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The Predictive Validities, as Measured by Multiple Correlation, of Two Batteries Using Academic Achievement as CriterionBarnett, Thomas Marvin 06 1900 (has links)
The problem of this study was to determine the predictive validity, as measured by multiple R, of two batteries given to beginning college students using various achievement criteria.
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The Relationship between Self-concept and Authoritarianism and Certain Academic, Vocational, and Biographical Variables of College FreshmenLeUnes, Arnold D. 08 1900 (has links)
The problem is to study the relationship between two personality measures, self-concept and authoritarianism, as each relates to certain academic, vocational, and biographical variables of male freshmen attending a state-supported university in the Southwest.
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The differences in relationships of intelligence general reading ability and achievement in communications among college freshman with higher level and lower level critical reading abilitiesParker, Erva Jean 01 June 1964 (has links)
No description available.
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The transition to university : academic experiences in the first semesterDenison, Donald Brian. January 1998 (has links)
No description available.
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Associations of subjective social status and perceived stress to dietary behaviors in college studentsGrover, Eriko M., January 2006 (has links) (PDF)
Thesis (M.S.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on Feb. 1, 2007). Thesis advisor: Lisa Jahns. Vita. Includes bibliographical references.
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A quantitative analysis of the student involvement and social development between first-year college students with and without a learning disability /Guajardo, Daniel. January 2006 (has links)
Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 143-170).
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A study of the relationship between living environment press and retention of freshman pledges in fraternities at Oregon State UniversitySmith, Clayton Nowlin 20 November 1990 (has links)
The purposes of this study were first to determine if there were significant differences
in living environment press, i.e., the pressure on an individual to behave in a
certain way, between those fraternity chapters that had the highest freshman pledge
retention rates and those that had the lowest. If significant differences were determined
to exist, the second purpose was to investigate how those differences related to
differences in the retention rates for freshman fraternity pledges.
The data were obtained from the records of all freshman pledges in the Oregon
State University fraternity system for a four-year period. From these data the high
pledge retention and low pledge retention fraternities were determined. The sample
for the remainder of this study was two of the three highest and two of the three lowest
pledge retention fraternities. The highest and lowest pledge retention fraternities
were eliminated.
Analyses included: Pearson Correlation Coefficients to determine if there
were significant correlations between retention of pledges in the fraternity system and
six factors involving grades and the number of members and pledges living in the
fraternities; two-way, fixed analyses of variance to determine if there were significant
differences between the high retention fraternities (HRFs) and the low retention fraternities (LRFs) with respect to pledge high school grade point averages and Scholastic
Aptitude Test scores; chi square contingencies to determine if there were significant
differences between the HRFs and the LRFs with respect to 14 different characteristic,
background, and satisfaction variables; and F-test analyses to determine if
there were significant living environment differences between the HRFs and the LRFs
on each of the subscales of the University Residence Environment Scale, Form R.
The conclusions of the study were:
1. Neither high school nor college grades, SAT scores, nor individual characteristics,
background, and satisfaction levels can be used to define differences in
pledge retention between the HRF and LRF houses.
2. The differences within the living environment, and primarily the relationship
dimension of that environment, of the two groups offer the best explanation of
the pledge retention differences between the two groups.
3. The overt pressure exerted by the LRFs on their pledges to study and
achieve academic success did not result in greater academic success than in HRFs, but
did tend to limit the degree of social integration achieved by their pledges.
4. Social integration has a significant positive impact on pledge retention,
while overt pressure toward academic integration has a probable negative impact on
pledge retention.
5. Successful social integration, while having a positive impact on pledge retention,
does not have a negative impact on academic performance. In fact, the impact
on academic performance may be positive.
6. A crucial element in the Tinto (1987) model should be a relationship
building block within the peer group interactin portion of the social system.
Recommendations for further study were made. / Graduation date: 1991
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Wechsler adult intelligence scale as a predictor of college success with high risk studentsRuble, Virgil Eugene 03 June 2011 (has links)
The purpose of this study was to examine the intellectual factors involved and the basic skill levels necessary for high risk students to experience success in college. The subjects were 60 full-time college freshmen enrolled in a special program for high risk students at Ball State University during the 1978-79 school year.The Wechsler Adult Intelligence Scale (WAIS) was administered to subjects that were selected by a stratified random sample technique from a group of 342 full-time students identified as high risk students. Academic success was based solely upon grade point average.Pearson Product Moment Correlations were computed between grades and the WWAIS test scores for males, females and the total group. The scores which reached significance for the total group (after two quarters of attendance) were Information, Comprehension, Vocabulary, and the Verbal IQ. These results were consistent with earlier studies which indicated that verbal comprehension skills are of primary importance in predicting academic success in college with regular college students.Sex differences were apparent as significant correlations were found between grades and the Information and Vocabulary subtests for females but not for males. Significant correlations were found between grades and the Comprehension, Similarities, Picture Completion, Verbal IQ and Full Scale IQ scores for males but not for females.Partial correlations with grades were computed for the WAIS results with the effects of the traditional measures of Scholastic Aptitude Test (SAT) Verbal and Mathematics Sections and high school rank held constant. Information and Vocabulary WAIS subtest scores yielded significant partial correlations with grades for the total group. The Information subtest yielded a significant partial correlation with grades for females while the Comprehension subtest provided a significant partial correlation with grades for males.Multiple correlations using all of the WAIS results did not reach significance for either males, females, or the total group when compared to grade point averages. Multiple correlations using the total WAIS results and the traditional measures did not reach significance for the total group or for females when compared to grades. The multiple correlation using total WAIS results and the traditional measures did reach significance for males. The total WAIS results did not add significantly to the predictive information provided by the traditional measures for either males, females, or the total group.The conclusion of the study was that portions of the WAIS could be useful in evaluating the chances of success for high risk students enrolled in a special program. Subtests which measure verbal comprehension provide the highest relationship with academic success. Also,ability to predict success with the WAIS can be enhanced if sex differences are taken into consideration.
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Exploring the intersections of social class, identity, and self-regulation during the transition from high school to collegePoirier, Ryan R., January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes bibliographical references (p. 192-199).
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The impact of populating the freshman seminar on retention, student perception of content, student satisfaction and connection to the institutionRogerson, C. Lisa. Poock, Michael. January 2008 (has links)
Thesis (Ed.D.)--East Carolina University, 2008. / Presented to the faculty of the Department of Educational Leadership. Advisor: Michael Poock. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.
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