Thesis (Ed.D.)--Boston University.

Specialist degree in education, Eastern Illinois University. / Includes bibliographical references (leaves 35-36).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--Columbia University, 1917. / Vita. Published also as Teachers college, Columbia university. Contributions to education, no. 89.

Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the Chico Digital Repository." Includes bibliographical references (p. 44 - 49).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 149-167). Available also in a digital version from Dissertation Abstracts.

No description available.

The purpose of the study was to examine the relationship between credit hour load and academic achievement of selected undergraduate college students. The study was designed to determine the relationship between credit hour load and grades earned by undergraduate college students in selected required courses and overall scholastic ratio during the specified quarters. Specifically, the study was designed to determine the additional contribution of the independent variable credit hour load to the overall relationship between academic achievement of the students in selected required courses, as measured by course grade, and overall scholastic ratio, and the independent variable set consisting of sex and ability as measured by SAT Verbal and SAT Quantitative scores.The population included all Ball State University undergraduate secondary education students enrolled during the academic years 1976/77, 1977/78 and 1978/79. The sample consisted of 1,007 students identified as having enrolled in and completed credit hour loads of twelve or more hours for at least one quarter. Students selected for inclusion had enrolled in either of two required secondary education courses, EDSEC 299 or EDSEC 420. The study was designed to control for sex differences and variations in ability.To accomplish specific purposes of the study, four null hypotheses were tested using multiple regression procedures. The Statistical Package for the Social Sciences (SFSS) program was used in conducting the analyses. Two regression models were used to determine the statistical significance of the addition of the independent variable, credit hour load, to a set of predictors consisting of sex, SAT Verbal and SAT Quantitative scores. In the first model only sex, SAT Verbal and SAT Quantitative scores were used as predictors of the dependent variable (reduced model). The second model involved the addition of the independent variable, credit hour lead, to the predictor set. The difference between the obtained squared multiple correlation (R2) was then computed and tested for statistical significance at the .05 level using an F statistic.The findings regarding statistical significance of the contribution provided by credit hour load to a relationship between the dependent variable and the independent variable set were:1. The level of prediction of course grades in EDSEC 299 provided by sex of student and ability data was not improved by the addition of credit hour load data.2. The level of prediction of scholastic ratio for students enrolled in EDSEC 299 provided by sex of student and ability data was improved by the addition of credit hour load data. The degree of improvement however, was so slight as to be of little importance in idiographic predictions.3. The level of prediction of course grades in EDSEC 420 provided by sex of student and ability data was improved by the addition of credit hour load data. The degree of improvement however, was so slight as to be of little practical importance in idiographic predictions.4. The level of prediction of scholastics ratio for students enrolled in EDSEC 420 provided by sex of student and ability data was not improved by the addition of credit hour load data.

The purpose of this study was to determine the relationship between selected nonintellectual traits and successful school achievement of children from low-income homes. The subjects for this study were 347 sixth-grade children who lived in a depressed urban area. Each subject was assigned to one of four achievement groups based on achievement test scores and teacher evaluations. The groups ranged from the 69 successful children in Achievement Group I to the 169 low achievers in Achievement Group IV. The California Test of Personality (CTP) was used to measure the personal and social adjustment of all subjects. Areas of academically related interests were measured by What I Like to Do, An Inventory of Children's Interests. An interview guide, developed by the researcher, was employed in unstructured interviews with eight achieving pupils. Statistical processing of the data consisted of a three factor analysis of covariance. Interactions were computed between (a) achievement groups, (b) boys and girls, and (c) ethnic groups. The analysis of covariance method was applied to partial out the effects of ability as measured by the Lorge-Thorndike Intelligence Tests. Scores the subjects made on standardized tests were converted to T-scores for the analysis, using the .05 level of confidence for significance. It was hypothesized that a group of children from low-income homes who had been identified as successful school achievers would differ significantly from groups of less successful pupils from a similar environment in areas of personal and social adjustment and in areas of academically related interests. However, the findings of this study did not strongly support this hypothesis. It was found that when ability was controlled, only the School Relations component of the CTP revealed significantly higher scores for the successful achievers. Information used in the identification of successful achievers, a review of the results of the statistical analysis, and data collected during interviews with eight of the successful achievers led to the following conclusions: The discrepancy between the actual school performance of most children from low-income homes and the expectations of teachers and the grade level norms of standardized achievement tests was clearly demonstrated. The total sample obtained below average scores on the CTP; This suggested the generally poor personal and social adjustment of children from low-income homes whatever their achievement level.White children from low-income homes who are successful school achievers appeared to be better adjusted than their minority group counterparts.Well-adjusted children are more likely to be rated as successful school achievers by their teachers. The findings of this study question the evidence that exists concerning the negative self-image of the child from a low-income home.The significantly lower scores of minority group children in all achievement groups on the Self-Reliance subtest of the CTP indicated that many minority group children are deficient in this personality variable often associated with school success. Although few differences in adjustment existed between boys and girls in this study, the two components that revealed significant differences suggested that girls from low-income homes are probably more willing than boys to subordinate their desires to the needs of the group and may be more effective in dealing with people. This group of children regardless of sex, ethnic group membership, or level of achievement, expressed resentment and hostility toward the community and toward society.The unstructured interview technique revealed some valuable information not available through a statistical approach. This approach might be a profitable one for future investigations involving children from low-income homes.

Thesis (Dip.App.Psych.)--University of Adelaide, Dept. of Psychology, 1978.