Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The purpose of the present study will be to test the relation between Test Anxiety Scores and Stanford-Achievement Test scores and to determine whether there sill be differences of significant values within the sub-tests on the achievement tests.

This study investigated the relationship between cluster B personality disorder characteristics and neuropsychological test performance. Specifically, the study examined whether neuropsychological test patterns could be used to support personality disorder diagnoses. The participants were 109 university students who were given a neuropsychological test battery and personality assessment. When controlling for Axis I psychopathology, no relationship was found between neuropsychological performance and borderline characteristics. However, narcissistic characteristics were associated with poorer working memory, divided attention, and verbal associative memory, and greater cognitive flexibility. Histrionic characteristics were associated with better list learning and selective auditory attention. This study suggests that some cluster B characteristics are associated with neuropsychological performance, but additional research is needed to clarify the nature of this relationship.

The problem of this thesis is to determine the degree of relationship existing between laboratory test scores and practical test scores in driver education and training. The tests considered in this study are depth perception, visual acuity, reaction time, and field of vision.

No description available.

There are an estimated 1.2 million children with one or both parents enlisted in military service. These children are more geographically mobile than civilian children on average, and previous research suggests that mobility can have great effects on an individual's academic performance. This study seeks to answer the question: How does the standardized test performance of Department of Defense Education Activity (DoDEA) schools compare to those of public schools with high concentrations of military children (funded by Impact Aid). It is hypothesized that due to higher average levels of funding, a standard curriculum, and both embedded and intentional social support, DoDEA schools will have higher standardized test scores than public schools with high concentrations of military children. Consistent with previous literature that finds a standardized test bias in favor of white students, it is also hypothesized that schools that are located in ZIP Codes with high percentages of Black and Hispanic residents will have lower test scores. This research will contribute to a growing body of literature on childhood migration, as well as the literature focused on the effects of the military on personnel's families and children. Through a series of bivariate correlations and nested regression analyses, I find that Impact Aid schools had higher percentages of students proficient in reading, math, and science than DoDEA schools. ZIP Code Tabulation Area measures of racial and ethnic composition, as reported in the American Community Survey 5-Year Estimates (2007- 2011), were statistically significant predictors of proficiency in reading and math. As the percentage of non-White community composition increased, the percentage of students proficient in reading and math decreased (β = -11.328*, p ≤ .05). Controlling for these community-level variables still resulted in higher overall standardized test proficiency in Impact Aid schools

Critical thinking skills have become an important part of current educational practices. However, there is little empirical evidence comparing the effectiveness of the programs teaching these skills. In addition, there are questions as to whether the skills should be taught within the class content or separate from the class content. This study assigned students attending labs as part of an educational psychology class to two experimental conditions (content-based and content-free) and a control condition. Measures were scores on lab papers and test scores for the class. In addition, an attitude survey was used to assess student attitudes to each condition, and the overall quality of the labs was assessed. An analysis of variance was performed on the data. Results indicated little difference between experimental and control conditions.

During the last 15 years there has been a well documented decline in achievement test scores. Declines have been documented on both the American College Testing Program (ACT) and the Scholastic Aptitude Test (SAT). An increased interest in t he score declines and their possible explanations has also taken place in the last 10 years. The explanation for the declines fit under four main headings: (1) problems with the tests, (2) changes in the testing population, (3) changes in society, and (4) changes in the schools. The purpose of this study was to begin with the test itself and check for possible score drift between two forms of the ACT, a 1977 ACT form and a form 5 to 7 years older than that. The sample population consisted of 242 juniors at Logan High School, Logan, Utah, and 153 juniors at Skyview High School, Smithfield, Utah, during the 1976-77 school year. These samples represent 83% of the Logan High junior population and 50% of the Skyview High junior class. All subjects took the two forms of the ACT mentioned above. In analyzing the data from the major samples with a two-tailed t test, it was found that there was a significant difference in the two tests. The largest difference was found on the mathematics subtest; the difference being that students scored higher on the older forms, not only on the mathematics subtest, but on the other subtests, also. A two-way analysis of variance with repeated measures was used to check for variance due to sex of subjects and form of test and their interractions. The findings were consistent with those of the t test. It was found that the mathematics scores varied due to the form of the test. The only sex difference was that females' standard scores were higher than males' on the English subtests of both ACT forms. This study found a significant difference between an older ACT form and a 1977 ACT form as measured by subjects' scores on both. The findings of this research indicate that the test itself may be a partial cause of the current ACT score declines.

The purpose of this study is to determine the relationships between various factors and the academic achievement of the children in the sunshine Room established at Diamond Hill, Fort Worth, Texas. The factors under consideration are health improvements, behavior ratings obtained from the use of a rating scale and intelligence quotients.

No description available.