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1

Oliver, Clive P. "Some determinants of success and failure in first-year university business units at private colleges." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1202.

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This study investigates some of the determinates of academic success and failure (and dropout) from first year university level Business units at two private business colleges in Perth, Western Australia. Private business colleges are convenient vehicles for international and Western Australian students who do not possess adequate academic assessments for direct entry into university, and for students who might benefit from an enhanced pastoral support system, in the transition from secondary education to tertiary education. The study is important to private providers and to universities who are trying to help students succeed at university. The study utilises a model of two dependent variables (achievement at first attempt and achievement at second attempt); five independent variables (motivation to achieve, outside work commitments, performance to expectations, family problems, and attendance); and three situation variables (age, gender and whether English is the first language of the student). The variables in the model were identified from various studies in the literature, as likely to be most strongly related to academic success or failure. The model suggests a number of bivariate relationships between the dependent variables andthe independent variables and between the dependent variables and the situation variables. The model also suggests a number of joint relationships between the dependent, independent and situation variables. The dependent variables were measured for eight first year units of study which are generic to Bachelor Degree programmes at most universities for Business or Commerce; Accounting, Economics, Finance, Information Systems, Legal Framework, Management, Marketing and Statistics. The sample consists of 195 students from private provider A and 92 students from private provider B in Perth, Western Australia (a total of 287 students). Data were collected by means of a questionnaire which was distributed to students in both private colleges in mid-semester 1996, and which students completed on a voluntary basis. Each of the independent variables were measured from student self-report data and the private colleges provided the individual student results in each of the eight Business subjects to use as measures of the dependent variables. Analysis took the form of cross-tabulations, zero-order correlations and multiple regression to test the relationships between the dependent and independent variables, as suggested by the model. The computer package SPSS (Statistical Package for the Social Sciences) was used for the analysis. The conclusions relating to the zero-order correlations are presented in two parts: those relating Achievement at the first attempt and Achievement at the second attempt (as dependent variables) with the five independent variables and those relating the dependent variables with the three situation variables. (i) The five independent variables have small or no correlations with the two dependent variables. (ii) The three situation variables have small or no correlations with the two dependent variables. In each case, the amount of explained variance in the dependent variable was 7% or less and hence the relationships are of no practical significance for any of the eight Business subjects, for students or private providers. The conclusions relating to the multiple regression analysis are presented in three parts: those relating the dependent variables with the independent variables, those relating the dependent variables with the situation variables, and those relating the dependent variables with the independent and situation variables together. (iii) The five independent variables together account for less than 9% variance in the dependent variables. (iv) The three situation variables together account for less than 10% of variance in the dependent variables. (v) The five independent variables and the three situation variables together account for less than 15% of variance in the dependent variables. These relationships are so small that they are of no practical significance for any of the eight Business subjects, for students or private providers. While there do not appear to be any direct implications for private providers or students, flowing from this study, there are direct implications for further research. In particular, a better model needs to be developed that uses variables that can explain more of the variance in achievement at the first and second attempts. This may mean that different and better measures of the independent variables need to be made and that new independent variables need to be uncovered, perhaps, by interviewing students at private providers.
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2

Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.

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3

陳衍輝 and Hin-fai Gregory Chan. "Selection for admission to the undergraduate programmes of the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B29910857.

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4

Hoveland, Carole Munson. "Relationships between learning and study strategies and academic achievement in associate degree nursing students." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1136092611&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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5

DeFelice, Carol Esselborn. "The relationship between self-efficacy and academic achievement in associate degree nursing programs /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901449.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Elizabeth H. Tucker. Dissertation Committee: Elizabeth M. Maloney. Bibliography: leaves 75-78.
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6

Norman, Lynn Purcell Witte James E. "Prediction of nursing student performance in first year coursework." Auburn, Ala., 2006. http://repo.lib.auburn.edu/Send%208-7-07/NORMAN_LYNN_17.pdf.

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7

Nicholson, Kathleen J. "Use of Cattell-Horn-Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/152.

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8

Stuart, Gale Sherwood. "Making connections the role of the social networks of first-year students enrolled in learning communities in predicting success in college /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1666398331&sid=5&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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9

Thomas, Joan. "The effects of academic monitoring for students who have been academically dismissed and readmitted to the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000thomasj.pdf.

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10

Frisco, Michelle Lynn. "Adolescents' future opportunity : family, sexual decision-making, and academic achievement /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031598.

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11

Crumrine, David A. "Effective graduation proficiency assessment parents' perception of high-stakes vs. multiple assessment as a predictor of future success /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/140.

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12

Louise, Christa Claire. "A Bootstrapped Regression Model of Psychological Predictors of Success in Naturopathic Medical School." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4846.

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In response to a need for more primary care physicians and patients' growing attraction to alternative health care, greater numbers of individuals are applying to naturopathic colleges. With increasing numbers of applicants, better methods of predicting potential effectiveness as an N.D. are needed. This study examined factors (both academic and psychosocial) that best predict success in naturopathic school. Demographic, academic, and psychosocial survey data were collected from thirty-three students who had just completed their second year of naturopathic medical school. This information was correlated with scores on the NPLEX Basic Science exams which were taken the following summer. Because of the small sample size, a bootstrap resampling technique was used to produce estimates for a hierarchical regression. Demographic variables (sex, age, whether or not English was the first language) and undergraduate major, explained almost 10% of the variance in Basic Science Exams (BSE) scores; however, none of these variables were significant predictors in the first step of the regression. As predicted, the addition of undergraduate grade point average (GPA) significantly increased the amount of variance accounted for (to 39.9%) in BSE scores. Also as predicted, adding the psychosocial variables to the model increased the amount of variance accounted for to 52%. This addition also made sex a significant predictor, but external locus of control was the only psychosocial variable which was significant in any of the models. The best model contained the psychosocial variables of both internal and external locus of control but not commitment and accounted for 51 % of the variance in BSE scores. Sex, undergraduate GPA, and external locus of control were significant predictors. Results are consistent with previous research using data on students from allopathic medical schools. However, complex relationships exist among the psychosocial variables and between the psychosocial variables and gender. The suppression effect of the psychosocial variables with gender, multicolinearity between the commitment and locus of control variables, and suppression due to common method variance between the internal and external locus of control variables are discussed. Limitations of bootstrap methodology are considered.
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13

King, Sharon Hortense. "High school/college collaborative : the impact of a co-enrollment program on student success /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008369.

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14

Malmin, Kareema Najme Rahim. "Predicting Academic Success and Failure Implications for Stereotype Threat, Motivation, Interest, and Self-Regulation /." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/172.

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15

Wade, Spencer. "Influence of reading and mathematics screening tests and student ages on academic achievement in a two year Canadian college nursing program." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31217.

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Presently the Douglas College General Nursing Program screens its applicants with the Nelson-Denny Reading Test and the Stanford Diagnostic Math Test in the belief that those tests set appropiate standards for admission to the program. No research had been performed to validate this belief. This descriptive, exploratory study examined the available data to determine the influence of the screening tests on academic achievement. Since the literature documents the influence of demographic variables on academic achievement in nursing programs, the students' ages were also included in this study. The students' scores on the screening tests, and the students' ages, were correlated with their scores on six nursing academic scores in the first two semesters in the program. Canonical correlation analysis was performed on the same data to see if insight could be obtained about the interrelationships of the screening tests, the students ages, and academic achievement. The Pearson r correlations indicate that the influence of the screening tests was small to moderate on academic achievement in the individual courses, and that students' ages demonstrated the weakest correlation. Sub-test 3 of the Stanford Diagnostic Math test consistently correlated the highest with the academic course scores with only two exceptions, and in those cases it was the second highest correlate. The canonical correlation analysis demonstrates that there are two underlying linkages or dimensions between the two data sets. The first dimension demonstrates the dominance of the Stanford Diagnostic Math sub-tests in correlating with academic achievement. The second dimension is too weak to make assumptions about the relationship between the two data sets, but it does suggest that the students' ages influence academic achievement.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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16

Moore, Debra. "IQ and achievement verbal-performance differences as moderators /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8805400qm.

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17

Fields, Stanley S. "The effect of family structure on academic achievement in a selected school district in Northeast Oklahoma /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9203794.

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18

Williams, Kathleen T. "The use of parental input in prekindergarten screening." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558346.

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The purpose of this study was to examine the individual and collective relationships between and among sets of predictor variables obtained from an ecological preschool screening model and criterion variables designed to assess performance in kindergarten. A second purpose of this research was to determine the unique contribution of parental input within the ecological preschool screening model. Fall screening included an individually administered standardized test, the Bracken Basic Concept Scale (BBCS), and a structured parent interview, the Minnesota Preschool Inventory (MPI). The BBCS and the Developmental Scale (DEVEL) of the MPI constituted the set of predictor variables. The criterion set of performance measures included a group administered standardized testing procedure, the Metropolitan Readiness Test (MRT), and a teacher rating scale, the Teacher Rating Scale-Spring (TRS-S), completed in the spring of the kindergarten year.Canonical correlation analysis was used to examine the interrelationships between the two sets ofvariables and to determine the best possible combinationof variables for predicting kindergarten achievement. Multiple regression analysis was used to determine the unique contribution of parental input for predicting kindergarten achievement over and above that information supplied by the standardized test.The results of this study supported the use of an ecological model for predicting kindergarten performance. The information gained from parental input and standardized testing contributed significantly and uniquely to the composite of the predictor set. There was both a statistically significant and a meaningfully significant relationship between the screening procedures completed at the beginning of the school year (the BBCS and the DEVEL) and the assessment procedures done at the end of the school year (the MRT and the TRS-S) when these four variables were considered simultaneously.The use of parental input was supported by the multiple regression analyses. Information gained by structured parent interview had something statistically significant, meaningful, and unique to contribute to the prediction of kindergarten performance over and above that information gained from the individually administered standardized test.
Department of Educational Psychology
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19

Allen, Patricia Hayden. "The relationship of learner entry characteristics and reading and writing skills to program exit outcome." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1141.

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An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering an upper division urban multicultural baccalaureate nursing program. Data were collected by use of a demographic questionnaire, assessment of reading and writing skills of junior students in the nursing program, and obtainment of the program exit grade point average. A recursive path analysis was utilized for data analysis. Findings revealed older male students who transferred to the program from a university with high entry grade point averages excelled in reading assessment scores. University transfer students with a high entry grade point average excelled in writing also. Students for who French, specifically Creole, was a first language had lower writing scores and program exit grade point averages. Spanish as a first language was also associated with lower exit grade point averages. Higher reading and writing scores and entry grade point averages were associated with higher program exit grade point averages. Finally entry grade point average and university transfer were the only entry characteristics mediated by both reading and writing scores.
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20

Zelkowski, Jeremy S. "Important secondary mathematics enrollment factors that influence the completion of a bachelor's degree." View abstract, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3327152.

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21

Marsh, Debra M. "English proficiency level correlated with cumulative grade point average for selected Southeast Asian students by gender, grade level, and birthplace." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998marshd.pdf.

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22

Wilson, Christina H. Cloud Robert C. "Department chairs' perceptions of music transfer student success." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4898.

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23

Henschler, M. Jane Lamal. "COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006henschlerj.pdf.

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24

Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.

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25

Thames, James H. "Admissions Committee Ratings as Predictors of Persistence in Master's-level Theological Education." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935745/.

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This research attempted to ascertain whether the ratings of applicants in the admissions-evaluation process of Dallas Theological Seminary (Admission Committee Rating, or ACR) were related to persistence in seminary study sufficiently to allow reasonable prediction of completion based on the strength of the ratings. Five ACRs were examined - the total ACR and its four components, strength of previous academics, personal references, potential and promise for ministry, and previous ministry experience. Other non-admissions factors were also examined to see what relationship they had to persistence. Those factors were years of matriculation, age at matriculation, gender, marital status, ethnicity, nationality, types of previous higher education, whether or not financial aid was received (if known), and the total amount of financial aid received (if known). Persistence in the study was defined as graduation from the seminary's major four-year master's degree program (Th.M.) within the time limits published for the degree. Analysis results indicated that only two of the five ACRs were statistically significant, ministry potential and ministry experience, but the relationship with completion was weak. The conclusion reached was that the relationship between the strength of the admission evaluation and persistence was practically insignificant and contributed little to the ability to predict completion on that basis alone.
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26

Orawan, Tanchareonrat Brickell John L. "Selected characteristics and academic achievement of international graduate students at Illinois State University." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901470.

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Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 20, 2005. Dissertation Committee: John L. Brickell (chair), Carolyn Z. Bartlett, Patricia H. Klass, JoAnn S. McCarthy, John R. McCarthy. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.
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27

Lind, Breena M. "The effects of poverty on K-12 students and the correlation to their academic achievement." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006lindb.pdf.

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28

Manto, James. "A correlation study of ACCUPLACER math and algebra scores and math remediation on the retention and success of students in the Clinical Laboratory Technology Program at Milwaukee Area Technical College." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mantoj.pdf.

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29

Olive, James Lee. "Life histories of gay, lesbian, bisexual, and queer postsecondary students who choose to persist education against the tide /." Dayton, Ohio : University of Dayton, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1240519522.

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30

Good, Catherine Denise. "The development of stereotype threat and its relation to theories of intelligence : effects on elementary school girls' mathematics achievement and task choices /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008343.

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31

Burke, Sherry Ann. "Predictors of success in a community college basic skills program." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332469/.

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The purpose of this study was to determine if certain student demographics and measures of previous high school academic achievement could differentiate between students who are successful in remedial and college level English and algebra courses and students who are unsuccessful in those courses.
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32

Locuniak, Maria N. "Early predictors of calculation fluency in second grade." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 177 p, 2010. http://proquest.umi.com/pqdweb?did=1992513281&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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33

Fearing, Arleen D. Kennedy Larry DeWitt. "Predictors of academic performance for minority baccalaureate nursing students." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604369.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 20, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Franklin Lewis, William Tolone. Includes bibliographical references (leaves 105-110) and abstract. Also available in print.
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Harris, Jodet-Marie Morreau Lanny E. "Relationships between violent experiences and academic performance in public schools." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633394.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau (chair), Thomas Caldwell, Eddie Glenn, Nick Maroules, William Tolone, Mark Fleischer. Includes bibliographical references (leaves 114-136) and abstract. Also available in print.
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35

Spurrell, R. Bruce. "Predicting physics achievement : a hierarchical model of student perceptions, student backgrounds, and school characteristics /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0034/MQ47481.pdf.

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36

Adams, William F. (William Franklin). "Identification of College Freshmen According to Scholastic and Persistence Potential." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279134/.

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This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class.
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37

Horton, Claudia Dean Thompson Carolyn. "Predictors of academic success for undergraduate nursing students and graduates." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Carolyn J. Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 210-219). Online version of the print edition.
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38

Fu, Tak-wah. "A study on the predictive power of HKCE examination results regarding the performance in HKAL examination for science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B3197580X.

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39

Griffith, Robert Jameson Witte James E. "An examination of factors influencing differences in academic performance among active duty military students and Naval Reserve Officer Training Corps scholarship students in an university setting." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/GRIFFITH_ROBERT_51.pdf.

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40

Scott, Kenneth Edward Witte Maria Margarita. "Strategic factors of institutional practice impacting student success in the community college as perceived by students and faculty academic preparation, work ethics and institutional support /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Scott_Kenneth_35.pdf.

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41

Hatfield, Bobby Boyd. "Preschool and kindergarten screening : how well can we predict later academic achievement?" Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902506.

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The purpose of the present study was to examine the nature of the relationship between data gathered during the preschool and kindergarten years and later academic achievement. Children were selected from a group of white, lower to middle-class participants who were screened during a child find procedure and pre-school round-up in the Spring of 1990 and kindergarten screening in 1991. Of the 257 subjects originally screened, 165 were located for theidentified as having complete data. There were approximately equal numbers of male (n=38) and female (n=32) subjects.The following research questions were addressed:1. What is the nature of the relationship between preschool screening and later achievement?2. What is the nature of the relationship between kindergarten screening and later achievement?3. What is the nature of the relationship between preschool and kindergarten screening?The preschool and kindergarten screening data were archival in nature. Preschool screening consisted of the, purposes of this study. However, only 70 subjects were administration of the Bracken Basic Concept Scale (BBCS), Preschool Prediction Minnesota Preschool Inventory (MPI), and the Developmental Test of Visual Motor Integration (DVMI). Kindergarten screening consisted of administration of the Metropolitan Readiness Test (MRT), Bracken Basic Concept Scale, and the Children's Learning Abilities Scale (CLAS).The second grade achievement data was collected by the current researcher. This data set consisted of the administration of the Children's Learning Abilities Scale to each child's teacher and collection of Indiana Statewide Testing for Educational Progress (ISTEP) scores.Results of canonical correlation analyses and post hoc analyses of separate multiple regressions for each dependent variable indicated that the Bracken total battery score, the Children's Learning Abilities Scale, and the Developmental scale of the Minnesota Preschool Inventory consistently accounted for a significant proportion of individual differences in later measures.Taken individually and with other kindergarten variables, teacher ratings proved to be the best predictors of second grade achievement. This is supportive of earlier research using structured teacher ratings as accurate predictors of children's school success (Graue & Shepard, 1988). However, we must continue to enhance our knowledge concerning the utility of preschool and kindergarten screening procedures.
Department of Educational Psychology
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42

Rich, Laura M. "A comparison of achievement-related parenting styles for children with average or low achievement and with learning disabilities." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019478.

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In order to study Maccoby & Martin's (1983) dimensions of parental responsiveness and demandingness among different achievement groups, 237 students were divided into average and low achievers and those with learning disabilities. The students completed the Children's Report of Parental Behavior Inventory (Schaefer, 1965) and their group scores on the three demandingness (Lax Discipline, Enforcement of Discipline, and Extreme Autonomy) and three responsiveness (Child-Centeredness, Rejection, and Acceptance of Individuation) subscales were compared. The MANOVA investigating responsiveness uncovered no differences among the three groups of achievers while only one subscale on the demandingness dimension significantly differentiated students with learning disabilities from the other groups. These findings are intriguing in that they do not support existing literature indicating that higher levels ofresponsiveness and demandingness relate to higher student achievement.
Department of Educational Psychology
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43

Peach, Kent I. "The effects of socioeconomic status on student achievement : a longitudinal study /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720537.

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44

Johnson, Terri Lynn. "Survival strategies of African-American women in community college /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008362.

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45

Noonan, Coral M. "The role of financial aid in determining the success of community college students enrolled in developmental education courses." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034942.

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46

Stoever, Shawn. "Multiple Predictors of College Adjustment and Academic Performance for Undergraduates in Their First Semester." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2778/.

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College success, as defined by adjustment to college and academic performance, is a multidetermined with a number of contributing influences, including academic factors, personality variables, family characteristics, and environmental factors. This study attempted to provide an organizing model of the college success literature that was based on previous research (e.g., Aspinwall & Taylor, 1994) and current stress-coping theory (Moos & Swindle, 1990). Structural equation modeling analyses indicated that the hypothesized model did not fit the data well. However, subsequent regression analyses did validate the view that college success is multidetermined. Specifically, academic performance was predicted by a combination of academic factors (SAT score and class rank) and academic adjustment. In turn, academic adjustment was predicted by locus of control, perceived social support, and high school class rank. Personal adjustment was predicted by coping strategies employed, parents who fostered autonomy, locus of control, self-esteem, and high school class rank. Finally, social adjustment was predicted by optimism, coping strategies employed, and locus of control. Treatment implications as well as directions for future research were discussed.
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47

Friedman, Linda A. (Linda Anne). "Adult Age and Ethnicity as Factors in Success on the TASP : A Measurement of the Texas Academic Skills Program (TASP) Test." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278435/.

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This study examined the association among ethnicity, age, and scores on selected portions of the TASP and MAPS tests. This study further examined if the TASP could identify students for success in college level course work as well or better than selected portion of the MAPS test.
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48

Escamilla, Mark Steven. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031049.

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49

Flores, Steve Mendez. "The superintendent/board relationship and its role in the improvement of Hispanic student achievement in an exemplary rated school district in Texas /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008325.

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50

Forstall, James Carroll Hines Edward R. Laymon Ronald L. "Student performance on two selected assessment tests and performance in basic English courses." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525561.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 23, 2005. Dissertation Committee: Edward R. Hines, Ronald L. Laymon (co-chairs), Ronald S. Halinski, J.H. McGrath, William E. Piland. Includes bibliographical references (leaves 89-92) and abstract. Also available in print.
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