Investigation of College Students' Academic Achievement Based on Their Piagetian Cognitive Level and American College Test Scores

1983 ◽  
Vol 53 (3) ◽  
pp. 923-930 ◽  
Author(s):  
Ann Mary Dunbar ◽  
Beverly Weidler Taylor
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Teacher Education ◽  
Test Scores ◽  
Developmental Psychology ◽  
American College Test ◽  
Cognitive Level ◽  
Psychology Class ◽  
Cognitive Levels ◽  
Piagetian Cognitive Level

The purpose of this study was to determine whether academic achievement differed among the Piagetian cognitive levels of 670 students in teacher-education and whether these differences interacted with sex, age, classification (e.g., freshmen, sophomores), or American College Test scores. All were enrolled in a developmental psychology class. Analysis indicated Piagetian scores differed according to sex and American College Test scores but not classification or age; the four types of achievement (quizzes, projects, test, and total) differed according to Piagetian scores, sex, and American College Test scores. All types of achievement except quizzes differed by classification. Age was not related to achievement.

Psychology of Women Courses Changing Sexist and Sex-Typed Attitudes

1980 ◽  
Vol 4 (4) ◽  
pp. 587-590 ◽  
Author(s):  
Sandra Vedovato ◽  
Reesa M. Vaughter
Keyword(s):  
College Students ◽  
Developmental Psychology ◽  
Attitudes Toward Women ◽  
Female Students ◽  
Male Students ◽  
Psychology Class ◽  
Psychology Of Women ◽  
Sexist Attitudes ◽  
Female Professor ◽  
Students Attitudes

Changes in the sexist attitudes of college students participating in psychology of women courses were examined. Male students maintained mildly antiliberationist attitudes toward women and traditional, masculine-typed self-descriptions over the course semester. Female students expressed significantly more liberal attitudes toward women and shifted from feminine-typed to androgynous self-descriptions over the course semester. In a developmental psychology class with the same feminist, female professor, male students' attitudes toward women remained mildly antiliberationist whereas female students' attitudes toward women became significantly more liberal over the course semester.

scholarly journals Individual Differences in Reading Comprehension

1970 ◽  
Vol 3 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Frank H. Farley ◽  
Anthony L. Truog
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Reading Comprehension ◽  
Individual Differences ◽  
Achievement Motivation ◽  
Test Scores ◽  
Fear Of Failure ◽  
Personality Test ◽  
Future Directions ◽  
Academic Achievement Motivation

Reading comprehension was studied as a function of individual differences in extraversion-introversion, neuroticism and academic and resultant achievement motivation. Seventy-eight college students were categorized into personality or motive groups on the basis of personality test scores, dividing the distribution into top, middle and bottom thirds. Academic achievement motivation was assessed by a recently developed measure previously used with British students; resultant achievement motivation was measured as need for achievement minus fear of failure. Analyses of variance indicated no significant contributions of any of the IDs studied to reading comprehension. Discussion centered on limitations of the study, its relationship to previous work, and future directions.

Correlations among College Students' Grade Point Averages and American College Test Scores

1995 ◽  
Vol 76 (1) ◽  
pp. 336-338 ◽  
Author(s):  
Terry F. Pettijohn
Keyword(s):  
College Students ◽  
High School ◽  
Test Scores ◽  
American College Test ◽  
Grade Point Averages ◽  
Grade Point ◽  
College Gpa ◽  
High School Gpa

This study examined whether students who did well in high school continued their success in college. For the 42 students who completed the survey, a significant correlation of .62 was found between 4-yr. high school GPA and college GPA and a significant correlation of .63 between American College Test scores and college GPA. Apparently, students who succeeded in high school continue to succeed in college.

scholarly journals The Effects of Major Selection Motivations on Dropout, Academic Achievement and Major Satisfactions of College Students Majoring in Foodservice and Culinary Arts

Information ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 444
Author(s):  
Jung Soo Kim
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Structural Equation ◽  
Career Change ◽  
Equation Model ◽  
Drop Out ◽  
Culinary Arts ◽  
Major Selection ◽  
Empirical Survey ◽  
Practical Implications

This study is aimed at figuring out the effects of major selecting motivation on dropout, academic achievement, and major satisfactions of college students majoring in foodservice and culinary arts. To accomplish this, an empirical survey was conducted through a structural equation model. These findings showed that students are likely to drop out of college due to a career change or major maladjustment if they decide their major in consideration of college reputation or department recognition rather than their aptitude. Unlike existing studies, this study has practical implications concerning the importance of these factors in that their academic achievement is affected by their relationship and perception of their major satisfactions rather than their major selection motivations.

What Do Teacher-Education College Students Know about Parental Involvement: A Comparative Study between the U.S. and Israel

2021 ◽  
pp. 001312452110266
Author(s):  
Yael Fisher ◽  
Anne Marie FitzGerald ◽  
Amy Olson
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Parental Involvement ◽  
Family Engagement ◽  
Teaching Experience ◽  
Professional Literature ◽  
Ample Evidence ◽  
Education College ◽  
The U.S

Given that the professional literature provides ample evidence of the importance of parental involvement and its effect on learners’ academic outcomes and positive social/emotional states, the aim of this quantitative study was to understand and compare the perceptions of preservice teachers regarding parental involvement and family engagement in Israel and the U.S. Fisher’s Perception of Parental Involvement Scale (PPIS; Fisher, 2011) was used to survey 469 education-college students: 269 American students and 200 Israeli students. Analysis indicated that the model was a better fit for Israeli students and an acceptable fit for U.S. students. However, in general, Israeli and US students in teaching colleges agreed on many of the components of parental involvement. Some results differed by gender, age, level of education, and prior teaching experience. These results may suggest that the fundamental concepts that constitute the family engagement are not culturally bound, but rather may be common among different cultures and nations. Further research is required to confirm this. Notwithstanding, gaining a general understanding of pre- and in-service teachers’ perceptions regarding parental involvement and family engagement could prompt the colleges to expand their teacher-education programs to better address this important issue.

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