This study was undertaken to investigate the predictive value of certain tests in relationship to first grade reading success. The following predictor tests were administered to seventy first grade students during the first two weeks of school: Metropolitan Readiness Test, Naming Letters Test, Light Response Test and Matching Symbol Test. The Teacher's Reading Readiness Rating Scale was filled out by each of the seven teachers at the end of the sixth week. The Wechsler Intelignce Scale for Children was administered to each child during the fall. The seventh predictor test was computed by finding the difference in individual scores of the Light Response Test and the Matching Symbol Test.

Syftet med denna studie var att få en bättre förståelse för vilken betydelse lärare har för sina elever. Detta gjordes med hjälp av Interpersonal Reactivity Index (IRI), en skala utvecklad av Davis (1980) för att multidimensionellt kunna mäta empati.  I den här studien användes IRI för att testa hur graden av empati, hos både lärare och elever, kan påverka skolgången. I studien fick 154 elever enkäter under lektionstid och enkäterna hade till syfte att (a) se hur elever skattar lärares empati över tid, (b) hur elever och lärares empati påverkar betygen, (c) hur elevers empati påverkar hur de skattar lärarnas empati och (d) hur elever själva tycker lärares empati påverkar dem. Resultaten visade: (a) en tendens till att elever i årskurs ett skattar lärares empati högst och att elever i årskurs två skattar lärares empati lägst, (c) en tendens till att elever skattar lärares empati högre desto högre empati de själva uppmätte. Resultaten visade (b) en positiv korrelation mellan elevers betyg och elevers/lärares empati, där högre empati hos eleverna relaterade till signifikant högre betyg i fem ämnen (Svenska, Historia, Samhällskunskap Matematik och Naturkunskap). (d) En klar majoritet av eleverna tyckte att lärares empati påverkar dem och att empati hos lärare är övervägande positivt. Vidare fördjupad forskning inom de berörda områdena, där fördjupningar i enskilda frågeställningar görs, rekommenderas i framtiden.

The purpose of this quantitative comparative study was to determine the relationship between retention and academic success of students who participated in a First-Year Experience (FYE) course and students who did not participate in a FYE course within a southeastern community college in the United States. The impact of the relationship was to inform an understanding of how a FYE course influences student success. Archival data were collected from the southeastern community college’s student information system, Banner, Data for first-time full time students were gathered, including whether or not the individuals enrolled in a FYE course. Other data included the student’s gender, at-risk status, and non-traditional student status. Retention data of the first-year full-time students were collected and measured in accordance with enrollment requirements of the Tennessee Board of Regents (TBR). Data for academic success were collected and measured by first-year student’s cumulative GPA. Chi-square tests of independence and independent sample t tests were used to examine the relationship of the FYE course with outcomes that measured student success. Results from the chi square tests indicated, overall, the participants of the FYE course had significantly higher retention rates than those students who did not participate in the FYE course. The independent sample t test indicated students who participated in the FYE course had significantly higher cumulative GPA scores than those who did not participate.

Our presentation was aimed at providing a thorough overview of concepts that interfere with an adolescent’s ability to stay in school and graduate. Additionally, the presentation addressed what other factors of poverty, such as risk-taking behaviors (e.g., marijuana use, binge drinking, or sexual activity), might carry over into college life and affect a student’s academic career. Variables connected to family community, family responsibilities, and adolescents’ self-esteem were described as well. Finally, the presentation discussed factors that play into a student’s willingness to seek out college campus resources for support. With this paper, we hope to outline variables that lead to academic drawbacks within our youth and to raise awareness about the multi-faceted phenomenon of retention of students.

No description available.

With a growing and more diverse population nationally, physical therapist programs have evolved to meet the demands for physical therapists in our healthcare system. Despite the substantial efforts to increase student populations to meet workforce shortage, 5-35% will depart in the early years of their program. Current evidence suggests the association of measurable factors with students’ academic success in physical therapist education. However, these measurable factors have accounted for a small variance in explaining the experiences of academic success. In order to sustain the current healthcare system, physical therapist programs need to ensure that students persist and graduate. The purposes of this qualitative study are to explore how recent graduates experience the first year of a physical therapist program and how these experiences contribute to academic success and persistence. Eleven recent physical therapist graduates were interviewed for the study. Program, student, and participant-generated documents were collected. Six themes emerged from the data: (a) establishing career goals, (b) evolving expectations from undergraduate to professional education, (c) encountering transitions in personal, social, and financial aspects, (d) balancing multiple identities (e) seeking supports inside and outside of classroom, and (f) modifying strategies to overcome academic challenges. The findings of this study indicate that the participants navigated a complex educational environment by integrating social and academic experiences to achieve their academic success. The findings can be used to inform physical therapist and undergraduate programs as well as potential and current first-year students.

Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century.

The College of Forest, Range and Wildlife Management (hereafter referred to as the College of Forestry) at Utah State University has been concerned for some time with the problem of selecting from the applicants to their school the ones whom they think will be able to complete the requirements for graduation. The large number of freshman students placed on probation at the end of the fall quarter and of succeeding quarters each year fives some idea of the magnitude of the problem. It is not unusual for 40 or 50 percent of the entering freshmen to be in this category. The faculty of the College of Forestry is interested in the students, not only as potential professional foresters, but also as individuals. They recognize the fact that failure is not only emotionally upsetting but also expensive, especially for students who have come, as many of them have, from out of state. The loss of time and money on the part of the students, as well as the effort expended by the professors, is a waste of human resources. Because of their desire to give each student as much opportunity as possible to succeed, the College of Forestry has devised a very elaborate probation program. If the student fails to maintain a 2.0 (C average) for two consecutive quarters, he is asked to sign a statement indicating that if he is unable to get satisfactory grades the next quarter he will withdraw from school and not register again for two quarters. This provides the student with a "cooling off period'' during which he can re-evaluate his goals in terms of his past performance in school.

The purpose of the present investigation was to determine the relationship between worldview, student academic confidence, and satisfaction with advising. More specifically, this study examines the relationship among level of advising satisfaction, worldviews of students, and the student's perceived style of advising received. The findings of this study indicate that a positive relationship exists between developmental advising and advising satisfaction. The results suggest that overall student characteristics such as gender and self-confidence are not as relevant to advising satisfaction as the style of advising used by the faculty or advisor. Furthermore, this study supports findings by Coll and Zalaquett (in press) and Coll and Draves (in press) who suggest that overall student worldviews are not a function of gender or age but may be more closely related to individual experiences.

The present study examines predictors and consequences of self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity) from a self-worth motivation perspective. Consistent with self-worth motivation theory, self-handicapping and defensive expectations are proposed as two strategies students use to protect their self-worth in the event of potential failure, and in some cases to enhance their worth in the event of success. Using longitudinal data derived from undergraduate students from three institutions in their first and second years at university, quantitative analyses, involving confirmatory factor analysis and structural equation modelling, tested models in which a set of affective and motivational factors was proposed to predict self-handicapping, defensive expectations, and reflectivity. These three strategies were in turn proposed to predict a variety of academic outcomes including self-regulation, persistence, future academic plans, and grades. Both quantitative and qualitative data hold implications not only for current understanding and existing theory regarding self-handicapping and defensive pessimism, but also for educational practice and research dealing with these phenomena. On a more general level, data derived from the various studies provide new perspectives on defensive manoeuvring and the lengths to which students will go to protect their self-worth, the many reasons they pursue their studies in such a fashion and the diversity (and complexity) of consequences that follow from such behaviour / Doctor of Philosophy (PhD)