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From Study Hall to Skipping Class: An Examination of the Relationship Between Situations and Academic Performance
Title
From Study Hall to Skipping Class: An Examination of the Relationship Between Situations and Academic Performance.
Creator
Hojecki, Kimberly, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Psychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and...
Show morePsychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and rated the photos into meaningful situations. Results found support for previous findings of the relationships for personality with GPA and situations. Significant correlations were found between GPA and Adversity, Deception, and Mating situations, though none were significant unique predictors. There was also no correlation between GPA and percentage of situations which took place in a classroom setting, though there was a significant correlation with time spent in a classroom. Limitations and future research ideas are discussed.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004849
Subject Headings
Personality and academic achievement., Academic achievement., Performance--Psychological aspects., Motivation (Psychology)
Format
Document (PDF)
The Influence of a System of Values Upon Academic Behavior
Title
The Influence of a System of Values Upon Academic Behavior.
Creator
Scott, Tully, Michels, Kenneth M., Florida Atlantic University
Abstract/Description
The purpose of this study was to investigate the extent to which centrally-held value systems affect scholastic behavior. The variables examined were thirteen discrete value systems generated by Morris' Ways to Live (1956), student SCAT scores, student cumulative GPA and range of grades. Particular attention was paid to students holding Appollonian and Promethean values, since it was postulated that students holding Appollonian values would have a significantly higher correlation coefficient...
Show moreThe purpose of this study was to investigate the extent to which centrally-held value systems affect scholastic behavior. The variables examined were thirteen discrete value systems generated by Morris' Ways to Live (1956), student SCAT scores, student cumulative GPA and range of grades. Particular attention was paid to students holding Appollonian and Promethean values, since it was postulated that students holding Appollonian values would have a significantly higher correlation coefficient between their SCAT scores and GPA than the student holding Promethean values. Additionally, it was predicted that the mean GPA of the Appollonian students would be significantly greater than that of the Promethean; that the standard deviation of the Appollonian GPA would be significantly less than that of the Promethean, and that the Appollonian range of grades would be significantly less than that of the Promethean students. One hundred and forty-eight students enrolled at the University of Florida were scored on three separate measuring instruments of Morris' Ways to Live and those holding Appollonian or Promethean values were identified by four separate operations. Correlation coefficients between SCAT scores and GPA were obtained for both Appollonian and Promethean students identified under each of the four separate operations. The correlation coefficients of the Appollonian students were compared with those of the Promethean students after being properly transformed for such comparison. In addition, the mean GPA and range of grades of the Appollonian and Promethean students were compared to determine if there were significant differences between both variables for the differing groups of students. Moreover, frequency distribution analysis of all of the thirteen discrete Ways to Live, together with correlation coefficients analysis between them and SCAT, GPA and grade ranges were computed. The main hypothesis and all predictions failed to reach statistical significance at the .01 level , and at the .05 level only on two of the four measures of Appollonianism - Prometheanism were there significant findings , and that solely with regard to differences in mean GPA. Nothing further appeared significant. Moreover, there appeared to be no substantial correlations of SCAT, GPA or grade range with any of the thirteen Ways to Live. Although no strong conclusions can be drawn from the data, they do lead to the speculation that the student sample used in this study was eclectic in the values they held, favoring several other values more than those of Appollonianism and Prometheanism, thus contributing to the non-support of the data to the main hypothesis.
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Date Issued
1969
PURL
http://purl.flvc.org/fau/fd/FA00000827
Subject Headings
Personality and academic achievement, Prediction of scholastic success, Personality and intelligence
Format
Document (PDF)
Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls
Title
Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator
Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings
Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format
Document (PDF)