[Research Reports on Academic Achievement.]

Autor/inn/en	Latts, Sander; und weitere
Institution	Minnesota Univ., Minneapolis. General Coll.
Titel	[Research Reports on Academic Achievement.]
Quelle	5 (1969) 5, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Career Choice; Counseling; Employment; Motivation; Two Year Colleges; Minnesota + Suchen Sie Ihr Suchwort? Schulleistung; Counselling; Beratung; Dienstverhältnis; psychologische; Motivation (psychologisch)
Abstract	Four counselors studied the relation between achievement and choice of major, achievement and motivation, counseling and motivation, and achievement and employment. To see if those with definite majors or career choices in mind did better than those without, 300 students were tested according to the certainty of their choice. No significant difference in numeric point average (NPA) was found. The second study undertook to find items of a motivational nature for a test to predict student success. Fifty students with the lowest and 50 with the highest NPA's were selected. Of the 35 who took the 40-item test, 20 had high and 15 had low NPA's. The results suggested only a theoretical structure for a significant test, to be developed after finding more items that truly reflect motivational components of success. The third study defined counseling as visits for other than procedural matters and achievement as high or low. Of 257 selected students, 152 had high grades and 105 had low. Testing for differences between those who did and did not seek counseling showed that, though counseling was most often sought by the high group, no causal effect of counseling on success was warranted. The fourth study was made to see if part-time work affects achievement or course load. A sample of 270 freshmen was divided into five groups by the number of hours they worked. Those planning to work over ten hours a week had lower grades, but there was no difference among the five groups in the credits carried. (HH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC