions are limited. In this paper, we investigate the effects of introducing a centralized admission system that allocates students to Higher Education Institutions on migration and college enrollment. We use rich data from Brazilian Higher Education to construct measures of migration and dropout. Exploiting time variation in adoption of a centralized mechanism across institutions, we find that the adoption of a centralized mechanism increases inter-municipality and interstate mobility of first-year students by 3.8 percentage points (p.p.) and 1.6 p.p., respectively. The system is also associated with an increase by 4.5 p.p. in dropout rate of first-year students. Overall, our findings suggest that migration and strategic behaviors during the application process play a crucial role for an increase in dropout.
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Jeffrey, Tony G. (Tony George). "Current admissions and transition practices among Christian college coalition members." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332468/.
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The problem of this study concerns the admissions and transition programs of undergraduate institutions which are members of the Christian College Coalition. The purposes of this study are to determine whether Christian College Coalition member institutions have encountered the same national concerns in the area of the transition from high school to college as identified by Ernest Boyer in College: The Undergraduate Experience in America, and to determine whether admissions programs in the member institutions are adhering to the principles of good practice of the National Association of College Admission Counselors (NACAC).
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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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Gozu, Hisae. "College students' perception of parenthood : predictors of parenting attributions." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1087.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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Davidson, Eric Sean. "PREDICTORS OF SLEEP QUANTITY AND QUALITY IN COLLEGE STUDENTS." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/457.
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Whereas sleep is often thought of as a common health issue among college students, few, if any, researchers have comprehensively evaluated correlates and predictors of sleep quality and quantity within this population. Most often, studies of this type are used by researchers to assess particular categories of correlates and predictors (e.g., emotional and mental health, student employment, substance abuse, etc.). The present study was conducted to determine correlates and predictors of sleep quantity and quality using among randomly selected college students at a Midwestern four-year research university with high research activity. A classroom survey comprised of the Pittsburgh Sleep Quality Index, the Medical Outcomes Study - Short Form 36, a sleep journal, and demographic questions was administered to students enrolled in 18 University Core Curriculum classes during the spring 2011 semester. Four hundred and sixty student surveys were used for data analysis. Average weekday sleep length was found to be statistically significantly correlated only with mental wellbeing. No statistically significant correlations were found between any of the potential predictor variables and the dependent variables of average weekend day sleep length. Overall sleep quality was found to be statistically significantly correlated with mental and physical wellbeing. Using path analysis, three reduced models, one for each of the three dependent variables (weekday sleep length, weekend day sleep length, and overall sleep quality, were produced. Through ×2 testing, reduced models for all three models fit the full model's data; deleted paths did not contribute to the model. As a whole, students are getting adequate sleep length, but possess poor sleep quality. Sleep quality and sleep quantity, are influenced by different factors, creating challenges for those wishing to provide education, prevention and intervention services.
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Pomm, David J. "PREDICTORS OF CAFFEINE-RELATED WITHDRAWAL SYMPTOMS IN COLLEGE FRESHMEN." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4467.
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While caffeine withdrawal has been well-characterized, research on caffeine intake and factors associated with withdrawal has been limited. The present study examined prevalence rates of caffeine use and identified psychosocial factors associated with having caffeine withdrawal headaches (CWH). Participants were N = 1,989 college freshmen who participated in the 2011 Spit for Science project. Caffeine use was reported by 80% of the sample. Females were more likely than males to consume caffeine, and soda was the primary source of caffeine for both genders. As hypothesized, daily caffeine users were more likely to report CWH than non-daily users. When multivariable analyses examined other variables identified through univariable analyses, the most parsimonious model for distinguishing between those with and without CWH included the following set of predictor variables: daily caffeine use; female; non-white minority; peers with alcohol problems; greater neuroticism, and those reporting maternal depression or anxiety.
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Hatala, Elaine M. "Characteristics and Predictors of Ecstasy (MDMA) Use During College." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/882.
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Public HealthPh.D.
This cross-sectional investigation examined characteristics of ecstasy use during college and associations between ecstasy use during college and demographic factors, family functioning, mental health, and stage of change for ecstasy use. In addition a multivariate model was developed to predict characteristics of ecstasy use during college. An electronic survey was sent to all undergraduate students enrolled at a large urban university in the mid-Atlantic region of the United States during the spring of 2007. Demographic factors and characteristics of ecstasy use were examined using standardized measures employed in national drug use surveys and by the World Health Organization. Measures associated specifically with ecstasy use during college were developed for this investigation. Family functioning was measured with the Parent Adolescent Communication Scale. Mental health was measured with the K6 screening instrument for nonspecific psychological distress. Stage of change was measured with a five-stage algorithm. The final sample for analysis consisted of 194 participants who reported ecstasy use during college and 2849 participants who reported no ecstasy use during college. Data were described using conventional descriptive statistics, chi-square statistics and non-parametric statistics. A logistic regression model was used to identify variables associated with ecstasy use during college. Based on the results, the following generalized conclusions were drawn: ecstasy continues to be used by college students at large urban universities in the mid-Atlantic region of the United States; because the majority of college students reported using ecstasy for the first time during college and also reported using ecstasy for up to two years, it appears that the college environment is a contextual factor for ecstasy use; lower family communication is associated with ecstasy use during college; psychological distress is associated with ecstasy use during college; being white (versus non-white), male (versus female) and having low or moderate (versus high) family communication each is independently associated with ecstasy use during college; differences in stage of change for ecstasy use among ecstasy users and the demographic profile of ecstasy users compared to non-ecstasy users suggest that prevention, education and intervention efforts should be designed to match the unique factors associated with ecstasy use during college.
Temple University--Theses
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Ratcliff, Bonita B. "Predictors of bulimia among university women." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/71178.
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A questionnaire was mailed to a random sample of 771 undergraduate women at Virginia Tech. The research instrument was designed to accurately estimate the frequency of bulimia among university women. Bulimia was operationalized in specific behavioral terms that extend the DSM-III definition. The response rate for the mail survey was 87%, with 669 surveys used in the descriptive data analysis. One hundred and twelve subjects, 17% of the total sample, were classified as bulimic. The bulimic subjects were matched on height, weight, and age with 112 women without an eating disorder. This subset of 224 subjects was analyzed in order to assess the degree to which the respondent's family system, use of coping strategies, and weight preoccupation are predictive of bulimia. Multiple regression analysis indicated that 28% of the variance in bulimia can be explained by these three variables. The survey findings and implications for future research are discussed.Ph. D.
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Muecke, Nancy Lee Conzett. "Pre- and post-admission criteria as predictors of academic success in an associate degree nursing program." [Ames, Iowa : Iowa State University], 2008.
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Linver, Miriam Rosanne 1970. "Pathways of adolescent college graduation expectations: Individual and maternal predictors." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282677.
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The present study examined college graduation expectations of adolescents and young adults. A model to predict college graduation expectations of 10th grade students was developed based on Eccles' (1983) expectancy-value model. Both individual predictors (gender, school grades, self-concept of ability) and maternal predictors (maternal education; parental divorce; maternal standards, expectations, and encouragement; adolescents' perceptions of maternal advice and involvement) were included. A separate model was developed to describe and predict pathways of college graduation expectations over time, at 10th grade, at 12th grade, and at age 21. Individual predictors (early adolescent expectations, gender, school grades, self-concept of ability) and maternal predictors (maternal education, parental divorce) were examined. Data from seven waves (6th grade through age 21) of the Michigan Study of Adolescent Life Transitions (MSALT) were utilized. For the prediction of 10th grade expectations, 1352 adolescents and 784 mothers participated in at least one wave; for the prediction of expectation pathways, 868 adolescents provided data. A structural equation modeling (SEM) technique was used for the prediction of 10th grade expectations; a hierarchical linear modeling (HLM) technique was used for the prediction of pathways of expectations. The results of the SEM analyses suggested that self-concept of ability was positively related to 10th grade college graduation expectations, school grades were negatively related to expectations, and males tended to have higher expectations than girls when all variables in the model were taken into account. Maternal standards, expectations, and encouragement as well as adolescents' perceptions of maternal advice and support were positively related to expectations. The results of the HLM analyses suggested that in general, adolescents have stable pathways of college graduation expectations as they enter young adulthood. Gender, 7th grade college expectations, school grades, self-concept of ability, and maternal education level were associated with intercepts (10th grade) of college graduation expectations. The relation of gender to expectation slopes approached significance. Boys' slopes were more positive than girls' slopes. The importance of examining interindividual differences in intraindividual change is discussed.
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Barber, William Amory. "Predictors of Psychological Abuse and Violence in College Romantic Relationships." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626505.
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Ahlstrom, Denice C. "Social Cognitive Predictors of College Students' Fruit and Vegetable Intake." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/433.
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This study examined the social cognitive theory factors of home availability of fruits and vegetables, nutrition knowledge, food preparation ability, and cooking self-efficacy and the demographic factors of race/ethnicity, age, gender, marital status, living situation, and meal plan participation in relation to college students' fruit and vegetable consumption. The study sample was comprised of students attending on-campus classes at Utah State University during spring semester of 2009. Data were collected via traditional pencil-and-paper surveys distributed during classes with students in varying stages of their college education and from different fields of study. In total, 207 surveys were used for the linear regression analysis.
Race/ethnicity was not included in the regression model due to lack of sufficient racial/ethnic diversity. Of the remaining variables, availability of fruits and vegetables in the home, cooking self-efficacy, and meal plan participation were found to be significant predictors of college students' fruit and vegetable consumption. Availability in the home was the strongest predictor of fruit and vegetable intake in this sample.
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Hicks, David. "College and Career Readiness: Psychosocial Predictors of Achievement and Persistence." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700097/.
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Purpose: The purpose of this study was to determine if traditional indicators of college readiness were better predictors of students’ first semester college GPA and persistence to the second year of coursework compared to non-traditional indicators of college readiness. Specifically, this study analyzed the predictive validity of high school class rank and ACT/SAT scores compared to that of the psychosocial skills measured by the ACT Engage on students’ first semester college GPA and their likelihood of enrollment in the second year of college coursework. Methodology: Linear and logistic regression models were used to examine the effect of gender, age, ethnicity, socioeconomic status, high school rank, Texas Success Initiative college readiness scores, SAT or ACT scores, and the ten themes of the ACT Engage Inventory (dependent variables), on students’ first semester college GPA and rate of persistence to the second year (independent variables). A sample of 4,379 first semester college freshmen participated in this study. Findings: Results indicated that high school rank, ACT/SAT scores and psychosocial skills measured by the ACT Engage theme academic discipline were accurate predictors of college performance. Results regarding the predictive power of traditional academic and non-traditional psychosocial predictors of persistence were less definitive. Students qualifying for federal financial assistance and female students showed the greatest likelihood of not returning for the second year of college. Research Limitations: One limitation of this study occurred because separate ethnicities were not evaluated as independent variables. Additionally, further research should occur regarding the relationship between the independent variables of gender and socioeconomic status and the dependent variable persistence. Practical Implications: Due to the predictive power of high school class rank, college entrance exam scores, and the psychosocial skill of academic discipline, educators and policy makers should design targeted preparation and support initiatives around improving students’ skills in these areas. Recommendations for such initiatives were provided. Value of Paper: This paper is valuable to educators at the secondary school and university levels because results can be used to design preparation and support programs in order to improve students’ performance and persistence at the college level.
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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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Miller, Ashley Yvonne. "An Exploration of College-Related Memorable Messages." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1148.
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This research explored how memorable messages and formal (official) university messages work together to inform and influence students’ college choices. Recognizing the ways in which university-constructed and other memorable messages influence students’ choice of college could potentially help colleges improve their recruitment messages and distinguish themselves from other institutions. Semi-structured interviews were conducted to obtain data from the participants, and the data were analyzed through a thematic, constant comparative method. Within the context of higher education, findings revealed students’ perceptions of memorable college-related messages, the sources of memorable college-related messages, the characteristics that increase the likelihood that students will recall a college-related message, and the extent to which college-related messages influenced students’ choice of college. This study extends the exploration of the memorable message construct and provides practical implications for university admission offices and their student recruitment efforts.
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Jeffrey, Allison Clifford. "Predictors of Male Violence in Dating Relationships." Thesis, Virginia Tech, 1996. http://hdl.handle.net/10919/35484.
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Dating violence among college students has become a pressing concern. However, to date, the bulk of the research in this area has attempted to discern correlates of marital violence. Little research has been paid to the isolation of predictors of violence that occurs early in the relationship. This paper demonstrates the utility of several risk factors identified among male college students in predicting dating violence. Factors included are history of abuse in the family of origin; insecure attachment style as measured by parental attachment and girlfriend attachment; attributional style; anger; and depression. Though it is likely that many other factors predict male dating violence, this study aims to isolate those factors that operate within the framework of history of abuse and insecure attachment.
Results indicated the following: 1. History of abuse accounted for a substantial portion of the variance in predicting dating violence. 2. The interaction of attachment to family and partner was related to verbal aggression and abuse toward and from the partner. 3. Attributional style did not significantly predict dating violence beyond history of abuse. 4. Depression was not significantly related to dating violence; however, anger was significantly and directly related to verbal aggression and overall abuse from self toward partner. 5. Results were also discussed in terms of the four abuse criteria, including some notable findings regarding partner attachment style and direction of abuse. In addition, implications for treatment and prevention and suggestions for future research were offered.Master of Science
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Rowan, Heather Terese. "Predictors of delayed college enrollment and the impact of socioeconomic status." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2487.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Van, de Vord Rebecca. "Predictors of credibility assessments in online information seeking of college students." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/r_vandevord_050509.pdf.
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Puher, Meredith Anne. "The Big Five personality traits as predictors of adjustment to college." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1848731781&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Reinke, Derek R. "Predictors of Satisfaction with Sport Leadership in Small-College Football Players." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6159.
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This study investigated eight possible predictors of satisfaction levels in smallcollege football players. The sample (N = 442) included eight nonscholarship football programs from the NCAA Division III or NAIA classifications. Measures included Zhang's Revised Version of Chelladurai's Leadership Scale for Sport, and a seven-item subscale of the Scale of Athlete Satisfaction.
The six subscales of the Revised Leadership Scale for Sport each yielded a significant linear relationship with the satisfaction outcome measure: social support (I= .696), situational consideration (I= .665), positive feedback (r = .654), teaching and instruction (I= .627), democratic behaviors (I = .501), and autocratic behaviors (I= -.372). Minimal correlations were found between satisfaction and the two other predictors evaluated: each team's win/loss percentage (I= .164) and each player's estimated amount of playing time (r = .121). With the large sample size, these two modest correlations were also statistically significant. However, as neither accounted for more than 2% of the total variance in satisfaction levels, they are not likely to have practical significance.
The predictors were also evaluated via stepwise multiple regression analysis to assess which combination(s) would account for more of the overall variance. Unfortunately, a mild case of multicollinearity made it difficult to attribute relative importance to the predictors. For example, the situational consideration subscale recorded especially high correlations with several of the other Revised Leadership Scale for Sport subscales. Overall, results indicate that specific coaching behaviors are more associated with player satisfaction in small-college players than are reported in previous samples of other types of athletes. As such, coaches are encouraged to provide support for players in off-the-field endeavors, offer positive feedback on performance goals, and combine knowledge of the sport with the ability to make adjustments in strategies and coaching behaviors.
A comparison of the current sample of nonscholarship, small-college football players and a sample of full-scholarship (NCAA Division I-AA) football players revealed several interesting differences. In the current sample, the correlations between social support and satisfaction, and democratic behavior and satisfaction, were substantially higher. Additionally, a much stronger negative relationship existed between autocratic coaching behaviors and satisfaction among small-college players.
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Wilson, III James K. "Predictors of College Readiness: an Analysis of the Student Readiness Inventory." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115181/.
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The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study is Vrooms’ expectancy theory, motivation plays a key role in success. This study used a hierarchical multiple regression model. the independent variables of interest included high school percentile class rank, composite ACT scores, composite SAT scores, and the 10 themes as measured by the Student Readiness Inventory (SRI) to address two research questions: What are the psychosocial factors identified by the SRI are most relevant in predicting college success? What conventional academic indicators are most relevant in predicting college success? the sample size for this study was 5279 (n), including a stratified random sample of first semester college freshman enrolled in credit bearing courses; these participants were deemed college ready by the university. Academic Discipline accounted for 4.2% of the variance in first semester college GPA, General Determination accounted for 1.7% of the variance, and the remaining psychosocial factors of the SRI accounted for less than 1% of the variance. High school percentile class rank accounted for 10.7% of the variance, composite ACT accounted for 5.9% of the variance, and composite SAT accounted for 5.6% of the variance. Future analysis could be completed within demographic groups to include a stratified random sample of participants by ethnicity, gender, or economic status. Such analysis would build on this body of research providing additional guidance admission officers and K-12 educators.
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Hutchinson, Kathleen M. "Predictors of College Students' Dating Violence Perceptions and Help-seeking Recommendations." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1332334459.
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Baker, Emmett Andrew. "Predictors of Postsecondary Success: An Analysis of First Year College Remediation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011868/.
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This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.
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Boyd, Kriss Hope. "An analysis of selected pre- and post-admission variables as they relate to the retention of new freshmen at a large, research, public university." Texas A&M University, 2004. http://hdl.handle.net/1969.1/583.
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Texas A&M University changed the criteria for freshman admission after a legal decision in 1996 removed ethnicity from the list of possible admission criteria. The process now includes subjective criteria such as activities, leadership, service and awards as well as the traditional objective criteria such as test scores and rank in high school class. The purpose of this study was to analyze the relationship between some of the admission criteria and retention of freshmen from the first fall to the second fall. Retention of freshmen is a performance indicator for higher education in Texas.
The results of the logistic regressions showed that the relationships were modest at best and had a very small pseudo r2. The objective criteria of test scores and high school rank were either not significant or did almost nothing to increase the odds ratio. The only variable that was significant in the regression, but had a modest odds ratio, across the regression for all students and for the regressions for the subgroups of female and male students, Anglo, Hispanic and Asian American students, and for students from targeted, disadvantaged high schools was parents' education level. The points assigned to students by admissions counselors for self-reported leadership activities were significant for the regressions for all students, for female students and for Anglo students, but did very little to increase the likelihood of retention. Test scores were significant in the regressions for all students, for female students and for Hispanic students, but did almost nothing to increase the likelihood of retention. None of the variables were significant in the regression for the small group of African American students.
One conclusion from the analysis is that some students whose parents have the lowest levels of education and some students from targeted high schools have unmet needs that cause higher attrition rates for these groups. However, even within these groups, there are other factors driving the students' commitment to stay enrolled for the second year at the institution than those included in this study.
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Rose, Kathleen Anne. "Knowledge building predictors inherent in the graduate admission process: Changing frameworks and reform opportunities for leaders in education." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280534.
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The leadership challenge addressed in this study focused on the policies and practice currently used in making college admission selections for graduate students and the criterion used to make these decisions using narrative and standardized application data. The research question analyzed this occurrence by searching for the best predictors of academic success that emerged from a group of women applicants in a Master of Arts in Psychology program taken from a private, adult-oriented University in Southern California. The research study randomly selected 50 graduate applications and applied grounded theory methodology to identify standardized and narrative trends to predict academic success. Using a framework provided by a 1989 GRE Board Research Report published by the Educational Testing Service, exploratory characteristics were applied to the applications. A comparison of the resulting themes to the candidates' progression in the graduate program occurred at the point of the first significant benchmark in the program, which was the advancement to candidacy. Throughout the study, the evolving data was applied to current leadership theory and policy reform concepts in higher education. This study revealed that the standardized and narrative application information provided limited corroboration of the ETS characteristics. Themes emerged, but due to the narrative prompt, little specificity occurred. In looking at predictors of academic success in graduate study in psychology, the following general clusters of themes emerged from the study: knowledge building predictors, diversity and cross-cultural predictors, learning opportunities predictors, and career planning and development predictors. If admission reform becomes an institutional value, graduate colleges will be confronted with four significant tasks: first to identify institutional objectives and predictors to be reflected in the application; second, to analyze the predictors in terms of the knowledge building skills which prospective students should possess; third, to select or develop simulations appropriate for the study of each applicant; and fourth, to encourage women for whom there is institutional fit and a reasonable probability of academic success to pursue graduate work.
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Murray, Karen T., Carolyn S. Merriman, and Carolyn Adamson. "Use of the HESI Admission Assessment to Predict Student Success." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8518.
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This study examined the value of the HESI Admission Assessment in predicting student success. Associate degree (N ≤ 68) and baccalaureate (N ≤ 69) nursing students took the HESI Admission Assessment after acceptance into the nursing programs for the purpose of identifying their academic weaknesses and focusing their remediation efforts. Findings indicated that the HESI Admission Assessment was a valid predictor of students' academic ability to succeed in the nursing programs. In the associate degree nursing program, HESI Admission Assessment scores were significantly positively correlated with 88.89% of all nursing course grades in the program and 100% of the beginning-level course grades. In the baccalaureate nursing program, HESI Admission Assessment scores were significantly positively correlated with 50.00% of all nursing course grades in the program and 80.00% of beginning-level course grades. Furthermore, associate degree nursing students who completed the program had significantly higher HESI Admission Assessment scores than those who did not complete the program.