College students who withdrew from a course but continued in other courses resembled dropouts in that their time of withdrawal was related to academic standing. (Editor)

Test anxious students were less likely to have effective study habits and more likely to delay academic tasks than those showing low debilitating anxiety. (Editor)

It was found that a student's attitude toward a specific college course could be measured and improved by applying cognitive dissonance theory assumptions in a formal plan of attitudinal change. (MM)

College students who preferred a highly structured classroom situation but were in a section with low structure had lower mean achievement than had other students. (Editor)

Results of the study lend support to the contention that the interview method is superior to the conventional lecture method is promoting achievement. (Authors)