Browsing by Subject "Personality and academic achievement"
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Item An investigation of the use of Jungian psychological traits, career interests, and ACT scores in determining student compatibility with a small, church-related college(Texas Tech University, 1982-08) Harman, Rickey LyleNot availableItem An investigation of the use of Jungian psychological traits, career interests, and ACT scores in determining student compatibility with a small, church-related college(Texas Tech University, 1982-08) Harman, Rickey LyleNot availableItem Factors related to a congruent choice of college major(Texas Tech University, 1988-12) Lehberger, Paul HLower division college students (N = 244) took the NEO Personality Inventory (NEO-PI), the Self-Directed Search (SDS), and the Vocational Identity Scale (VI). Low test-retest reliability of congruence precluded large effect sizes with several variables which were expected to measure good vocational decision making ability. Should this lack of relationship be found to continue beyond the first two years of college, it would mean these variables and congruence independent1y contribute to academic success, satisfaction, and stability. Freedom from neuroticism was found to be significantly related to almost all of the other constructs evaluated. The largest correlations were with conscientiousness (-.46), agreeableness (-.37), VI (-.48), and investigative vocation-al interests (-.30). The pattern of NEO-PI to SDS correlations suggests that low scores on the SDS is associated with neuroticism and the need for more extensive counseling. Other relationships between NEO-PI, SDS, and VI scales are reported and discussed.Item Learning style preferences of athletic training students and athletic traing educators: similarities, differences and impact on academic performance(Texas Tech University, 2001-08) Taylor, LesleeAcademic researchers' interest in learning styles has led educators to realize the positive influence of learning styles on educational outcomes and on creating effective learning environments. However, learning styles related to athletic training education is relatively unexplored. The purpose of the current study was to examine the learning style preferences of athletic training students and athletic training educators. This study focused on two main points: (a) similarities and differences between learning style preferences of four levels of academic achievement of athletic training students; and (b) the similarities and differences between learning style preferences of athletic training students and athletic training educators. Athletic training students (n==531) and educators (n=127) from accredited Commission on Accreditation of Allied Health Education Programs and approved National Athletic Trainers' Association athletic training education programs participated in this study. Participants completed a two-part survey: a background information questionnaire and Kolb's Learning Style Inventory (LSI, 1993). Four levels of academic achievement were measured using GPA for each student. Findings identified a stronger Abstract Conceptualization-Concrete Experience (AC-CE) continuum versus the Active Experimentation - Reflective Observation (AERO) continuum. This inferred that the AC-CE continuum has a greater impact on student's academic achievement than the AE-RO continuum. Analysis of Variance tests identified statistically significant findings supporting the idea that the AC-CE continuum is positively linked to academic achievement for this sample of athletic training students and educators. Findings showed significant gender differences in learning style preferences. Predominant learning style preferences for athletic training students and educators were not observed, possibly due to the diverse nature of the athletic training profession. This study and its application of learning style preferences has practical implications for athletic training students, educators, and university administrators. Information related to incorporating learning style information into the classroom, providing educational opportunities related to the impact of learning styles on student performance, encouraging research in the classroom, and education on individual learning style preferences: utilizing strengths and developing weaknesses are discussed.Item Parental influence on achievement-striving and type A behavior in learning disabled and non-learning disabled children(Texas Tech University, 1993-12) Simo, Elizabertha G.This study attempted to distinguish between the learning disabled child (LD) and the non-learning disabled child (NLD) based on parents' and teachers' rating on the Matthews Youth Test for Health (MYTH). There were 150 LD students and 150 NLD students, who were also identified by social class level and ethnic status. Of particular interest was the Competitive Achievement-Striving Factor of the MYTH. The parents' and teachers' ratings of the children's behavior as measured by the MYTH was compared to the children's intellectual ability (IQ) and achievement scores based on the Test of Nonverbal Intelligence (TONI) and the reading, math, and written language subtests of the Woodcock-Johnson Psychoeducational Battery. Parent's Type A behavior was also compared to the children's IQ and achievement scores to determine if parent's expectations of high achievement goals influence the childrens' actual performance abilities. The results indicated that parents' ratings on the MYTH did differentiate between groups and that the parent's Type A scores were significantly related to the children's IQ and achievement scores. In addition, the variables of social class level and ethnic status distinguished the children and parents. An additional finding was that parent's ratings and teacher's ratings showed a significant relationship on all MYTH variables There were no gender differences on the children's MYTH ratings.