Predicting academic performance in college
Author : Alexander William Astin
Publisher :
Page : 0 pages
File Size : 44,4 MB
Release : 1971
Category :
ISBN :
Author : Alexander William Astin
Publisher :
Page : 0 pages
File Size : 44,4 MB
Release : 1971
Category :
ISBN :
Author : Alexander W. Astin
Publisher :
Page : 316 pages
File Size : 20,79 MB
Release : 1971
Category : Education
ISBN :
Author : Sarah Ransdell
Publisher :
Page : 432 pages
File Size : 44,75 MB
Release : 2001
Category :
ISBN :
Author : Diane Shaver Clemens
Publisher :
Page : pages
File Size : 11,14 MB
Release : 1971
Category :
ISBN :
Author : Michael Alexander Kelly
Publisher :
Page : 140 pages
File Size : 24,37 MB
Release : 2017
Category : College students
ISBN :
When considering the GPA of Lake Forest College students, it is important to consider the contributing factors of it. Students invest a lot of money into college and it is important to determine whether students can do well academically. Does the student's financial background or financial aid package influence the student's academic performance? Looking at Lake Forest College students' high school GPAs, test scores, and other financial variables, this thesis attempts to model the contributing factors to academic achievement. It is found that parent income is not significant to academic performance, but scholarships, grants, and loans are statistically significant when predicting GPA. These financial aid variables negatively affect GPA on average. High school GPA and ACT test scores remain the most significant factors when predicting college GPA. As students take more college credits, they begin to make choices that will maximize their GPA.
Author : Jonathan Hudson
Publisher : LAP Lambert Academic Publishing
Page : 176 pages
File Size : 28,97 MB
Release : 2015-10-02
Category :
ISBN : 9783659776717
Black students in the United States continue to struggle academically as they matriculate into postsecondary education, placing them at risk for missing opportunities for work and social success. Research has identified the dimensions of Black racial identity, as well as other social factors, that may contribute to academic success. What is missing, however, is research grounded in a theory of Black identity that examines how identity and other factors combine to influence academic success. This quantitative online survey research tested 5 hypotheses to ascertain their relative strength in predicting academic success among Black college students. A sample of 87 Black American students (at least 18 years of age, currently enrolled as a matriculating student in postsecondary undergraduate education) completed four scales, and a demographics form that included overall GPA, as of most recently completed term. The results suggest that high school and college counselors and educators can gain insights into Black students by understanding racial identity, parents' education, and academic support.
Author : David E. Lavin
Publisher :
Page : 184 pages
File Size : 22,13 MB
Release : 1965
Category :
ISBN :
Author : Gilbert Singletary
Publisher :
Page : 232 pages
File Size : 33,35 MB
Release : 2010
Category :
ISBN :
Author : Jane Farr
Publisher :
Page : 114 pages
File Size : 33,27 MB
Release :
Category : Prediction of scholastic success
ISBN :
Author : Leigh N. Wood
Publisher : Springer
Page : 364 pages
File Size : 40,40 MB
Release : 2016-10-26
Category : Education
ISBN : 9811027919
This book explores successful transition strategies to, within and from university for students from around the globe, with Macquarie University, a large Australian university, studied in depth. It addresses the meaning of success taking a variety of perspectives, including student, staff and employer views. The chapters present a series of initiatives that have proven to be successful in assisting students in developing their academic potential throughout university and beyond. The authors of the chapters use a variety of methodologies and approaches reflecting the diverse local contexts and requirements. These international perspectives demonstrate a triumph of practice that has led to the empowerment of individuals and groups. The approaches from twelve universities located in eight different countries stem directly from the coalface and provide many valuable lessons and tools that colleagues in the sector will be able to consider and adapt in their own contexts. Small interventions matter, from a mentor of a nervous student who goes on to achieve greatness, to the use of a curriculum design model that hooks a whole group of students into learning and achievement. This book covers both the small, individual victories and the larger scale strategies that support success. Contributions emanate from Australia, Bangladesh, India, China, New Zealand, United Kingdom, Canada, USA, Uruguay and South Africa.