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Explaining Individual Student Success Using Continuous Assessment Types and Student Characteristics
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Day, Indira N. Z.; van Blankenstein, Floris M.; Westenberg, P. Michiel; Admiraal, Wilfried F. – Higher Education Research and Development, 2018
Individual student success is influenced by the educational environment and student characteristics. One adaptation of the educational environment to improve student success is the introduction of continuous, or in-course, assessment. Previous research already identified several student characteristics that are related to student success as…
Descriptors: Student Characteristics, Statistical Analysis, Academic Achievement, Questionnaires
Do Honors Students Have More Potential for Excellence in Their Professional Lives?
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Scager, Karin; Akkerman, Sanne F.; Keesen, Fried; Mainhard, M. Tim; Pilot, Albert; Wubbels, Theo – Higher Education: The International Journal of Higher Education and Educational Planning, 2012
Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students' prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli's…
Descriptors: Honors Curriculum, Intelligence, Persistence, Creative Thinking
The Relationship between Personality Characteristics and Academic Success in Law School
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Fagan, Ron; Squitiera, Paula – Evaluation and Research in Education, 2002
This study focuses on the relationship between the personality characteristics of entering law students and academic success in law school. The subjects (137) were entering law school students at Pepperdine University School of Law. Students were administered the California Psychological Inventory (CPI) as a measure of their temperament and…
Descriptors: Law Students, Grade Point Average, Law Schools, Academic Achievement
Cognition, Anxiety, and Prediction of Performance in 1st-Year Law Students.
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Diaz, Rolando J.; Glass, Carol R.; Arnkoff, Diane B.; Tanofsky-Kraff, Marian – Journal of Educational Psychology, 2001
Two models (exam and oral argument performance) to predict academic performance using ability, affective, and cognitive variables were evaluated using students in their first year of law school. Different processes appear to operate in each of the two academic tasks. The implications of the results for law school education and future research are…
Descriptors: Academic Achievement, Affective Measures, Anxiety, Cognitive Processes
Studies on the Multi-functional Nature of Courses in Economics and the Role of Domain Specific Expertise. Ex Post Facto Research 1.
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Dochy, F. J. R. C.; Bouwens, M. R. J. – 1990
This paper reports an investigation that was done ex post facto, examining the hypothesis that within economics courses defined economics students achieved better results than did law students in the same courses. This should not be the case if the courses are truly multifunctional. Information on an economics and money course and a course on the…
Descriptors: Academic Achievement, College Students, Course Content, Distance Education
Biorhythms and Law School Performance.
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Frey, Martin, A. – Journal of Legal Education, 1978
A study, conducted to test the influence of biorhythms on law school performance, focused on academic disadvantages, absenteeism and withdrawal, biorhythm compatibility among students and teacher, and study efficiency. One conclusion is that outside employment and basic ability are more important than biorhythms in determining success. (JMD)
Descriptors: Academic Achievement, Attendance, Biochemistry, Higher Education