Rozprawy doktorskie: „Academic ability”

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Reifel, Anita Lynn. "Birth order, academic specialization, and creativity /". View online, 1999. http://repository.eiu.edu/theses/docs/32211130927461.pdf.

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Fullick, Julia. "Does Teacher Support Directly Change Academic Resiliency and Ability to Sustain Competence under Pressure?" Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1221.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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3

Loo, Jasmine. "The phenotypic and genetic relationship between reading ability and academic achievement /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19768.pdf.

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Lea-Wood, Sandra S. "Factors influencing the vocational decision making of high-ability adolescent girls /". Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000591.

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Worley, Timothy B., i Sonia I. Adams. "What is the academic review process and how is it working at the Naval Hospital Corps School?" Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1618.

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Approved for public release; distribution is unlimited
This thesis analyzes the Academic Review Process (ARP) at the Hospital Corps "A" School, specifically focusing on how it is working and the criteria of the Academic Review Board. This was accomplished by analyzing a data spreadsheet of students that went through the ARP in 2003 and a survey randomly administered to a general student sample in January 2004. The study identified and analyzed the perceptions of students, instructor staff, and headquarters staff in the evaluation of the processes; analyzed a student data set by cross-referencing the recommendation and final disposition results of those that entered the ARP; and developed a cost framework for the command and future researchers to help determine the effectiveness of the process. The report includes recommendations for improving the ARP process.
Lieutenant, United States Navy

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Bradshaw, Theodore Lee Bowren Fay F. "Relationships among selected basic motor skills and academic achievement variables". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514767.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: Fay Bowren (chair), Kenneth Strand, Walter Friedhoff, Dent Rhodes, Donald Kachur. Includes bibliographical references (leaves 71-75) and abstract. Also available in print.

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Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

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Chambers, Sara E. "Beyond Ability: Effects of Caffeine and Impulsivity on Academic and Creative Performance". W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626331.

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Postlethwaite, Bennett Eugene. "Fluid ability, crystallized ability, and performance across multiple domains: a meta-analysis". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1255.

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Cognitive ability is one of the most frequently investigated individual differences in management and psychology. Countless studies have demonstrated that tests measuring cognitive ability or intelligence predict a number of important real-world outcomes such as academic performance, vocational training performance, and job performance. Although the relationship between intelligence and real-world performance is well established, there is a lack of consensus among scholars with regard to how intelligence should be conceptualized and measured. Of the more traditional theories of intelligence, two perspectives are particularly dominant: the Cattell-Horn model of fluid and crystallized intelligence and the theory of General Cognitive Ability (GCA or g). Fluid ability (Gf) represents novel or abstract problem solving capability and is believed to have a physiological basis. In contrast, crystallized ability (Gc) is associated with learned or acculturated knowledge. Drawing on recent research in neuroscience, as well as research on past performance, the nature of work, and expert performance, I argue that compared to measures of fluid ability, crystallized ability measures should more strongly predict real-world criteria in the classroom as well as the workplace. This idea was meta-analytically examined using a large, diverse set of over 400 primary studies spanning the past 100 years. With regard to academic performance, measures of fluid ability were found to positively predict learning (as measured by grades). However, as hypothesized, crystallized ability measures were found to be superior predictors of academic performance compared to their fluid ability counterparts. This finding was true for both high school and college students. Likewise, similar patterns of results were observed with regard to both training performance and job performance. Again, crystallized ability measures were found to be better predictors of performance than fluid measures. This finding was consistent at the overall level of analysis as well as for medium complexity jobs. These findings have important implications for both intelligence theory and selection practice. Contemporary intelligence theory has placed great emphasis on the role of fluid ability, and some researchers have argued that Gf and g are essentially the same construct. However, the results of this study, which are based on criterion-related validities rather than factor-analytic evidence, demonstrate that Gc measures are superior predictors in comparison to Gf measures. This is contrary to what one would expect if Gf and g were indeed the same construct. Rather, the findings of this study are more consistent with General Cognitive Ability theory, which predicts that Gc indicators will be the best predictors of future learning and performance. Given that Gc measures demonstrate higher criterion-related validities than Gf measures, Gc measures are likely to be preferred for selection purposes. Further, Gf scores are known to decline with age while Gc scores remain relatively stable over the lifespan. Thus, when used for selection purposes, Gf tests may underpredict the performance of older workers. In contrast, research has shown that Gc measures are predictively unbiased. Additional implications for theory and practice are discussed, along with study limitations and opportunities for future research.

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Bailey, Shannon Kyle Tedder. "Spatial ability and experts of needlework crafts an exploratory study". Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/7.

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In the Surface Development Test, self-perceived Sewing Expertise was significant in predicting participants' test scores. For the Paper Folding Test, Knitting and Crocheting Expertise were significant, suggesting expertise may mitigate age effects.; Spatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are spatially oriented, because they necessitate mental rotation, pattern recognition, and 3-D visualization to create an object. While research tends to favor males on certain spatial tests (Voyer, Voyer, & Bryden, 1995), research on the relationship between expertise and spatial ability has concentrated on traditionally male dominated domains, such as architecture and video games (Salthouse & Mitchell, 1990; Sims & Mayer, 2002). The traditionally female domain of needlework crafting expertise has not been studied empirically. First, a literature review is presented to give an overview of previous spatial ability research. The paper then describes the needlework crafts of sewing, knitting, and crocheting, including their historical significance and the spatial processes involved. A study was conducted to test the hypothesis that more expertise in needlework crafts will correlate with better performance on spatial ability tests. Three hundred and four adult women (ages 18-77) completed the study. Participant experience level was determined by self-perceived level of crafting expertise. Participants performed three spatial ability tests from the ETS Factor Reference Kit (Ekstrom et al., 1976): Paper Folding, Surface Development, and Card Rotations. Results indicated that age was correlated negatively with performance in all spatial tests. Only age was significant in the Card Rotations Test.
ID: 030645652; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Accepted in partial fulfillment of the requirements for honors in the major in Psychology.; Thesis (B.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 31-35)
B.S.
Bachelors
Sciences
Psychology

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Allardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness for academic writing in the first-year literary studies course, English 178, located in the English Department at Stellenbosch University. The research was conducted during 2011 and 2012 making use of a survey which was completed by the 2011 first-year English 178 class, and also utilising a series of interviews with students, tutors and lecturers in 2012. Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the quantitative and qualitative information yielded by the study. The dissertation assesses multiple interlocking elements that comprise student preparedness and finds striking discrepancy between student perception of their preparedness and that of the lecturers and tutors. While tutors, lecturers and the report of the National Benchmark Test all suggest that at least half of all first-year students are poorly prepared for academic writing, only about 21% of students perceive themselves to be poorly prepared. Possible reasons for the difference in views between students and other sources are explored. The thesis concludes by asking if the English 178 course at Stellenbosch University truly tests the students’ academic writing abilities and if the course is balancing its “obligations to students [with the]… obligation[s] to knowledge and society” (Elbow 327).
AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is, asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te situeer. Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid. Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).

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Bird, Wesley Lee. "Effects of ability level compositions in cooperative learning settings". Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02052007-072444/.

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Traas, Adam Michael. "Effects of a treatment using computer generation of isometric and orthographic projections on middle school students' spatial ability". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4563.

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The primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school students' (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability. The secondary focus was tested on a subsample (n=41), with the problem solving preferences measured via the Mathematical Processing Instrument (MPI) (Suwarsono, 1982). Findings indicated no significant gains in spatial ability scores after students' use of the CRIOSAT treatment; while some increases in spatial ability took place in males. Significant positive correlation was identified between mathematics achievement and spatial ability; while conversely, a significant negative correlation was found between mathematics achievement and level of visual problem solving used by students.
ID: 028916877; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 148-161).
M.Ed.
Masters
Department of Teaching and Learning Principles
Education

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Cady, Julie. "The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.

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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test&"174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Cohick, Mikel William. "Academic Achievement and the Ability of Post-Secondary Students to Read Assigned Materials". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331457/.

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This study provides a rationale for adopting course materials. It demonstrates the relationship between ability to read assigned materials and academic achievement, and that selection of materials creates two groups having different probabilities of success. The sample was selected from a population of all students enrolled in Principles of Economics courses at North Texas State University in the spring semester of 1986. The Nelson-Denny Reading Test was used to determine reading ability. Assigned materials were analyzed for readability. A frustration level was determined and used to divide the sample: the group of interest, those with reading abilities below the frustration level who underwent the treatment of reading materials written above their ability to comprehend; and the comparison group, those with reading abilities above the frustration level who did not undergo the treatment.

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Trent, Scott. "A descriptive study of the effect of traditional and year-round calendars, socio-economic status, and teacher tenure status on student achievement in two rural school systems in Tennessee". Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students". [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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Grunewald, Jeffrey. "Increasing science, technology, engineering, and mathematics skills using Project Lead the Way". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009grunewaldj.pdf.

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West, Jessica. "Ability and Abnormality". UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/638.

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This thesis addresses questions relating to perceptions of abilities and abnormalities found in everyday life. Abilities in this paper range from a total lack of ability to function in extreme disability to a level of ability expected by society to enhanced and radically enhanced abilities and their place in the realm of abnormality. We begin by establishing the differences between abilities and enhancements. Following this is a discussion regarding the ethical concerns of human enhancement. After this we turn to a discussion of abnormality and the social experience of abnormality. These discussions lead into establishing a basis for how many abilities are considered abnormal. This is then followed by a discussion that specifically addresses whether or not individuals who voluntarily undergo non-therapeutic enhancement may be subject to oppressive measures.

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Grainger, Garrett. "Effect of social exclusion and cognitive ability on workplace deviance". Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1263.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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Pullin, Paul Rance. "Predicting reading achievement based upon the relationship between students' self-concept and mental ability". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186443.

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The purpose of this research effort was to determine the predictability of reading achievement based upon the relationship existing between students' self-concept and mental ability. The impact of student grade level on the predictability of reading achievement was also analyzed. The research was done in a multi-dimensional manner by considering the relationship between self-concept and achievement; the relationship between self-concept and mental ability; the relationship between achievement and mental ability; and the relationship between self-concept, academic achievement, and mental ability. The interpretation of research data as it pertains to the predictability of reading achievement based upon the relationship between students' self-concept, mental ability, and grade level resulted in the following conclusions: (1) There was no significant relationship between students' reading achievement and their self-concept. (2) There was no significant relationship between students' self-concept and their mental ability. (3) There was a significant, strong, positive correlation between reading achievement and students' mental ability. (4) The significant predictors of reading achievement were mental ability and grade level. (5) For both boys and girls, the best predictor of reading achievement was mental ability.

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Vadnais, Sarah A. "Executive Functioning as a Predictor of College Student Writing Ability". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1639.

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Researchers have found executive functioning (EF) to be important for reading and math performance but have paid less attention to their role in writing. Van Dijk and Kintsch (1983) identified three levels of writing: microstructure, macrostructure, and superstructure. The existing work on EF and writing has several limitations: researchers have primarily focused on microstructural writing in children, studied a limited range of EF, not included measures of self-reported EF to compare to laboratory-/lab-based-based measures of EF and not examined the differential contributions of multiple EF to the different levels of writing. Hence, the purpose of this study was to better understand the differential involvement of various laboratory and self-reported EF across various levels of micro- and macrostructural writing measures in emerging adult writing. Results indicated that inhibition was a significant predictor of microstructural writing, such that working carefully increases the accuracy of spelling and mechanics skills. Working memory was related to microstructural grammar and mechanics sentence formulation, potentially through processing the sentences, mentally manipulating the sentence structure, and recording the response while maintaining the sentence information in mind. Verbal fluency was related to microstructural spelling and grammar and mechanics accuracy, as well as macrostructural essay organization, possibly through the ability to efficiently retrieve knowledge critical to perform these tasks. The main analyses did not yield significant results for macrostructural theme development, likely due to methodological issues, but an exploratory analysis demonstrated that organization and problem solving skills predicted theme development, potentially through the ability to think critically about, and organize, the arguments made. Finally, lab-based EF measures were better predictors of the writing measures than the self-reported EF measure, suggesting that these two methods captured different aspects of EF, and that the lab-based predictors were more appropriate to use with lab-based outcome variables, likely due to their narrower and less environmentally-influenced constructs. The results of this study help inform the factors that contribute to writing skills, and this knowledge can be used to improve the detection of writing difficulties and to target writing interventions.

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Barbour, Vanessa C. "Freshman academies and academic achievement by race, gender, and student ability a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /". Click to access online, 2009. http://proquest.umi.com/pqdweb?index=23&did=1908035951&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264698768&clientId=28564.

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Malone, Paul. "The relationship of vocational identity to academic ability, locus of control and self-esteem /". Title page, table of contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09armm257.pdf.

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Boyle, Mary O. "Personality and interest predictors of academic self-concept". Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28645.

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Hernandez-Gutierrez, Josie. "The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9094/.

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This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourth grade TAKS reading test. This quantitative study used a quasi-experimental design to answer the research questions. The final data results did not indicate that the implementation of interventions significantly increased TAKS reading scores at the p > .05 level. In addition, there were no significant increases at the p > .05 level between the ACES pretests and posttests. Although there were no significant gains on the TAKS or ACES, there are implications the interventions had a positive effect on teacher perceptions of their students' academic competence and some growth was evident for the treatment groups on both TAKS and ACE.

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27

Jeotee, Kunchon. "Reasoning skills, problem solving ability and academic ability : implications for study programme and career choice in the context of higher education in Thailand". Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3380/.

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This thesis examines reasoning skills, problem solving ability, and academic ability from a cohort of final year university students. The purpose of the study was to investigate the influences of academic ability on reasoning skills, and problem solving ability, and vice versa, and to examine whether students from different programmes displayed significant different levels of reasoning skills and problem solving skills. In order to choose which academic programmes to use for the study Holland’s theory of ‘career personality’ was used. This research used primarily quantitative data with an additional qualitative to provide an element of a mixed methods design. The data has been collected from 333 final year students in one university in Thailand with participants following seven programmes related to Holland’s theory. The reasoning skills test was adopted from Jittachaun’s test, and the problem solving ability test was adopted from real life problems and logical problems. The content validity, construct validity, and discriminant validity were reported, and reliability, Cronbach’s Alpha, was .633. The academic ability was taken from the students’ grade point average. The most important finding is reasoning skills, and problem solving ability have some influences on each other approximately 30 percent; however, academic ability did not show much influence on the reasoning skills, and problem solving ability. This shows that academic achievement in university students in Thailand is not a good predictor of high levels of reasoning and problem solving ability. The other findings confirm the differences in those skills between students from different programmes and strengthen the case for using admission tests in Thailand for university admission. The thesis findings also reinforce the view that teaching and assessment in the Thai education system should be more involved with increasing/testing reasoning skills, and problem solving ability. In addition, the new admission system which requires different skills for different programmes is supported by this research result that different categories of programme and career need different skills.

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28

Geddes, Jeffrey D. Murrell Amy Rebekah Epstein. "Childhood learning examining attitudes toward school and learning ability /". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9929.

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Lauer, Brea Anne M. "Accuracy of the Peer Informant: What Characteristics Are Related to the Ability to Detect Behavior Problems in Peers?" Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5387.

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Victimization and rejection by peers leads to and exacerbates behavior problems in children and adolescents. Given the implications of problematic peer relations for adolescents who experience behavior problems, the present study examined factors that may be related to how adolescents perceive peers who exhibit such problems. Specifically, the present study examined the relationship of adolescent peer informants' socioeconomic status, their prior exposure to psychopathology, their own social competence, and their own behavior problems to their perceptions of peer internalizing and externalizing behavior problems, their liking of individuals who exhibit such problems, and their attributions for the etiology of such problems when portrayed by fictitious adolescents of the same age. In particular, adolescents were asked to rate a set of vignettes that portray internalizing and externalizing behavior problems that are seen commonly in peers and to complete a set of brief questionnaires. Results revealed that adolescents are able to accurately detect the presence of both internalizing and externalizing behavior problems in vignette characters. Additionally, vignette characters who display behavior problems received significantly lower liking ratings. Finally, although adolescents endorsed both internal and external etiological factors, ratings were related to the gender of the depicted vignette character and the nature of the portrayed behavior problems. Participants' own externalizing problems, social competence, and previous exposure to behavior problems in others related uniquely to adolescents' perceptions of the vignette characters. Overall, this study provided additional evidence that, although peers can serve as valuable informants, they also tended to reject adolescents who display behavior problems.
ID: 031001434; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly Renk.; Title from PDF title page (viewed June 24, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 63-76).
M.S.
Masters
Psychology
Sciences
Psychology Clinical

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30

Helaire, Atlas III. "Career Technical Education instructors' perceptions of adult students' academic ability in Career Technical Education classes". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610819.

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The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the Pygmalion Effect Theory, which postulates that instructors create a Self-Fulfilling Prophecy based on the instructors' perceptions of student academic abilities.

Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions:

1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance.

2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class.

3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses.

4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program.

Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.

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31

Curry, Joseph Laurence. "The relationship of intellectual ability and psychomotor skills to the academic achievement of bilingual students". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184568.

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This study was designed to investigate the relationship between discrete areas of cognitive processing and academic achievement in minority children. There have been many questions about the fairness of current testing practices as they have been applied to students from differing ethnicities. These students are entitled by law to a meaningful, nonbiased assessment of their abilities. The minority children targeted for study were bilingual Hispanic students. Cognitive processing tasks were drawn from established measures of perceptual-motor development, auditory recall, and nonverbal intellectual ability. Academic achievement was measured by two comprehensive tests, one that was English-based and another that was Spanish-based. One hundred fifty-eight students enrolled in eleven third grade classrooms were examined. The subjects participated in group administrations of the Bender Visual-Motor Gestalt Test, Raven's Standard Progressive Matrices, and a bilingual version of the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised. The Spanish-based achievement test was La Prueba Riverside de Realizacion en Espanol. The English-based achievement test was the Iowa Test of Basic Skills. Data were first analyzed by a stepwise multiple regression procedure to determine which of the experimental measures would predict academic achievement. Results indicated that the strongest predictor of academic achievement were scores from the test of nonverbal intellectual ability, which held true for both achievement tests. Scores in immediate auditory recall in English predicted achievement in certain achievement areas, but only on the Spanish-based test. Scores on the perceptual-motor test also predicted achievement on the Spanish-based test only. Auditory recall in Spanish did not predict achievement in any area on either test. The study concludes with a discussion of the viability of the independent measures as a meaningful, comprehensive test battery to be used with minority children in schools. Implications for future research and administrative planning are discussed.

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Ellis, Wendy Taylor. "Against the odds: Academic resilience among high -ability African American adolescents living in rural poverty". W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154060.

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Lagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.

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34

Antler, Melissa. "I am a critical thinker' exploring the relationship between self-concept and critical thinking ability". Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/819.

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Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.
B.S.
Bachelors
Sciences
Psychology

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35

Arnold, Audrey Marie Parker. "The influence of respecting the individual child's learning system on early academic development". [Fort Worth, Tex.] : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-07072008-080006/unrestricted/arnold.pdf.

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36

Li, Ting-on. "Schooling effects on mathematics achievement at sixth form level in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626895.

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37

Amelink, Catherine T. "Predicting Academic Success among First-Year, First Generation Students". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27094.

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Due to immigration the non-Hispanic White population continues to decrease and the population continues to change in regard to the ethnic and racial make-up. As these demographic changes take place higher education institutions will face increasing pressure from stakeholders to create environments that facilitate degree completion among mounting numbers of populations who are at risk in terms of academic success. First generation status denotes one group of students who are at risk in terms of persistence towards a bachelor's degree. The purpose of this study was to examine what factors predict the academic success of first year, full-time first generation students. Furthermore, this study examined whether there is a relationship between race, gender, financial need, and language ability and factors used to predict the academic success of first generation students. Factors were defined as variables measured by the 2002 Your First College Year Survey (YFCY) data (HERI, 2004a). Factors fell into five main areas: Student Background Characteristics, Agents of Socialization, Structural Characteristics, Institutional Environment, and Student Effort (Pascarella & Terenzini, 1991). The study was based on secondary analysis of the 2002 YFCY data provided by the Higher Education Research Institute at the University of California, Los Angeles. A combination of descriptive statistics, factor analysis, and logistic regression was used for this study. Findings revealed there are significant differences between academically more successful FGs and FGs who are academically less successful in relation to three factors: Institutional Environment, Student Effort, and Agents of Socialization. FGs are more likely to experience academic success in regard to variables associated with the factor Institutional Environment. There is a greater likelihood FGs will be academically less successful in relation to variables associated with the factors Student Effort and Agents of Socialization. When considering demographic variables in relation to the three significant institutional factors, FGs who are Asian American are more likely to experience academic success. Alternatively, FGs have greater odds of being academically less successful if they are male, African American, Mexican American, and non-native speakers of English.
Ph. D.

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38

Usova, Larisa. "The effect of heterogeneous grouping in cooperative learning setting on academic achievement in mathematics /". View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1553.html.

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Thesis (M.S.) -- Central Connecticut State University, 1999.
Thesis advisor: Dr. Philip Halloran. "...in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]" Includes bibliographical references (leaves 41-46).

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39

Dacus, Ashton. "Acquisition and transference of physics-based conceptual knowledge : an analysis of fourth-grade student's ability". Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1387.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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40

Stafford, Tammy. "The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5515.

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This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Ed.D.
Doctorate
Education and Human Performance
Education

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41

Clausen, Sally. "I never forget a face! : memory for faces and individual differences in spatial ability and gender". Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1394.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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42

Bas, Selda. "The Contribution Of Personality, Motivation, Academic Risk-taking And Metacognition To The Creative Ability In Mathematics". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614451/index.pdf.

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Creative people are most valuable treasures of a nation. In order to cope with the complicated problems of the rapidly changing and developing modern life and to ensure that the society makes progress via new breakthroughs and inventions, we need creative individuals. Thus, the research on creativity in the school environment where creativity takes its roots from is crucial. The purpose of the present study is to investigate the extent to which personality traits, motivation, academic risk-taking and metacognition explain the mathematical creative ability of high school students. The study was carried out during the fall semester of 2011-2012 academic year at two science high schools and a private high school. A total of 217 preparatory and ninth grade students were involved in the study. The participants completed a set of measures about personality traits, motivation, academic risk-taking, metacognition and creative ability in mathematics. Standard multiple regression analysis was conducted to evaluate how well the independent variables predicted creative ability in mathematics. The results revealed that openness to experience and consciousness were significantly correlated with creative ability in mathematics. However, extraversion, agreeableness and neuroticism were not correlated with creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Yet, academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability in multiple regression equation.

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43

Chambers, Alex Wayne. "Effects of a Self-Advocacy Intervention on Latino Male College Students' Ability to Request Academic Accommodations". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612556.

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While the number of students with learning disabilities entering the postsecondary environment is rising, many of these students have not yet acquired the skills to help them request necessary academic accommodations. Students with learning disabilities need to recognize how their disability affects their academic learning, and need to have the strategies and skills known as self-advocacy, so that they can request and obtain these accommodations. Unfortunately, many of these students, particularly Latino students, have not been given the opportunity to acquire advocacy skills prior to entering the postsecondary education setting. Trainor (2005) identified that Latino male students' plans for life after high school were not reflected in their individual transition plans. While the number of Latino males graduating with college degrees is declining (Sáenz & Ponjuan, 2009), Hurtado, Sáenz, Santos, and Cabrera (2008) have identified an upward trend among Latino males' self-rated academic abilities and desire to achieve. Due to Latino males avoidance of help-seeking behaviors, even when they are aware of academic resources that are available (Cabrera, Rashwan-Soto, & Valencia, 2016), they are a population that would benefit from instruction in these skills. The purpose of this study was to examine the effects of a self-advocacy intervention on Latino male college students' abilities to request academic accommodations. Findings demonstrated a functional relationship between the self-advocacy intervention and students' abilities to request academic accommodations in a role-play situation. In addition, all students were able to fully generalize the target behaviors to the real life setting as well. Last, data obtained from social validity surveys revealed the significance of the effects of the intervention on the dependent variables.

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44

梶田, 正巳, Masami KAJITA, 郡衛佐藤, Gunei SATO, 一子松本, Kazuko MATUMOTO, 綾子川上 i in. "<原著>北米地域に在住する海外日本人児童・生徒の異文化適応調査研究". 名古屋大学教育学部, 1999. http://hdl.handle.net/2237/2935.

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45

Fatolitis, Philip. "Initial Validation of Novel Performance-Based Measures: Mental Rotation and Psychomotor Ability". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6223.

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Given the high-risk nature of military flight operations and the significant resources required to train U.S. Naval Aviation personnel, continual improvement is required in the selection process. In addition to general commissioning requirements and aeromedical standards, the U.S. Navy utilizes the Aviation Selection Test Battery (ASTB) to select commissioned aviation students. Although the ASTB has been a good predictor of aviation student performance in training, it was proposed that incremental improvement could be gained with the introduction of novel, computer administered performance-based measures: Block Rotation (BRT) and a Navy-developed Compensatory Tracking task. This work constituted an initial validation of the BRT, an interactive virtual analog of Shepard-Metzler's (1971) Mental Rotation task that was developed with the intention of quantifying mental rotation and psychomotor ability. For Compensatory Tracking, this work sought to determine if data gathered concord with results in extant literature, confirming the validity of the task. Data from the BRT were examined to determine task reliability and to formulate relevant quantitative/predictive performance human models. Results showed that the BRT performance is a valid spatial ability predictor whose output can be modeled, and that Compensatory Tracking task data concord with the psychometric properties of tracking tasks that have been previously presented in the literature.
Ph.D.
Doctorate
Psychology
Sciences

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46

Weil, Audrey M. "Predictors of Reasoning Ability: Working Memory Capacity and Fuzzy Processing Preference Index". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397745903.

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47

Geddes, Jeffrey D. "Childhood Learning: Examining Attitudes toward School and Learning Ability". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9929/.

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A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.

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48

Newby, Tara L. "The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5353.

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The purpose of this study was to determine if my practice of having 4th grade students participate in engineering design challenges impacted their attitudes towards engineering, the classroom climate, and writing ability. In this action research students were given a pre and posttest that measured their attitudes towards engineering and their perceptions of the classroom climate. A pre and post written reflection was also examined and compared for the use of predicting, observing, thinking, explaining, reflecting, and yearning to learn more. A triangulation of data included the use of pre and posttest statistical analysis, rubrics, teacher observation, and student interviews. The data collected from this action research project showed that that students were more satisfied with the course after completing the design challenges, the classroom environment improved in that students perceived the level of friction in the class had decreased. The data collected also showed that students' attitudes towards engineers was changed in that they were more likely to want to pursue a career in engineering and take a future school course in engineering after having completed this action research. Student generated definitions of engineers demonstrated a decrease in the number of misconceptions about the work of engineers and an increase in students' knowledge as to what engineers do for a living. My practice of implementing engineering design challenges with a 4th grade class did not have an impact on students writing ability.
ID: 031001309; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Bobby Jeanpierre.; Title from PDF title page (viewed March 22, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 110-112).
M.Ed.
Masters
Teaching, Learning and Leadership
Education and Human Performance
K-8 Math and Science

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49

Jadavji, Nafisa M., i University of Lethbridge Faculty of Arts and Science. "Interactions of stress and motor system function". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2008, 2008. http://hdl.handle.net/10133/662.

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Stress is one of the most critical influences on behavior, performance and disease. Recent findings from our laboratory have shown that stress represents a major modulator of motor function in the intact and damaged brain. The mechanisms by which stress and stress hormones affect motor system function, however, have not yet been determined. The objective of this thesis was to determine the route of action of stress and stress hormones on the motor system in a rat model. The first experiment investigates whether corticosterone is involved in mediating stress-induced motor impairments. The second experiment compares the role of glucocorticoid and mineralocorticoid receptors in regard to modulating the motor response to stress. The third experiment determines the differential effects of stress on motor function in males and females. The final experiment systematically describes changes in neuronal cell signaling that affect normal function of motor areas. The results indicate that disturbance of fine motor control by stress is not associated with stress hormone increases. Furthermore, it is modulated through the glucocorticoid and mineralocorticoid receptors. Stress differentially impairs motor function in males and females. These changes in motor behaviour could possibly be the result of changes in neuronal cell signaling within the motor system. This research provides new insights into physiological influences in motor system function and disorders of the motor system.
ix, 128 leaves : ill. (some col.) ; 29 cm.

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50

Burney, Virginia H. "The relationship of socio-cultural contextual factors in schools with academic achievement in adolescents of high ability". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370877.

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This study identified school and district level variables relevant to the relationship among advanced academic achievement, as defined by a score of 3, 4, or 5 on at least one Advanced Placement exam, and high school context, opportunities for social support and advanced academics, and district support for high ability students in grades K-12. Using school and district-level data from the Indiana Department of Education (IDOE), district level data on services for high ability students from the IDOE Division of Exceptional Learners, and school-level data from College Board, 49 variables are described for 339 public high schools. A hierarchical linear regression was applied to 15 independent variables thought to be most relevant to the explanation of the variance among high schools. After review, a second hierarchical regression was conducted with 9 retained independent variables explaining 80% of the variance in high performance. The retained variables included size of the graduating class, SAT average, demographic classification according to local population density, percentage of the community with less than a high school education, number of different AP exams offered by the school, ratio of the number of students scoring between 55 and 80 on the math portion of the PSAT to the number of graduates, ratio of the number of students taking SAT Subject Tests to the number of graduates, percentage of the school corporation enrollment identified as high ability, and the number of grade levels and subject areas in which advanced instruction differentiated for high ability students was offered for at least 150 minutes per week. The variables included in the first regression are delineated for the highest 34 (10%) and lowest 34 (10%) performing schools on the dependent variable to construct profiles of a high and low performing school. High performance is limited in small and rural schools. The overarching finding is that schools make a significant difference in the opportunities and development of high performance in adolescents of high ability. Future research directions are suggested and implications of the findings for policymakers are discussed.
Department of Educational Psychology

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