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The purpose of this study was to examine the relationship between student achievement and home socialization. Specifically, it explored the influence of cognitive and academic home socialization variables on the achievement of seventh- and twelfth-grade students. It further explored the influence of cognitive and academic subvariables on student achievement. The cognitive home socialization subvariables were stimulating literacy environment and joint learning activities. The academic home socialization subvariables were expectations and attitudes and values and behaviors.;The population consisted of parents of seventh- and twelfth-grade students from a small, rural, predominantly African-American school division in Central Virginia. One hundred twenty-five parents were surveyed using a modified version of the Henderson Environmental Learning Process Scale (HELPS) developed by Ronald Henderson in 1972. The data were correlated with the Virginia SOL English: Reading/Literature-Research (RLR) test data and the Stanford Achievement Tests, Ninth Edition (SAT 9) Partial/Basic Battery tests data.;The study addressed the following research questions: (1) Does the cognitive home socialization of children relate to student achievement? (2) Does the academic home socialization of children relate to student achievement? (3) to what degree do cognitive home socialization and academic home socialization combine to predict student achievement?;No clear and unequivocal relationship was found between home socialization and student achievement. Twelfth-grade students' home socialization showed a significant level of influence with the SAT 9 achievement measure. Significant relationships were demonstrated between SAT 9 achievement and the subvariables of stimulating literacy environment and values and behaviors.;Implications for practice would be to ensure that teachers tailor instruction to meet students' needs, especially, as it relates to the teaching of Virginia Standards of Learning objectives. Additionally, the schools should develop a parent-school connection that provides parents with strategies that enable them to assist their children at home with schoolwork, especially schoolwork centered around standards incorporated into the curriculum. This parent-school connection should also emphasize to parents the importance of their involvement in the education process in determining the future academic and career success of their children.

This study is relevant to the potential utility of a developmental approach to the assessment of ability in students designated “Edicable Mentally Retarded”. Piaget’s conceptualization of seriation as an essential component of logical thinking, related to perception, suggested a linkage between dimensions of thinking and imagery, generally treated independently.

It was the purpose of this study to consider the effects of behavioral group counseling on freshmen who enter Bethany Bible College, San Cruz, California, with low high school grade point averages. The data was collected and considered in three areas: (1) effect of behavioral group counseling, (2) size of high school from which the student graduated, and (3) male-female achievement. The researcher was concerned specifically with: (1) discovering if behavior group counseling will significantly improve academic achievement, (2) analyzing the relationship of the size of high school from which the subjects graduated and academic achievement, (3) comparing male-female academic achievement, (4) assess the academic achievement of students involved in this study with similar students who in the successive years 1963-1967 entered Bethany Bible College, and (5) analyzing the data as it may be applied to group counseling future freshman at Bethany Bible College.

Purpose. The purpose of this study was to investigate the validity of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test (PLACE) in predicting academic school achievement in the early school grades; 1, 2, 3, and 4. Procedure. The primary relationship which was important to this study was the relationship between scores attained on the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test and subsequent academic achievement in the early school grades; 1, 2, 3, and 4. This relationship was investigated through a comparison of scores attained on the Preschool Language-Cognitive Skills Assessment for Curriculum Entry Test and subsequent academic achievement test scores obtained through the early school grades in the areas of reading, language, and math. The sample population for this study was comprised of 146 early grade pupils who were located throughout nine school districts in two counties in Northern California. Identification information was compiled on each subject who was included in this study. Information regarding name, age, sex, case number, program, location, and grade level were included. Assessment information regarding the subjects' score on PLACE and subsequent early school achievement scores in the areas of reading, language, and math was entered on a computer code sheet according to the pupil's case number. The data gathered on individual subjects facilitated the study of the relationship of each related factor to the primary question being investigated. The effect of age, gender, and preschool program of each subject was explored through statistical analysis using the Pearson Product Moment Coefficient of Correlation procedure. The relationship of early academic school achievement in the areas of reading, language, and math to scores attained on PLACE was explored in detail. Results. The results of this study indicated that a significant positive relationship exists between scores attained on PLACE and subsequent scores attained on early school academic achievement tests in the areas of reading, language, and math. The data collected support the conclusion that scores attained on PLACE predict early academic school achievement in reading, language, and math. The relationship between scores attained on PLACE and early academic achievement in reading, language, and math was significantly positive for 3 year olds, 4 year olds, and 5 year olds. The establishment of these positive relationships indicates that assessment in preschool can successfully predict early academic achievement in grades 1, 2, 3, and 4. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

PURPOSE: Weaknesses in theory of self and in research design and measurement have been noted in previous self-concept studies. This current investigation was designed to study certain relationships between self-concept and academic achievement while incorporating the improvements suggested by previous researchers to overcome the weaknesses.

The present study is an aptitude treatment interaction study dealinq with the effects of three personological student aptitudes in conjunction with different instructional methods on the affective and cognitive learning of interpersonal relationship skills. A total of 210 subjects wire randomly selected from three Regional Occupational Programs (ROPs) located in three geographically distinct California high schools . Subjects were administered one of three experimental treatments varying in methods of instruction combined with a film, Relationships With Other People, or an unrelated control film treatment. Experimental groups were: 1) film treatment alone, 2) film treatment with associated print based material, j) film treatment, print based material, and formal instruction, and 4) control group. Experimenter-made semantic differential (SOT) and criterion referenced tests (CRT) were dependent variables used to quantify the possible treatment effects. Two weeks prior to film treatment, subjects were given the Sociability (Sy), Achievement via Independence (Ai), and Tolerance (To) scales of the California Psychological Inventory (CPI) and classified into high and low categories for each scale by using upper and lower l/3 scores. On treatment day, subjects were given SOT and CRT pretests , treatment film, and SOT and CRT post-tests within a one hour period. Experimental Groups 2 and 3 received print based material and were given this material to use during film presentation and to study independently on their own time. In addition, experimental Group 3 received didactic classroom instruction related to the print based material dealing with interpersonal relationships. Classroom instruction consisted of four 1-hour sessions during the one month period following the film presentation. All subjects were given an unannounced second SDT and CRT post-test one month after the film treatment day.