Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.

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Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 131-141).

Thesis (Ed. D.)--Illinois State University, 1975. / Title from title page screen, viewed Nov. 16, 2004. Dissertation Committee: Max R. Rennels (chair), Frances Anderson, Richard Salome, Macon Williams, Eugene Fitzpatrick. Includes bibliographical references (leaves 65-67) and abstract. Also available in print.

Thesis (Ph. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains viii, 110 p. Includes abstract. Includes bibliographical references (p. 97-108).

Thesis (M.A.) -- Guo li zheng zhi da xue / Cover title. Mimeo. copy. Includes bibliography.

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Tertiary Didactics) / The Bureau for University Education at the Rand Afrikaans University spearheaded this empirical study as part of a team research project. The relatively high failure rate of first year students and the negative implications it has for an institute of higher education mnde it essential. The Bureau for University Education makes it its object to establish a better student selection mechanism and therefore this study forms part of a team research project that has attempted to identify cognitive and non cognitive factors that may _~ave an influence on the academic achievements of first year students. This study is purely complimentary to the team research project in that it concentrates on a single non-cognitive factor, namely personality, and its influence on academic achievement. This study tries to determine whether personality tests can be of value as part of the selection process at universities. The test group consisted of first year B.A. (Ed.), B.Bibl. (Ed.), B.Com. (Ed.) and B.Sc. (Ed.) undergraduate students who registered at the Rand Afrikaans University during 1988 and 1989. ·Student's t-test was used as a measuring instrument for the relative extensive B.A. (Ed.) group, while the Mann-Whitney U-test was used for the other three groups. The already available data was processed by means of the BMDP3S computer programme. The findings of this empirical study indicate that personality as a single factor cannot be utilised in the prediction of academic achievement on its own, but combined with other cognitive and non cognitive factors it forms an integral part of the selection mechanism.

Today educators are faced with the task of shifting the aim of education from that of teaching subject matter to that of providing experiences that are effective in stimulating wholesome personality development. With this in mind the writer was interested in providing opportunities and experiences for the development of efficient, balanced, harmonious, dynamic personalities, and in observing the relationship existing between these factors, social acceptance, home environment or socio-economic status, and the intelligence quotient, and the effects of these relationships upon the child's school success or academic status.

The problem of this study was as follows: Is there any significant difference in the personality variables, between groups of college freshmen rated high, average, or low in study habits and attitudes? Study habits and attitudes were measured by the Survey of Study Habits and Attitudes by W. H. Brown and W. F. Holtman.