Higher education systems are imperative to social and economic upliftment in any society, the ability of the national labour force and income disparity differentials between members of the populous are directly associated to academic achievement and associated pass rates in higher education. The apparent utility of higher education is however overshadowed by poor student retention, academic performance and consequent pass rates and is an issue of concern at both an international and local level. The identification of factors that could potentially improve student academic performance and consequent attainment of a tertiary qualification is becoming an increasingly important field of research. Research into such factors would have wide reaching implications in South Africa, where high unemployment rates and talent migration plague efforts to build a strong national economy. The primary imperatives of this research undertaking were to investigate the relationship between hope, social support, fluid intelligence and academic achievement in the form of grade point average (GPA), as well as determine the extent to which hope and social support moderate the relationship between fluid intelligence and GPA. The research method is comprised of a literature review and empirical study. Data collection was conducted via a cross-sectional survey design, with an availability sample (N = 308) being taken from first year students at a higher educational institution. The Hope Scale (HS), Multidimensional Scale of Perceived Social Support (MSPSS), Abstract Reasoning Test (ART) and biographical questionnaire were administered. Statistical analysis was carried out with the SPSS 20.0 programme. Principle component factor analysis provided confirmation of a four factor structure for the MSPSS, with the resultant factors being labelled Friend Support, Significant Other Support, Family Support and Lecturer Support. In this study the original 3 factor structure of the MSPSS was supplemented by adding the fourth dimension of lecturer support. A two factor structure for the HS was confirmed, with the resultant factors being labelled Agency Hope and Pathways Hope. All utilised scales indicated acceptable levels of reliability, with the resultant Cronbach alpha statistics ranging from 0,75 to 0,89. Pearson correlation coefficient correlations gave indication of a statistically and practically significant correlation of positive medium effect between fluid intelligence and grade point average. Social support from lecturers showed statistically and practically significant correlations of medium effect with social support from friends. Pathways hope was statistically and practically related to agency hope with a positive medium effect. No practically significant relations in this sample could be established between hope and grade point average and social support and grade point average. Statistically significant relations were established between lecturer social support and fluid intelligence and between agency hope and social support from significant other sources. The ability of fluid intelligence to predict grade point average was proven via regression analysis in which fluid intelligence was found to be a statistically significant predictor of grade point average. Proposed moderating effects of hope and social support on the relation between fluid intelligence and grade point average were tested via multiple regression analysis. Results indicated that within the parameters of the research sample in this study, no statistically significant moderating effects could be established for hope or social support. Based on these findings, a hypothesised cause for such relations was established based on the characteristics of the current research sample and research literature. Recommendations for future research were made, as well as organisational recommendations for the participating higher educational facility. / MA, Industrial Psychology, North-West University, Vaal Triangle Campus, 2012

The present study was made to determine the relationship between the level of teaching effectiveness of beginning elementary teachers and three individual characteristics of prospective teachers. A secondary purpose was an attempt to improve the service rendered by the School of Education at North Texas State College, Denton, Texas, in the selection and guidance of students who indicate a desire to enter the program for preparing elementary teachers.

The problem of this study was to isolate General Aptitude Test Battery patterns for persons who have succeeded in certain major fields of study at North Texas State University, Denton, Texas. In addition to the basic problem stated above, an effort was made to (1) determine the significance of the relationships between GATB scores and grade-point averages for all undergraduate courses taken; (2) determine the relationships between GATB scores and grade-point averages for all undergraduate courses in the major field of study, and (3) conduct a survey of all subjects selected for this study to determine their past, present and expected future fields of occupational endeavor since graduation from college and the relationship between such employment and the individual's major field of study in college.

ABSTRACT THE EFFECT OF PRE-TRANSFER GRADE POINT AVERAGE ON POST-TRANSFER GRADE POINT AVERAGE AS AN INDICATOR OF PERSISTENCE FROM TWO-YEAR COLLEGES TO STATE COLLEGES AND UNIVERSITIES WITHIN THE UNIVERSITY SYSTEM OF GEORGIA by Marci M. Middleton Community colleges provide an important access point for students who want to continue their educational studies and obtain a baccalaureate or advanced degree. Students have the opportunity to complete core curricula or the general education component of their education at a two-year college and then transfer to a four-year college or university in many higher education systems around the country including the University System of Georgia. Using linear regression initially and later multiple regression, this quantitative research study tested grade point average to project student academic performance at a state or research university upon transfer to such institutions. Data obtained for state systems institutions from fall 2001 through fall 2005 was used for the administration of this study. Research questions concerning the relationship between grade point averages before and after transfer were examined at various matriculation points with specific attention paid to pre-transfer grade point average and post-transfer grade assessment at three points across a student’s academic career. In addition, the strength of the relationship was tested for the aggregate student cohort of matriculants from fall 2001 through fall 2005 as well as sub-groups within the cohort.

Higher education systems are imperative to social and economic upliftment in any society, the ability of the national labour force and income disparity differentials between members of the populous are directly associated to academic achievement and associated pass rates in higher education. The apparent utility of higher education is however overshadowed by poor student retention, academic performance and consequent pass rates and is an issue of concern at both an international and local level. The identification of factors that could potentially improve student academic performance and consequent attainment of a tertiary qualification is becoming an increasingly important field of research. Research into such factors would have wide reaching implications in South Africa, where high unemployment rates and talent migration plague efforts to build a strong national economy. The primary imperatives of this research undertaking were to investigate the relationship between hope, social support, fluid intelligence and academic achievement in the form of grade point average (GPA), as well as determine the extent to which hope and social support moderate the relationship between fluid intelligence and GPA. The research method is comprised of a literature review and empirical study. Data collection was conducted via a cross-sectional survey design, with an availability sample (N = 308) being taken from first year students at a higher educational institution. The Hope Scale (HS), Multidimensional Scale of Perceived Social Support (MSPSS), Abstract Reasoning Test (ART) and biographical questionnaire were administered. Statistical analysis was carried out with the SPSS 20.0 programme. Principle component factor analysis provided confirmation of a four factor structure for the MSPSS, with the resultant factors being labelled Friend Support, Significant Other Support, Family Support and Lecturer Support. In this study the original 3 factor structure of the MSPSS was supplemented by adding the fourth dimension of lecturer support. A two factor structure for the HS was confirmed, with the resultant factors being labelled Agency Hope and Pathways Hope. All utilised scales indicated acceptable levels of reliability, with the resultant Cronbach alpha statistics ranging from 0,75 to 0,89. Pearson correlation coefficient correlations gave indication of a statistically and practically significant correlation of positive medium effect between fluid intelligence and grade point average. Social support from lecturers showed statistically and practically significant correlations of medium effect with social support from friends. Pathways hope was statistically and practically related to agency hope with a positive medium effect. No practically significant relations in this sample could be established between hope and grade point average and social support and grade point average. Statistically significant relations were established between lecturer social support and fluid intelligence and between agency hope and social support from significant other sources. The ability of fluid intelligence to predict grade point average was proven via regression analysis in which fluid intelligence was found to be a statistically significant predictor of grade point average. Proposed moderating effects of hope and social support on the relation between fluid intelligence and grade point average were tested via multiple regression analysis. Results indicated that within the parameters of the research sample in this study, no statistically significant moderating effects could be established for hope or social support. Based on these findings, a hypothesised cause for such relations was established based on the characteristics of the current research sample and research literature. Recommendations for future research were made, as well as organisational recommendations for the participating higher educational facility. / MA, Industrial Psychology, North-West University, Vaal Triangle Campus, 2012

Abstract The dropout rates of African American and Hispanic students in the United States are significantly higher than that of White students. Failure to obtain a high school diploma has adverse economic and social implications for these students and for society. The purpose of this study was to assess the relationship between a credit recovery program with key demographic variables and high school GPA, which is a graduation antecedent, for students in an alternative school. Knowles' framework of adult learning theory was used to examine how participation in the credit recovery process in a system of predominantly African American-serving alternative schools predicted GPA while accounting for the influence of student demographic variables. The ex-post facto causal-comparative design involved the analysis of an archival random sample of 168 former students, 84 of whom had taken credit recovery courses and 84 of whom had not. A multiple linear regression model (R =0.257, F(4, 163) = 2.770, p = 0.029) indicated that only gender (β = 0.188, p = .02) significantly predicted the students' GPA, with female students outperforming males. A conclusion is that the implementation of credit recovery programs in U.S. schools does not have any impact on students' GPA. The results suggest weaknesses in program delivery and training and that the review and revision of professional development opportunities for teachers is merited. Drawing from the extant literature, a professional development recommendation was made to improve program effectiveness based on documented best practice examples. Implications for the promotion of positive social change include the evaluation of more robust credit recovery programs capable of improving the graduation rates of U.S. Hispanic and African American students.

Grading within a single school was studied by comparing the grades with the policy of grading recommended by the high school, and the relationship between the grades and two tests administered by the school. Six hundred fifty-five graduates from the 1964, 1965 and 1966 graduating classes made up the sample. The grades used were those received during their three years in high school. The tests were the Henmon-Nelson Test of Mental Ability administered in the tenth grade and the American College Test which was taken in the twelfth grade. The Pearson r Correlation Coefficient was used to make the correlations. The number of A and B grades given in all subject areas were beyond that recommended by the school policy. A t test showed the differences in grading between required subjects and nonacademic elective subjects in the lower 25 percent of each graduating class to be significant at the .01 percent level. In the upper 25 percent the differences were not significant. The required subjects area grades correlated highest with scores from both tests.

As we examined research on the effects of parental psychological control and support on adolescents, we noted that these variables have not been widely studied in relation to academic achievement. Using Flourishing Families data, we examined a subsample of females and males who reported parental psychological control and support as well as school engagement variables from adolescents, fathers and mothers. We also used observed variables of grade point average (GPA). Structural equation modeling was used to determine whether parental psychological control and support would negatively or positively relate with academic achievement outcomes of GPA and school engagement. Psychological control and support processes significantly related with GPA and school engagement for both boys and girls. Therapists who work with parents should not only recognize the effects of psychological control on individual academic achievement, but should also recognize the importance of support from both parents and the importance of cross-gender parent-child relationships.

Problem: The problem was to determine whether experimental, supervised program of instruction was successful in changing a probationary student’s academic standing, as measured by grade point average and scores from the Tennessee Self-Concept Scale. Method: The following hypotheses, as stated in null form, were tested. There will be no significant difference between the Identity Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant differences between the Self-Satisfaction Scores of the experimental group and those of the control group on the pre-test and the post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Physical Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Family Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Social Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Total Positive Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Self-Criticism Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference in the academic grade point averages of the experimental group and those of the control group. Findings and Conclusions: In summary, the following findings and conclusions were drawn: Identity Score Finding: The members of the experimental group tended to have a higher perception of their own identity after the program had ended. Conclusion: This change resulted from the fact that at the time of the pre-test all the students were on probation, but at the time of the post-test a considerable number had achieved “good standing” status (GPA above 2.00). This change in academic status, therefore, brought about a change in the way each subject perceived himself. Self-Satisfaction Score Finding: The members of the experimental group tended to feel more positively about the self they perceived after the program had ended. Conclusion: This change resulted from the fact that during the experimental, supervised program of instruction, the instructor frequently indicated to the subjects that they were persons of worth. This technique was based upon the premise that when persons are totally accepted by others, they come to the realization that they are persons of value. Physical Self Score Finding: The members of the experimental group did not tend to reflect any real change in the way they viewed their body, state of health, physical appearance, sexuality, or appearance after the program had ended. This same finding was reported by Karen Moses in her study with probationary students at Brigham Young University. Conclusion: No change resulted from the fact that this experimental, supervised program of instruction was unable to produce a change in a value as permanent as the physical self. The physical self was so strong that it could not be substantively modified in nine weeks. Family Self Score Finding: The members of the experimental group tended to reflect a higher sense of worth and value as family members after the program had ended. A different finding was reported by Clements, who discovered no significant differences in family self as a result of his program with the under-achievers. Conclusion: This change resulted from the fact that students were psychologically supported by their families during the time of the program, thereby increasing their family self-concept. Parents were aware of the program because copies of the letters asking students to participate were mailed directly to the homes of each student before the program began. Social Self Score Finding: The members of the experimental group tended to reflect a higher sense of adequacy and worth in their social interaction with other people after the program had ended. Jensen and Amberg found that social self scores in their experimental subjects increased slightly over their control subjects but they judged their results to be inconclusive. Conclusion: This change resulted from the social nature of the program. Although the sessions were conducted in a structured atmosphere, the participants were encouraged to discuss their feelings freely. Most subjects exhibited considerable acceptance of one another, thereby reinforcing one another’s social self. Total Positive Score Finding: The members of the experimental group tended to have an overall higher level of self-esteem after the program had ended. This same finding was obtained by Caplan in his study with junior high school boys. Conclusion: This score resulted from the higher sub-scale scores, which when combined, form the Total Positive Score. The data showed the Identity, Family Self, Self-Satisfaction, and Social Self definitely changed; therefore, it was expected that the Total Positive Score would likely change. Self-Criticism Score Finding: The members of the experimental group did not tend to be any more honest in their self description and capacity for self-criticism after the program had ended. Conclusion: No change resulted from the fact that even before the program had begun, the individuals of the experimental group were shown to be very honest in their self-description and capacity for self-criticism. Therefore, before the program they were found to have a normal healthy openness. Academic Grade Point Average Finding: The members of the experimental group tended to achieve high grades after the program had ended. These same results were obtained by Sheldon and Landsman, who found a significant improvement in academic grades among their experimental group after a program with students in academic difficulty. Conclusion: This change appears to have resulted because the subjects learned to study and read more efficiently and thereby grasp material more thoroughly; however, the students who continued to participate in the study may have been more highly motivated to study than those who dropped out.

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