Changes in Study Habits and Attitudes During a College Preparatory Program for High Risk Students.

Autor/in	Lahn, Alan M.
Titel	Changes in Study Habits and Attitudes During a College Preparatory Program for High Risk Students.
Quelle	(1971), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Black Students; College Preparation; College Programs; Compensatory Education; Educationally Disadvantaged; High School Graduates; Higher Education; Program Evaluation; Sex Differences; Student Attitudes; Study Habits; Tutorial Programs; White Students + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Studienprogramm; Kompensatorischer Unterricht; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Sex difference; Geschlechtsunterschied; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	This paper reports on changes in students' study habits and attitudes during the Prep Program at Shippensburg State College. Fifty students, 40 black and ten white, were selected for the program for high-risk minority group students, and granted admission to Shippensburg for the Fall of 1970. The Prep students spent six weeks on the Shippensburg State College campus, attending special classes in English, speech, humanities, science, and mathematics. In addition to the director of the Program, his assistant, and the instructional staff, 10 undergraduate "tutor-counselors" were available to help Prep students with their personal, social, and academic adjustment to college life. In order to evaluate changes in study habits and attitudes, the Brown-Holtzman Survey of Study Habits and Attitudes was administered to the Prep students at the beginning and at the end of the six week Prep program. The Prep students tended to report more negatively on their study habits and attitudes at the end of the Program. This seems to indicate that the Program did not attain its goal, but it is possible that the negative change in scores does not represent an actual decline in study habits and attitudes but a more realistic self-report. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC