Download or read book Predictors of Academic Success in High Risk College Freshmen written by Cheryl Ann Gaudreault and published by . This book was released on 1975 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Intellectual and Non intellectual Variables as Predictors of Academic Success of High Risk College Freshmen at Southern Illinois University at Carbondale written by Harriet E. Wilson and published by . This book was released on 1978 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personality and Ability Variables as Predictors of Academic Success for Both High risk and Regularly Admitted College Students written by Barbara Burnett and published by . This book was released on 1973 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Interactive Assessment written by H. Carl Haywood and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 533 pages. Available in PDF, EPUB and Kindle. Book excerpt: The terms interactive and dynamic would never have been associated with psychological and psychoeducational assessment a generation ago. They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment. It is almost certainly true that public policy concerns propel scientific activity far more often than science propels public policy! In the case of psychological assessment, public policy concerns have arisen in the last 20 years primarily around issues of possible "discrimination" against members of ethnic minorities. At the same time, there has been a re surgence of dedication to "excellence in education" goals. These concerns have led to such extreme measures as prohibition of the use of standard ized intelligence tests to determine school placement decisions, especially for minority children. They have led also to a search for alternatives to standardized, normative testing. The chapters in this volume represent a variety of answers to this need.
Download or read book High risk College Freshmen written by Carolyn M. Goodspeed and published by . This book was released on 1997 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Prediction of Academic Success with High Risk Students written by George S. Nagle and published by . This book was released on 1974 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1969 with total page 938 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book USING A RISK PREDICTION MODEL WITH FIRST YEAR COLLEGE STUDENTS EARLY INTERVENTION TO SUPPORT ACADEMIC ACHIEVEMENT written by Kristen Dinovi and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational Psychology
Download or read book Journal of College Student Development written by and published by . This book was released on 2006 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictors of Academic Success Among First generation and Non first generation College Students written by Tiffany Abeyta and published by . This book was released on 2015 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Download or read book Predictors of Undergraduate Academic Success written by Sheri L. Glick-Cuenot and published by . This book was released on 2014 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.
Download or read book American Educational Research Journal written by and published by . This book was released on 1984 with total page 876 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1486 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictors of Academic Success for Conditionally Admitted First time Freshmen at a Four year Public University written by Robert S. Hornberger and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined a sample of 249 conditionally admitted firsttime freshman at a four year public university to answer four research questions pertaining to the potential prediction of academic success and college retention for conditional admits. The single-stage, convenience sample (Creswell, 2003) included variables related to student demographic, academic admission, first year academic success, and college admission factors were included in the study. The findings of the study revealed that an emphasis on core curriculum classes taken during high school, especially the senior year, and the core curriculum coursework GPA should be emphasized by policymakers as determinants for admission exceptions. The results also highlighted the ACT English sub score for the full sample, and the high school GPA for the male sub group, as significant predictors of academic success and college retention. Other factors analyzed in the study, including the type of high school, whether a student earned college credit prior to college, whether a student participated in high school athletics, whether a student was an athlete at the college of study, ethnicity and race, whether the student received application for admission fee waiver, and the type of conditional admit, did not qualify as significant predictors in the final statistical model.
Download or read book High risk College Freshman written by Carolyn M. Goodspeed and published by . This book was released on 1997 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Asian American Educational Experience written by Donald Nakanishi and published by Routledge. This book was released on 2014-04-04 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contributions to The Asian American Educational experience examine the most significant issues and concerns in the education of Asian Americans. Contributors, all leading experts in their fields, provide theoretical discussions, practical insights and recommendations, historical perspectives and an analytical context for the many issues crucial to the education of this diverse population--controversies in higher education over alleged admissions quotas, stereotypes of Asian American students as "whiz kids", Asian Americans as the "model minority", bilingual education, education of refugee and immigrant populations, educational quality and equity. Special emphasis is given to both the historic debates which have shaped the field, and the concerns and challenges facing educators of Asian American students at both the K-12 and university level.
