Personality and Drug Abstention in Adolescents

2000 ◽  
Vol 87 (3) ◽  
pp. 1023-1026 ◽  
Author(s):  
Stephen B. Hillman ◽  
Jacqueline M. Haskin
Keyword(s):  
High School ◽  
Drug Use ◽  
Grade Point Averages ◽  
Personality Questionnaire ◽  
Novelty Seeking ◽  
Grade Point ◽  
Significant Difference ◽  
Religious Services ◽  
Seeking Behavior ◽  
Drug Abstention

Personality and drug abstention in adolescents were investigated in a sample of 292 high school seniors. A significant difference was found between abstention and low scores for novelty-seeking behavior based on responses to the Tridimensional Personality Questionnaire. Those who reported abstaining from alcohol had significantly higher grade point averages, attended religious services significantly more frequently, and considered religion significantly more important than those who reported drug use and abuse.

Self-Concept, Academic Achievement, and Athletic Participation

1986 ◽  
Vol 62 (2) ◽  
pp. 387-390 ◽  
Author(s):  
Jack F. Schumaker ◽  
Linwood Small ◽  
Jacey Wood
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Athletic Participation ◽  
Grade Point Averages ◽  
Self Concept ◽  
High School Senior ◽  
Grade Point ◽  
Significant Difference ◽  
School Senior ◽  
Senior Athletes

Self-concepts and grade point averages of 45 high school senior athletes and 40 nonathletes were compared. The Fitts Tennessee Self-concept Scale was administered along with a questionnaire about the subjects' previous grades. Athletes had significantly higher self-concept scores than nonathletes in six of eight self-concept areas. No significant difference was found between athletes and nonathletes regarding academic achievement.

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

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
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.

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.

Tridimensional Personality Traits of College Student Marijuana Users

2003 ◽  
Vol 92 (2) ◽  
pp. 661-666 ◽  
Author(s):  
Robert L Hale ◽  
Shawn Whiteman ◽  
Katrina Muehl ◽  
Ellen Faynberg
Keyword(s):  
College Students ◽  
College Student ◽  
Drug Use ◽  
Personality Traits ◽  
Analysis Of Variance ◽  
Marijuana Use ◽  
Personality Questionnaire ◽  
Novelty Seeking ◽  
Student Volunteers ◽  
The Mean

The present study examined the possibility that marijuana use among college students might be associated with particular personality traits. College student volunteers ( N = 176) were administered the Tridimensional Personality Questionnaire and a drug-use questionnaire. Analysis of variance showed that the mean score on Novelty Seeking was significantly higher and on Persistence significantly lower among lifetime marijuana users than among nonmarijuana using peers. Programs for prevention among college students may be enhanced by approaches tailored to individuals scoring high on Novelty Seeking and low on Persistence.

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.

scholarly journals Study of performance of first year USP students with respect to their form seven marks

2002 ◽  
Vol 20 (1) ◽  
pp. 45
Author(s):  
U J Dixit ◽  
M V Reddy
Keyword(s):  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Significance Level ◽  
Entry Level ◽  
Type 1 Error ◽  
Significant Difference ◽  
Entry Requirements ◽  
Level Of Significance ◽  
The University

To see if there is a significant difference between the performance of the first year (100 level) students at the University of the South Pacific (USP) having different Form Seven marks, a statistical analysis is carried out using their Cumulative Grade Point Averages (CGPA). For this analysis, relevant data was obtained for the years 1997-2001 and the Form Seven marks (Total of English and best 3 subjects) were divided into the classes 250 – 259, 260 – 269, and ≥ 270. Results indicate that there is a significant difference between the CGPA of these three classes. A further analysis is then carried out by using the CGPA of only the first two classes 250 – 259 and 260 – 269 in order to determine if an increase in the entry requirements from 250 to 260 will be justified. Under its current admission regulations, USP accepts into its degree programmes all students who have passed the seventh form examination with an aggregate of at least 250 marks out of 400 with a minimum of 50% in English. The results of our analysis indicate that the minimum entry requirement could be increased to 260 if USP feels that the level of significance (Type 1 Error) is more than 3.17 percent. However, the minimum entry level should remain as 250 if the significance level is at most 3.17 percent.

scholarly journals Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

2016 ◽  
Vol 24 ◽  
pp. 32 ◽  
Author(s):  
Jason Giersch ◽  
Martha Cecilia Bottia ◽  
Roslyn Arlin Mickelson ◽  
Elizabeth Stearns
Keyword(s):  
High School ◽  
White Students ◽  
Students Of Color ◽  
High School Graduates ◽  
Racial Segregation ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
College Achievement ◽  
The University

In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

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