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No description available.

The relationship between task success and task liking and satisfaction was investigated. The independent success measure consisted of three anagram word lists representing different degrees of difficulty. The difficulty criterion was a function of word frequency in the English language, ranging from High - Moderate - Low. Success was measured by the number of correctly solved anagrams. Liking was measured by the semantic differential evaluative dimension. The lists were also rated on potency and activity dimensions. There were three seven-point polar adjective scales on each dimension, making a total of nine ratings per list. Findings statistically support the relationship between task success and task liking and satisfaction. The High frequency list produced the largest number of correctly solved anagrams and was rated as the most liked, most potent and most active. The Low frequency list produced the smallest amount of correctly solved anagrams, and was rated as the least liked, least potent and least active. Practical implications for education and industry as well as further research suggestions were discussed.

Approved for public release; distribution is unlimited / This thesis examines the effects of personal, job-related, and college characteristics on the job success of women college graduates employed by a major U.S. manufacturing firm. Job success was defined in terms of performance evaluations, wage growth, and promotion rate models. The relative success of graduates of women's colleges were compared to graduates of coeducational institutions. Ordinary Least Squares analysis was used to evaluate the data. Empirical results indicate that performance evaluations were positively influenced by salary grade, various college majors, and attendance at a women's college. Conversely, the number of women faculty at the college attended adversely affected performance. The results of the promotion rate model show that performance evaluations reduce the time to promo­tion. Finally, the wage growth model illustrated the positive effects that marriage and education have on job success. / http://archive.org/details/factorsinfluenci00kell / Lieutenant, United States Navy

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

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

Digitized by Kansas Correctional Industries

The purpose of this study was to find the best predictors and best combination of predictors of shorthand success. Those used were the Educational Research Corporation Stenographic Aptitude Test and its subtests, I.Q. scores, a Self-Success Rating, and the Digit Symbol subtest taken from the Wechsler Adult Intelligence Scale. Students enrolled in Shorthand I at Sky View High School were the subjects used in this study. The criteria of shorthand success were the final dictation speed and the final grade. The best single predictor of shorthand dictation speed was the total E.R.C. Stenographic Aptitude Test. The best combination of predictors were the total E.R.C. Stenographic Aptitude Test, and the E.R.C. Phonetic Spelling. The best single predictor of final grade was the E.R.C. Phonetic Spelling subtest. The best combination of predictors of final grade were I.Q., total E.R.C. Stenographic Aptitude Test, E.R.C. Word Discrimination, E.R.C. Phonetic Spelling, and E.R.C. Dictation.

Thesis (M.S.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Nov. 30, 2006). Includes bibliographical references (p. 42-47).

This study was based on the premise that Aboriginal students possess valuable knowledge and insights with regard to factors leading to their educational success. This study was qualitative research using a narrative approach in the form of sharing circles. It was a study of factors five female Aboriginal high school students, who anticipated graduating in June 2002, identified as contributing to their success in school. Traditionally, researchers have focused on factors contributing to the failure of Aboriginal students in high school. Their analysis have proven futile in decolonizing and reconstructing conventional education.<p>The purpose of this study was to give students a voice in their education and in this voice, identify factors which contributed to their success. The data gathered through the collective voice of the students will assist educators and parents in challenging the educational system to satisfy the needs of all students, Aboriginal and non-Aboriginal. The unexpected composition of five female participants allowed the study to touch on issues facing Aboriginal women in school. These factors included the strong support of family, the nurturing roles that that engenders in them and their desire to bear children in the future, and the wish to break the cycle of social assistance by obtaining an education.<p>The information collected in the sharing circles was analyzed from a traditional medicine wheel framework. The themes and sub-themes, which developed from the data, created the elements of a medicine wheel which will bring balance and harmony to the educational system. The participants identified a strong inner support system characterized by goals and the search for a gift. The strength of their inner being fueled their will to succeed.<p>Their volition was further strengthened by factors found within the four realms of the medicine wheel: spiritual, emotional, physical, mental. The students identified spirituality as a combination of Aboriginal and Catholic teachings. This was characteristic of a new social environment which taught a freedom to live within two ideals of spirituality. In the emotional realm the students identified family, friends and development of self-identity as factors contributing to their success. The physical realm outlined the role multiculturalism had in the school, support programs played in making success a reality, and drug and alcohol avoidance had in their ability to succeed. The participants described Aboriginal teacher support, an engaging curriculum, and a grade twelve diploma as factors leading to success in the mental realm. Overwhelmingly, the factor most effecting the educational success of the participants was the teacher. All of the students described the positive and negative effect teachers had on their education. The teacher who supported the students in the four realms of the medicine wheel encouraged success in the classroom. The teachers who did not support the students provided a roadblock to success which the students overcame with perseverance and determination.<p>The study suggests the need for future research in the area of Aboriginal and non Aboriginal success factors. Many factors identified within this study indicates a strong commonality between the needs of Aboriginal and non-Aboriginal students in school. An examination of this type would serve to deconstruct the degree of difference assigned between students of different ethnic backgrounds. The data provided calls for more research on the relationships of Aboriginal and non-Aboriginal teachers within schools. Lastly, the data provided by the students strongly indicates administrators must work to prepare teachers to be more supportive to student needs.<p>This study provides some insights for educators, parents and administrators. Unfortunately the students, who are the most important part of the study, can only share their collective voice. The real work of transforming the educational system to meet the needs of Aboriginal students must come from educators, parents and administrators.