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Academic Entitlement And The Association Of Attitude Toward Learning And Perseverance For Goals, And Identity Processes., Samantha K. Jones
Academic Entitlement And The Association Of Attitude Toward Learning And Perseverance For Goals, And Identity Processes., Samantha K. Jones
Undergraduate Honors Theses
The purpose of this study was to examine associations between academic entitlement and attitude toward learning, perseverance for goals, and identity processes. Participants included 364 undergraduate students, ages 18-29. Results revealed that overall, participants in this study reported low academic entitlement. Nevertheless, students who reported higher academic entitlement reported lower attitude toward learning (mastery approach), and lower perseverance for goals (consistency of interest, perseverance of effort). In addition, students who reported higher academic entitlement were more likely to score higher on diffused, foreclosed, and moratorium identity processes (ideological and interpersonal domains). Lastly, results indicated that participants who reported higher academic …
Test Anxiety And Nursing Students., Brad Moore
Test Anxiety And Nursing Students., Brad Moore
Undergraduate Honors Theses
Test anxiety has been a problem for many individuals not only in the workforce, but also in many schools and colleges (Driscoll, Evans, Ramsey & Wheeler 2009). According to Driscoll et al., when compared to high school students and the general public (17%), nursing students are shown to have over double (55-60%) the rate of moderately high to high test anxiety. Cognitive test anxiety can account for a 7 to 8% drop in test grades, which can drop test score’s an entire letter grade (Cassady & Johnson, 2001). The purpose of this research is to explore the level of test …
Reliability And Validity Of The Academic Maturity Scale, Erin L. Mcelroy
Reliability And Validity Of The Academic Maturity Scale, Erin L. Mcelroy
Undergraduate Honors Theses
Academic maturity is defined as the extent to which college students maximize their academic potentials. Addison, Althoff, and Pezold (2009) designed the 100-item Academic Maturity Scale (AMS) to measure this construct. Through factor analyses, the AMS was reduced to 30 items and four factors: motivation, responsibility, focus, and time management. The current study examined the reliability and validity of the 30-item AMS. Data from 425 participants supported the internal consistency of the AMS subscales, and results from 88 participants who completed the AMS, the Academic Motivation Scale (Vallerand et al., 1992), and the Time Management Questionnaire (TMQ; Britton & Tesser, …