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1.
Abstract

Four representative Educational Psychology classes (N =139) were drawn from the fall semester offering of a large Midwestern teachers college. Two additional classes (N = S3) were selected from a small Eastern liberal arts school also training teachers.

At the beginning of the semester, all subjects were administered measures of intrinsic parental acceptance (Ausubel Parent Attitude Rating Scale), manifest anxiety (AT scale of MMPI), attitudes toward teaching (MTAI), attitudes about the value of professional education (SEAS), and authoritarianism (California F Scale). Measures of academic aptitude (ACT, SCAT) and academic achievement (GPA) were secured from the college records. At the end of the same semester, subjects completed a student information sheet and a second measure of their attitudes toward teaching (MTAI).

Significant correlations were obtained between parental acceptance scores and each of the following measures; manifest anxiety, attitudes toward teaching, and attitudes toward professional education. Male overachievers were found to have significantly lower parental acceptance than male underachievers. No significant relationships were found between parental acceptance and attitude shift or authoritarianism.  相似文献   

2.
Abstract

This study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving (troubleshooting). Two of the approaches attempted to simulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. After forty-five community college students received an orientation to equipment operation, fifteen were randomly assigned to each of the three treatments. Criterion variables included troubleshooting knowledge, troubleshooting performance, and attitude toward instruction received. Results indicated that the equipment approach was superior to non-equipment simulation approaches in terms of troubleshooting performance outcomes. Correlational analyses of criterion variables provided some evidence that relationships between attitude and behavior were dependent upon the instructional approach used.  相似文献   

3.
The present study was conducted to establish a scoring key for the Guilford Zimmerman Temperament Survey appropriate for predicting academic performance. To maximize reliability of criterion data, academic performance was operationally defined as cumulative college grade point average based on a minimum of four semesters’ course work. The scoring key developed was predictive of academic performance (cross validated r = .39, p <.01). The magnitude of the relationship between scores on this key and cumulative grade point average compares favorably with the validities reported for the widely used academic aptitude tests in predicting the same criterion. Lesser relationships were observed between scores on the ten publisher-supplied scales and college grades. Results point to the utility of non-cognitive measures in predicting academic performance, particularly when keys tailored to the specific situation are empirically derived. Suggestions for future research are advanced.  相似文献   

4.
Abstract

As experimental studies to compare a control group with an experimental group in new mathematics programs were introduced, experimenters became aware that many variables which could have an observable effect on test scores were not being measured. Among these was the student-subject's attiude toward his preparation for the course work under comparison. In order to ascertain a subject's attitude toward his mathematical preparation for college Calculus an attitude scale of the Thurstone type was developed. Students at two institutions in Oklahoma were used to obtain statements regarding their attitude toward their mathematical preparation, and to scale these statements. Two final scales were developed, one with a high face validity, and one with an abstract, research oriented base.  相似文献   

5.
《Africa Education Review》2013,10(2):356-375
Abstract

The aim of this article is to report on a study conducted to assess the effect of an intervention programme to improve SRL and the achievement of a group of poorly performing undergraduate students at the Tshwane University of Technology. SRL was used as theoretical framework. The case study reports on 20 Engineering students who attended learning skills intervention sessions and wrote a college version of the learning and study strategies inventory (LASSI) pre-test and post-test. The intervention consisted of 12 workshop sessions presented over a period of three months. The LASSI pre-test showed that the group scored below the 50th percentile on four scales (anxiety, attitude, selecting main ideas and test-taking strategies). Observed improvements in the post-test scores of the LASSI scales for seven out of ten scales were statistically significant. The students’ academic achievements also improved. The findings are important for improving student success and throughput in South African higher education.  相似文献   

6.
Abstract

Positive student attitude towards peer assessment can be demonstrated through high-quality peer assessment activities. Research findings on students’ attitudes before and after such activities were mixed. This study was conducted using a mixed-methods approach to investigate the underlying factors influencing students’ attitude change. Participants were students enrolled in an online graduate-level assessment course in the college of education in a university in the southeast United States in the fall of 2017 (N?=?31). Surveys and interviews were used to collect quantitative and qualitative data separately, both of which indicated that perceived accurate and specific feedback tended to help students shift to more positive attitudes towards online peer assessment. In addition, final task score improvement after the activity was correlated with positive attitude change. Qualitative results also identified other factors, such as communication with the peers’ work and logistic concerns. The current study offers insights for researchers and instructors to promote positive attitude changes in online peer assessment activities.  相似文献   

7.
This study examined relations among attachment to parents and peers, cognitive ability, psychosocial functioning variables, and academic achievement in a multiethnic sample of college students (n = 357). A small subgroup (14.8%) of students reported low levels of attachment to both parents and peers. Significant positive correlations were documented between parent and peer attachment and several indices of psychosocial competence. Results from hierarchical multiple regression analyses revealed that indices of cognitive ability were significant predictors of college students' grade point averages, while broader measures of functioning in early adulthood (attachment, intellectual ability, self‐esteem) were significant predictors of scholastic competence. Results suggest that perceived attachment to both parents and peers is a component of wider patterns of social competence and adjustment that may function as protective or compensatory factors during key transitions in young adulthood, such as participation in college, and with its attendant demands for academic achievement. © 2002 Wiley Periodicals, Inc.  相似文献   

8.
ABSTRACT

This study explored the impact of a living-and-learning program (LLP) in a residential college of an Asian university on a freshmen cohort. It utilized a theoretical framework based on Astin’s input-intermediate outcome-environment-outcome model. We examined survey data collected at two time points a year apart to understand how the freshmen’s learning outcomes were influenced by their pre-college intentions and beliefs, their involvement and leadership in the LLP, and the LLP’s environment. We found that pre-college perceived self-confidence had no impact on the learning outcomes. However, pre-college perceived competence in personal and intellectual growth was a significant contributing factor for involvement and post-college self-confidence. The freshmen’s involvement in turn positively predicted their personal and intellectual growth and post-college self-confidence. The academic aspects of the LLP’s environment also contributed to this growth. The findings have ramifications for the design of LLPs, in particular, the definition and measurement of learning outcomes, the criteria for admissions, and the facilitation of student involvement.  相似文献   

9.
Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.  相似文献   

10.
Abstract

Entering high school freshmen (N-421) during the 1971-72 academic year in a rural Arizona high school were evaluated as to their dropout potential on several criteria. Of the 154 identified as potential dropouts, 36 were randomly selected and received a special academic program and 118 were placed in vocational educational classes. A control group of 94 students was randomly selected from those assigned to the regular classroom. The special academic class was designed to hold potential dropouts in school, as w ell as to modify some of the negative attitudes toward school with which they entered as freshmen. It was found that the special academic group maintained their attitude toward school with no drop in attitude occurring. In contrast, the potential dropouts which were assigned to vocational classes showed a slight drop in attitude toward school while the control group showed a significant decrease. A lower dropout rate also was found among the special academic students than the other two groups, a fact which attests to the effectiveness of the program.  相似文献   

11.
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children.  相似文献   

12.
Abstract

This study was an investigation of the relationship of students’ perceptions of the high school environment and their personal needs to their academic adjustment. Randomly selected sophomores numbering 179 completed the High School Characteristics Index, Activities Index, and the Inventory of Academic Adjustment. An inter- correlational matrix revealed that students’ perceptions of the intellectual press of the school and their intellectual needs were significantly related to their academic adjustment. Their perceptions of the dependency press and emotional expression press; and their dependency and emotional expression needs were related to selected areas of academic adjustment.  相似文献   

13.
Abstract

Thirty-four college undergraduates, not majoring in science, participated in an innovative program in the biological sciences. The program stressed applications of biology to social problems, and emphasized emotional as well as intellectual growth. Students took part in discussions, field trips, projects in the community, and encounter-type process groups. At the end of the program, participants showed significant increases on nine of (he twelve scales of the Personal Orientation Inventory, a measure of self-actualization. Greatest changes occurred in inner directedness and acceptance of their own aggression. The results indicate that the program met a broad spectrum of student needs, and support the efforts of those who are trying to include all aspects of personal growth in higher education.  相似文献   

14.

A four‐year follow‐up study comparing gifted achievers and underachievers examined college attendance, academic performance, involvement in campus activities, type of institution attended, number of declared majors, career direction, and satisfaction with life developments since high school. All achievers attended college, were more sure of career direction, completed more years of college, and were more involved in campus activities than were underachievers, but did not report more satisfaction. Of the 87% underachievers who attended college, 52% had attended for four years and 41% had performed better academically in college than they had in high school. Qualitative analysis of narrative responses concerning adjustment found themes related to developmental, academic, and other concerns.  相似文献   

15.
The purpose of this study was to provide further evidence on potential determinants of college student involvement in curricular and cocurricular campus activities, particularly on the importance of student enrollment in three academic programs. The study focused on how students in two special academic programs—an honors program and a transition program to assist academically disadvantaged students adjust to college—as well as students in the regular curriculum become engaged in a variety of experiences and how their quality of effort (involvement) in the activities is related to student growth and development. The relationship between level of student activity and achievement supports the claims of previous research that involvement contributes to students' development and gains in intellectual and interpersonal areas. However, the strength of relationship between student effort and gain varied for the three groups. Overall, the honors and transition students appeared to get more for their effort than did the regular students.  相似文献   

16.
Abstract

Eighty fifth-grade students, their past and present teachers (N - 38), and their parents (seventy-six mothers and sixty-nine fathers) participated in this study which examined the relationships between parent and teacher- offered levels of facilitative conditions and indices of student physical, emotional-interpersonal, and intellectual functioning. Levels of facilitative conditions offered by parents and teachers were determined by their levels of communication and discrimination. Student levels of functioning were measured by two indices of physical functioning, (1) height-weight and (2) physical fitness test scores; two indices of emotional functioning, (I) level of communication and (2) level of discrimination; two indices of intellectual functioning, (1) grade-point average (GPA) and (2) achievement test scores ; and one index of creativity-productivity, a 42-item questionnaire concerning student achievements. The results indicated that the cumulative effects of parent and teacher offered levels of facilitative conditions on student functioning were not significant. In one instance the immediate effects were significant.  相似文献   

17.
ABSTRACT

This paper provides an introduction to the enduring friendship between Hannah Arendt and Karl Jaspers. It shows how their intellectual development as public educators was sustained by their ongoing dialogue which flourished not in spite of but because of their huge differences of circumstance and personality. This friendship between two renowned scholars raises – by implication at least – the question as to what part friendship plays in academic and intellectual development and to what extent institutions, in their administrative systems and practices, encourage or even allow for the kind of friendship that Arendt and Jaspers shared. The paper does not seek to address these questions directly, but rather to ground them in the particularities of a unique correspondence between two major public intellectuals and to highlight their relevance for those currently working in the higher education sector.  相似文献   

18.
A group of 110 LD college students were compared to a random stratified sample (RSS) of 153 peers attending the same moderately selective college between 1980 and 1988. The LD students received comprehensive, highly coordinated support services for at least one semester. The groups were matched on gender, college experience, semester, and year of entry to the college. The LD and RSS groups were compared on high school preparation and performance, ACT and college performance, and graduation and academic failure rate. Although the LD students’ high school records, ACT scores, and college performance were inferior to that of the RSS group, they graduated at the same rate and within the same time frame. Neither was there any significant difference in the academic failure rate. Closer examination of the LD graduates and academic failures’ performance showed that in spite of the similarities in intellectual abilities, academic achievement, and aptitude-achievement discrepancy, two factors differentiated between the LD graduates and non-graduates: oral language abilities and motivation and attitude toward the teaching-learning process. These two factors accounted for 60 percent of the variance in graduation status. This research was supported in part by grants from the Butz and Thorn River Foundations.  相似文献   

19.
Abstract

A study was made to determine whether or not there was a significant correlation between a student’s academic standing in a course and the time when the student withdrew from the course. Students considered withdrawers, rather than dropouts, were those who quit a course before the end of a term but continued in good standing in other courses. In this study of fourteen courses with high withdrawal (W) rates, taught by five different community college teachers, the researcher found that half of all grades assigned were W-grades. The withdrawers resembled the dropouts in the literature in that the time of departure was related to academic standing.  相似文献   

20.
Abstract

The Allport-Vernon-Lindzey Study of Values was administered to 19 secondary and 19 college history teachers, matched according to sex, subject taught, age, time of graduation, and academic ability. Differences between the two groups were obtained on the aesthetic scale, on which the college teachers scored significantly higher. On the economic scale, the college teachers were lower-but only when the two groups were divided into "younger" and "older" was the difference significant, with the "younger" college teachers significantly lower than the "older" secondary teachers. The "younger" high school teachers tended to score more nearly like the college teachers, but "younger" teachers in both groups scored less like the norms than their "older" colleagues.  相似文献   

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