This study explored the differences in vocational maturity, academic aptitude, and achievement variables among female sorority students who made congruent, incongruent, and undecided occupational choices. The findings suggest that students in the congruent female group tend to be more vocationally mature. (Author)

The present study was designed to determine if students would improve their test performance in order to earn the right to self-evaluate their daily tasks, and then, whether they would maintain high test performance in order to keep this privilege. A second purpose was to demonstrate a practical way in which teachers could effectively reduce the…

Three groups of students were analyzed to determine if academic and nonacademic variables would discriminate between students who graduate with honors, those who graduate without honors, and those who drop out of college. Criterion groups were composed of male students from Brown University who entered in 1962, 1963, and 1964 and graduated in 4…

The prediction of level of post-high-school educational choice was investigated using the theme scores of the Strong Vocational Interest Blank, sex and achievement level as predictors. Results indicated significant relationships between interests and educational choice, moderated in some cases by sex and achievement level. (Author)

This article details some of the developmental patterns that characterize the child's experiences with anxiety about being evaluated. (Author)

WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. (Author)

Since the inauguration of the No Child Left Behind Act of 2001 (NCLB) in the United States, with a billion-dollar budget to induce educational reform, American schools have been under the microscope for meeting accountability standards for students. The performance pressures have intensified as the consequences for not achieving academic…

The behavior of young and adolescent male children from homes without fathers was compared to comparable groups of children from intact homes. Teachers reported no difference in academic and extracurricular participation and performance. It was concluded that, in general, the behavior of children with and without fathers is not appreciably…

The purpose of this study is to examine the extent to which a reflection or impulsive response style, as judged by teachers through a rating method, is related to academic performance. (Author)

This study investigated personality and academic achievement differences between athletic and non-athletic ninth and tenth grade girls in a Canadian school. Athletes participated in at least one of four interscholastic sports while the non-athletes were involved in only activities associated with a required Physical Education course. Differences…

A study was conducted among high school students to discern their reasons for dropping out of school. Indepth interviews were conducted with a random sample of 544 dropouts from a large urban board in Canada. The profile of a typical dropout in the literature is one of a chronic low achiever who is aimless, alientated, angry, and has a variety of…

On the college level controllable consequences that are likely to improve achievement are scarce and often unimaginatively used. Student assessment and grades have typically been emphasized. The purpose of this study was to determine if achievement could be improved by providing an increase and choice of contingencies following academic…

The specific causal attributions individuals use in accounting for academic outcomes can influence their subsequent achievement-related behavior. College instructors responded to the hypothetical success and failures of older and younger students by attributing these to ability, effort, luck, and task difficulty. Results indicated a negative…