The purpose of this study was to discover: (A) Whether the Tennessee Self-Concept Test would predict academic success better than the Scholastic Aptitude Test. (B) Whether Tennessee Self-Concept Test would add to Scholastic Aptitude Test as a predictor of academic success.The subjects were 102 first quarter Freshmen English students enrolled at Ball State University during the Fall Quarter of 1974. The predictor variables studied were: Scholastic Aptitude Test - verbal, Scholastic Aptitude Test -mathematical and Tennessee Self -Concept Test the counseling form. All the 14 scores on Tennessee Self-Concept Test, self criticism, total-P scores, Row 1-identity, Row 2-self satisfaction, Row 3-behavior, Column 1-physical self, Column 2-moral self, Column 3-personal self, Column 4-family self, Column 5-social self, Total variability score, Column total, Row total, and D-distribution score, were included. The criteria of success was the final grade point average.In order to find the statistical significance of the variables studied as a predictor of academic success, step wise multiple regression was applied.The result of this study indicated that (A) the single variable that offered the best information for predicting academic success was Scholastic Aptitude Test-verbal; (B) only one variable on Tennessee Self Concept Test, the personal self, was significant as a predictor of academic success; (C) the combination of variables on Scholastic Aptitude Test and Tennessee Self-Concept Test was test d. Only three variables were found to be significant as a predictor of academic success: SAT-verbal, Column 4-the family self, and Column 3-personal self.

The purpose of the present study was to examine the nature of the relationship between data gathered during the preschool and kindergarten years and later academic achievement. Children were selected from a group of white, lower to middle-class participants who were screened during a child find procedure and pre-school round-up in the Spring of 1990 and kindergarten screening in 1991. Of the 257 subjects originally screened, 165 were located for theidentified as having complete data. There were approximately equal numbers of male (n=38) and female (n=32) subjects.The following research questions were addressed:1. What is the nature of the relationship between preschool screening and later achievement?2. What is the nature of the relationship between kindergarten screening and later achievement?3. What is the nature of the relationship between preschool and kindergarten screening?The preschool and kindergarten screening data were archival in nature. Preschool screening consisted of the, purposes of this study. However, only 70 subjects were administration of the Bracken Basic Concept Scale (BBCS), Preschool Prediction Minnesota Preschool Inventory (MPI), and the Developmental Test of Visual Motor Integration (DVMI). Kindergarten screening consisted of administration of the Metropolitan Readiness Test (MRT), Bracken Basic Concept Scale, and the Children's Learning Abilities Scale (CLAS).The second grade achievement data was collected by the current researcher. This data set consisted of the administration of the Children's Learning Abilities Scale to each child's teacher and collection of Indiana Statewide Testing for Educational Progress (ISTEP) scores.Results of canonical correlation analyses and post hoc analyses of separate multiple regressions for each dependent variable indicated that the Bracken total battery score, the Children's Learning Abilities Scale, and the Developmental scale of the Minnesota Preschool Inventory consistently accounted for a significant proportion of individual differences in later measures.Taken individually and with other kindergarten variables, teacher ratings proved to be the best predictors of second grade achievement. This is supportive of earlier research using structured teacher ratings as accurate predictors of children's school success (Graue & Shepard, 1988). However, we must continue to enhance our knowledge concerning the utility of preschool and kindergarten screening procedures. / Department of Educational Psychology

This study explored the relationships among visual and auditory perception, academic aptitude, sex and achievement in reading, language arts and mathematics. The study also sought to determine if scores on visual and/or auditory perception would contribute additional predictive information about achievement beyond that already known through knowledge of sex and academic aptitude scores.Subjects in this study were the entire first grade population of an East Central Indiana rural and suburban public school corporation. The subjects were in the first grade in the school year 1974-1975.The data collected for each subject came from four sources: (1) the Primary Mental Abilities Test K-1 (PMA), (2) the Motor-Free Visual Perception Test (MVPT), (3) the Goldman-Fristoe-Woodcock Test of Auditory Discrimination (GFW), and (4) the Science Research Associates Achievement Series, Level 1-4, Form E.The data were treated by canonical and multiple regression analysis. Separate canonical correlation coefficients were computed for boys and girls. A canonical R of .725 (p <.O1) between the predictor and criterion variables was computed for boys. The greatest association was between the predictor variable MVPT and language arts and to a lesser extent, mathematics. The PMA was also associated with these criterion variables, but to a lesser degree. Results of the study also indicate that visual perception added significantly to prediction of achievement beyond that which is already known through knowledge of a subject's sex and academic aptitude score. Auditory perception when added as a fourth variable did not make a significant contribution to predictive ability in any of the three criterion measures.Within the possible limitations resulting from a delay in the administration of the perceptual measures the following conclusions are drawn from this study. 1. There is a relationship between a set of scores on visual and auditory perception and academic aptitude and a set of scores on achievement in reading, language arts and mathematics.`2. This relationship is different for boys and girls. Girls outperformed boys on all three measures of achievement. For girls, scores on language arts and, to a lesser degree, mathematics tend to be associated with visual perception and academic aptitude. For boys, scores on reading and language arts tend to be associated with academic aptitude.3. Visual perception accounted for variation in the dependent variables of reading, language arts and mathematics beyond that accounted for through knowledge of the subject's sex and academic aptitude score.4. Visual perception had a stronger relationship to later achievement -for girls than either academic aptitude or auditory perception.5. The academic aptitude measure PMA, correlated higher with achievement for boys than it did for girls.6. Academic aptitude was a stronger predictor of later achievement for boys than either visual or auditory perceptual measures.7. Auditory perception was not significantly related to any of the achievement measures and made no significant contribution to the multiple regression equations.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1926. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 196. Bibliography: p. 193-199.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.84-97).

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

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in education and urban leadership and policy studies in education." Advisor: Rita Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 81-87). Online version of the print edition.