An Empirical Study of the Zajonc-Markus Hypothesis for Achievement Test Score Declines

1980 ◽  
Vol 17 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Gerald J. Melican ◽  
Leonard S. Feldt
Keyword(s):  
High School ◽  
Empirical Study ◽  
Test Scores ◽  
Test Score ◽  
Intellectual Development ◽  
School Achievement ◽  
Achievement Test ◽  
High School Achievement ◽  
Child Spacing ◽  
Achievement Test Score

Zajonc has proposed that the decline in high school achievement since 1965 can be explained by the trend from 1947 to 1962 toward larger, closer-spaced families. This deduction is based on the Zajonc-Markus theory relating child spacing to intellectual development. The present study tested this theory with data on students in Iowa high schools. The size of the interval between children was found in selected instances to be related to achievement in families of three or more children, but the results were not consistent for every family size nor from child to child in the birth sequence. Overall, the results raise doubt that population trends in child spacing account for the decline in achievement test scores.

High School Achievement Test.

1930 ◽  
Vol 3 (7) ◽  
pp. 442
Author(s):  
Forrest E. Long ◽  
W. W. D. Sones ◽  
David P. Harry
Keyword(s):  
High School ◽  
School Achievement ◽  
Achievement Test ◽  
High School Achievement

Rapidity of Test Completion and Level of Score Attained

1965 ◽  
Vol 16 (1) ◽  
pp. 327-330
Author(s):  
Warren S. Blumenfeld ◽  
Richard N. Berry
Keyword(s):  
Test Score ◽  
Achievement Test ◽  
Personality Measures ◽  
Response Set ◽  
Achievement Test Score ◽  
Test Completion

Analysis of 4 rapidity indices, an achievement test score, and 2 personality measures indicated that rapidity was a stylistic and reliable response set not significantly related to score level. Personality measures were not related to rapidity, but were slightly related to score level.

Abstract 245: Assessing Patient Knowledge and Satisfaction Following Stroke Video Education

2018 ◽  
Vol 11 (suppl_1) ◽  
Author(s):  
Sarah Tisel ◽  
Abigail Rieman ◽  
Matthew Hodges ◽  
Kelly Gwathmey
Keyword(s):  
High School ◽  
Patient Education ◽  
Knowledge Acquisition ◽  
Preliminary Data ◽  
Test Scores ◽  
Test Score ◽  
Stroke Patients ◽  
Highly Educated ◽  
Video Group ◽  
Video Education

Objective: To create a stroke education video and study its impact in stroke clinic with regards to patient satisfaction and knowledge acquisition. Background: Excellent medical care includes providing patient education, but most clinics do not emphasize this. We are exploring the use of video education in the stroke clinic, as this patient population may particularly benefit from secondary stroke prevention teaching. Methods: Ischemic stroke patients coming for routine hospital follow-up were enrolled and randomized to either watch an educational stroke video or receive standard care. Patients were stratified by education level, with one group having completed high school or less, and the other having completed any post high school training. Both groups took a pre- and post-visit knowledge test as well as a post-visit satisfaction survey. We hypothesized that knowledge acquisition, judged by improvement in test score, and satisfaction scores would both be greater in the video group. Test scores were expected to positively correlate with satisfaction. Results: Forty patients were enrolled to date. Preliminary data demonstrated patients were positive (n=15) or neutral (n=5) about the video. Both groups were highly satisfied with their visit, and a two-tailed t-test demonstrated no difference in satisfaction between groups (p=0.89). A linear regression showed a trend for the highly educated patients in the video group having improved test scores after the visit (p=0.069). Further enrollment of patients is needed to better assess this. In both groups, there was a correlation between post-test scores and satisfaction scores (R=0.37, p=0.03). Conclusions: Based on this preliminary data, stroke patients enjoy video education in clinic. However, as patients in both groups were highly satisfied, it remains unclear whether video education increases overall satisfaction. Highly educated patients may bennefit from video education, but further enrollment will clarify this. A positive correlation between post-visit test score and satisfaction indicates that clinics should prioritize patient education.

Lawrence2College

2018 ◽  
pp. 169-190
Author(s):  
Audrey Faye Falk ◽  
Ashley J. Carey
Keyword(s):  
High School ◽  
Service Learning ◽  
Undergraduate Students ◽  
School Achievement ◽  
Community Change ◽  
Low Literacy ◽  
Catholic College ◽  
College Awareness ◽  
High School Achievement ◽  
School Graduation

High school graduation and college access are critical vehicles for individuals' social mobility and for community change. This chapter provides an overview of Lawrence2College, a culturally engaging service-learning partnership which was initiated in 2014 and focuses on these issues. Lawrence2College facilitates high school achievement and college awareness through a mentoring and support program which connects students from Lawrence High School, a public school in Lawrence, Massachusetts, with graduate and undergraduate students from Merrimack College, a private, Catholic college in neighboring North Andover. Lawrence is a city in Massachusetts with a strong Latinx presence, including recent immigrants. Poverty and low literacy are challenges faced by residents. This chapter explains the rationale and conceptual underpinnings of Lawrence2College and describes its evolution and approaches. The chapter concludes with insights and recommendations for practice and research.

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