Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed April 27, 2007). PDF text: x, 208 p. : ill. (some col.) UMI publication number: AAT 3233744. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.S.) -- Central Connecticut State University, 2007. / Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics for Certified Secondary Teachers." Includes bibliographical references (leaves 29-30). Also available via the World Wide Web.

Thesis (Ph.D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 121-129)

Thesis (M.S.)--University of Nevada, Reno, 2006. / Adviser: S.M. Wilson. Includes bibliographical references (p. 67-74)

No description available.

No description available.

Thesis (Ed.D.)--Liberty University, 2009. / Includes bibliographical references.

The purpose of this study was to determine the importance of personality as a predictor of academic success for MBA students using a sample of 94 first year MBA students. The test battery consisted of a Mathematical proficiency test, a Computer proficiency test, a Case Study and a personality questionnaire, the Occupational Personality Questionnaire 32n. The criteria measured were an overall performance score as well as four first year first semester subjects. With the aid of correlations and regression calculations, it was determined that the proficiency tests explained the greatest proportion of the variance of success in overall performance as well as in each of the subjects. It was, however, also determined that personality added value to the selection process. Consequently, it was concluded that, in support of the hypothesis posed, certain aspects of personality make an important contribution to academic performance, particularly when it can be theoretically linked to behaviour. / M. Admin (Industrial Psychology)

M.Ed. (Curriculum Studies) / This study arises from the common perceptive of teachers and coaches that the pupil who actively participates in sport and other extramural activities, are the better academic achievers as well. Education is aimed at the total development of the child (this includes the physical, intellectual, spiritual and social aspects of his/her development.) Besides the everyday personal questions and problems that form part of a pupil's life, the pupil is also expected to develop his/her physical capabilities, build up self-confidence and in the process acquire dignity and a sense of self. At the same time it is also expected that the pupil achieve academically. The study was carried out in two ways. Firstly, a literary survey was undertaken, dealing with child development in a sosiopedagogic perspective, with the accent falling on the important role that sport plays in t~e child's quality of life. Secondly, the literature survey serves as a foundation for the empiric research that was done by means of a questionnaire, to establish whether there is any connection between activity/achievement in sport and other extramural activities and the pupil's educational progress which is the sole purpose of this study.

Submitted to the FaCUlty of Education in fulfilment of the requirements of MASTER OF EDUCATION In the Department of Educational Planning and Administration of the University of Zululand, 1988. / The investigator had noted that performance of pupils, especially in standard 10, had not expectations despite the application of measures supervision, inspection, guidance, in-service circulars and distance training of teachers. Secondary risen to such as training, It became clear to the researcher that factors within society in relation to achievement of secondary school pupils should be researched so as to form a basis on which measures at guidance, pupil assistance, instruction, teaching and supervision can be carried out.