This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey of Student Engagement was used to measure academic self-efficacy across four types of high schools. Student gender and precollege experiences (dual-credit and communication assertiveness) were used as control. A total of 15,400 first-year students were included in this study. An ANOVA was used to examine the differences between groups, and ordinary least-square analysis was used to study the factors that affect academic self-efficacy. Results showed statistically significant difference in academic self-efficacy between public and private religious high school graduates. Specifically, graduates of public high schools had statistically higher academic self-efficacy than graduates of private religious high schools (p < .001). Additionally, females and participants of dual-credit courses also tended to have higher academic self-efficacy. Finally, analysis revealed that a first-year student's communication confidence is highly correlated to their academic self-efficacy. Results confirm in-coming first-year students perceive higher education engagement differently based on traits attributed to their precollege experiences. Results point to criteria colleges may be able to use in identifying freshmen at risk for low academic self-efficacy and, therefore, for problems in retention and degree completion.

Thesis (Ph. D.)--Ohio State University, 2006. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographic references (p.97-107).

Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the Chico Digital Repository." Includes bibliographical references (p. 72-75).

This thesis has been an investigation of the relationship between type of college student residence and the study habits of college students. In this survey, the study habits of college freshmen were measured twice with the Brown-Holtzman Survey of Study Habits and Attitudes. Students were tested on the SSHA before entering college and after seven months of college attendance. The findings have outlined differences in study habits and attitudes among several residential aggregates of students. The research also demonstrated the type and amount of change in measures of study habits by residential groupings during the first year of college attendance.This research has traced the phenomenon of a decline in freshman study habits and attitudes largely to changes in scores on the SSHA indexes of Teacher Approval and Educated Acceptance. Changes in these scores reflected a decline in student approval of teacher’s behavior and methods and of educational objectives, practices, and requirements.In addition, this research demonstrated that a number of differences in study habits and attitudes were associated with family income, sex, academic reference group, extracurricular activity, hometown size, and student’s attitude about his residential location.

The purpose of this study was to determine the relationship between the reading and mathematics achievement scores as measured by standardized achievement tests of seventh grade students participating in block time scheduling compared to the achievement scores of students enrolled in traditional scheduling in two junior high schools of the Fort Wayne Community School Corporation.Seventh grade students in two junior high schools in the Fort Wayne Community School Corporation in 197-5-76 were the population for the study. There were 219 seventh grade students enrolled in the control school. Students in the control school were scheduled into traditional fifty-five minute class periods with one teacher assigned to teach each subject. There were 241 seventh grade students enrolled in the experimental school. Students in the experimental school were enrolled in a block time schedule with four classes and an interdisciplinary team of four teachers scheduled into a three-hour block of time. Reading, English, social studies, and mathematics were the subject areas included within the three-hour block of time.The overall reading and mathematics achievement of students enrolled in the traditional and block time schedules was compared. Subgroups based on sex, mental ratings, and combinations of these three groups were also identified to further make comparisons between students enrolled in the two schedules.The California Reading Test, Junior High Level, Form W., and the mathematics section of the California Achievement Test, Level 4, Form A were the standardized tests used in the study. Pretests and post-tests in reading and mathematics were administered to students. The difference between the pretest and post-test grade equivalent scores in both reading and mathematics was computed for each student. The mean scores of these differences were used to compare the achievement of students in the traditional and block time schedules.Forty null hypotheses were developed to test the relationship in the reading and mathematics achievement of students enrolled in the two schedules. The Statistical Package for the Social Sciences was the set of computer programs used to perform the statistical analysis of the data. The t-test with a .10 significance level was used to analyze the data.Based on the difference in the mean reading achievement scores on a standardized test, students enrolled in the traditional schedule achieved better than students enrolled in a block time schedule. There was no significant difference in the reading achievement of the subgroups that included students with above average mental ratings and white male students with average mental ratings. The reading achievement scores of the other subgroups favored students enrolled in the traditional schedule.Based on the difference in the mean mathematics achievement scores on a standardized test, students enrolled in a block time schedule achieved as well as students enrolled in a traditional schedule. The mathematics achievement of subgroups that included the total group of black students and white female students with average mental ratings was better for students in the traditional schedule than for students in the block time schedule. There was no difference in the mathematics achievement of students enrolled in the two schedules when the other subgroups were compared.

Thesis (Ed.D.)--University of Tulsa, 1973. / Bibliography: leaves 142-146.

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 122-132.

Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 122-132.

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Philo A. Hutcheson, committee chair; Sheryl A. Gowen, Rebecca S. Casey, Laura R. McNeal, committee members. Electronic text (127 p.) : digital, PDF file. Description based on contents viewed Apr. 17, 2007. Includes bibliographical references (p. 103-106).