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Direct linkPadilla-Walker, Laura M. – Teaching of Psychology, 2006
This study examined whether offering daily extra credit quizzes predicted exam performance in an advanced psychology course (n = 36). Results revealed that extra credit performance was a strong predictor of exam performance, above and beyond gender, college grade point average, and ACT scores. In addition, results suggested that nearly half of the…
Descriptors: Advanced Courses, Psychology, College Students, Student Motivation
Peer reviewedOley, Nancy – Teaching of Psychology, 1992
Reports study results concerning the effects of peer tutoring, library assistance, and extra credit incentives upon student research paper quality. Indicates that students who sought help got better grades. Reveals a strong correlation between the number of consultations and final research paper grades. Concludes that grade point average also was…
Descriptors: Grade Point Average, Higher Education, Introductory Courses, Peer Teaching
Peer reviewedKalat, James W.; Matlin, Margaret W. – Teaching of Psychology, 2000
Provides an overview of the Graduate Record Examination (GRE) Psychology test focusing on the scoring system for the GRE Psychology test, who prepares the test and how the test is prepared, and the usefulness of the GRE Psychology test. Explores some future directions for the test. (CMK)
Descriptors: Comparative Analysis, Grade Point Average, Graduate Study, Higher Education
Briihl, Deborah S.; Wasieleski, David T. – Teaching of Psychology, 2004
This study summarizes the admission and program characteristics of American master's-level graduate programs housed in psychology departments. Individual programs (N = 253) from 163 colleges and universities provided data, including the use of grade point average, Graduate Record Exam scores, and other tests (Psychology Graduate Record Exam,…
Descriptors: Psychology, Grade Point Average, Graduate Study, College Admission
Peer reviewedWendorf, Craig A. – Teaching of Psychology, 2002
Examines student grade expectations throughout a semester in which students offered their expectations three times during the course: (1) within the first week; (2) midway through the semester; and (3) the week before the final examination. Finds that their expectations decreased stating that their cumulative grade point average was related to the…
Descriptors: Academic Aspiration, Educational Research, Grade Point Average, Grades (Scholastic)
Peer reviewedNauta, Margaret M. – Teaching of Psychology, 2000
Assesses how accurately psychology undergraduates perceive: (1) the importance of various graduate admission criteria, including minimum grade point averages needed for consideration by graduate programs; (2) the length of time required to complete graduate degrees; and (3) starting salaries at various educational levels. Presents and discusses…
Descriptors: Admission (School), Admission Criteria, Grade Point Average, Graduate Study
Peer reviewedRoberts, M. Susan; And Others – Teaching of Psychology, 1990
Examines how reading ability relates to course performance in an introductory developmental psychology course. Compares personalized system of instruction (PSI) to contingency managed lecture (CML) sections. Shows previous academic performance best predicted final examination scores for CML students while reading comprehension best predicted PSI…
Descriptors: Academic Achievement, Achievement Tests, College Instruction, Comparative Analysis
