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Tuesday, July 21, 2020 | History

3 edition of The value of the Spitzer study skills test as a predictor of academic achievement found in the catalog.

The value of the Spitzer study skills test as a predictor of academic achievement

Arthur Aubrey Ponder

The value of the Spitzer study skills test as a predictor of academic achievement

by Arthur Aubrey Ponder

  • 314 Want to read
  • 33 Currently reading

Published .
Written in English

    Subjects:
  • McNemar, Quinn.,
  • Spitzer, Herbert Frederick.,
  • Terman, Lewis Madison, -- 1877-1956.,
  • Prediction of scholastic success.

  • The Physical Object
    FormatMicroform
    Paginationvii, 51 leaves.
    Number of Pages51
    ID Numbers
    Open LibraryOL18702619M

    Discussion and Conclusion: While research has shown that socioeconomic status is a far better predictor of academic achievement than many other factors including race and gender, more focus is being placed on reducing the disparities between races in New Mexico. Social skills are the skills we use to communicate and interact with each other, both verbally and non-verbally, through gestures, body language and our personal appearance. Academic achievement of school students particularly at adolescent age depends on various factors including the social skills. The present research study was undertaken to assess the effect of social skills on the academic Author: Mukesh Devi, M.S Chahar.

    Teacher Training, Teacher Quality, and Student Achievement douglas n. harris tim r. sass working paper 3 • march 1 which represents the teacher’s contribution to student achievement or “value added” that generation of studies used student-level two-year test . Academic achievement Almost all academic subjects are taught by the same teacher in Grades 1 to 4, whereas in Grades 5 to 12, different subjects are taught by different teachers. The knowledge, skills and pro-ficiencies of pupils are graded using a five-mark system, where a .

      A surprising and overlooked predictor of academic achievement. 2/15/ fine motor skills was and additional, strong predictor of student achievement. The big question: does this mean that practice of fine motor skills will boost academic achievement? Those studies are ongoing, and I hope to report on the results here before long. Using the School Motivation Analysis Test (SMAT) as the. measure of dynamic motivational traits, significant achievement variance ( percent for Mathematics; 34 percent for English) was accounted for independently. from that due to abilities and personality traits.


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The value of the Spitzer study skills test as a predictor of academic achievement by Arthur Aubrey Ponder Download PDF EPUB FB2

The study of Fazal () identified various study skills used by learners and ascertain which study skills is more related to academic achievement.

Results of the study indicate significant. The final aim of this study was to find out the combined contributions of the student related variables. These predictors accounted for 46% (R-square = ) of the variance in academic achievement as seen in Table 3.

Using the stepwise method, therefore, a significant model emerged, (F(3,) =p File Size: KB. O’Conner and Paunonen have noted that intelligence has not been a good predictor of academic achievement at the post-secondary education finding has been confirmed in two studies of higher education research in the Netherlands (Busato et al.

; Resing and Drenth ).Resing and Drenth reported a modest relationship between academic achievement and Cited by: The sample for the study included 91 NCAA Division I student-athletes.

The analysis involved nonparametric Spearman’s correlations. The findings indicated a statistically significant relationship between academic and sport intrinsic motivation among NCAA Division I student-athletes (rp =p. the study skills and academic achievement. The results revealed that the respondents developed a favorable study skills and academic achievement towards the teaching profession after the completion of the programme.

INTRODUCTION t is the teacher who a pivotal role in the educational system and catalytic agent of change in the Size: KB. Finally the study revealed that the influences of social adjustment as predictors of academ ic achievement is (3 2%).

This result is in agreement with the study of Green et al, () [9]. Big Five Predictors of Academic Achievement. A large-sample study (N = ) is described in which two broad Big Five factor measures were compared with two narrow personality trait measures in the prediction of final grades in an undergraduate psychology course.

academic achievement; and (d) examine the direct (based on zero-order correlation) predic- tive utility of each predictor, as well as its incremental validity, in a multivariate context. This paper reports the results of a study with post-secondary students in which the templateCited by: The fear of rejection by peers - adolescents are fiercely loyal to peer-group values What is the most accurate predictor of academic success.

Socioeconomic status of students impact the type and quality of instruction they receive as well as their ultimate academic achievement. ing services to train students on study skills strategies were advocated in order to boost their study habit and enhance their academic achievement.

Keywords: study habits, academic achievement, junior students, school subjects Background to the study In recent times, reports of large scale educational failure among Nige. The present study is an attempt to find out whether achievement in science contributes to prediction of scientific attitude in intent as well as action.

The sample consisted of ninth graders ( boys and girls) of Allahabad city, India. Scientific Attitude Questionnaire prepared by K. Misra and Science Achievement Test. Students from this group register the highest values at the level of academic skills (success strategies and profound approach to learning); but they perceive their parents as being low involved with the school.

In this group, the motivation and the study skills indicators present the highest by: Academic self-concept and motivation have been found to be a strong predictor of academic achievement in general (van den van den Berg and Coetzee, ), and academic.

academic achievement. Academic achievement is defined as a student’s level of comprehension within all school subjects. Only recently have studies started investigating the outcomes siblings have on adolescent’s academic outcomes.

Second, this study included. The present study suggests that cost is as important as task value in terms of predicting students’ academic motivation and achievement.

Thus, it would be an interesting topic to test the interactive effects of competence beliefs, task value, and cost on students’ academic motivation and Cited by: This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education program in an English-as-a-Foreign-Language (EFL) context.

Vocabulary knowledge was measured using a Timed YES/NO (TYN) test. The purpose of this study was to examine whether comprehensive post formative assessments can accurately predict student academic achievement on AYP (Adequate Yearly Progress) indicators as measured by standardized criterion-referenced tests.

The primary participant populations for this study were sixth, seventh, and eighth. In a study involving 22 schools of pharmacy, which included two 3-year pharmacy programs, Shauner et al reported the moderate validity of PCAT scores and prepharmacy GPAs in predicting students’ success in the first year.

15 In Unni et al’s study, conducted in a 3-year pharmacy program, the authors found that a high math/science Cited by: 8. The purpose of this study was to analyze commitment, engagement and locus of control. as predictors of academic achievement at higher education level.

The researchers selected. students using multistage sampling technique from three public sector general. universities of the Punjab (Pakistan). The primary goals of this study are to: 1) Examine predictors of two different types of academic outcomes (i.e.

standardized test performance and grades in school); 2) Expand our understanding of variables that predict academic outcome by examining a wide range of predictor variables, including academic and service use variables; and 3) Determine if the relationship between symptoms of ADHD Cited by:.

The purpose of this study is to determine if the prediction of college success can be improved with the Student Attitude Inventory (SAI). This inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack Cited by: 9.SPSS to test tenability of each postulated null hypothesis at alpha.

Results showed significant correlation and multiple prediction of students‟ academic achievement with the predictor variables; accounting for % of the variance in students‟ academic performance.

Thus, File Size: KB.Study Skills Course Impact on Academic Self-Efficacy By Brenna M. Wernersbach, Susan L. Crowley, Scott C. Bates, and Carol Rosenthal Abstract: Although study skills courses improve student retention, the impact of study skills courses on students’ academic self-efficacy has not been investi - gated.

The present study examined pre- and posttestFile Size: KB.