Academic Ability, Nonacademic Accomplishments and Ideational Productivity in High-Risk and Regularly Admitted College Students. Final Report.

Autor/in	Menges, Robert J.
Institution	Illinois Univ., Champaign.
Titel	Academic Ability, Nonacademic Accomplishments and Ideational Productivity in High-Risk and Regularly Admitted College Students. Final Report.
Quelle	(1972), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Grade Prediction; Higher Education; Predictive Measurement; Productive Thinking + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktives Denken
Abstract	Studies of college students have documented a minimal relationship between academic and nonacademic accomplishments and between academic achievement and creative abilities. However, a higher relationship has been shown between productive thinking and nonacademic accomplishments. In this study such relationships are assessed in 2 college populations at the University of Illinois: (1) all freshmen admitted into a special program for high-risk students in 1970, and (2) a comparison random sample of students regularly admitted that same year. Results of a questionnaire indicated that (1) for regular students: all measures of academic ability and achievement were significantly interrelated; productive thinking was related to ability and college achievement for males but was related to no other variables for females; and nonacademic activities score was related to no other variables for males but to ability, high school achievement, and productive thinking for females; and (2) for special students: while academic ability measures were related and achievement measures were related, ability and achievement were not significantly correlated; productive thinking was related to ability for males but to no other variables for females; nonacademic activities score was related to no other variables; and although special students had consistently lower scores on measures of ability, achievement, and productive thinking, they did not differ on number of nonacademic attainments. (Author/HS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01