An Initial Test of a Theory of Individual Performance

1994 ◽  
Vol 74 (3) ◽  
pp. 963-973 ◽  
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.

Level of Aspiration and Students' Performance on a Concept-Formation Task

1987 ◽  
Vol 60 (2) ◽  
pp. 639-646 ◽  
Author(s):  
Joanne Michaele Siry
Keyword(s):  
College Students ◽  
Grade Point Average ◽  
Concept Formation ◽  
Grade Point Averages ◽  
Actual Performance ◽  
Grade Point ◽  
Level Of Aspiration

Level of aspiration was studied as a function of performance on the first part of a concept-formation task and as a predictor of performance on later trials of that same task. 76 college students (54 women and 22 men) were asked to make a prediction as to how many trials they would answer correctly on the second part after completing the first part. It was hypothesized that (1) subjects who perform better on the first part set higher levels of aspiration, (2) high predictors perform better on the second part, and (3) subjects with higher grade point averages make higher predictions than those with lower GPAs. Subjects scoring higher on the first part did set higher levels of aspiration, but high predictors did not perform better on the second part of the task. Grade point average was not related to level of aspiration or to actual performance on the task.

Career Development Courses and Educational Outcomes

2016 ◽  
Vol 44 (3) ◽  
pp. 209-223 ◽  
Author(s):  
Jamie M. Hansen ◽  
Aaron P. Jackson ◽  
Tyler R. Pedersen
Keyword(s):  
College Students ◽  
Career Development ◽  
Undergraduate Students ◽  
Educational Outcomes ◽  
Graduation Rate ◽  
Grade Point Averages ◽  
Grade Point ◽  
Career Course ◽  
The Impact ◽  
Development Course

Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

The Influence of Coping Strategies on College Students’ Grade Point Averages

2018 ◽  
Vol 47 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Phillip Zepp ◽  
Derek Potter ◽  
Camila Haselwood ◽  
Sonya Britt-Lutter
Keyword(s):  
College Students ◽  
Coping Strategies ◽  
Grade Point Averages ◽  
Grade Point

“It’s More Us Helping Them Instead of Them Helping Us”: How Class Disadvantage Motivates Asian American College Students to Help Their Parents

2022 ◽  
pp. 0192513X2110648
Author(s):  
Blair Harrington
Keyword(s):  
College Students ◽  
Asian American ◽  
Filial Piety ◽  
College Experience ◽  
Grade Point Averages ◽  
Interview Data ◽  
Financial Assistance ◽  
Partial Support ◽  
Grade Point ◽  
Asian American College Students

While considerable attention has been given to the ways that parents contribute to undergraduates’ success, far less attention has been given to what these students do for their families, variation in students’ provision of help, or the consequences of giving. Drawing on 61 interviews with Asian American college students from diverse ethnic and class backgrounds, this paper extends conventional understanding of families and college by analyzing the financial assistance and translation support Asian American undergraduates give their parents. Using a trichotomous model of class—comparing disadvantaged, advantaged, and ambiguous students—I show that class disadvantage motivated students’ helping, advantage deterred it, while the ambiguous fell in between. Culture (i.e., filial piety) and a broad view of family (i.e., siblings’ contributions) also influenced students’ help. Finally, based on interview data combined with partial support from analysis of participants' grade point averages data, I demonstrate that helping had positive and negative implications for students’ college experience.

Sport Club Participation and Health-Related Outcomes in College Students: Comparisons by Sex and Academic Classification

2018 ◽  
Vol 42 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Tsz Lun (Alan) Chu ◽  
Tao Zhang
Keyword(s):  
College Students ◽  
Grade Point Averages ◽  
Group Differences ◽  
Campus Recreation ◽  
Sport Club ◽  
Subjective Vitality ◽  
Grade Point ◽  
Optimal Health ◽  
Health Related ◽  
Recreation Professionals

Using the theory of student involvement, the purpose of this study was to compare sport club participation and health-related outcomes, as well as the association between these two variables by sex and academic classification among college students. Participants were 127 sport club members recruited from a university in the southwestern United States. MANOVA analyses indicated that males reported more recreation center visits, greater sport club satisfaction, and lower subjective vitality than females; freshmen reported more recreation center visits and higher grade point averages (GPAs) than nonfreshmen. Canonical correlation analyses revealed that sport club satisfaction was positively related to GPA and subjective vitality, and sport club memberships were positively related to body mass index in the overall sample. Group differences were found in the direction and magnitude of these relationships. Thus, campus recreation professionals should consider sex and freshman status of sport club participants to target their diverse needs for optimal health-related outcomes.

Predictive and Concurrent Validity of the Altus Information Inventory with High School Students

1965 ◽  
Vol 16 (2) ◽  
pp. 633-636 ◽  
Author(s):  
Richard L. Gorsuch ◽  
Charles D. Spielberger
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Predictive Validity ◽  
Concurrent Validity ◽  
Grade Point Averages ◽  
School Students ◽  
College Males ◽  
Grade Point ◽  
High School Males

The Altus Information Inventory was group-administered to high school and college students to assess its objectivity, reliability, and predictive and concurrent validity. Inter-scorer reliability was .97 for the high school Ss and .83 for the college Ss. The corrected split-half (odd-even) reliability was .76 for the high school Ss but only .28 for the college Ss. The predictive validity of the test with grade point averages was .50 for high school males, .64 for high school females, and .22 for college males. Good concurrent validity was indicated by correlations with measures of verbal aptitude for high school students. The Inventory was too easy for college students and had low predictive and concurrent validity for them.

Rated and Actual Performance of High School Students as a Function of Sex and Attractiveness

1981 ◽  
Vol 48 (1) ◽  
pp. 103-106 ◽  
Author(s):  
Michael J. Murphy ◽  
Don A. Nelson ◽  
Thomas L. Cheap
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Tests ◽  
Grade Point Averages ◽  
Achievement Level ◽  
School Students ◽  
Actual Performance ◽  
Grade Point ◽  
Standardized Achievement Tests ◽  
Composite Scores

High school pictures of 24 males and 17 females were rated for attractiveness, academic achievement, and sociability by 20 college undergraduates. Grade point averages and scores from standardized achievement tests were obtained from the high school students' school records. Analyses of variance indicated significant effects for sex and attractiveness on all ratings. While no correlations were found between ratings and composite scores on objective achievement tests, females received higher grades than males of a comparable achievement level. Findings suggest that teachers' evaluations are affected not only by academic performance but also by the aspects of the student's physical appearance.

Machiavellianism and Women's Grade Point Averages

1979 ◽  
Vol 44 (1) ◽  
pp. 223-228 ◽  
Author(s):  
Mitzi Ames ◽  
Aline H. Kidd
Keyword(s):  
College Students ◽  
Sex Role ◽  
Pearson Correlation ◽  
Personal Data ◽  
Significant Negative Correlation ◽  
Grade Point Averages ◽  
Female College Students ◽  
Grade Point ◽  
Female College ◽  
Undergraduate Female

60 female college students from all four class years and from 14 different majors were given a personal data sheet asking for age, major, college year, and grade point average, and completion of a Bern Sex-role Inventory, and a Mach V Test. Scores of undergraduate female college students were not expected to correlate significantly with those on the Mach V Test and grade point averages, but, when the students were divided into traditionally masculine sex-typed and traditionally feminine sex-typed groups on the basis of the Bern scale, a significant positive correlation between Mach V scores and grade point averages for traditionally masculine sex-typed females and a significant negative correlation for traditionally feminine sex-typed females were expected. No significant over-all correlation between Mach V scores and grade point averages was found. However, the Pearson correlation of .61 between these two variables for the Bern inventory scored traditionally masculine sex-typed females was significantly positive and of —.64 for traditionally feminine sex-typed females was significantly negative. Suggestions for further research on Machiavellianism and particularly on different manipulations used by traditionally feminine sex-typed females were made.

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