Personality Structure of Adolescents as Measured by the Edwards Personality Inventory

1969 ◽  
Vol 24 (1) ◽  
pp. 215-223
Author(s):  
James A. Oakland
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Economic Status ◽  
Personality Inventory ◽  
Personality Structure ◽  
School Students ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
Males And Females

The object of the study was to administer the Edwards Personality Inventory to high school students for the purpose of enlarging empirical data on the personality structure of adolescents and to provide normative data for future use of the EPI. 274 students from the junior classes of 2 Seattle, Washington high schools were administered the EPI. Means and standard deviations for each scale were computed separately for males and females and comparisons were made between high school and college students. Correlations of EPI scales with grade point average, Differential Aptitude Test scores and socio-economic status were observed. Scholastic aptitude and SES were related to few of the scales while achievement was related to several. The use of these data as a reference point in the interpretation of test scores obtained by high school students was discussed.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Beliefs in Internal-External Control of Reinforcement among Blacks in Integrated and Segregated High Schools

1973 ◽  
Vol 32 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Hardie F. Harris ◽  
Joseph G. Phelan
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Southern California ◽  
Economic Status ◽  
External Control ◽  
Black Communities ◽  
School Students ◽  
Socio Economic Status ◽  
Scholastic Aptitude

2 groups of 28 and 27 16- to 18-yr.-old Black high school students in Southern California, matched for age, socio-economic status, scholastic aptitude and years in a particular high school, were given the Rotter I-E Scale. Blacks in an integrated school were significantly more externally controlled than Blacks in a segregated school. Blacks in an integrated school may feel they have no power or authority to define themselves. Upgrading of schools in Black communities may facilitate redefinition.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1147-1150 ◽  
Author(s):  
Karla Baker ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Sensation Seeking ◽  
Self Esteem ◽  
Aptitude Test ◽  
School Students ◽  
Numerical Reasoning ◽  
Sensation Seeking Scale ◽  
Honor Society

29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory—School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.

Comparison of Differential Aptitude Test Scores for Junior High School Students

1959 ◽  
Vol 5 (3) ◽  
pp. 765-768
Author(s):  
Kiah Stockstill ◽  
Roland L. Frye ◽  
Thomas M. Stritch
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Test Scores ◽  
Junior High ◽  
Junior High School Students ◽  
Aptitude Test ◽  
School Students

Does the SAT Help Colleges Make Better Selection Decisions?

1985 ◽  
Vol 55 (2) ◽  
pp. 195-220 ◽  
Author(s):  
James Crouse
Keyword(s):  
High School ◽  
High School Students ◽  
Student Performance ◽  
Entrance Examination ◽  
Educational Testing ◽  
College Entrance Examination ◽  
School Students ◽  
Grade Point ◽  
Testing Service ◽  
Educational Testing Service

The College Entrance Examination Board and the Educational Testing Service claim that the Scholastic Aptitude Test (SAT) improves colleges' predictions of their applicants' success. James Crouse uses data from the National Longitudinal Study of high school students to calculate the actual improvement in freshman grade point averages, college completion,and total years of schooling resulting from colleges' use of the SAT. He then compares those predictions with predictions based on applicants' high school rank. Crouse argues that the College Board and the Educational Testing Service have yet to demonstrate that the high costs of the SAT are justified by its limited ability to predict student performance.

Is Self-Concept a Reliable Predictor of Economic Status?

1981 ◽  
Vol 49 (3) ◽  
pp. 883-886 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
High School ◽  
High School Students ◽  
Economic Status ◽  
Self Concept ◽  
School Students ◽  
School Grades ◽  
High School Grades ◽  
Reliable Predictor ◽  
Lower Status ◽  
Tennessee Self Concept Scale

To determine the extent to which self-concept could reliably predict whether black high school students would be correctly classified as having advantaged (middle) or disadvantaged (lower) economic status 200 middle- and 200 lower-status boys and girls from five high school grades of a large southeastern city were given the Tennessee Self-concept Scale. The model utilizing 8 variables correctly classified 266 subjects as 180 advantaged and 220 disadvantaged. More correct classifications (143) were made for disadvantaged than for advantaged (123). More students in lower grades were correctly placed; more students in upper grades were classified as disadvantaged. Fewer misclassifications (30.5%) of girls were made than of boys (36.5%). Variables with the highest standardized discriminant coefficients were Identity and Personal Self.

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