Do students with high grade point averages create better passwords?

The learning styles of two groups of adolescents gifted in literature, one composed of subjects with high grade point averages in school in literature ( n = 232) and one of subjects who had high scores on talented out-of-school accomplishments in literature ( n = 192), were compared. Six of the 22 elements measured by the Learning Styles Inventory distinguished between the two groups. The out-of-school gifted group preferred to work with peers and felt comfortable learning in a variety of different ways. They tended to be less visual and more auditory learners and expressed a greater preference to learn by experiential or hands-on activities than the in-school gifted group. The implications for teaching and counseling gifted learners, differently defined, are discussed.

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Connecting to Post-College Life and Locating Success

Geographies of Campus Inequality ◽

10.1093/oso/9780190848156.003.0007 ◽

2020 ◽

pp. 141-164

Author(s):

Janel E. Benson ◽

Elizabeth M. Lee

Keyword(s):

Academic Outcomes ◽

Social Life ◽

College Success ◽

Team Sports ◽

Grade Point Averages ◽

High Grade ◽

Greek Life ◽

Grade Point ◽

College Life ◽

Life Work

Chapter 7 shows how campus geographies expose students to different models of success (or not) and shape their strategies for attaining that success. Play Hard students learn early not to prioritize academic outcomes above friendships and social life but rather to focus on building powerful networks with more affluent friends through parties, team sports, and Greek Life. Work Hard students, by contrast, remain in more class-segregated spaces, meaning they have less exposure to peers with upper-class habituses. They prioritize building their formal resume, connections with faculty, and having high grade point averages, which guide their decisions both academically and in terms of the kinds of extracurricular opportunities they seek out. Multisphere students rely on both academic and network strategies and seem to be comfortable navigating each, while Disconnected students struggle to locate a clear and consistent route toward post-college success and plan to rely on themselves.

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Relationship between Cognitive Processing Style and Academic Achievement

Perceptual and Motor Skills ◽

10.1177/003151259407800324 ◽

1994 ◽

Vol 78 (3) ◽

pp. 813-814

Author(s):

Raymond F. Martinetti

Keyword(s):

Academic Achievement ◽

Cognitive Processing ◽

Undergraduate Students ◽

Low Achievers ◽

Grade Point Averages ◽

High Achievers ◽

High Grade ◽

Grade Point ◽

Processing Style ◽

Opposite Tendency

3 groups of 36 undergraduate students with low, average, and high grade point averages differed in cognitive style. High achievers scored high on amount and enjoyment of imaginal life and low on suppression. Low achievers exhibited the opposite tendency.

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ACT research report series: Predicting college grade point averages of special-tested students from their ACT assessment scores and high school grades

PsycEXTRA Dataset ◽

10.1037/e427322008-001 ◽

1996 ◽

Cited By ~ 2

Author(s):

Robert L. Ziomek ◽

Kevin M. Andrews

Keyword(s):

High School ◽

Grade Point Averages ◽

Research Report ◽

Grade Point ◽

Assessment Scores ◽

School Grades ◽

High School Grades ◽

Act Assessment

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Changes in Scores on California Psychological Inventory among Seminarians: What Happened to the Class of ′68?

Psychological Reports ◽

10.2466/pr0.1979.45.1.129 ◽

1979 ◽

Vol 45 (1) ◽

pp. 129-130 ◽

Cited By ~ 1

Author(s):

William T. Query

Keyword(s):

Grade Point Averages ◽

California Psychological Inventory ◽

Grade Point ◽

Follow Up Study ◽

Psychological Inventory

To test the hypothesis that ministers' family milieu fosters mixed masculine-feminine traits, a 10-yr. follow-up study was conducted where seminarians were retested with the California Psychological Inventory. Among the seminarians, 28 were ordained and 6 were not. Support was obtained for the hypothesis. Grade point averages were significantly higher among the ordained. This study is restricted to Catholic seminarians; making a good impression became important after ordination, not before; three scales which were significant among Protestant seminarians in previous research were not found in this study, suggesting dissimilarity among denominations.

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Prediction of Grade Point Averages Using Cognitive and Noncognitive Predictor Variables

Psychological Reports ◽

10.2466/pr0.1973.32.1.143 ◽

1973 ◽

Vol 32 (1) ◽

pp. 143-148 ◽

Cited By ~ 2

Author(s):

Cheryl L. Reed ◽

John F. Feldhusen ◽

Adrian P. Van Mondfrans

Keyword(s):

Nursing Students ◽

Associate Degree Nursing ◽

Associate Degree ◽

Practical Experience ◽

Grade Point Averages ◽

School Level ◽

Validation Sample ◽

Grade Point ◽

First Semester ◽

Noncognitive Variables

This study investigated the usefulness of a number of noncognitive variables in improving the prediction of students' first semester, second semester, and first-year grade point averages. Freshman nursing students entering five associate degree nursing schools between 1964 and 1967 ( N = 495) were used as the validation sample. The cross-validation sample included the 1968 ( N = 170) entrants. When added to a battery of established cognitive predictors, several noncognitive variables added a unique and significant increment to the prediction of grade point averages in associate degree nursing programs. These variables were: age in months of the student, year of entry into nursing school, level of previous education of the student, and the particular school attended. These results encourage future studies in search of new noncognitive variables to improve prediction. Measures of a student's past health and practical experience might be worthy of future study.

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Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities

Journal of Learning Disabilities ◽

10.1177/00222194030360050201 ◽

2003 ◽

Vol 36 (5) ◽

pp. 407-415 ◽

Cited By ~ 21

Author(s):

Christopher Murray ◽

Carol T. Wren

Keyword(s):

College Students ◽

Learning Disabilities ◽

Grade Point Averages ◽

Students With Learning Disabilities ◽

Grade Point

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Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

Psychological Reports ◽

10.2466/pr0.1995.77.3f.1315 ◽

1995 ◽

Vol 77 (3_suppl) ◽

pp. 1315-1321 ◽

Cited By ~ 2

Author(s):

Aaron W. Hughey

Keyword(s):

College Student ◽

Student Affairs ◽

Master's Degree ◽

Degree Program ◽

Grade Point Averages ◽

Graduate Record Examination ◽

Grade Point ◽

Master's Degree Program ◽

College Student Affairs ◽

Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

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An Initial Test of a Theory of Individual Performance

Psychological Reports ◽

10.2466/pr0.1994.74.3.963 ◽

1994 ◽

Vol 74 (3) ◽

pp. 963-973 ◽

Cited By ~ 2

Author(s):

Charles D. Pringle

Keyword(s):

College Students ◽

Individual Performance ◽

Grade Point Averages ◽

Accurate Prediction ◽

Comprehensive Model ◽

Initial Test ◽

Actual Performance ◽

Grade Point

This study provided an initial test of a comprehensive model of individual performance. The extent to which one's opportunity, capacity, and willingness to perform predict one's actual performance is examined. A questionnaire designed to measure opportunity, capacity, and willingness was administered to 213 college students, while performance was measured by the students' grade point averages Scores on Capacity and Willingness interacted to provide a reasonably accurate prediction of performance, but the effect of scores on Opportunity was nonsignificant.

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Major Re-selection Advising and Academic Performance

NACADA Journal ◽

10.12930/nacada-15-029 ◽

2017 ◽

Vol 37 (1) ◽

pp. 15-25 ◽

Cited By ~ 2

Author(s):

Deborah McKenzie ◽

Tony Xing Tan ◽

Edward C. Fletcher ◽

Andrea Jackson-Williams

Keyword(s):

Regression Analysis ◽

Treatment Group ◽

Undergraduate Students ◽

Grade Point Averages ◽

Control Group ◽

Control Group Design ◽

Grade Point ◽

Group Design ◽

Quasi Experimental ◽

Positive Effect

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p < .001) and program GPAs (β = .28, p < .001). Implications for student advising are discussed.

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