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A Study to Determine the Relationship Between Emotional Stability and Academic AccomplishmentLatham, William Robert 06 1900 (has links)
This study is concerned with the determination of the relationship that exists between levels of emotional stability and academic accomplishment among students of Business Administration at North Texas State College. It is the hypothesis of this study that a positive relationship exists between levels of emotional stability and academic achievement among students of Business Administration at North Texas State College and that the degree of this relationship can be determined.
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Die invloed van studiegewoontes en -houdings op die studiesukses van eerstejaar onderwysstudente19 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Measuring how the world learns : an examination of the OECD's PISA and its uses in national system evaluationBreakspear, Simon Leigh January 2016 (has links)
No description available.
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The relationship between values and achievement of the seventh and eighth grade students in Urbandale, IowaStephens, Jerald Keith January 2011 (has links)
Typescript. / Digitized by Kansas Correctional Industries
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The relationship between school design variables and student achievement in a large urban Texas school districtHughes, Stephanie Marie. Williamson, James Lonnie, January 2005 (has links)
Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 105-109).
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Using personality variables to predict academic success in personalized system of instructionPetska, Kelly S. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 12, 2007). PDF text: x, 108 p. : ill. UMI publication number: AAT 3225890. Includes bibliographical references. Also available in microfilm and microfiche format.
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Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral EngagementDarensbourg, Alicia Marie 2011 August 1900 (has links)
The achievement gap between White youth and youth of color is a pervasive problem in the United States. Many cultural explanations have been provided within the academic literature to explain the differences in achievement between Black and White youth. However, present theories lack empirical evidence and continuously use a deficit model to explain Black adolescent achievement. It is of utmost importance to explore other theories about Black youth achievement and to identify protective factors to support Black adolescent academic success. Study I of this dissertation examines the effect of behavioral engagement and achievement values on the academic achievement of Black late elementary school students longitudinally through the use of Structural Equation Modeling. Results indicate that whereas behavioral engagement is a significant predictor of academic achievement, abstract achievement values do not influence behavioral engagement or academic achievement. In a follow-up to the study, Study II examines a more complete construct of achievement values, along with behavioral engagement and the impact of these constructs on Black adolescents' academic achievement. Additionally, this study assessed who, peers or parents, has influence on the academic attainment of Black adolescents through the use of Structural Equation Modeling. Results indicate that the achievement values of Black adolescents affect behavioral engagement and subsequent achievement. Furthermore, results suggest that both peer and parent influences have a significant effect on students' achievement values and behavioral engagement. Intervention strategies including fostering the development of positive and academically supportive peer relationships, creating opportunities for youth to interact with pro-social peers, and providing explicit strategies to encourage the continued involvement of parents and parental academic socialization are discussed.
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Success and failure for child development students in a technical collegeMcKown, Kelly. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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NCAA Division I student athlete characteristics as indicators of academic achievement and graduation from collegeRidpath, Bradley David. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xii, 182 p. Vita. Includes abstract. Includes bibliographical references (p. 155-172).
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Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /Johnson, Karen Gabrielle. January 2009 (has links)
Thesis (Ph.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.
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