No description available.

No description available.

No description available.

No description available.

This study investigated the Adlerian concept of social interest m entering community college students to determine the predictive value of social interest for academic achievement and to determine the relationship between social interest and ethnicity and gender. Data for this study included age, gender, ethnic origin, high school class quarter, financial aid status, ACT Composite, grade point average, and scores on the Social Interest Scale. The results of stepwise multiple regression analyses revealed that the social interest scores did not contribute significantly to the prediction of academic achievement. The results of an analysis of variance indicated a significant difference in the social interest scores of Anglo-American, Black-American, and Mexican-American students but the Scheffe test for multiple comparisons did not indicate any significant differences among or between the three ethnic groups. The results of a two-tailed t-test for independent samples indicated no significant difference in the social interest scores of males and females.

The present research studied the differences in student characteristics and perceptions of the college environment between junior college students classified in three ways: level of satisfaction with the college environment, educational classification (transfer or terminal student) and sex of student. Secondary problems of the study were the following: 1. To determine the relationship between students' ratings of satisfaction with the college environment and perceived self-college similarity. 2. To determine the relationship between students' potential for dropping out of college and perceived self-college similarity and college-ideal college similarity. 3. To determine the difference in mean scores of satisfaction with the college environment between transfer and terminal students. 4. To construct profiles of male and female transfer and terminal students based on responses to a guidance questionnaire.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 189-197).

The main purpose of the present investigation was to compare the personality traits of cegep students enrolled in arts, sciences, and social sciences. In addition, the influence of gender on personality was examined, as well as its interaction with academic specialization. Finally, exploratory research was conducted to study the influence of selected socio-demographic variables on personality configuration. / Participants were asked to complete a socio-demographic questionnaire as well as the French research translation of the NEO-Five Factor Inventory (NEO-FFI), which measures the five basic dimensions of personality. Thus, another purpose of this study was to provide validational information for the latter instrument. / Results indicated that arts students score significantly lower on Extraversion than science and social science students. Furthermore, females were shown to score significantly higher than males on measures of Neuroticism, Extraversion, and Conscientiouness. In addition, the interaction of program specialization and gender was shown to be significant on the Openness to experience scale. Exploratory research indicated that students whose parents have a higher occupational level scored significantly higher than other students on measures of Openness to experience. Finally, the internal consistency of each scale and correlations between the scales of the instrument were calculated. The implications of our results were subsequently discussed, as well as potential issues for future research.

No description available.

The problem of this study was to investigate the relationships that exist among individual short-term counseling, academic achievement, personality factors, and college persistence of students on the junior college level.