The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achievement. In the present study, the WISC-III Verbal IQ, the RCMAS factors of physiological anxiety (i.e., emotionality) and worry/oversensitivity, and the WIAT total and composite achievement scores were examined to investigate these relationships. Results indicate that anxiety failed, for the most part, to moderate these relationships. / Master of Science

Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.

M.A. (Clinical Psychology) / Please refer to full text to view abstract

Psychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and rated the photos into meaningful situations. Results found support for previous findings of the relationships for personality with GPA and situations. Significant correlations were found between GPA and Adversity, Deception, and Mating situations, though none were significant unique predictors. There was also no correlation between GPA and percentage of situations which took place in a classroom setting, though there was a significant correlation with time spent in a classroom. Limitations and future research ideas are discussed. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 68-74). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 111-117). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 80-102) Also available in print.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 140-146). Also available by subscription via World Wide Web.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 140-146).

Thesis (Ph.D.)--University of Melbourne, Dept. , 20. / Typescript (photocopy). Includes bibliographical references.