Author: Larry Dale Flora
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
Book Description
Predicting Academic Success at Lynchbury College from Multiple Correlational Analysis of Four Selected Predictor Variables
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 298
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 298
Book Description
Differential Validities of Selected Variables in the Prediction of College Success for Blacks and Whites
Author: Anthony K. Kallingal
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 322
Book Description
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 322
Book Description
The University of Virginia Record
Author: University of Virginia
Publisher:
ISBN:
Category :
Languages : en
Pages : 1632
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 1632
Book Description
A Comparative Study of Four Statistical Techniques for Prediction of Academic Success
Author: Telge Kamala Jayapali Peiris
Publisher:
ISBN:
Category : Experimental design
Languages : en
Pages : 184
Book Description
Publisher:
ISBN:
Category : Experimental design
Languages : en
Pages : 184
Book Description
Predicting Multiple Criteria of College Success with Intellective and Nonintellective Predictors for New College of Liberal Arts Freshman at the University of Minnesota
Author: William Donald Hammel
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1344
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1344
Book Description
The University of Virginia Education Review
Predictors of Undergraduate Academic Success
Author: Sheri L. Glick-Cuenot
Publisher:
ISBN:
Category : Achievement in education
Languages : en
Pages : 133
Book Description
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.
Publisher:
ISBN:
Category : Achievement in education
Languages : en
Pages : 133
Book Description
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.
Reading Tests and Reviews II
Author: Oscar Krisen Buros
Publisher: Buros Institute of Mental Measurements
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 306
Book Description
Publisher: Buros Institute of Mental Measurements
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 306
Book Description