Non-academic Achievements Research Articles

Merit and Competition in Selective College Admissions

Using interview data from 34 admissions officers at 17 elite colleges, this paper compares two perspectives shaping admissions policy. Admissions officers apply a “merit” perspective that relies on indicators of student academic and nonacademic achievement. They also employ a “competition” perspective that evaluates student characteristics according to organizational needs. Findings include (a) elite colleges’ maintenance of an illusion that student achievement determines admissions, and (b) that admissions practices are designed to maintain the colleges’ elite status.

Behaviour assessment in ontario mathematics classrooms

Curriculum reform in Ontario secondary schools proposed that the assessment of student achievement be separated into academic achievement and non-academic achievement or the behaviours that can influence academic achievement. The purpose of this study was to explore teachers’ assessment practices of non-academic achievement in Ontario’s grade 9 Academic and Applied mathematics programs. A questionnaire was distributed to grade 9 mathematics teachers attending a provincial mathematics conference. Analysis revealed that teachers were not engaging in this area of assessment as much as they felt they should and that the assessment of homework, in particular, was still being incorporated into a student’s academic score. Key words: Assessment, mathematics, learning skills, learning behaviors/behaviours

Is the self-handicapping scale reliable in non-academic achievement domains?

The present study investigated whether the short version of the Self-Handicapping Scale (SHS; Rhodewalt, 1990) is a reliable measure of self-handicapping outside of academic settings. Across 3 samples of athletes, analyses indicated that SHS items were not very meaningful to respondents and the subscales lacked internal consistency, particularly the effort subscale ( α and composite reliability estimates ranged from 0.36 to 0.49). Confirmatory factor analyses revealed that the SHS had an unstable factor structure as the majority of fit indices were well below the 0.90 level of acceptability. These findings suggest that the SHS is not a reliable instrument for identifying trait self-handicappers in sport achievement settings. Rather, the SHS may be a domain-specific measure of academic self-handicapping.

THE EFFECTS OF SAMPLE RESTRICTION ON GENDER DIFFERENCES*

THE EFFECTS OF SAMPLE RESTRICTION ON GENDER DIFFERENCES*

Guiding Schools to Improved Performance Using Data Envelopment Analysis: An Illustration with Data from a Local Education Authority

The educational process is characterized by multiple outcomes such as the achievement of academic results of various standards and non-academic achievements. This paper shows how data envelopment analysis (DEA) can be used to guide secondary schools to improved performance through role-model identification and target setting in a way that recognizes the multi-outcome nature of the education process and reflects the relative desirability of improving individual outcomes. The approach presented in the paper draws from a DEA-based assessment of the schools of a local education authority carried out by the authors. Data from that assessment are used to illustrate the approach presented in the paper.

ANALYSIS OF THE REVISED STUDENT DESCRIPTIVE QUESTIONNAIRE, PHASE I

ETS Research Report SeriesVolume 1988, Issue 1 p. i-25 ArticleFree Access ANALYSIS OF THE REVISED STUDENT DESCRIPTIVE QUESTIONNAIRE, PHASE I Accuracy of Student-Reported Information Norman E. Freeberg, Norman E. FreebergNorman E. Freeberg is a senior research psychologist at Educational Testing Service, Princeton, New Jersey.Search for more papers by this author Norman E. Freeberg, Norman E. FreebergNorman E. Freeberg is a senior research psychologist at Educational Testing Service, Princeton, New Jersey.Search for more papers by this author First published: June 1988 https://doi.org/10.1002/j.2330-8516.1988.tb00267.xCitations: 10 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat REFERENCES American College Testing Program (ACT). 1973. Assessing students on the way to college. ACT Technical Report. Vol. 1. Iowa City: American College Testing Program. Armstrong, R. J., and J. A. Jensen. 1975. The accuracy of student-reported grades on the ATP Student Descriptive Questionnaire. New York: College Entrance Examination Board. Armstrong, R. J., J. A. Jensen, A. J. Doyle, and C. H. Reynolds. 1976. The accuracy of the mean of six self-reported grades. College and University (Winter): 183– 92. Baird, L. L. 1976. Using self-reports to predict student performance. Research Monograph 7. New York: College Entrance Examination Board. Boldt, R. F. 1973. Accuracy of grade point statistics collected with the College Entrance Examination Board Self-description Blank. Princeton, N.J.: Educational Testing Service. Memorandum. Clausen, A. R. 1968. Response validity: Vote report. Public Opinion Quarterly 32: 588– 606. College Board. 1985a. National college-bound seniors, 1985. New York: College Entrance Examination Board. College Board. 1985b. Registration Bulletin 1985–86: SAT and Achievement Tests (Midwestern Edition). New York: College Entrance Examination Board. College Board. 1987. 1987 National profile of SAT and Achievement Test takers. New York: College Entrance Examination Board. Davidsen, O. M. 1963. Survey of reliability of student self-reported high school grades. Iowa City: American College Testing Program. Mimeo. T. F. Donlon, ed. 1984. The College Board technical handbook for the Scholastic Aptitude and Achievement Tests. New York: College Entrance Examination Board. Dunette, M. D. 1952. Accuracy of students' reported honor point averages. Journal of Applied Psychology 36: 20– 22. Holland, J. L., and J. M. Richards, Jr. 1965. Academic and nonacademic accomplishment: Correlated or uncorrelated? Journal of Educational Psychology 56: 165– 74. Kirk, B. A., and L. Sereda. 1969. Accuracy of self-reported college grade averages and characteristics of non- and discrepant reporters. Educational and Psychological Measurement, 29: 147– 55. Maxey, E. J., and V. J. Ormsby. 1971. The accuracy of self-report information collected on the ACT Test Battery: High school grades and items of nonacademic achievement. ACT Research Report 45. Iowa City: American College Testing Program. Nichols, R. C. 1966. Non-intellective predictors of achievement in college. Educational and Psychological Measurement 26: 899– 915. Nichols, R. C., and J. L. Holland. 1963. Prediction of the first-year college performance of high aptitude students. Psychological Monographs 7, whole number 570. Ramist, L. 1980. Correspondence between Student Descriptive Questionnaire responses and College ATP Summary Report subgroup identifications. Paper. Princeton, N.J.: Educational Testing Service and College Entrance Examination Board. Ramist, L. August 1986. Personal telephone communication. Walsh, W. B. 1967. Validity of self-report. Journal of Counseling Psychology 14: 18– 23. Walsh, W. B. 1969. Self-report under socially undesirable and distortion conditions. Journal of Counseling Psychology 16: 569– 74. Citing Literature Volume1988, Issue1June 1988Pages i-25 ReferencesRelatedInformation

Academic and personal predictors of clinical success in medical school.

Admissions interview data and college academic credentials of five classes of University of Missouri-Columbia medical students were evaluated as possible predictors of clinical success. Those students who were judged by admissions interviewers to have high levels of maturity, nonacademic achievement motivation or rapport were approximately two to three times as likely to receive outstanding internship recommendations as those without such personal characteristics. Under-graduate grade-point average had a smaller but nevertheless significant relationship with clinical success as measured by internship letters. These data suggest that additional emphasis during selection upon applicants' personal characteristics would have enhanced the clinical success of these students.

Verbal giftedness and sociopolitical intelligence: Terman revisited

This paper reports on a three-year study of sociopolitical intelligence-defined as the ability to formulate viable solutions to moral, social, and political problems-in adolescence. From an initial sample of 659 intellectually gifted 12- and 13-year-olds, 58 students with the highest SAT-V scores were selected for study. From a later sample of 506 equally gifted 13- and 14-year-olds, 120 students were selected using measures of verbal intelligence (DAT), social insight, and creative potential, as well as academic and nonacademic achievement. On the basis of a variety of personality and cognitive measures the students in both samples were found to be unusually mature and well adjusted but to vary considerably in sociopolitical intelligence. These results suggest in partial agreement with Terman's earlier findings concerning the gifted, that above a certain level of tested intelligence the critical determinants of effective, practical performance may be personality and biographical variables.

Comparative Prediction of First Year Graduate and Professional School Grades in Six Fields

The validity of predictors of academic performance in six postgraduate fields were compared. The fields included three liberal arts areas and three professional areas: arts and humanities, biological and physical science, social science, law, medicine, and business. The predictors included information about students' backgrounds, self-conceptions, values, nonacademic achievements, and curricular patterns as well as admissions test scores and grades. In most fields, grades were predicted by academic ability and by prior achievement, self-confidence, and previous accomplishment in the field. Background variables predicted grades only in law and arts and humanities. The predictive power of admissions tests varied from field to field.

Unrealistic vocational choice: A research model

Multimethod factor scores were derived from measures of ACT aptitude, ACT nonacademic achievement and the Omnibus Personality Inventory. A sample of 89 subjects whose freshman major was engineering and whose junior year major consisted of a variety of nonengineering subjects represented subjects who had made an unrealistic vocational choice as freshmen. The junior year majors of these subjects were classified by Holland's theory of vocational choice and the relationship between the factor scores and Holland categories was shown by the technique of spatial configuration. These data were employed to illustrate how counseling practice could be integrated with vocational theory.

Factors of Academic Success: A Multivariate Analysis

This report is a multivariate analysis of student characteristics as they relate to first quarter grades at the University of Utah. Student characteristics data were drawn from the pool of items available through the ACT program. College performance was found to be influenced by high school grades; ACT scores on English, Mathematics, Social Studies, Natural Sciences, and Composite; academic goal; sex; estimated family income; number of younger children in family; high school attended; non-academic achievements; and future vocational role. It was found that some of these variables interacted in their relationship to grades.

A Study of Academic and Nonacademic Predictors and Criteria of Success among Scholarship Recipients

This is an investigation of the relationships and differences among selected personality, demographic, and intellective variables in a sample of 267 Morehead Scholars, at the University of North Carolina at Chapel Hill, from the classes of 1965 through 1970 to determine the feasibility and practicality of their use as predictors and criteria of academic and nonacademic achievements. Analysis of variance was used to determine the differences among the various groups. Stepwise regression analysis was used to determine the association among the variables and to select the most efficient predictors of academic and nonacademic criteria.There was a significant relationship between high school nonacademic achievements and (a) Opinion, Attitude, and Interest Survey (OAIS) scores, (b) high school rank in class and (c) Scholastic Aptitude Test (SAT) scores. High school nonacademic achievements and selected OAIS scales, when combined with SAT scores and high school rank in class, increase the efficiency of predictin...

Gambaran Motivasi Berprestasi Peer Group Religius Pada Mahasiswa

The purpose of this study is to see how the role or perception of students in the peer group about achievement motivation and religiosity that exists in themselves. The research method uses qualitative case studies. The informants in this study involved 9 students divided into 3 peer groups with the characteristics of each and 1 teaching staff. The results showed that according to individuals in the peer group, the academic motivation and non-academic motivation achievement of their students was influenced by friends in the peer group, and religiosity could influence their achievement motivation. Religiosity can itself influence achievement motivation, and can be formed in a peer group so that it indirectly influences achievement motivation in students.

Analysis and Evaluation of Early Admission to School for Mentally Advanced Children

The purpose of the study was to determine the effect of early admission on sixty-three children in the first, third, fifth, and seventh grades in relation to their peers in terms of academic and nonacademic achievement, social and emotional development. Information was gathered from 1) permanent student records, 2) parent and teacher questionnaires, and 3) a specially devised teacher-rating instrument. Analyses of covariance were done and f-tests of significance were made on the data collected. The results showed that, in general, there were no significant differences between the early-admit children and their non-early-admit peers. Parent and teacher questionnaires showed that, in general, teachers were opposed to early admission, and that parents of early-admit pupils were in favor of early admission, while parents of non-early admits were not.

Prediction of Academic and Nonacademic Achievement in Two-Year Colleges From the Act Assessment

Prediction of Academic and Nonacademic Achievement in Two-Year Colleges From the Act Assessment