Browsing by Subject "Prediction of"
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Item Familial Factors Related to the Dropout Rate of College Freshmen(Texas Tech University, 1974-05) Nelson, Nora MargueriteNot Available.Item Predicting recidivism in delinquent adolescents in an in-home family therapy program(Texas Tech University, 2002-08) Aguirre, CarmenNot availableItem Problem solving and criminal violence(Texas Tech University, 1987-12) Miles, Kenneth AThe relationship between interpersonal cognitive problem solving and criminal violence was investigated in two studies. In study 1, the problem-solving skills of respective violent and nonviolent male juvenile offenders were compared using the Means-Ends Problem-Solving Procedure (MEPS). The results indicated no group differences in problem-solving skill. Both the MEPS and the Problem Solving Inventory (PSI) were utilized in a second study of problem-solving skills among violent and nonviolent adult male offenders. Unlike the findings with juveniles, violent adult offenders performed more poorly on the MEPS (but not the PSI). Moreover, MEPS scores were associated with multiple indices of violence and prominently contributed to a discriminant function which correctly classified 98% of the subjects as violent or nonviolent. The MEPS results strongly suggested that violent offenders were deficient in problem-solving skill relative to nonviolent offenders. Finally, a self-report measure of violence, the Delinquency Check List, correlated poorly with both problem-solving and violence indices. Differences between juvenile and adult subject findings are discussed in terms of differences in the violence/nonviolence criteria employed in the two studies as well as possible developmental differences in problem-solving skills between juvenile and adult offenders. The results are related to other studies of violence and several typologies of violent behavior. Differences in MEPS/PSI results are discussed in terms of functional distinctions between the two tests, differential effects of institutionalization, and sources of distortion in skill ratings on the two instruments. Implications of the results for a problem-solving model of criminal violence are explored and promising directions advanced for future research. The results support the value of problem-solving as an appropriate treatment intervention for violent offenders.Item The effects of early, regular, and late registration on student success in community colleges(Texas Tech University, 2000-08) Street, Margaret AnnStudent success is a critical issue in higher education. Using the input-environment outcomes assessment model of Astin (1993), the main problem of this study was to determine whether or not early, regular, and late registration students differed from each other in terms of their academic success. This study had three purposes. The first purpose was to determine the differences between students enrolling during the three phases of registration (early, regular, and late) in a two-year college. A second purpose was to suggest late registration policy and practices that might improve student success. The third purpose was to make research recommendations for further study in the area of late registration. Registration time, academic records, and demographic information were collected from a stratified random sample of students at one community college in the fall of 1998. Students were grouped according to type (new and returning) and registration time (early, regular, and late). The sample consisted of 86 new students (55 regular and 31 late registrants) and 165 returning students (55 from each phase of registration). Analysis of covariance and chi-square tests were used to analyze the data. The major findings were as follows. For both new and returning students, late registrants were shown to be much less likely to persist to the spring semester than were early (returning students only) or regular registrants. Of the new students, 80% of regular and 35% of late registrants were retained to the next semester. For returning students, 80% of early, 64% of regular, and 42% of late registrants were retained. Differences in withdrawal rates were also significant for both new and returning students. New students who registered on time (regular) withdrew from 10% of their course hours while those who registered late withdrew from 21%. For returning students, early registrants withdrew from 5% of their course hours, regular registrants withdrew from 4%, and late registrants withdrew from 13%. Returning students also differed significantly in their semester grade point average (GPA) and their successful completion rate based on their time of registration. Early registrants earned a fall semester GPA of 3.48 and successfully completed 96% of their course hours. Regular registrants earned a GPA of 3.33 and successfully completed 91 % of their course hours. Late registrants earned a GPA of 2.69 and successfully completed 74% of their course hours. Policy and practice recommendations were made based on these findings. The researcher concluded that the practice of late registration is a deterrent to both academic success and retention of students.