Browsing by Subject "College students -- Attitudes"
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Item A comparative study of learning styles and math attitudes of remedial and college-level math students(Texas Tech University, 1992-05) Buchanan, Linda KayNot availableItem A comparison of attitudes toward selected variables between developmental and normally enrolled students at three Texas community colleges(Texas Tech University, 1979-12) Farber, Jimmie DelossNot availableItem A study of the relationship between attrition, selected study habits variables and personality types of entering college freshmen(Texas Tech University, 1979-12) Dansby, Gloria FNot availableItem Academic integration, social integration, goal and institutional commitment, and spiritual integration as predictors of persistence at a Christian institution of higher education(Texas Tech University, 2002-05) Morris, JasonTinto's Model of Student Departure has been tested in various types of postsecondary institutions. Researcher's have not, however, examined Tinto's model in Christian institutions of higher education. The need for research on student attrition from Christian colleges and universities is motivated by the deficiency in the literature and the following two questions: Is Tinto's model valid at Christian institutions of higher education? Would any additional variables unique to these institutions add to the predictive validity of Tinto's model for use at these particular schools? The purpose of this study is to test three core constructs of Tinto's (1993) Model of Student Departure in a Christian institution of higher education. In addition, this study will add a spiritual integration variable to Tinto's model that could potentially help to better explain retention and attrition at Christian institutions of higher education. The sample for this study consists of the students who completed the Student Information Form, the Institutional Integration Scales, and the spiritual integration measure. These students were tracked for one year, from their initial enrollment in the fall semester of 2000 through the fall semester of 2001. Students were then placed into one of two groups. One group consists of persisters, students who have reenrolled for the fall semester of 2001. The second group is termed withdrawers, students who did not return for the fall 2001 semester. Survey research and quantitative data analysis was utilized to gather information and answer four research questions. The surveys used in this study include the Student Information Form (2000), the Institutional Integration Scales (Pascarella and Terenzini 1980) and a spiritual integration measure (Schreiner 2000). The integration surveys were distributed in the Spring 2001 semester during the twelfth week of classes to first-year students enrolled in a required Bible course. This study found that two variables contained in the Academic Integration construct (student's cumulative G.P.A. and the Academic and Intellectual Development Scale), two variables contained in the Social Integration construct (Peer-Group Interactions Scale and the student's average number of hours per week spent in extra-curricular activities), as well as the constructs of Goal and Intuitional Commitment and Spiritual Integration were significant predictors.Item An examination of timing and structure of online interaction and undergraduate students' quality of discussion, motivations and attitudes(Texas Tech University, 2004-12) Chen, Kuo-TsaiNot availableItem Condoms on campus: a sociological look at risky sexual behaviors in college students(Texas Tech University, 2002-08) Pausé, Caitlin JeffreyNot availableItem Current attachment styles and attitudes toward motherhood of female college students(Texas Tech University, 2003-08) Bjorgo, LynThe issue of whether and when to have children is no longer a biological given or an unavoidable cultural demand, but a matter of individual choice. Numerous theories have been advanced to explain why women choose to become mothers. Recently, Bowlby's (1969) attachment theory has begun to be applied to populations other than mother-infant dyads. A major assumption of attachment theory is that the quality of individuals' early experiences with a primary caregiver impacts the models they develop of themselves and others in interpersonal relationships. In this study, questionnaires were administered to 127 female college students regarding thefr attitudes toward their parents, peers and motherhood. Correlational analyses, muhiple regression analyses and canonical analyses were used to explore relationships between female students' attachment styles and their feelings about having children. In addhion, relationships between self-esteem, gender role attitudes and feelings about motherhood were explored. Resuhs suggest that current level of peer attachment style is related to desire to have children and the ability to relate to children. Moreover, current level of peer attachment may be more predictive of the desire to have children and perceived ability to relate to children than is current level of parental attachment. The present findings lend partial support to previous findings regarding relationships of attachment style, the desire to have children, and perceived ability to relate to children. Implications of the present findings and suggestions for future research are discussed.Item The development of an instrument to assess chemistry perceptions(Texas Tech University, 2003-05) Wells, Raymond RInstruments have been developed that attempt to assess chemistry attitudes or chemistry anxiety. Many of these attempted to reduce the constructs to a single, numeric score of dubious value (Novodvorsky, 1993). Chemistry attitude instruments tend to contain statements that might be better characterized as science attitudes, math attitudes, or attitudes toward a specific course or program. Further, these instruments frequently include statements of belief or opinion. Attitudes and beliefs should not be considered the same construct. Attitudes refer to a general and enduring positive or negative feeling about an attitude object. A belief is information that a person accepts to be true. For example, the statement, "I like chemistry" is an attitude because it denotes a positive or negative feeling about chemistry. While, "in chemistry, some ethnic groups have an ability advantage over others" should be classified as a statement of belief, instead of attitude. Melvin Johnson (1991) stated, "There seems to be a perception that Asian-Americans have special abilities and thus excel in the sciences and mathematics" (p. 518). Therefore, it is important that such perceptions be explored. Existing chemistry anxiety instruments contain statements that would more properly come under the constructs of math anxiety or test anxiety. Therefore, they lack construct validity for the construct they claim to assess, that of chemistry anxiety. This research described the development of an instrument to assess chemistry perceptions. The instrument attempted to correct the deficiencies of previous instruments. Perceptions, instead of attitudes, were assessed because it is a broader construct that also includes beliefs and opinions. Further, statements that might be better characterized as science attitudes, math attitudes, or attitudes toward a specific course or program, were not included. Eliminating statements concerned with math and test anxiety insured that responses to statements of anxiety were perceptions of anxiety solely related to chemistry. Seven subscales were utilized to produce scores for variables that assess the participants' perceptions in each of seven areas. The titles of these subscales are: Aptitude, Chemophobia, Discipline, Ethnicity, Gender, Instruction, and Value. The subscales should not be confused with the constructs that inform them: self-efficacy, anxiety, and attitudes. They are groupings of related perception statements that provide meaningful information about different aspects of the participants' chemistry perceptions. A five-point Likert scale, from strongly agree to strongly disagree, was utilized. Construct and content validity was determined by the completion of a Validation of Proposed Perception Statements form by qualified judges, and item analysis. The nature of Likert scale construction and calculation of internal consistency also supported the validity of the instrument. Reliability estimates were calculated through the test-retest method and Cronbach's Coefficient Alpha for the overall instrument and each of the seven subscales. Item analysis involved the calculation of three sets of statistics for each item, including an item discrimination index. Factor analysis confirmed the multidimensionality of the instrument. Do different ethnic groups have perceptions of chemistry that differ from those of other groups? Do successful chemistry students have different perceptions from those who are not successful? How do the perceptions of chemistry students differ from those of their instructors? Should chemistry departments use different recruiting and/or instructional techniques depending on a student's chemistry perceptions? Before researchers can begin to answer these, and other questions, it is important that they have a valid and reliable instrument to determine chemistry perceptions.Item The Effects of Two Instructional Methodologies on the Premarital Attitudes of College Students: An Experimental Study.(Texas Tech University, 1975-08) Cate, Rodney MichaelNot Available.Item Youth culture and modernism: a value orientation survey.(Texas Tech University, 1975-08) Meriwether, Marian WossumNot available