Education Commons^™

Personality And Academic Performance In College, Jacob E. Alderson

Graduate Theses, Dissertations, and Problem Reports

Despite mounting evidence for the role of personality in predicting college level academic performance, there are aspects of this association that are still unexplained. With a sample of U.S. undergraduates at a large Appalachian university, this study sought to further establish what is already known about the association between personality and grade point average, credits earned, and retention rates by testing for both linear and quadratic effects. Results showed linear positive effects of conscientiousness, negative linear effects of openness and nonlinear effects of neuroticism for GPA. However, personality traits were not associated with either retention or credits earned. These findings …

The Impact Of Texas Aim On Academic Performance In Detx, Nicoli Morgan

Electronic Theses and Dissertations

School- and community-based after-school programs have evolved within the last 10 to 14 years, to accommodate and reinforce primary education (Mahoney, Larson, Eccles, & Lord, 2005). Students who are enrolled in after-school programs (e.g., Boys and Girls Club, Solid Foundation) have made higher grades in the classroom than their same age/grade peers who are not enrolled in after-school programs (Fredricks, Hackett, & Bregman, 2010). Additionally, after-school programs increase students’ self-esteem and confidence (Fredricks et al., 2010). The Boys and Girls Club organization has a strong devotion to their members’ academic success in the school setting (“Boys and Girls Clubs of …

Academically-Redshirted Males' Behavior And Academic Performance At The Middle School Level, Cassandra Ricciardi Capadona

Walden Dissertations and Doctoral Studies

Male students appear not ready for middle school by exhibiting lower grades, learner disengagement, and/or behavior problems. The age in which male students initially enter school has not been fully investigated as a possible systemic issue of a lack of male student longitudinal success and learner engagement. The purpose of this quantitative study was to examine the differences between how academically redshirted male students performed academically and behaviorally compared to their non-academically redshirted grade mates at Grades 6-8. This study drew from the theories of early childhood constructivists: Piaget, Vygotsky, and Montessori. The research questions addressed the academic and behavioral …

How The Leadership Of A Character Development Curriculum Effects The Standardized Test Scores Among 3rd Grade Students, Bonnie Sypolt

Doctoral Dissertations and Projects

The purpose of this non-experimental causal-comparative study sought to determine if character development curriculum directly impacted student success, specifically in the area of academics through standardized test scores. Many articles presented an explanation regarding the need for character development curriculum, but very little research has been done regarding the positive academic impact on standardized test scores. By utilizing a quantitative design, standardized test scores for 168 students in third grade were collected from one school district and analyzed to determine a difference between scores in Language Arts and Math through the statistical MANOVA test. The standardized test scores for the …

Relationships Between Achievement Emotions And Academic Performance In Nursing Students: A Non-Experimental Predictive Correlation Analysis, Susan Kirwan

Doctoral Dissertations and Projects

The purpose of this non-experimental predictive correlation study was to investigate the relationships between achievement learning emotions and academic performance in 155 nursing students from one faith-based academic institution in the mid-Atlantic of the U.S.A. The theory guiding this study was the Control-Value Theory of Achievement Emotions. The study was designed to answer two study research questions: (a) “What are the relationships between the outcome variable (academic performance) and predictor variables (achievement emotions during learning) in Bachelor of Science in Nursing (BSN) students?” and (b) “How accurately can the outcome variable (academic performance) be predicted from a linear combination of …

Predicting Academic Performance: A Commitment Perspective, Frank E. Gomez Jr.

Electronic Theses and Dissertations

ABSTRACT

Shifts from scientific and theoretical exploration to occupational preparation within academic scholarship has led researchers to focus on performance variables, such as grade point average (GPA), to better understand how to promote academic success. For example, researchers have examined variables to determine their influence on GPA. The purpose of this study was to identify if commitment variables in conjunction with executive functioning significantly predicted cumulative GPA in a college setting beyond previously established predictors. Results indicated that high school GPA (b = .44) was the only significant predictor of cumulative GPA. When high school GPA was eliminated from …

A Study Of The Impact Of Mental Contrasting And Implementation Intentions On Academic Performance, Suzanne Velasquez-Sheehy

College of Education Theses and Dissertations

According to the U.S. Department of Education, the national high school graduation rate is 81% and only 59% of college enrolled students in 2006 obtained a college degree within ten years of entering 9th grade (U. S. Department of Education, Institute of Education Sciences, 2014). Studies conclude that high school grades predicted academic performance no matter what type of high school the students attended and that students who had good grades went on to graduate from college as a result of self-efficacy, motivation, and academic goals (Bowen, Chingos, & McPherson, 2011). Limited research suggests that using mental contrasting and implementation …