Thèse : Letteren : Leiden : 1984.

Texte remanié de: Dissertation--Philosophische Fakultät--Bonn--Rheinische Friedrich-Wilhelms-Universität), 1992. / Bibliogr. p. 281-298 (vol. 1).

Proefschrift--Letteren--Rijksuniversiteit te Leiden, 1998. / Bibliogr. p. 200-233. Notes bibliogr.

Univ., Diss.--Kiel, 2004. / Literaturverz. S. 388 - 413.

The aim of this study was to determine the influence of non-cognitive factors on the academic achievement of student teachers. Two methods of enquiry were used to investigate the influence of non-cognitive factors on students. (i) A study of the literature was made to establish the different views on the relative influence of cognitive and non-cognitive factors on academic achievement. (ii) An empirical method was used to determine the influence of different independent variables (non-cognitive factors) on the academic achievement of student teachers. An ex post facto approach was used. The experimental group was the 1981-intake of first year students at the PU for CHE who completed their studies at the end of 1984. The measuring instruments used, were the standard 10--exams, the 19 Field Interest Inventory and the PHSF Relations Questionnaire. With the aid of these psychometric tests an attempt was made to predict academic achievement. The validity and reliability of each of the measuring instruments are covered in this study and it was found that they are valid and reliable in all cases. The literature indicates that both cognitive and non-cognitive factors play an important role in academic success. Fran the literature extracts were taken to explain intelligence and aptitude. The discussion of the influence of certain non-cognitive factors on academic success includes the following important aspects: study habits, study methods, study skills, study guidance, study attitude, achievement motivation, personality factors, interest, emotionality, self-concept, age, sex, extra mural activities, physical factors and the environment of the student. According to the empirical study the following findings are of importance: With 34 independent variables the contribution to R2 was 51,5%. Then a selection of variables was made. Fifteen independent variables were used. These 15 variables contributed 35,3% to R2. The eleven best variables which were determined by means of the Cp-criterium, contributed 58,5%, to R2. These variables were: (i) The 19 Field Interest Inventory (a) Fine arts (b) Clerical (c) Performing arts (d) Numerical (e) Practical-Female (f) Service (ii) The PHSF Relations Questionnaire (a) Self-esteem (b) Self-control (c) Health (d) Sociability G (e) Moral sense The empirical study makes it quite clear that all the independent variables (non-cognitive factors) have an influence on the academic achievement of student teachers. As it has been determined in this investigation that non-cognitive factors have an influence on academic achievement, the conclusion is reached that students who are subject to positive non-cognitive factors achieve better academic success than those students who work under negative non-cognitive circumstances. / Thesis (MEd)--PU vir CHO, 1986

Diss.--Lund, 1997. / Bibliogr. p. 362-378. Index.

Texte remanié de: Diss.--Fakultät für Geschichtswissenschaft--Bochum--Ruhr-Universität, 2000. / Bibliogr. p. 188-209. Notes bibliogr.

Diss.--Köln, 2002. / Bibliogr. p. 297-313.

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

This investigation has been undertaken to determine whether a correlation exists between the cognitive factors, final standard ten examination mark and aptitude, as measured by the Senior Aptitude Test on the one hand and academic achievement in HDE-post graduate in the Humanities field of study on the other hand. For this investigation the test group was the 1981-intake of students at the PU for CHE who studied in the hutr.ani ties field of study and completed their studies at the end of 1984. The theoretical background of the investigation was obtained by the study of authoritative literature regarding the cognitive and non-cognitive factors which have an influence on academic achievement. An ex post facto-approach was used for the experimental design. The data used was obtained from the Senior Aptitude Test and the final standard ten examin8.tion marks of the students concerned as well as their final academic achievement in the HDE-post graduate course. The data has been analysed by means of a computer programme. Multiple linear regression analysis was used to determine the combined and individual influence of the independant variables (Senior Aptitude Test and final standard ten examination mark) on the dependant variable (HDE-achievement). From the results of the investigation it becomes clear that the combined and separate influence of the independant variables on the dependant variable is very low and of no significant practical value for the prediction of academic success. The conclusion can thus not be drawn that the Senior Aptitude Test and final standard ten examination mark are good predictors of academic achievement in a post graduate HDE-course in the humanities field of study. Various factors, cognitive as well as non-cognitive, should be used in combination for the best prediction of academic achievement at tertiary level. / Thesis (MEd)--PU vir CHO, 1986