Significant education research has focused on the study approaches of students. Two study approaches have been clearly identified: deep and surface. In this study, the author examined the way in which students approach studying introductory accounting courses. In general, he found that GPA and expected course grade were correlated positively with…

This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, prior college academic achievement, and parental level of…

Explored the relationship of time of withdrawal to students' academic enrollment and performance using a follow-up procedure with 469 undergraduates. Students withdrawing late had lower grade point averages, were more often on academic probation, more often withdrew because of academic difficulties, and had more previous withdrawals. (Author/MCF)

This study investigated differences in performance on the Law School Admission Test (LSAT) and subsequent applications and admission decisions separately for men and women. Data were drawn from the 1990-1991 law school applicant pool, a total of 83,336 applicants, who generated 417,103 applications at 178 law schools. The undergraduate grade point…

The study reported in this paper is designed to provide evidence of the convergent and discriminant validity of the Flexible Combination Test (R. Dillon). Two premises were tested: (1) flexible combination accounts for significant variation in cumulative grade-point average, high school rank, and cumulative Act Assessment scores; and (2) the…

Studied the effect of a structured study environment in residence halls on the grade performance of undergraduate students at all levels of academic performance. Results show that living on a study floor is likely to raise the GPA by at least .05 for the quarter grades at hand. (Author)

The other inflation is grade inflation, the label affixed to the indisputable rise in the grade-point averages of undergraduates at public and private, elite and community colleges and universities across the country. The effects of grade inflation upon academic performance were assessed. (Author/RK)

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…

A new policy requiring faculty members to take attendance in first-year courses was implemented in a large public, metropolitan university. In the first semester, the number of first-time, full-time, first-year students earning grade point averages of 2.0 or higher improved by more than 10% compared to the previous four years. A detailed analysis…

The Tutorial Assistance Program (TAP) of the University of California (Irvine) is described and a new method of evaluation is illustrated through an analysis of the performance of students in six large introductory classes. This approach to evaluation starts with a multiple regression equation for predicting course grades of those not in tutoring…

This study was designed to examine questions about the validity and utility of two commonly used predictors of academic success in law school, the Law School Admission Test (LSAT) score and the undergraduate grade point average (UGPA), when the criterion measure is grade point average at the completion of law school (LGPA). The study also examined…

Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for college students with and without…

Undergraduates in study-skills course were classified by comparing actual with predicted grade point averages. Multivariate analyses of variance supported predicted precourse differences, but pattern of differences was not same for students of different personality types and academic achievement levels. Overall effectiveness of course was…

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…

Examines the relationships among goal orientations, the use of cognitive strategies, and academic achievement for 234 undergraduate students at the United Arab Emirates University. Finds that performance-goal orientation had a negative effect on grade-point average (GPA), whereas learning-goal orientation had a positive effect mediated by…