This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.

At school, students are provided numerous opportunities to use their skills and abilities to complete tasks or solve problems. Students are considered to have academic success when they meet specific criteria on outcomes such as grade point averages (GPA), scores on standardized tests, and skill acquisition across areas like reading and math. Given the importance of academic achievement (AA) as an outcome measure, researchers have attempted to study certain variables that may relate to or predict AA. Extracurricular activities (EAs) are defined as school-sanctioned activities that students can participate in outside of the traditional school day. Participation in EAs has been associated with several benefits to students, including higher AA, noncognitive skills, and transferable skills. A comprehensive review was conducted to examine the literature on EA participation and academic performance as measured by various AA variables including the American College Test (ACT), Scholastic Aptitude Test (SAT), and GPA. Results of the study indicated that students participating in EAs, regardless of type, benefited academically compared to non-participants. AA declined for students who participated in more than two EAs. However, this project should not take the place of well controlled, empirical studies. Implications of these findings and future directions are discussed.

This study investigated the two research questions, 1) what are the relationships among the pretest latent variables mindfulness, stress, and flourishing and the manifest variables GPA and retention in first-year college students in a first-year experience seminar and 2) will there be differences in mindfulness, stress, flourishing, GPA, and retention between groups of students in a first-year experience seminar who received a brief mindfulness intervention and those who did not? To answer these questions, the author analyzed secondary data collected from 373 first-year college students at a large public research university who took Introduction to the University (UNIV 101). The study was a repeated-measures quasi-experimental nonequivalent control groups design. Eighteen instructors across 35 class sections volunteered to provide the intervention in their class, 248 first-year students (66%) made up the mindfulness group, and 125 first-year students (35%) made up the comparison group. Women made up 70% (n = 261) of the sample and males made up 30% (n = 112). Pretests and posttests included demographics, the Mindful Attention Awareness Scale (MAAS), the Perceived Stress Scale (PSS), the Flourishing Scale (FS), and questions asking about prior mindfulness experience (pretest) and current and potential future practices (posttest). Chi-squared tests and t-tests evaluated variances between groups in demographics and outcome variables. Only gender varied significantly. Bivariate Pearson’s correlations of the latent variables showed 1) a significant positive relationship between mindfulness and flourishing and 2) significant negative relationships between stress and both mindfulness and flourishing. Simple regression analyses for the pretest latent variables with GPA showed a significant positive predictive relationship only between pretest flourishing and Spring GPA. The same tests run with the posttest latent variables showed 1) significant positive predictive relationships between GPA and both mindfulness and flourishing and 2) significant negative predictive relationships between stress and GPA. Only posttest flourishing positively predicted retention. For question two, a multilevel model controlling for class sections and gender showed no significant differences in any outcome variable between either group. A post hoc analysis showed that all students had significant decreases in mindfulness and flourishing at the end of the semester and a significant increase in stress.

Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.

This study was an attempt to establish and compare prediction equations for determining a minimum GPA of 2. 00 in the Applied Arts programs at Dixie College. It also attempted to compare the derived predict ion equations used to determine mini mum GPA 1 s in both the Academic Arts and Applied Arts Divisions. The study compared the derived prediction equations used to determine minimum GPA's for each vocational program in the Applied Arts Division. The study attempted to determine and compare t he most reliable predictor in the Academic Arts Division, total Applied Arts Division, and each vocational program in the Applied Arts Division. In conclusion, the thesis illustrates what percent of the total variation of GPA could be accounted for by the derived prediction equations in the Academic Arts Division, total Applied Arts Division, and in each vocational program in the Applied Arts Division. It also determined that the ACT Social Science subtest score proved to be the best single predictor for both the Academic Arts and Applied Arts Divisions at Dixie College as well as for the vocational programs of Architectural Drafting and Airline Stewardess. The ACT Composite score proved to be the best single predictor in the vocational programs of Auto Mechanics, Electronics, and Business Education at Dixie College.

Parenting style as a predictor of students' academic achievement is gaining increased interest by parents, educators, and psychologists. Current literature suggests that a combination of three parenting dimensions (i.e., responsiveness, supervision, and autonomy granting) is relevant to characterizing one's parenting style into four types (i.e., authoritative, authoritarian, indulgent, and neglectful), and each dimension of parenting behavior has a different effect on students' academic performance. Based on the different cultural backgrounds and the methods parents use to educate their children at home, some literature suggests that the school performance of some Asian American students could benefit from different parenting behaviors as compared to White students. Very little prior research has attended to links between parenting and achievement among high-achieving students who pursue college-level curricula during high school years, such as students enrolled in International Baccalaureate (IB) programmes. This study examined: (a) the relationships between parenting behaviors and students' achievement (i.e., semester GPA and mean score on end-of-course exams) among a combined sample of ethnically diverse IB students and then within two ethnic groups of interests (i.e., White and Asian American), (b) the differences in mean levels of students' achievement between the two aforementioned ethnic groups, and (c) differences in mean levels of parenting dimensions between two ethnic groups with regards to three parenting behaviors (i.e., responsiveness, demandingness, and autonomy granting). An archival dataset that includes data from 245 Asian American IB students and 533 White IB students was analyzed. The findings from the current study suggested that Asian American IB students earned significant higher GPAs than White IB students, while there was not a difference in performance on end-of-course exams between two groups. Second, White and Asian American IB students perceived different average levels of parenting behaviors. Specifically, White IB students reported perceiving higher levels of parental responsiveness and autonomy granting, while Asian American IB students perceiving higher level of demandingness. Additionally, responsiveness and autonomy granting both had positive relations with semester GPA within the entire sample of IB students as well as within the White IB students, while autonomy granting positively related to end-of-course exam scores within the entire IB students. All three parenting behaviors were associated with academic outcomes in a similar manner across White and Asian American IB subgroups. Specifically, responsiveness was the only significant and unique predictor of semester GPA for IB students. For end-of-course exam performance, demandingness was a negative predictor while autonomy granting was a unique positive predictor for IB students.

我國於1998年5月27日公布「政府採購法」；並自公布後一年施行，使政府的採購行為以公平、公開，及提升效率、功能、確保採購品質，並使政府預算發揮最大效能。同時亦可藉此符合世界潮流的政府採購制度，順利簽署GPA（政府採購協定），從而與世界接軌。大陸在進行改革開放後，為改善過去其政府採購所存在的未規範之失序現象，亟待建立規章制度，以提高正面形象，促進廉政建設。中共亦於2003年1月1日起施行「政府採購法」；建立適合其社會主義市場經濟體制需要，並能與國際社會接軌的政府採購目的。兩岸業已加入WTO，至於簽署政府採購協定（GPA）亦是勢在必行的步驟。且台商參與大陸政府採購與日俱增，前往大陸投資採購已成為台灣企業海外投資最重要的選項之一。 兩岸處於競爭及政治對立之狀態下，政府採購制度完整與有效，甚至公開透明程度，實與國家整體實力有著重大之影響，故為因應兩岸簽署政府採購協定，以及台商參與其事，實有必要對於兩岸政府採購制度深入探討。基於大陸經濟體制改革經貿快速發展，且其政府採購法初行，職是之故研究重點包括以下四項：（一）探討「大陸政府採購制度」與台商參與之可行性。（二）台商參與大陸政府採購應有之認知。（三）探討大陸政府採購法理論基礎之影響。（四）研究結果能夠提出具體建議，以供參考精進。 本研究在於探討兩岸政府採購進程，發掘兩岸政府採購法理論基礎之差異，透過文獻探討、比較分析、調查訪談，以及獲得相關單位及親身經歷者的看法及意見，以深入探討台商參與大陸政府採購措施之適應；在參與大陸政府採購之準備、對大陸政府採購制度的檢討、參與大陸政府採購風險。並從執行面、風險面、制度面三個大面向找出可行對策，建立防止受害最佳模式。 / Government Procurement Act of Republic of China promulgated on May 27,1998. And had been put into effect one year later from the promulgation. It has fair and open procurement procedures and maximizes the use of government budget, and ensure the quality of procurement. Also our country can do well on signing the GPA（Agreement On Government Procurement）, by taking this worldwide procurement system. After the reformation, Mainland China in order to improve the disorder situation due to the lack of the regulation of the government procurement, it also put it’s own “Government Procurement Act” into effect on the first day of 2003. This Act Helps Build the suitable system for the socialism market economy, and connect the international society as well. The both sides of the Taiwan Strait have participated in WHO, and sign the GPA is a must step. Taiwanese Business People are increasingly joining the procurement cases of Mainland China Government, it has become the most important option which their investments goes for. Since the both sides of the Taiwan Strait are under the status of political competition, the completed and effective government procurement system affects the power of the nations much. It is necessary to study the government procurement system of the both sides of the Taiwan Strait furthermore. Base on the reason ofx the quick development of the economy system reformation and the early execution of Government Procurement Act in Mainland China, four study points had been made as follows: 1.To discuss the Mainland China government procurement system and the practicability that Taiwanese Business People participate the system. 2.the cognizance Taiwanese Business People should have in order to participate government procurement in Mainland China. 3.to discuss the effect of the theory of the Government Procurement Act in Mainland China. 4.to make concretely suggestions. The research is to discuss the systems from the both sides of the Taiwan Strait, to discover the differences of their government procurement systems, by the methods of reference, comparison, investigation, interview, also the thoughts from relative units and people who are experienced, help to gain the information that how the Taiwanese Business People adapt, prepare to Mainland China government procurement system and the risk of it, to find out the effective method toward aspects of execution, risk, and the system, in order to establish the best mode which prevents Taiwanese Business People to be victims.

The purpose of this study was to investigate the relationship among wellness, relationship status, gender, place of residence, and GPA among university prep-school students. The study was carried out on a sample of 506 prep-school students from BaSkent University. The students were asked to fill out Wellness Inventory and the demographic data sheet. In order to investigate the differences between wellness sub-scales&rsquo / scores (Relational Self, Social Interest and Empathy, Self Consistency, Mastery Orientation, Physical Wellness, Humor, Love, and Environmental Sensitivity) of the subjects with respect to gender, relationship status, place of residence, and GPA / four separate MANOVA&rsquo / s were conducted. The results of this study revealed significant gender differences in self-consistency, love, environmental sensitivity sub-scales&rsquo / scores in favor of male students, but in social interest and empathy sub-scales in favor of female students. The findings also showed that students who were in a committed relationship scored significantly higher in love sub-scale, whereas students who were not in a committed relationship scored significantly higher in physical wellness sub-scale. Results indicated no significant differences in terms of the place of residence. The results also revealed that students, whose GPA ranged between 90-100, scored significantly higher on mastery orientation sub-scale of Wellness Inventory than students, whose GPA level ranged between 50-70 and below 50.

abstract: As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen. / Dissertation/Thesis / M.C. Counseling 2013

The aim of this study is an examination of the Southern African Development Community's (SADC) conflict resolution role (through multilateral mediation) in the Zimbabwe conflict and to determine how this role impacted on the development and outcome of the conflict. The underlying problem is not so much the intervention of SADC but the process and impact thereof. The primary research question is: Would the events in Zimbabwe and the outcome of the 'Zimbabwe-problem' have been substantially different without the involvement and conflict resolution role of SADC? This question is underpinned by two subsidiary questions: Firstly, what was the conflict management role, including that of conflict resolution, that SADC played? Secondly, did this role contribute to a positive outcome by overcoming limitations and how? In response the argument is that SADC, despite institutional limitations and operational constraints, played a positive role that prevented an escalation of the conflict and that contributed to a de-escalation thereof on account of its mediation. The study includes a framework for analysis to explore the conflict resolution role of a regional organisation in intra-state (domestic) conflict; a contextualisation of SADC's role with reference to the nature, scope and development of the 'Zimbabweproblem' as conflict; the analysis of the conflict resolution role through SADC mediation; and an evaluation of key findings as a basis for policy and research recommendations. The study is demarcated in conceptual, temporal and geopolitical terms. At a conceptual level, the key variables are conflict, conflict resolution and the role of international (regional) organisations. In terms of time-frame, the study covers the period from 2002 to 2014. The commencement year of 2002 is based on the constitutional and humanitarian crises that emerged and necessitated SADC intervention. The concluding year of 2014 marks the first full year since the end of the Global Political Agreement's (GPA) Government of National Unity (GNU) and allows for a retrospective assessment of the outcome(s) of SADC's role. The noncomparative case study focuses on Zimbabwe as the national-level and SADC as the regional-level (Southern African) units of analysis. The research design is that of a historical case study and entails a critical literature-documentary analysis. Although SADC's initial response and involvement was delayed and limited, it developed into a concerted mediation effort and a dedicated conflict resolution role. This role, despite limitations and constraints, overcame challenges and produced a settlement agreement. It is evident that events in Zimbabwe and the outcome of the 'Zimbabwe-problem' would have been substantially different and undeniably more detrimental (even disastrous) not only to Zimbabwe but also to the Southern African region without SADC's involvement and conflict resolution role. Its intervention contributed to the de-escalation of the conflict and to acceptable levels of stability (unstable peace) in the region and within the country. A retrospective and diachronic assessment confirms a relative improvement in political, economic and social conditions (if juxtaposed with the first decade of the 2000s. This, however, does not imply a termination of the conflict and the existence of stable peace. The residue of dissatisfaction produced by the GPA; the prevailing electoral and constitutional contestation; and the authoritarian and repressive regime trends still apparent in Zimbabwe attest to continued latent and manifest conflict. This confirms the tenet that intra-state conflict is never really terminated, seldom resolved but only managed in an effective manner to produce a minimally acceptable outcome of unstable peace. / Mini Dissertation (M Security Studies)--University of Pretoria, 2017. / Political Sciences / M Security Studies / Unrestricted