This study focuses on the importance of students' hard work and institutional factors--technology, advising, mentoring, and tutoring on student's academic performance. It is important for institutions to emphasize both students' hard work and effective institutional factors that will have positive impact on student success.

The purpose of the study was to determine whether the Readiness for Education At a Distance Indicator (READI) assessment tool could predict student success in an online basic communication course through a comparison of students' scores on the READI assessment to students' final grade point average (GPA) in an online course. The population of the…

Children who are homeless or in foster care change schools more often than their non-mobile peers. The impact of school mobility increases their risk of academic failure (Evans, 1996; Ingersoll, Scamman, & Eckerling, 1989; Mao, 1997, Mehana & Reynolds, 2003; Reynolds & Wolf, 1999). Laws enforcing the right of students to remain in…

Our nation's K-12 schools are faced with numerous critical challenges that affect student achievement and consequently impact society. Key challenges, such as elevating academic achievement, meeting state and No Child Left Behind (NCLB) standards, high dropout rates, at-risk students, parental involvement, and the recruitment and retention of…

Advising and mentoring of future teachers in teacher preparation programs are important in preparing quality teachers. The current study was performed to examine predictors of students' satisfaction with advising and mentoring in a teacher preparation program. Differences between students in their level of satisfaction with advising and mentoring…

A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

This study applies competing risks survival analysis to describe outcome attainment for an entire cohort of students who first attended a Midwestern community college in the Fall Semester 2001. Outcome attainment included transfer to a four-year institution, degree/ certificate attainment from the community college under study, and transfer to a…

The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a…

The construct of anxiety plays a major role in one's life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done…

The purpose of this study was to investigate the low participation rate among high school students 18 years of age or older in Advanced Placement courses. The subjects in this study were 129 Advanced Placement Students and 129 non-Advanced Placement high school students 18 years of age or older in five high schools in two Louisiana parishes.…

The present study sponsored by Islamic Azad University of Bandar Abbas, Iran, intended to see if locus of control really affected students' language achievement. It was hypothesized that subjects' loci of controls affected their GPA's in meaningful and significant ways. The study also tried to measure the effects of students' major and their…

This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the…

Undergraduate student persistence has been widely studied over the past several decades; however, the majority of this research focuses on predominantly White institutions and fails to consider retention in a diverse context. To address this need, this exploratory study examined 3rd and 5th semester persistence of White and Hispanic students at a…

First-year students experience academic, social, and emotional adjustments as they transition to college. First-year experience courses support students in this transitional phase by helping them integrate into the campus environment and by teaching them college-appropriate learning strategies. This study explored the role that participation in a…

Scholastic Aptitude Test, called SAT, has an immense influence in Chinese education. Most Chinese students choose to attend tutoring programs outside of the school curriculum to help them prepare. This study explores the tutoring programs both in China and the United States to assess variables that affect the quality of their preparation.…