This study attempted (a) to identify factors that affect student aspiration and student achievement in public, Inpres, and private schools in Yogyakarta, Indonesia; (b) and to posit a plausible causal model, through the use of Linear Structural Relationships (LISREL), which is able to handle simultaneously both observed and unobserved variables, and error of measurement. A sample of 731 students were selected purposively from four regular public, two Inpres, and 12 private elementary schools in the Province of Yogyakarta, Indonesia. Data were collected from students, parents, teachers, and head masters through tests and questionnaires. Student prior achievement and current (final exam scores) achievement were collected directly from official school records. / The study showed no significant difference in achievement between public and private school students. However, Inpres school students were significantly lower achievers in the four academic areas of Bahasa Indonesia, social science, science and mathematics. / The use of a just identified LISREL model indicated that home learning environment, student learning capability, school quality, and teacher quality positively affected student aspiration and achievement, but student age (maturity) had a negative effect. The two stage least square (TSLS) solution showed that student prior achievement positively affected student aspiration and student current achievement as well. These three latent endogenous variables were influenced by latent exogenous variables, namely home learning environment, student maturity, student learning capability, school quality, and teacher quality. When the same data were analyzed by means of a just identified LISREL method and a multiple regression method, the two methods produced similar results. However, the LISREL method provides a better assessment of the fit of the matrix to be analyzed, the structural equation, and the parameters of the LISREL estimate along with T-values, standard errors and standardized solutions. These allow better judgment of the extent of measurement error in the model, and thus better judgment of the importance of the findings. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0025. / Thesis (Ph.D.)--The Florida State University, 1984.

Source: Dissertation Abstracts International, Volume: 31-11, Section: A, page: 5660. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0611. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0630. / Thesis (Educat.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-09, Section: A, page: 3640. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 30-09, Section: A, page: 3641. / Thesis (Educat.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 30-12, Section: A, page: 5333. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4383. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4627. / Thesis (Ph.D.)--The Florida State University, 1970.

The migration of "human resources" from developing to developed countries can be an impediment to the developmental process of the sending nation. Students studying in the United States contribute to this problem, as large numbers of these students fail to return home when their studies finish. / This study attempted to discover the reasons that Iranian and Nigerian students studying in three Florida universities either return home or remain in the United States upon completion of their studies. Also, a model was devised to attempt to examine and predict the decision-making process of these students. / Findings of this study are: (1) The majority of Iranian students (52%) planned to stay in the United States temporarily due to mixed feelings toward the home country's situation. (2) Iranian students who planned to remain in the United States permanently (16.8%) emphasized economic and employment opportunities, and were married to American citizens. (3) Iranian students who planned to return home immediately (24.2%) when their studies are finished had high family and personal commitments at home. (4) Most Nigerian students planned to return home (70.8%) due to job guarantees at home. (5) Nigerian students who planned to remain in the United States temporarily did so because of enjoyment of the American lifestyle versus that of the home country. (6) Only one Nigerian student planned to remain in the United States permanently. His reason could not be distinguished from an analysis of the group. / Based on these findings, proper recommendations and policy implications were suggested to curb or at least reduce the number of students from both sending countries in the United States. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2165. / Thesis (Ph.D.)--The Florida State University, 1982.