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1
Poza-Juncal, Inés Victoria. « Predicting dropout among inner-city Latino youth using psychological indices / ». Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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2
Smarn, Ganmol Halinski Ronald S. « Differences between persisters and dropouts in a private industrial technology school in Thailand ». Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604371.
Texte intégralRésumé :
Thesis (Ph. D.)--Illinois State University, 1995.Title from title page screen, viewed April 21, 2006. Dissertation Committee: Ronald S. Halinski (chair), Kenneth H. Strand, James C. Palmer, George Padavil. Includes bibliographical references (leaves 109-116) and abstract. Also available in print.
3
MacNeill, Rodney M. « The prediction of dropout in an entry level trades training program ». Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31102.
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Withdrawal from a program of studies can have negative consequences that extend beyond those that directly affect the dropouts. Beyond the lack of employment related skills and the impact that dropping out may have on students' confidence in their ability as learners, attrition also has an effect on the educational institute and sponsoring agencies. For example, program attrition leaves the training provider with empty seats but no corresponding reduction in training costs and the sponsoring agencies with a limited return on their training investments. This study examined attrition in short-term vocational programs to determine if factors from research on other postsecondary populations are applicable to these kinds of students. A formula was also developed to predict, early in the program, which students are most likely to withdraw.
A review of the research confirmed that what is known about factors related to attrition for students in short-term vocational programs is limited. This necessitated a "borrowing" of factors from research directed at high school students and those in adult and higher education programs. By means of a mailed questionnaire, and using institute records, data were collected for those factors relevant to the population and program under study. These factors were divided into those students brought with them and those they experienced after they
began their training. Of the 36 pre-entry factors studied, 12 produced statistically significant relationships when compared to persistence/withdrawal. The significant factors included high school graduation; test scores on reading vocabulary, reading comprehension, reference skills, math computation, math concepts and applications, and combined reading and combined math scores; mean differences in age; the student's socioeconomic status; certainty of program choice; and locus of control as related to high school persistence/withdrawal. Of those categorized as postentry, 10 of the 28 factors produced statistically significant relationships when compared to the indicator variable. These factors were enough study time, study time compared to others, hours per week at PVI, tests passed per attempt, tests exceeded per attempt, feeling that friends had gained from the program, estimation of program success, financial concern, agency sponsorship, and the use of Training Consultants. Combining the statistically significant factors using multiple regression analysis produced a prediction formula which included tests passed per attempt, combined math scores, study time compared, age, and feeling that friends had gained from the program.
Conclusions based upon the results of the study centered around the application of attrition factors from the study of other populations and the utility of prediction for practitioners. In essence, the researcher believes it is inappropriate to make assumptions regarding attrition by
short-term vocational students based upon research findings from other populations. In addition, even though the findings which characterized persisters as "good students" indicate that attrition rates may be reduced by either restricting admission by students who do not fit the profile or by providing these students with additional support, the amount of variance accounted for (16 percent) based upon the results of the multiple regression analysis suggest caution be used in making any decision. The researcher concludes by recommending that future studies examine attrition by using a variety of research methods in an attempt to clarify which factors are related to student attrition.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
4
Taylor, Sarah Cecelia Ferguson. « Pathways to dropping out ». Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-144845/.
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5
Semmelroth, Carrie Lisa. « Response to intervention at the secondary level : identifying students at risk for high school dropout / ». [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/30/.
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Owens, Mario Antonio. « Variables that impact high school dropout ». Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03312009-151116.
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7
King, Teresa C. « Examining the Relationship Between Persistence in Attendance in an Afterschool Program and an Early Warning Index for Dropout ». Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500218/.
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School districts constantly struggle to find solutions to address the high school dropout problem. Literature supports the need to identify and intervene with these students earlier and in more systemic ways. The purpose of this study was to conduct a longitudinal examination of the relationship between sustained afterschool participation and the host district’s early warning index (EWI) associated with school dropout. Data included 65,341 students participating in an urban school district’s after school program from school years 2000-2001 through 2011-2012. The district serves more than 80,000 students annually. Data represented students in Pre-Kindergarten through Grade 12, and length of participation ranged from 1 through 12 years. Results indicated that student risk increased over time and that persistent participation in afterschool programming had a significant relationship with student individual growth trajectories. Slower growth rates, as evidenced through successive models, supported students being positively impacted by program participation. Additionally, participation was more meaningful if students persisted, as noted in the lower EWI rates, as compared to students who attended less consistently.
8
Babers, Tracy Allen Sr. « The determining factors of high school dropouts ». CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3126.
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The purpose of this study is to examine the factors that cause high school students to drop out. The method for this project was a review of literature collected through journal articles, the internet and books. The factors found to play the biggest role were race, academic age/grade, and gender.
9
Foster, Edward C. 1946. « Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent Records ». Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277964/.
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Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.
10
Wilde, Richard Wayne. « Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables ». PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1401.
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The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful or not successful by the end of first grade. The need for immediate continued research on this topic was established through the review of literature, which highlighted the extent of the at-risk problem both locally and nationally. The growing number of at-risk students combined with the minimal impact of the educational programs mandates the need to identify these students in time to prevent school failure. However, clear identification procedures are not currently available and previous studies have raised substantial questions regarding the accuracy of early identification procedures. The presenting problem of this study was to determine the sensitivity and specificity of a set of predictor variables, and then to analyze these findings as to whether or not they were accurate enough for use as an initial identification process for subsequent classes. The primary research approach of this study was a longitudinal data collection and correlational analysis, with discriminant analysis techniques used to determine predictive accuracy. The study was limited to data on the class of 2001 from two elementary schools within the Washougal School District. The data collected and the subsequent analysis were used to answer six exploratory research questions. No hypothesis was proposed. This study used ratings and scores obtained from the administration of the Preschool Screening system, kindergarten teacher ratings, the School Success Rating Scale, and the Gates-MacGinitie Reading Readiness Tests as predictor variables. Criterion measures of school success/failure were: placement into special programs or grade retention, and end-of-first-grade evaluations of individual student success (report cards, teacher ratings, Gates-MacGinitie Reading Achievement, and the School Success Ratings Scale). The demographic variables of gender, age, parent marital status, and eligibility for free or reduced lunch were analyzed for their potential to exceed or enhance the accuracy of the predictor variables. Three types of measurement were defined and required in order for a predictor or predictor combination to be considered adequate for use in an identification process. These were overall accuracy, criterion sensitivity and specificity accuracy, and prediction sensitivity and specificity accuracy. An 80 percent accuracy level was desired on all three types of measurement. Findings of this study indicated that no single or combination of predictor, and/or demographic variables produced all three desired levels of accuracy. Various combinations of the predictor and demographic variables produced overall accuracy rates exceeding 80 percent for each of the criterion variables. Criterion measured sensitivity and specificity were found to be adequate for use in the prediction of at-risk students. Prediction measured specificity was also found to be highly accurate. Prediction sensitivity, however, was below the desired 80 percent level, indicating that the predictor variables over identify at-risk students. It was concluded that the predictor variables could be used in an identification process if mild over-identification of at-risk students was acceptable to the district. Any use of these identification procedures is assumed to be in connection with ethical intervention practices. Recommendations from this study included cross validation of the results and continuation of the study regarding the predictive accuracy of the identified variables as the students move through higher grade levels. The study also encouraged the Washougal School District to develop a formal collection and processing procedure for their routinely collected data.
11
Mayer, Jill A. « An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high school ». Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mayerj.pdf.
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Wilsie, Carisa Caro Knight Elizabeth Brestan. « An evaluation of treatment drop-out families with a history of child physical abuse / ». Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Psychology/Thesis/Wilsie_Carisa_33.pdf.
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Buchanan, Rohanna. « An investigation of predictors of educational engagement for severely antisocial girls / ». Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1588418281&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 84-89). Also available online in ProQuest, free to University of Oregon users.
14
Moilanen, Carolyn. « Students in alternative public high schools : educational histories prior to alternative school entry ». PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/484.
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The study was designed to describe an urban district's alternative high school population in terms of a conceptual framework drawn from three bodies of literature: dropout studies, supplementary/compensatory education, and alternative schools studies. Educational histories prior to alternative school entry were traced through district records and documents for 757 students and a focused interview was conducted with 81 students in order to obtain their perceptions of both regular and alternative educational experiences during their school careers. A qualitative data analysis was conducted to determine the study population fit with traditional descriptors for high-risk, to examine district responses in terms of educational program experiences in both regular and alternative schools, and to obtain insights into possible relationships between the two. Overall, the sample population most clearly matched traditional personal/social descriptors for potential dropout/high-risk in terms of sex representation, between-district mobility, and because they had experienced some period of dropout. Nearly half the sample had been suspended at least once during district enrollment. There was less fit in terms of grade-level representation, minority enrollment and school achievement. Larger numbers of eleventh and twelfth graders were enrolled than the literature would suggest. Minority students, traditionally over-represented among dropouts, are under-represented in the sample programs. As a group, the population is achieving in terms of basic skills competencies tests, but over half the sample has a history of participation in supplementary/compensatory and/or other alternative programs early in their careers. Students described teachers as the most critical component of their educational experience. While an instructional "helping" relationship and its consistent contribution to student success was often noted, a more personalized teacher-student relationship was mentioned even more frequently. Students identified early in their careers for supplementary/compensatory programs reported an affective as well as achievement-oriented dimension in those experiences, and described themselves as learners dependent upon the kind and level of individualized help and attention received in those settings and in the alternative setting as well.
15
Misigaro, Edwin Nitunga Morreau Lanny E. « Factors influencing Tanzanian students to leave school prior to grade seven graduation ». Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323738.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 15, 2006. Dissertation Committee: Lanny Morreau (chair), Ming-Gon John Lian, Paul Baker, Keith Stearns. Includes bibliographical references (leaves 134-152) and abstract. Also available in print.
16
Poore, Jack L. « Personality types and characteristics of high school dropouts ». Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762982.
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This study was designed to determine if a personality type or personality type characteristic that-was statistically different from the general population could be found for high school dropouts who perceived school dissatisfaction as the reason for dropping out of school. Data were collected from each gender group and analyzed by gender group.Dropouts registering to take the general equivalency test through one of three cooperating programs in Clark County, Ohio, were contacted to participate in the study. Individuals were determined to have dropped out of school because of perceived school dissatisfaction by means of their responses on a checksheet of reasons for dropping out of school. The list was culled from the review of literature. Dropouts Identified as "dissatisfied" were then given the Myers-Briggs Type Indicator Form G. A total of 262 dropouts were contacted before the sample size of fifty males and fifty females was reached.Four null hypotheses were generated for the study. Analysis of data using a binomial distribution resulted in a refection of the four hypotheses at a .01 level of significance. Results of the analysis demonstrated the Introvert-Sensing-Thinking-Perceiving (ISTP) personality type for males and the Introvert-Sensing-Feeling-Perceiving (ISFP) personality type for females from the sample were statistically different from the general population. The Sensing (S) personality type characteristic for both gender groups in the sample was statistically different from the general population.Major conclusions were: 1) Males with an ISTP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than males with other personality types; 2) Females with an ISFP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than females with other personality types; and 3) Males and females determined to have the Sensing (S) personality type characteristic and who are dissatisfied with school are at a greater risk of dropping out of school than others displaying the Intuition CI) characteristic.Department of Educational Leadership
17
Bragg, Rebecca Lee. « Toward predicting completion of substance abuse treatment ». PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3860.
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This investigation attempts to identify factors which influence whether or not someone is likely to drop out of a chemical dependency treatment program. Dropping out is defined as someone who leaves treatment against medical advice.
The subjects were patients from a private, non-profit, medically based, residential program. Nine demographic characteristics were abstracted from the charts on file for the patients at the treatment center. Two groups of 45 patients each were selected from the inpatient population. One group, the Completed Treatment group, comprised patients who had completed the 28 day program. The second group, the AMA Discharge group, comprised patients who dropped out of treatment within the first 4 to 10 days. The demographic characteristics analyzed were gender, number of drugs used by the patient, drug preference, method of admission, treatment history, marital success, social status, dependents living at home, and education.
18
Sikkema, Marcel Daniel, et University of Lethbridge Faculty of Education. « Group treatment of men who are abusive : Counsellors' perceptions of what variables impact dropout / Marcel Daniel Sikkema ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2011, 2011. http://hdl.handle.net/10133/2608.
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This study examined the perceptions of counsellors who provide group counselling for abusive men regarding what characteristics differentiate program dropouts from program completers. A total of 37 counsellors participated via an online-based or paper-based survey. The respondents rated 44 different client variables from four different categories (demographic, psychological, client-group, and client-therapist) on their impact on a client‟s likelihood to drop out of the program. The results were analyzed using chi square analyses, Mann Whitney U Tests and Kendall‟s tau-b correlations to determine the extent to which these variables were judged to impact dropout and how these results interacted with respondents‟ characteristics including demographic variables as well as experience and training variables. The results confirmed that many of the variables found in previous literature to discriminate between these two groups do operate in this way. Additionally, the results suggest several new sets of variables that could be helpful including batterer typology variables, stages of change variables and stages of group development variables. The implications of the findings are discussed with regards to their application in developing and facilitating group programs for abusive men with a view to identifying and intervening with potential dropout clients such that they are more likely to complete the program. The thesis concludes by discussing future research opportunities in this area and outlining the limitations of the study.xvii, 174 leaves ; 28 cm
19
Terhoeven, Liezl. « The role of the teacher support team in preventing early school dropout in a high school ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3051.
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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research.
AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.
20
Orsak, Katherine Cecil. « Factors Affecting Exercise Adherence among Participants, Nonparticipants and Dropouts of a Worksite Health and Fitness Program ». Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277769/.
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This study examines the relationship between exercise adherence and several factors: self-motivation; attitudinal commitment; predisposing, enabling, and reinforcing (PER) factors; and barriers related to exercise. The sample (N=431) consists of employees at Texas Instruments, Incorporated in Dallas, Texas. The sample was placed into six comparison groups: high adherers, low adherers, nonparticipants who exercise, nonparticipants who do not exercise, dropouts who exercise and dropouts who do not exercise. Using a one-way ANOVA, the results show significance (p<.01) among the groups for: self-motivation and barriers. Attitudinal commitment and PER factors did not show significance. The results can be applied to worksite health programs to increase exercise adherence among employee populations.
21
Spadaccini, B. L. « An analysis of factors that influenced Brevard students to drop out and why they returned to earn their general education development (GED) diploma ». Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5044.
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Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.ID: 029809063; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 283-291).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education
22
Sun, Hongliang, et University of Lethbridge Faculty of Arts and Science. « Implementation of a classification algorithm for institutional analysis ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2008, 2008. http://hdl.handle.net/10133/738.
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The report presents an implemention of a classification algorithm for the Institutional Analysis
Project. The algorithm used in this project is the decision tree classification algorithm
which uses a gain ratio attribute selectionmethod. The algorithm discovers the hidden rules
from the student records, which are used to predict whether or not other students are at risk
of dropping out. It is shown that special rules exist in different data sets, each with their
natural hidden knowledge. In other words, the rules that are obtained depend on the data
that is used for classification. In our preliminary experiments, we show that between 55-78
percent of data with unknown class lables can be correctly classified, using the rules obtained
from data whose class labels are known. We feel this is acceptable, given the large
number of records, attributes, and attribute values that are used in the experiments. The
project results are useful for large data set analysis.viii, 38 leaves ; 29 cm. --
23
Ramirez, Ernesto. « Sociocultural issues influencing the attrition and persistence of Mexican origin college students : a case study of eight students in a bilingual education/ESL program / ». ProQuest subscription required:, 2002. http://proquest.umi.com/pqdweb?did=990270621&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Placier, Peggy Lou. « The meanings of "at-risk" : Reform rhetoric and policy responses in U.S. education ». Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184891.
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Description of students as at-risk became a trend in educational policy and programming in the late 1980s. The term at risk was originally part of the specialized discourse of medicine and psychology, and related subfields of education such as special education and educational psychology. Due to the influence of national reform reports, the term at risk became more common in the discourse of policymakers and practitioners. It was used as a descriptor of students, often low-income and/or minority students, likely to fail or drop out of school. This study employed methods from sociolinguistics, discourse analysis and policy analysis to trace the uses and meanings of at risk through national reports, state education policies in Arizona, and district policies in a medium-sized Arizona school district with both rural and suburban schools. Analysis of reports and recorded interviews with state policymakers, district administrators, principals, and teachers identified differences in the meanings of at risk at different levels of the educational system. Groups at each level had particular interests in students, as reflected in their definitions of the problems of at-risk students and their policy recommendations. The most common consequences for students of being labelled at-risk were to be removed from the mainstream for special treatment, despite arguments of some researchers and theorists that educators need to rethink such approaches.
25
Corley, Alton L. « An investigation of the predictive relationship of academic variables in three different learning environments to the intentions of music education majors to leave the degree program ». connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/corley%5Falton/index.htm.
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Foster, Thomas F. Pashneh-Tala Kamyar. « The utility of personality measures in the admissions process at the United States Naval Academy / ». Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FFoster%5FPashneh-Tala.pdf.
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Clark, Marlene Fern. « Evaluating program and client characteristics associated with early dropout in an outpatient drug and alcohol clinic : A restrospective study ». CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1560.
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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.
29
Taylor, Alfred O. « Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991 ». Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.
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Inglis, Diana. « Exploring the dropout phenomenon in a secondary school situated in a high-risk community ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3013.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The purpose of this study was to gain a contextual understanding of the dropout phenomenon in a specific school in a high-risk community. An applied, interpretive, qualitative research design was used. This involved an investigation of the subjective experiences of learners at risk of dropping out of school during the post-compulsory phase of their education at a specific school. Informants were purposively selected according to specific criteria. Data were collected through eight semi-structured interviews with learners at risk of dropping out of school; a semi-structured interview with a member of the community; a focus-group interview and collages. The data was transcribed and analysed using a qualitative thematic analysis, and compared to previous research gleaned from an extensive literature review. Results that emerged from this study indicated that the participants experienced several barriers to learning embedded in the interconnected systems, which could cause them to drop out of school. This included issues such as single-parent families, family conflict, lack of parental support, emotional difficulties due to home circumstances, substance abuse and socio-economic issues. Although results showed that the school of study had seemingly adopted an inclusive policy and had made some adaptations to accommodate learners, it became evident that the existing support structures within the school and the community were experienced as insufficient. Due to the nature of unsupportive and conflicting family systems reported by some learners, teachers are expected to perform additional nurturing roles that add pressure to an already overburdened educational system. The practical implications of the results are that, in order to support adolescents in a high-risk environment and to prevent them from dropping out of school, the focus should be on protective factors. This could be achieved through, for example, early identification and targeting of learners at risk of dropping out of school, the implementation of strategies aimed to increase engagement of all learners in the school, the implementation of an ongoing supportive drug-free programme in the school and the community in conjunction with supportive organisations, professional development workshops and in-service training for teachers, altered school schedules, and career guidance and work internships for interested learners that could be arranged in union with the local university. The results from this study therefore highlighted areas that could receive attention in the specific school to address the problem for learners at risk of dropping out of school. Further qualitative research is recommended to investigate this phenomenon in a broader spectrum of South African learners.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ’n kontekstuele begrip te kry van die uitsak-verskynsel in ’n spesifieke skool wat in ’n hoërisiko-gemeenskap geleë is. ’n Toegepaste, vertolkende, kwalitatiewe navorsingsmodel is gebruik. Die gevolg was ’n ondersoek van die subjektiewe ondervindinge van leerders wat die risiko geloop het om op skoolvlak uit te sak gedurende die naverpligte fase van hulle opvoeding aan ’n spesifieke skool. Informante is doelbewus volgens spesifieke kriteria gekies. Data is versamel deur middel van agt semi-gestruktureerde onderhoude met leerders wat ’n risiko geloop het om op skoolvlak uit te sak; ’n semi-gestruktureerde onderhoud met ’n lid van die gemeenskap; ’n fokusgroeponderhoud en plakskilderye. Die data is getranskribeer en geanaliseer deur gebruik te maak van ’n kwalitatiewe tematiese analise en is vergelyk met vorige navorsing wat versamel is uit ’n uitgebreide literatuuroorsig. Resultate wat uit hierdie studie geblyk het, het daarop gedui dat die deelnemers verskeie leerhindernisse ondervind het wat veranker is in die onderling-verbonde stelsels wat kon veroorsaak het dat hulle op skoolvlak uitsak. Hierby was ingesluit kwessies soos enkelouer-gesinne, gesinskonflik, ’n gebrek aan ouerlike ondersteuning, emosionele probleme as gevolg van huislike omstandighede, dwelmmisbruik en sosio-ekonomiese kwessies. Alhoewel resultate gewys het dat die studieskool skynbaar ’n inklusiewe beleid volg en ’n paar aanpassings gemaak het om leerders te akkommodeer, het dit duidelik geword dat die bestaande ondersteuning-strukture binne die skool en gemeenskap as onvoldoende ervaar is. As gevolg van die aard van nie-ondersteunende en teenstrydige gesinstelsels soos meegedeel deur sommige leerders, word daar van onderwysers verwag om bykomende opvoedingsrolle te vervul wat spanning veroorsaak in ’n reeds oorlaaide opvoedingstelsel. Die praktiese implikasies van die resultate is, dat die fokus op beskermende faktore moet wees, om adolessente in ’n hoërisiko-omgewing te ondersteun en te verhoed dat hulle op skoolvlak uitsak. Dit sou bereik kon word deur byvoorbeeld, vroeë identifisering en teikengroepvorming van leerders wat die risiko loop om op skoolvlak uit te sak, die implementering van strategieë wat daarop gemik is om die betrokkenheid van alle leerders in die skool te verhoog, die implementering van ’n deurlopende ondersteunende dwelmvrye program in die skool en gemeenskap in samewerking met ondersteuningsorganisasies, professionele-ontwikkelingswerkswinkels en indiensopleiding vir onderwysers, veranderde skoolskedules en beroepsvoorligting en werk-internskappe vir belangstellende leerders wat gereël kan word in samewerking met die plaaslike universiteit. Die resultate van hierdie studie het areas in die spesifieke skool uitgewys wat kan aandag kry om die probleem van leerders wat die risiko loop om op skoolvlak uit te sak, aan te spreek. Dit word aanbeveel dat verdere kwalitatiewe navorsing gedoen word om hierdie verskynsel in ’n breër spektrum van Suid-Afrikaanse leerders te ondersoek.
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Wright-Henderson, Jacquita L. « Increasing retention of Wilmington campus Delaware Technical and Community College students by implementing methods of support for students who begin their studies at the pre-college level ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 155 p, 2006. http://proquest.umi.com/pqdweb?did=1257778771&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Osborn, Viola. « Identifying At-Risk Students : An Assessment Instrument for Distributed Learning Courses in Higher Education ». Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2457/.
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The current period of rapid technological change, particularly in the area of mediated communication, has combined with new philosophies of education and market forces to bring upheaval to the realm of higher education. Technical capabilities exceed our knowledge of whether expenditures on hardware and software lead to corresponding gains in student learning. Educators do not yet possess sophisticated assessments of what we may be gaining or losing as we widen the scope of distributed learning.
The purpose of this study was not to draw sweeping conclusions with respect to the costs or benefits of technology in education. The researcher focused on a single issue involved in educational quality: assessing the ability of a student to complete a course. Previous research in this area indicates that attrition rates are often higher in distributed learning environments. Educators and students may benefit from a reliable instrument to identify those students who may encounter difficulty in these learning situations. This study is aligned with research focused on the individual engaged in seeking information, assisted or hindered by the capabilities of the computer information systems that create and provide access to information.
Specifically, the study focused on the indicators of completion for students enrolled in video conferencing and Web-based courses. In the final version, the Distributed Learning Survey encompassed thirteen indicators of completion. The results of this study of 396 students indicated that the Distributed Learning Survey represented a reliable and valid instrument for identifying at-risk students in video conferencing and Web-based courses where the student population is similar to the study participants. Educational level, GPA, credit hours taken in the semester, study environment, motivation, computer confidence, and the number of previous distributed learning courses accounted for most of the predictive power in the discriminant function based on student scores from the survey.
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Stringer, Bobbi Rhe. « Nonverbal Immediacy as a Predictor of Student Retention Rates Among Full-time/part-time Community College Faculty ». Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278524/.
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Wilcox, Susan E. « Improving the Definition of Exercise Maintenance : Evaluation of Concepts Related to Adherence ». Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3195/.
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Physical activity has been demonstrated in the literature as an effective way to reduce the risk for development of chronic disease. The Transtheoretical Model (TTM) of behavior change has been developed as a means to predict and facilitate movement into healthier lifestyle behaviors. The model is centered on "stages of change", which describe a continuum of readiness to engage in a health behavior change. Stages contain temporal, qualitative, and quantitative characteristics. This was a six-month study that evaluated the effectiveness of stage-matched (theorized to be pertaining only to the maintenance stage of change) vs. generic (theorized to be pertaining to anyone, regardless of stage) newsletters in assisting subjects to attain the Maintenance stage of change. It also sought to identify further qualitative characteristics that can differentiate between the Action and Maintenance stages of change. Results indicated that monthly stage-matched newsletters were no more effective in helping subjects reaching Maintenance than were the generic newsletters. Exerciser self-schema was related to stages of change, but those relationships differed from baseline to six-month follow-up, indicating development of exerciser self-schema during the study period. Implications of this are discussed. Other concepts discussed included "structure" of change process, in that three new scores were developed and correlated with self-efficacy as well as intercorrelated. Motivation was also evaluated and compared across levels of success at adhering to exercise during a three-month period. Limitations of the study and implications are discussed.
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Mkhize, Thandeka Fortunate. « An analysis of the certificate of the theory of accounting knowledge and knower structures : a case study of professional knowledge ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019771.
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This research project explores issues around the poor throughput and high dropout rate in the Certificate of the Theory of Accounting (CTA) by focusing on Accounting knowledge as an object of study. The CTA was identified as a serious block in the steps that one needs to go through on the journey to becoming a Chartered Accountant. Having a clear understanding of Accounting knowledge can lead to finding ways that can make the subject more accessible to students from diverse backgrounds. This study contributes to understanding Accounting knowledge at the CTA level with the aim of clearly delineating its legitimate knowledge and knower structures. It answers the following two research questions: • What constitutes legitimate knowledge structures in the CTA? • What constitutes legitimate knower structures in the CTA? Academics from nine universities and representatives of the South African Institute of Chartered Accountants (SAICA) participated in this study. Data was collected through interviews, observation and document analysis. Eighteen CTA lecturers and two members of the SAICA management team were interviewed. Three universities provided documents on their practices, which included learner guides, examination papers, suggested answers, lecture notes, tutorials and other curriculum documents for each of the four CTA subjects. SAICA provided the competency framework and examinable pronouncements. A conference that was jointly hosted by SAICA and International Financial Reporting Standards (IFRS) Foundation was observed. This study used Critical Realism as its ontological underpinnings and Legitimation Code Theory (LCT) as its substantive theory. It used the Specialisation and Autonomy principles of LCT to analyse the data. Specialization establishes the ways agents and discourses within a field are constructed as special, different or unique and thus deserving of distinction and status (Maton, 2014). The principle of Autonomy is concerned with the extent to which the field is self-governing and can do things of its own free-will (Maton, 2004). The study found that the CTA has a hierarchical knowledge structure, which means that when new knowledge is created in Accounting it is integrated into existing knowledge, resulting in coherent and integrated knowledge. CTA also has a hierarchical curriculum structure. While horizontal curriculum structures evolve through the replacement of existing knowledge by new approaches and content, a hierarchical curriculum typically grows through integration and subsumption of new knowledge into pre-existing knowledge and it relies on the acquisition of knowledge developed in previous modules or levels of study.
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Maltzan, Tammy Lou. « Rurality and higher education implications for identity and persistence / ». Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149275308.
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Anderson, Lela Ann. « What factors influence client participation in mental health services ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2216.
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The purpose of the study is to develop a foundation of knowledge that could improve the current policies and procedures with regards to their implementation within the mental health services provided by the Children's Bureau.
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Corley, Alton L. « The predictive influence of variables in three different academic learning environments on the intentions of music education majors to leave the degree program ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4228/.
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Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.
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Ghafoorzadeh, Nobar Danesh. « Online customer behavior prediction ». Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117172.
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Marketing has an important role in any successful business. However, advertising costs can be quite large. The key to a good marketing is to understand the customer behavior toward advertisements, in order to decide through what means one can advertise most efficiently. Traditionally, this process was studied through customer focus groups and surveys, which were then analyzed by statistical means. The increase of on-line purchasing and advertising provides a unique opportunity for gathering large amounts of information from users, which can then be analyzed by modern machine learning methods. In this thesis, by using data from online retailers, we try to predict user reaction to different types of advertisement. Using a machine learning, regression-based approach toward customer behavior prediction, we fit a model of customer behavior which can be used to predict which type of advertising will lead to purchases. We use a large data set provided by an industry partner and show that this approach achieves good prediction accuracy, even though the data is imbalanced.ivLe marketing a un rôle important dans toute entreprise prospère. Toutefois, les frais de publicité peuvent être très importants. La clé d'une bonne stratégique de marketing est de comprendre le comportement des clients devant la publicité qui leurs est présentée, afin de décider par quels moyens son rendement peut être amélioré. Traditionnellement, ce processus a été étudié par le biais de groupes de discussion et de sondages, et dont les résultats sont ensuite analysés par des moyens statistiques. L'augmentation des achats en ligne et de la publicité offrent une occasion unique de rassembler de grandes quantités d'informations auprès des utilisateurs. Celles-ci peuvent ensuite être analysées par des méthodes modernes d'apprentissage automatique. Dans cette thèse, en utilisant les données provenant de sites d'achat en ligne, nous tentons de prédire la réaction des utilisateurs différents types de publicité. Par lutilisation de techniques d'apprentissage automatique, nous avons obtenu un modèle de régression permettant de prédire le comportement d'achat du client face a la publicité auquel il est expose. Nous utilisons un ensemble de données volumineux fourni par un partenaire de l'industrie et démontrons que cette approche permet d'atteindre une bonne précision de prédiction, même en présence de données déséquilibrés.
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Nilsson, Isak, et Leonard Sandström. « Behavior prediction of concrete dams ». Thesis, KTH, Betongbyggnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-289385.
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As many dams were built around 1950, the expected life span of these dams are about tobe reached. With this, the need for monitoring and increased understanding of the damsstructural integrity increases. In order to prevent failures, two warning signals are defined;alert and alarm. The main difference being that the first indicates an unexpected changein behavior that needs to be addressed and evaluated in the near future, while the otherrequires that immediate action must be taken to ensure the safety of the dam.This report aims to evaluate the applicability of different models for designing alert values.In order to achieve this goal, two case studies have been performed. The first being onSchlegeis, an arch dam in Austria, and the second Storfinnforsen, a concrete buttress damin Sweden. The methods used are finite element modelling as well as data-based models.Data-based models work on the presumption that the dam behaviour is governed by variationsin environmental conditions such as temperature and water level. The report hasevaluated two commonly used data-based models, hydrostatic thermal time (HTT) and hydrostaticseasonal time (HST), as well as two machine learning based models artificial neuralnetworks (ANN) and boosted regression trees (BRT).The programs used in this report are BRIGADE plus for finite element method and MATLABfor the multi-linear regression analyses HTT and HST, as well as boosted regressiontrees. The neural networks were constructed in Python using TensorFlow and Keras API.The result from the case studies is that the commonly used data-based models HST andHTT perform well enough for creating predictions and alert levels when given a sufficientamount of historical data, approximately 3-5 years. Machine learning such as artificial neuralnetworks while comparable in prediction quality does not further increase the understandingof the dam behaviour and can due to the complexity of designing an appropriate networkstructure be less suited for this type of analysis. Finite element models can also capturethe behavior of the dam rather well. It is however not as accurate as data-based modelswhen sufficient data is available. An FE-model should be used for definition of alert valueswhen insufficient data exists after the dam conditions have been significantly altered, orwhen newly constructed. The main advantage that machine learning provides is that theyperform better for non-linear behavior than multi-linear regression.
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Chatfield, Jon. « Investigating client dropout from psychotherapeutic treatments for personality disorders ». Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12437/.
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Dropout from therapy for personality disorder (PD) represents a clinically-important but poorly understood phenomenon in the existing literature. The present grounded theory study explores the experiences of clients with PD, and their therapists, of treatment dropout from a National Health Service outpatient psychotherapy service, specialising in psychodynamic interventions for PD. Pre-therapy questionnaires for 20 clients were initially reviewed to generate hypotheses about the differences between treatment dropouts and completers, before a focus group was conducted with six therapists to explore their beliefs about and experiences of client dropout. Finally, six individual interviews were conducted with clients with PD, five of whom had dropped out from therapy at the host service. The final model highlighted the importance of clients’ treatment expectations, how they perceived their therapist’s behaviour, and their interpersonal history in making decisions about whether to stay in or drop out of therapy. The impact of therapy endings upon clients is also discussed, as well as therapists’ beliefs about managing complex clients, both individually and within a team, under current financial and clinical pressures. The findings are then discussed in relation to existing theory and research, and the clinical implications and limitations of the study are presented.
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Shank, Jacqueline A. « Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student ». Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.
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Garcia, Ortiz Michael [Verfasser]. « Prediction of driver behavior / Michael Garcia Ortiz ». Bielefeld : Universitätsbibliothek Bielefeld, 2014. http://d-nb.info/1049523555/34.
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Pearce, Jonathan P. (Jonathan Patrick) 1978. « Qualitative behavior prediction for simple mechanical systems ». Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86692.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.Includes bibliographical references (p. 55-56).
by Jonathan P. Pearce.
M.Eng.
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Gregory, Aaron L. « Prediction of commuter choice behavior using neural networks ». [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000239.
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Rysewyk, Jonathan W. « Factors Predicting Academic Success for Impoverished Urban High School Freshmen ». Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1936.
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The purpose of the study was to identify which factors are most closely related to academic success during the freshman year for low socioeconomic students in one urban high school. This was an ex post facto study conducted in one urban high school in East Tennessee. The subjects were students enrolled in the 9th grade during the 2005-2006 and 2006-2007 academic school years. Low socioeconomic students were divided into 2 groups based on academic performance during their freshman year of high school. Students with GPAs of 2.5 or higher were classified as higher performing, low socioeconomic status (HLSES). Students with GPAs of 2.4 or lower were considered lower performing, low socioeconomic status (LLSES). The higher achieving group contained 85 students; the lower achieving group had 292 students. Relationships between 9 predictor variables (ethnicity, gender, involvement in extra curricular activities, scores on 7th grade TCAP reading-language arts and mathematics tests, number of out of school suspension days, literacy scores, mobility rates, and attendance) were examined across the 2 groups. Chi-square tests were conducted to compare the 2 groups with regard to involvement in extracurricular activities, gender, and ethnicity. All remaining quantitative predictor variables were compared using independent t tests. Two sets of multiple regressions were conducted, 1 for the higher performing group and 1 for the lower performing group, to determine which of the predictor variables had the strongest relationship to students' GPAs. From the higher performing group, 10 students were interviewed to uncover the factors they credited as having the biggest impact on their academic success during their freshman year.
Significance was found for 8 of the 9 predictor variables. Student mobility was the only non-significant factor between the groups. None of the variables had a significant relationship to the higher performing groups' GPA. Four variables, gender, number of suspension days, number of days absent, and involvement in extracurricular activities were significantly related to students' GPA in the lower performing group. Self-discipline, determination, and guidance from an adult to help them stay focused were the main factors cited for academic success by students during their freshman year.
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af, Wåhlberg Anders. « The Prediction of Traffic Accident Involvement from Driving Behavior ». Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6296.
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The aim of the studies was to predict individual traffic accident involvement by the quantification of driving style in terms of speed changes, using bus drivers as subjects. An accident database was constructed from the archives of the bus company whose drivers were used as subjects. The dependent variable was also discussed regarding whether responsibility for crashes should be included, and what time period to use for optimal prediction. A new theory was constructed about how accidents are caused by driver behavior, more specifically the control movements of the driver, i.e. all actions taken which influence the relative motion of the vehicle in a level plane when v>0. This theory states that all traffic safety related behavior can be measured as celerations (change of speed of the vehicle in any direction of a level plane) and summed. This theoretical total sum is a measure of a person's liability to cause accidents over the same time period within a homogenous traffic environment and a similarly homogenous driving population. Empirically, the theory predicts a positive correlation between mean driver celeration behavior and accident record. The theory was tested in three empirical studies. The first tested equipment and methods, the second studied the question whether driver celeration behavior is stable over time. Celeration behavior turned out to be rather variable between days, and repeated measurements were therefore needed to stabilize the measure. In the third study, a much larger amount of data brought out correlations of sizes sufficient to lend some credibility to the theory. However, the predictive power did not extend beyond two years of time. The reported results would seem to imply that the celeration variable can predict accident involvement (at least for bus drivers), and is practical to use, as it is easily and objectively measured and semi-stable over time.
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af, Wåhlberg Anders. « The prediction of traffic accident Involvement from driving behavior / ». Uppsala : Acta Universitatis Upsaliensis, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6296.
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FILHO, HERALDO PIMENTA BORGES. « STOCK MARKET BEHAVIOR PREDICTION USING FINANCIAL NEWS IN PORTUGUESE ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25123@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Um conjunto de teorias financeiras, tais como a hipótese do mercado eficiente e a teoria do passeio aleatório, afirma ser impossível prever o futuro do mercado de ações baseado na informação atualmente disponível. Entretanto, pesquisas recentes têm provado o contrário ao constatar uma relação entre o conteúdo de uma notícia corrente e o comportamento de um ativo. Nosso objetivo é projetar e implementar um algoritmo de predição que utiliza notícias jornalísticas sobre empresas de capital aberto para prever o comportamento de ações na bolsa de valores. Utilizamos uma abordagem baseada em aprendizado de máquina para a tarefa de predição do comportamento de um ativo nas posições de alta, baixa ou neutra, utilizando informações quantitativas e qualitativas, como notícias sobre o mercado financeiro. Avaliamos o nosso sistema em um dataset com seis mil notícias e nossos experimentos apresentam uma acurácia de 68.57 porcento para a tarefa.
A set of financial theories, such as the eficient market hypothesis and the theory of random walk, says it is impossible to predict the future of the stock market based on currently available information. However, recent research has proven otherwise by finding a relationship between the content of a news and current behavior of an stock. Our goal is to develop and implement a prediction algorithm that uses financial news about joint-stock company to predict the stock s behavior on the stock exchange. We use an approach based on machine learning for the task of predicting the behavior of an stock in positions of up, down or neutral, using quantitative and qualitative information, such as financial. We evaluate our system on a dataset with six thousand news and our experiments indicate an accuracy of 68.57 percent for the task.
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Wilhelmsson, Anna, et Sofia Bedoire. « Driving Behavior Prediction by Training a Hidden Markov Model ». Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-291656.
Texte intégralRésumé :
Introducing automated vehicles in to traffic withhuman drivers, human behavior prediction is essential to obtainoperation safety. In this study, a human behavior estimationmodel has been developed. The estimations are based on aHidden Markov Model (HMM) using observations to determinethe driving style of surrounding vehicles. The model is trainedusing two different methods: Baum Welch training and Viterbitraining to improve the performance. Both training methods areevaluated by looking at time complexity and convergence. Themodel is implemented with and without training and tested fordifferent driving styles. Results show that training is essentialfor accurate human behavior prediction. Viterbi training is fasterbut more noise sensitive compared to Baum Welch training. Also,Viterbi training produces good results if training data reflects oncurrently observed driver, which is not always the case. BaumWelch training is more robust in such situations. Lastly, BaumWelch training is recommended to obtain operation safety whenintroducing automated vehicles into traffic.N ̈ar automatiserade fordon introduceras itrafiken och beh ̈over interagera med m ̈anskliga f ̈orare ̈ar det vik-tigt att kunna f ̈orutsp ̊a m ̈anskligt beteende. Detta f ̈or att kunnaerh ̊alla en s ̈akrare trafiksituation. I denna studie har en modellsom estimerar m ̈anskligt beteende utvecklats. Estimeringarna ̈ar baserade p ̊a en Hidden Markov Model d ̈ar observationeranv ̈ands f ̈or att best ̈amma k ̈orstil hos omgivande fordon itrafiken. Modellen tr ̈anas med tv ̊a olika metoder: Baum Welchtr ̈aning och Viterbi tr ̈aning f ̈or att f ̈orb ̈attra modellens prestanda.Tr ̈aningsmetoderna utv ̈arderas sedan genom att analysera derastidskomplexitet och konvergens. Modellen ̈ar implementerad medoch utan tr ̈aning och testad f ̈or olika k ̈orstilar. Erh ̊allna resultatvisar att tr ̈aning ̈ar viktigt f ̈or att kunna f ̈orutsp ̊a m ̈anskligtbeteende korrekt. Viterbi tr ̈aning ̈ar snabbare men mer k ̈ansligf ̈or brus i j ̈amf ̈orelse med Baum Welch tr ̈aning. Viterbi tr ̈aningger ̈aven en bra estimering i de fall d ̊a observerad tr ̈aningsdataavspeglar f ̈orarens k ̈orstil, vilket inte alltid ̈ar fallet. BaumWelch tr ̈aning ̈ar mer robust i s ̊adana situationer. Slutligenrekommenderas en estimeringsmodell implementerad med BaumWelch tr ̈aning f ̈or att erh ̊alla en s ̈aker k ̈orning d ̊a automatiseradefordon introduceras i trafiken
Kandidatexjobb i elektroteknik 2020, KTH, Stockholm