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Author: Ruth Learned Munroe
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Book Description
Author: Ruth Learned Munroe
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Book Description
Author: Ruth Learned Munroe
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 104
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Author: Ruth Learned Munroe
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Book Description
Author: Marc Sommer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 710
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Author: Corey Elizabeth Ray
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
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Author: R.R. Dale
Publisher: Routledge
ISBN: 1136271708
Category : Social Science
Languages : en
Pages : 271
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Book Description
First published in 1998. This is Volume XV of twenty-eight in the Sociology of Education series. This is a study with special reference to university entrance written in 1949 which started as an enquiry into the performance of a group of university scholarship holders in their First-Year examinations. It developed into an examination of the transition from school to university and is concerned primarily with the problems of London and the provincial universities, though there is much that is relevant to the problems of universities elsewhere. The investigation originated in the concern which was felt amongst the staffs of universities about the general standard of student attainment.
Author: Leigh Hileman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 61
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Book Description
Student-faculty interactions and college adjustment were analyzed as predictors of academic achievement. Participants included undergraduate freshmen enrolled in an Introduction to Psychology course (N = 86) from a large university in the southeastern United States. It was hypothesized that student-faculty interactions and college adjustment would predict academic achievement, and that student-faculty interactions would be a greater predictor than college adjustment. A hierarchical multiple regression model was analyzed and the model was not significant as a predictor of academic achievement. Further analysis determined that a significant correlation existed between college adjustment and academic achievement. Together, these findings suggest that student-faculty interactions and college adjustment combined are not predictors of academic achievement. However, college adjustment was a significant contributor to academic achievement within this study.
Author: Edgar González
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 172
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Author: Social Science Research Council (U.S.). Committee on Social Adjustment
Publisher:
ISBN:
Category : Personality
Languages : en
Pages : 480
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
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