Paranormal Belief and College Grade Point Average

1984 ◽  
Vol 54 (1) ◽  
pp. 217-218 ◽  
Author(s):  
Jerome Tobacyk
Keyword(s):  
Grade Point Average ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Self Report ◽  
Lower Grade ◽  
Grade Point ◽  
Paranormal Belief ◽  
Belief Scale

The Paranormal Belief Scale and a self-report item concerning college grade point average were given to 307 introductory psychology students. As hypothesized, greater reported belief in both Superstition and in Witchcraft subscales were significantly associated with lower grade point average. These relationships, although statistically significant, were small.

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.

Study Skills, Self-Concept, and Academic Achievement

1984 ◽  
Vol 54 (3) ◽  
pp. 923-929 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
James David Williamson
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Grade Point Average ◽  
Study Skills ◽  
Interpersonal Relations ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Grade Point ◽  
Two Measures

This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.

Variations in a University Subject Pool as a Function of Earlier or Later Participation and Self-Report: A Replication and Extension

2002 ◽  
Vol 91 (2) ◽  
pp. 553-570 ◽  
Author(s):  
Larry C. Bernard ◽  
R. Patricia Walsh
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Temporal Sampling ◽  
Subject Pool ◽  
Neo Personality Inventory Revised ◽  
Scholastic Assessment Test ◽  
Personality Patterns

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory–Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests; and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

The Tether to Home, University Connectedness, and the Appalachian Student

2016 ◽  
Vol 20 (1) ◽  
pp. 139-160 ◽  
Author(s):  
Steffen P. Wilson ◽  
Jonathan S. Gore ◽  
Amanda Renfro ◽  
Marion Blake ◽  
Eric Muncie ◽  
...  
Keyword(s):  
College Students ◽  
Grade Point Average ◽  
Student Persistence ◽  
Lower Grade ◽  
Negative Consequences ◽  
Fear Of Success ◽  
Grade Point ◽  
Family Ties ◽  
Large Families ◽  
The University

The purpose of the studies reported here was to test the hypothesis that college students from cultures that emphasize strong family ties experience familial tethering or a pull to remain connected to home, which then has negative consequences on the student’s ability to connect to and succeed at the university. In Study 1, it was found that students of Appalachian origin, women, and students from large families were more likely to report pressure from their families to return home frequently and less connection to and more isolation from the university. An expanded assessment of familial tethering which measured social, externalized, and ecological tethering was investigated in Study 2. It was found that Appalachian students experienced more externalized tethering. Women and individuals from larger families experienced more social tethering. Externalized tethering was found to be associated with a lower grade point average, while there were no negative correlates of social tethering. The most negative student outcomes including lower grade point average and high levels of fear of success and isolation was found in students who experienced ecological tethering. Implications for student persistence and retention, especially that of college students experiencing ecological tethering, are discussed.

Involvement in Choice Can Improve Performance

1978 ◽  
Vol 43 (1) ◽  
pp. 147-150 ◽  
Author(s):  
Michael W. Kruger
Keyword(s):  
Grade Point Average ◽  
Interactive Effect ◽  
Informed Choice ◽  
Introductory Psychology ◽  
Improve Performance ◽  
Grade Point ◽  
Choice Process ◽  
Active Choice ◽  
Psychology Course

Do those with greater involvement in a process of choice perform better? Specifically, do students get better grades if they are more involved in choosing their classes? Students in an introductory psychology course were offered informed choice of 32 sections. Those who changed sections (active choice) or were forced to take their second or third choices (choice process salient) had better grades than those who stayed in their original computer-assigned section (possibly a passive choice). Covariates controlled effects of grade point average, semester hours completed, and major. The desirability of the section had no interactive effect.

Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals

2017 ◽  
Vol 26 (2) ◽  
pp. 377-392 ◽  
Author(s):  
Maria Luz Berbery ◽  
Karen M. O’Brien
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Self Efficacy ◽  
Educational Goals ◽  
Lower Grade ◽  
High Grade ◽  
School Students ◽  
Grade Point ◽  
College Going

This study investigated the contributions of academic performance and college-going support and barriers in predicting college-going self-efficacy and educational goals among Latina/Latino high school students. Concerns regarding assessment and measurement issues in prior research were addressed. Findings suggested that grade point average was the most important contributor of both college-going self-efficacy and educational goals. In addition, college-going support from family moderated the relationship between grade point average and college-going self-efficacy, such that for students with a high grade point average, high levels of support were related to higher self-efficacy, while students with a high grade point average but lower support had lower self-efficacy. Levels of family support were less important with regard to efficacy and goals for students with a lower grade point average, who tended to have low college-going self-efficacy. The implications of these findings are discussed and recommendations for future research and practice are provided.

Father’s Repeat Migration and Children’s Educational Performance

2018 ◽  
Vol 53 (1) ◽  
pp. 154-182
Author(s):  
Siddartha Aradhya ◽  
Kirk Scott ◽  
Christopher D. Smith
Keyword(s):  
Grade Point Average ◽  
Negative Pressure ◽  
Population Level ◽  
Register Data ◽  
Grade Point Averages ◽  
Family Characteristics ◽  
Educational Performance ◽  
Lower Grade ◽  
Grade Point ◽  
Repeat Migration

Repeat migration is a common, but unstudied, pattern of migration. This study examines the potential intergenerational consequences of this behavior. To investigate this, we estimate the effect of fathers’ repeat migration on their children’s grade point averages using population-level register data from Sweden. We find that the children of fathers who repeat migrate have a significantly lower grade point average, even after controlling for individual and family characteristics, than children of permanent migrants. Results suggest selection and delayed integration may exert negative pressure on the GPA of children of repeat migrants.

scholarly journals Linkages Between Grade Point Average and Student Ratings

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Robert D Richardson ◽  
Robert L. Williams
Keyword(s):  
High School Students ◽  
Grade Point Average ◽  
Teacher Effectiveness ◽  
School Effectiveness ◽  
School Experiences ◽  
Performance Measure ◽  
Student Ratings ◽  
Future Research ◽  
Lower Grade ◽  
Grade Point

In order to better understand the potential influence of high school students’ grades on how they rate their teachers and schools, we explored the relationship between student grade point average and student ratings of teacher and school effectiveness in 370 classes taught by 230 instructors with over 6,000 students in grades 9–12 in an Intermountain West school district. Teachers were evaluated with an 18-item student survey. Students also rated their schools with six additional items. The performance measure was the grade point average (GPA) for the quarter in which students evaluated their teachers and schools. ANOVAs showed that both year in school and GPA were positively linked with ratings of teacher effectiveness and ratings of school experiences. Seniors were more positively disposed toward their teachers and school experiences than students at lower grade levels. Most of the ratings of specific items on the teacher effectiveness and school-experience scales were significantly, though not strongly, correlated with GPAs. We discuss implications and suggestions for future research.

scholarly journals Linkages Between Grade Point Average and Student Ratings

2021 ◽  
Vol 11 ◽  
Author(s):  
Robert D Richardson ◽  
Robert L. Williams
Keyword(s):  
High School Students ◽  
Grade Point Average ◽  
Teacher Effectiveness ◽  
School Effectiveness ◽  
School Experiences ◽  
Performance Measure ◽  
Student Ratings ◽  
Future Research ◽  
Lower Grade ◽  
Grade Point

In order to better understand the potential influence of high school students’ grades on how they rate their teachers and schools, we explored the relationship between student grade point average and student ratings of teacher and school effectiveness in 370 classes taught by 230 instructors with over 6,000 students in grades 9–12 in an Intermountain West school district. Teachers were evaluated with an 18-item student survey. Students also rated their schools with six additional items. The performance measure was the grade point average (GPA) for the quarter in which students evaluated their teachers and schools. ANOVAs showed that both year in school and GPA were positively linked with ratings of teacher effectiveness and ratings of school experiences. Seniors were more positively disposed toward their teachers and school experiences than students at lower grade levels. Most of the ratings of specific items on the teacher effectiveness and school-experience scales were significantly, though not strongly, correlated with GPAs. We discuss implications and suggestions for future research.

A Multisite Study of Learning in Introductory Psychology Courses

2012 ◽  
Vol 39 (3) ◽  
pp. 170-175 ◽  
Author(s):  
Regan A. R. Gurung ◽  
David B. Daniel ◽  
R. Eric Landrum
Keyword(s):  
Introductory Psychology ◽  
Study Time ◽  
Self Report ◽  
Future Research ◽  
Surface Approach ◽  
Grade Point ◽  
Approach To Learning ◽  
Study Behaviors ◽  
Metacognitive Activity ◽  
Placement Exam

Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.

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