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The effectiveness of a learning strategies course on college student-athletes' and non-athletes' adjustment, academic performance, and retention after the first two years of collegeTebbe, Carmen M. Petrie, Trent A., January 2007 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.
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Système d'encadrement avec gestion informatisée (P.E.G.A.C.S.S.) dans une école polyvalente : modélisation et application /Frigon, Nathalie, January 1996 (has links)
Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1996. / Document électronique également accessible en format PDF. CaQCU
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Persistence and the characteristics of students at an urban-suburban-rural community collegePreller, Robert Edward. Egelston, Elwood F. January 1972 (has links)
Thesis (Ph. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 27, 2004. Dissertation Committee: Elwood Egelston (chair), M.M. Chambers, Clayton F. Thomas. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.
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The relationship of stress & depression : a study among secondary students in Hong Kong /Leung, Ka-hung. January 1994 (has links)
Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 77-80).
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Academic stress and the transition from a national school to an English-speaking schoolGieser, Julianna Hawkins. January 2005 (has links)
Thesis (M.A.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 125-129).
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The relationship of stress & depression a study among secondary students in Hong Kong /Leung, Ka-hung. January 1994 (has links)
Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 77-80). Also available in print.
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International students' perspectives on their cross-cultural adjustment to American higher educationBadur, Gulistan. Palmer, James C. Padavil, George. January 2003 (has links)
Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.
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Influences of school districts' policies and demographics on grade level nonpromotion in elementary schoolsSimpson, Jayne L. Hecht, Jeffrey. January 1994 (has links)
Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 12, 2006. Dissertation Committee: Jeffrey Hecht (chair), Paul Baker, Rodney Riegle, Mark Swerdlik. Includes bibliographical references (leaves 119-123) and abstract. Also available in print.
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An analysis of the perceptions of senior and junior students regarding the effectiveness of academic advisement in a teacher education programColeman, Octavia D. Kennedy, Larry DeWitt, January 1995 (has links)
Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.
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Psychosocial factors predicting the adjustment and academic performance of university studentsSommer, Marc 06 1900 (has links)
Although student enrolment at South African universities has significantly increased
over recent years; student retention and graduation rates remain low, while student dropout
rates are high, especially among historically disadvantaged students. One reason for the low
student academic success is poor academic performance which is, in part, influenced by a
variety of psychosocial constructs. The present study examined the influence and
predictability of the psychosocial constructs of help-seeking, academic motivation, self~
esteem, academic overload, perceived-stress, test~anxiety, self~efficacy and perceived social
support on students' adjustment and academic performance at university. The current study
had four distinctive aims seeking to aid in addressing the current situation: firstly, to identify
the relationship between psychosocial constructs, adjustment and academic performance.
Secondly, to replicate an earlier model with psychosocial constructs proposing that a partially
mediated model is preferred in explaining students' adjustment and academic performance at
university- compared to a direct or totally mediated model. Thirdly, to theoretically and
empirically extend and test an extended model of psychosocial constructs to explain students'
adjustment and academic performance at university. Fourthly, to test for and identify possible
group differences among the psychosocial constructs; as well as to establish if students'
gender, age and residence status functioned as moderator variables. The present study was
conducted at the historically disadvantaged University of Fort Hare. The number of
participants was 280 and included first and second-year undergraduate students. Path analysis
was conducted to test the hypotheses of the present study. Results partially supported
previous findings with regard to relationships between psychosocial constructs, adjustment
and academic performance; they also confirmed that a partially mediated model is preferred
to explaining students' adjustments and academic performance at university; results showed
that the additional constructs oftest-anxiety and self-efficacy increased the explained
variance of an extended model to predict students' success at university; and identified some
path differences between psychosocial constructs, adjustment and academic performance. It
is recommended that universities focus on psychosocial factors as well as students' overall adjustment and well-being as it impacts on their academic performance capabilities. It is
further recommended that psychosocial factors are incorporated into existing, or at least
considered for, new or enhanced student development, support and intervention initiatives.
These university services could be administered and implemented by training existing
academic staff along with help from university counselling centres or psychology
departments. An integral part of any intervention or support program should be the teaching
of coping skills or strategies as well as the incorporation of graduate students to assist and
help students adjust to university in order to perform well academically. / Psychology / Ph.D (Psychology)
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