Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Ackerman, Phillip L. | 1 |
| Beier, Margaret E. | 1 |
| Conrad, Nicole | 1 |
| Kanfer, Ruth | 1 |
| Patry, Marc W. | 1 |
| Riconscente, Michelle M. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Grade 10 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| California | 1 |
| Georgia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Motivated Strategies for… | 3 |
| NEO Five Factor Inventory | 2 |
| Multidimensional Personality… | 1 |
| Study Process Questionnaire | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRiconscente, Michelle M. – Journal of Experimental Education, 2014
The author examined the effects of teacher caring, teacher content explanations, and teacher interest promotion on Latino students' interest, self-efficacy, and achievement in mathematics. Participants in the year-long study were 326 Latino 9th- and 10th-grade students attending a large urban high school in southern California. Teacher variables…
Descriptors: High School Students, Hispanic American Students, Student Interests, Self Efficacy
Download full textConrad, Nicole; Patry, Marc W. – International Journal for the Scholarship of Teaching and Learning, 2012
Previous research has established that a relationship exists between the personality trait of conscientiousness and academic achievement. The current study extends prior research by using a path analysis model to explore various proximal traits that may mediate this relationship in a sample of two hundred and twenty three undergraduate university…
Descriptors: Academic Achievement, Personality Traits, Path Analysis, Undergraduate Students
Ackerman, Phillip L.; Kanfer, Ruth; Beier, Margaret E. – Journal of Educational Psychology, 2013
Prediction of academic success at postsecondary institutions is an enduring issue for educational psychology. Traditional measures of high-school grade point average and high-stakes entrance examinations are valid predictors, especially of 1st-year college grades, yet a large amount of individual-differences variance remains unaccounted for.…
Descriptors: Cognitive Ability, Gender Differences, Academic Achievement, Educational Psychology
