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Academic achievement: effects of congruency, consistency, differentiation, and modal personality types

Description: This investigation explored relationships between four determinants of first-semester undergraduate academic achievement derived from Holland's (1973) theory of vocational development. Groups of 438 male and 468 female students completed the Strong-Campbell Interest Inventory and were categorized in terms of congruency, consistency, differentiation, and modal personality type.
Date: August 1977
Creator: Reuterfors, David Lawrence
Partner: UNT Libraries

A Study to Determine the Relationship Between Emotional Stability and Academic Accomplishment

Description: This study is concerned with the determination of the relationship that exists between levels of emotional stability and academic accomplishment among students of Business Administration at North Texas State College. It is the hypothesis of this study that a positive relationship exists between levels of emotional stability and academic achievement among students of Business Administration at North Texas State College and that the degree of this relationship can be determined.
Date: June 1961
Creator: Latham, William Robert
Partner: UNT Libraries

The Relationship between Scholastic Motivation and Psychological Needs

Description: The present study was designed to investigate, in an academic situation, the relation between achievement motivation--a "wish to master" or "desire to do well"--and certain psychological needs by the use of two psychometric instruments. These instruments were the Brown-Holzman Survey of Study Habits and Attitudes (SSHA) and the Edwards Personal Preference Schedule (EPPS).
Date: January 1966
Creator: Welborn, Charles B.
Partner: UNT Libraries

Refugees: Achievement and Conflict

Description: Currently, there are more than 30 million refugees and internally displaced people in the world. Since the 1970s, after the Vietnam War, international organizations and many countries have supported refugees financially, however, they all have different definitions for a refugee. Refugees who desire peace or freedom and resettle in new countries have had remarkable economic, social, and educational achievement, especially Indochinese people in the US. However, refugees who flee from conflicts have often faced new conflicts in their host society. Both refugees and the host countries experience economic and social burden, however, refugees struggle and try to escape from their economic dependency from the local government. If refugee achievements continue, they could exceed the US educational and social norm in the future.
Date: December 2000
Creator: Oi, Ayako
Partner: UNT Libraries

Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008

Description: With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools in Texas have had difficulty elevating African American and Hispanic students’ scores. The current study examined these students’ achievement on the annual Texas high-stakes measure as a function of a numerical construct that aligns the race/ethnicity of students when the teacher race is White. Earlier studies have shown that racial/ethnic compatibility between students and teachers improves student achievement in the primary grades. The study, which was set in 10 north Texas school districts and 30 high schools, middle schools, and elementary schools, examined African American and Hispanic students’ achievement on the Texas state assessments in reading and mathematics over a 10-year period. District performance data came from 4,664,192 African American, Hispanic, and White students and 222, 834 White teachers. Campus level data encompassed 188,839 10th graders, 93,573 eighth graders, and 40,083 fourth graders, and 20,471 White teachers. Analysis revealed that, as the ratios of African American and Hispanic students to White teachers increased, the percentages of these two student groups passing the Texas assessments decreased. These patterns differed for White students whose passing percentages increased as these students’ numbers increased relative to White teachers in all settings except in elementary schools. These preliminary findings suggested that racial alignment at the high school and middle school levels might elevate African American and Hispanic achievement. Implications may lead to shifting focus on teacher quality and class size as the primary determinants of student achievement. Findings need validation with further study using larger data sets and sequential grade levels. If validated through further studies involving larger samples, contiguous grade levels, and more sophisticated statistical analysis, this study’s findings may have implications for teacher education curriculum, recruitment of minority ...
Date: December 2011
Creator: Hays, James M.
Partner: UNT Libraries

An Investigation of the Correlation between Academic and Art Achievement of Children in the Upper-Elementary Grades

Description: In this research, the author has undertaken to investigate what relationship, if any, exists between academic achievement of the child in the upper-elementary grades and his achievement in both or either, of the two- and three-dimensional arts.
Date: August 1953
Creator: Spencer, Wesley David
Partner: UNT Libraries

Factors Related to Academic Achievement in a Sunshine Room

Description: The purpose of this study is to determine the relationships between various factors and the academic achievement of the children in the sunshine Room established at Diamond Hill, Fort Worth, Texas. The factors under consideration are health improvements, behavior ratings obtained from the use of a rating scale and intelligence quotients.
Date: August 1937
Creator: Nickles, Dorothy Deane
Partner: UNT Libraries

The Effects of Listening Skills Instruction on Students' Academic Performance

Description: Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.
Date: May 1993
Creator: Mangrum, C. W. (Clifton William)
Partner: UNT Libraries

A Comparative Study of Intelligence Quotients and Achievement Scores and Marks in Social Studies, Arithmetic, Physical Education, Elementary Science, and Language Arts in the Sixth Grade of Wolflin School, Amarillo

Description: As a sixth grade teacher in Wolfin School, Amarillo, Texas the writer is interested in determining to what extent academic success my be predicted by the use of intelligence tests.
Date: 1946
Creator: Peters, Ruby Gray
Partner: UNT Libraries

Perseverance in Children

Description: The purpose of this study was to measure perseverance time as related to the individual's need for achievement, past success or failure, the difficulty of a task, and the experimenter's instructions regarding its difficulty. The subjects used in this study were twenty-eight children, fifteen males and thirteen females, who ranged in age from eight years, six months to nineteen years and nine months, with the mean chronological age being twelve years and ten months.
Date: August 1969
Creator: Grable, Frances
Partner: UNT Libraries

The Predictive Value of an English Achievement Test for Grades in Modern Foreign Languages

Description: This study has as its objectives: (1) the determination of the degree of relationship between achievement in the study of English as measured by a standardized English achievement test and achievement in the study of foreign languages as measured by teacher's grades; (2) the determination of the amount of contribution to such a relationship of the achievement in various functional areas in the study of English as measured by the subtests of the English achievement test.
Date: January 1964
Creator: Barnard, William Kenneth
Partner: UNT Libraries

The Effects of the Use of the Calculator in Algebra I Classes on Basic Skills Maintenance and Algebra Achievement

Description: The purpose of this study was to determine whether there were any differences in basic skills maintenance between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. Another purpose of this study was to determine whether there were any differences in algebra achievement between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. This study also investigated the effects of the use of the calculator in Algebra I classes on students' attitudes toward mathematics.
Date: December 1989
Creator: Whisenant, Martha A. (Martha Ann)
Partner: UNT Libraries

Attributions for Achievement: Differences as a Function of Sex and Race

Description: The proposed interaction between race and sex on achievement orientation has not been adequately demonstrated when cognitive measures are used. Therefore, the present study examined the effects of sex and race on attributions for achievement., Elementary level students made attributions to ability, effort, task-difficulty, or luck for 16 academic successes or failures described in a questionnaire. Girls made significantly (p < .001) fewer ability and significantly (p < .001) more effort attributions on success items than boys, regardless of their race. Six success items that had been sex-typed (3 girl, 3 boy) provided similar results. Sex-typing data indicated these subjects exhibited strong sex-role stereotypy. Results were discussed in terms of sex-typing of the individual and not the task.
Date: May 1980
Creator: Swick, Rebecca Lund
Partner: UNT Libraries

Factors Associated with Academic Performance of Community College Students

Description: The problem with which this investigation is concerned is the identification of selected factors that are closely associated with academic performance. The purpose of this study is to analyze the relationship of academic performance to age, gender, reading score, credit hours attempted, and self-assessed personal life skills (self-esteem, growth motivation, change orientation, interpersonal assertation, interpersonal aggression, interpersonal deference, interpersonal awareness, empathy, drive strength, decision making, time management, sales orientation, commitment ethic and stress management).
Date: December 1982
Creator: Link, Stephen W. (Stephen William)
Partner: UNT Libraries

Causal Attributions, Attributional Dimensions, and Academic Performance in a School Setting

Description: The attribution model of achievement motivation has been applied to academic achievement as a way of understanding underachievement and as a basis for developing intervention programs. There has been little applied research in this area, however, that supports the use of the model in school settings. The purpose of the present study was to test the applicability of the model to an actual school setting. Subjects were 149 tenth grade students in a large urban school district. In accordance with the model, specific attributions for success or failure were assessed, as well as subjects' perceptions of the locus, stability, and controllability of attributions. Attribution patterns found in previous analog research were not found in a school setting. Immediate effort attributions were the most prevalent, regardless of performance level or outcome. Causal beliefs were found to relate to performance in ways predicted by the model but also in some ways not predicted. Relationships were generally stronger for high performers. Comparing subjects' perceptions of the dimensional properties of attributions across outcomes showed a strong outcome bias. Attributions were perceived as more internal and stable following successes, consistent with previous research. In addition, a performance level bias was found. Low performers rated attributions as less internal, stable, and controllable following successes and more so following failures than did high performers. This bias, termed the underachievement bias, was discussed in terms of its detrimental effects on school performance. The differences between high and low performers regarding perceptions of dimensionalities were consistent with the predictions of the attribution model. It was concluded that the attribution model is applicable to school settings. Suggestions were made that more applied research be conducted, that intervention programs based on this model should target subjects' perceptions of attributions rather than just the specific attributions themselves, and that because of the ...
Date: December 1987
Creator: Huffine, John Harold
Partner: UNT Libraries

A Comparison of Two Methods of Listening and Reading Training in an Eighth Grade Language Arts Program

Description: The purpose of this study was to compare the effects of two methods of listening and reading instruction when used in the language arts programs at the eighth-grade level as related to listening, reading, study skills, and English achievement. Two groups were studied; one was an experimental group receiving programed material present by the Listen and Read Program and a control group receiving instruction through the regular classroom program.
Date: August 1963
Creator: Kraner, Robert Eugene, 1933-
Partner: UNT Libraries

A Comparison of Academic Achievement of Boys and Girls from Full-Day and Half-Day Kindergartens

Description: The purpose of this study was to determine whether any differences in academic achievement existed between full-day and half-day kindergarten students at the end of their kindergarten and first-grade school years. Two public schools considered comparable in size, philosophy, and socioeconomic levels of a large school district in Texas participated in the study. One of the schools provided a full-day kindergarten program; the other school provided a half-day kindergarten program. Kindergarten students from each of the two schools were match-paired according to birthday and sex. The total sample size was fifty students. All students were tested in December, 1985, with the Metropolitan Achievement Test. Preprimer Level, and in May, 1986, the end of the kindergarten year, with the Primer Level of the Metropolitan Achievement Test. The Metropolitan Achievement Test. Primary I Level, was additionally administered to the subjects in April, 1987, at the end of their first-grade school year. During each testing period, the subjects were administered the Reading, Language, and Math subtests of the Metropolitan Achievement Test. The following supplemental data also were gathered on the students: The Metropolitan Readiness Test II scores and the TEAMS test scores. The data obtained from the testing batteries were statistically analyzed using the .05 level of significance to test each hypothesis. In analyzing the data of all of the academic achievement testing batteries, statistical conclusions revealed that there was no significant difference in the mean scores of children (boys or girls) attending the fullday kindergarten program and children attending the half-day kindergarten program in academic achievement at the end of the kindergarten year or at the end of the first-grade year. It is recommended that continued studies be conducted to investigate the academic achievement of students attending full-day and half-day kindergarten programs. It is also recommended that other variables rather than academic ...
Date: December 1987
Creator: Tabb, Juanita K. (Juanita Kay)
Partner: UNT Libraries

Spatial Ability, Motivation, and Attitude of Students as Related to Science Achievement

Description: Understanding student achievement in science is important as there is an increasing reliance of the U.S. economy on math, science, and technology-related fields despite the declining number of youth seeking college degrees and careers in math and science. A series of structural equation models were tested using the scores from a statewide science exam for 276 students from a suburban north Texas public school district at the end of their 5th grade year and the latent variables of spatial ability, motivation to learn science and science-related attitude. Spatial ability was tested as a mediating variable on motivation and attitude; however, while spatial ability had statistically significant regression coefficients with motivation and attitude, spatial ability was found to be the sole statistically significant predictor of science achievement for these students explaining 23.1% of the variance in science scores.
Date: May 2011
Creator: Bolen, Judy Ann
Partner: UNT Libraries