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.

M.Ed. (Education) / Please refer to full text to view abstract

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Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 105-109).

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.

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.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

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).

Thesis (Ph.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.