The Relationship Between Academic Confidence and Academic Achievement of Selected First Time Students at Grand View College

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dc.contributor.author Wassenaar, Carolyn M. Veldhuizen
dc.date.accessioned 2006-11-30T14:12:07Z
dc.date.available 2006-11-30T14:12:07Z
dc.date.issued 1994-05
dc.identifier.other 1994 .W283
dc.identifier.uri http://hdl.handle.net/2092/465
dc.description iv, 63 leaves. Advisor: Joseph A. Fisher en
dc.description.abstract The problem. Colleges and universities experience limited success using traditional criteria for identifying academically at-risk students. This study used College Student Inventory, Nelson Denny Reading Test scores, and GPA to investigate the relationship among academic achievement, confidence, and study habits for selected academically at-risk students at Grand View College. Procedures. Students scoring below the 35th percentile on the Nelson Denny Reading Test who were advised and enrolled in College Level Reading (n = 24) were paired with students who were advised but did not enroll in College Level Reading (n = 22) Fall 1991. Posttest results and first semester grade point averages were compared. Findings. The small number of students in the control group for whom all data were available (n = 6) prevented completion of meaningful calculations. However, simple comparisons revealed greater gains for the experimental group on all measures. Further analysis of at-risk students (n = 19) who enrolled in College Level Reading indicated statistically significant levels of mean grade equivalency gain (t-Test = 10.17 p = .0001) on the Nelson Denny Reading Test. Conclusions. Students enrolled in College Level Reading achieved statistically significant gains in achievement on the Nelson Denny Reading Test in one semester, but correlations between achievement, confidence, and study habits. were not statistically significant despite indications of a positive relationship. The characteristic elusiveness of academically at-risk students coupled with limited time allowed for intervention could have influenced results. Recommendations. A repeated study with larger numbers of students for a longer period of intervention would be recommended. en
dc.format.extent 2263605 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Drake University en
dc.relation.ispartofseries Drake University Theses, School of Education;1994
dc.subject Academic achievement en
dc.subject College students--Iowa en
dc.subject Colleges and universities--Iowa en
dc.subject Self-confidence en
dc.subject Motivation in education en
dc.title The Relationship Between Academic Confidence and Academic Achievement of Selected First Time Students at Grand View College en
dc.type Thesis en


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